The document profiles a Year 11 class based on their 2014 NAPLAN results from Year 9. It finds that the class has average ability overall, with 3 boys below average in literacy and 2 below average in numeracy. 11% of students are below national reading and spelling standards. The class also shows correlations with regional Queensland results in areas like persuasive writing. The profile divides students into 4 groups based on ability: a lower ability group requiring extra support, a middle ability group, a higher ability group needing challenge, and two students requiring careful management to maintain interest.

1. CLASS PROFILE
YEAR 11 CLASS PROFILE IN CONSIDERATION TO THE YEAR 9 NAPLAN
RESULTS FROM 2014

2. CLASS PROFILE
• For the ease of management
and resources, the NAPLAN
2014 results were used in
consideration to the year 9
results.
• These results give an indication
of the students profiles found
within the 2011 Year 11
students.
(NAPLAN, 2014)

3. STUDENT SUMMARY
• Our class room is of a standard cohort that include 15 boys and 11 girls.
• 2 student (one girl and one boy) are of the advanced ability to self-manage their learning and ICT
applications and as seen in recent NAPLAN results are consisted above average in their abilities in
literacy and numeracy.
• Of the remaining 14 boys, 3 were found to be below average in literacy and 2 was found to be below
average in numeracy as well. These three students will required additional modelling and scaffolding to
achieve the learning outcomes.
• All Students are considered to be of average ability or above in their ICT skills and have been confident
and competent users of a variety of only line school approved ICT programs.

4. ABSENT RATES
• National Assessment Program Literacy and Numeracy 2014 results align with the class cohort as
described below;
• With a 5.2 % absent rate in Queensland this is found to be comparable to class absentees with on
average 2 students are away each day and due to the timeline the project will incorporate the ability to
be contributed to on a 24 hrs. basis allowing students to make up their missed time. All resources
contributed in class by the teacher to guide the students will be posted online and readily available to
be used to review or catch up on missed lessons.

5. READING AND SPELLING
• Within the NAPLAN results for reading and spelling with 1.7 % of students below the national
minimum standards and 7% at the national minimum standards. This is slightly higher in this
class with 11 % of the class reading and spelling below national standards, it should be noted
that one student has English as their second language and one student is of aboriginal and
Torres strait.
• These result correlate with regional results and parts of the catchment of this particular
school has a high proportion of low socio economic background.

6. PERSUASIVE WRITING
• As noted in the 2014 NAPLAN results, regional Queensland had over 18 % of students
constructing persuasive writing below the national minimum standard. These results has
been noted in this particular class and scaffolding and additional guidance will be used to
help the students develop their persuasive writing skills within this project.
• Additional resources and guidance may be needed for the students who also struggle with
reading and spelling.
• In consideration to this the learning objectives of this project include the option of using
other multimedia programs to develop their final report although there will be a minimum of
one written piece of work that will be evidence of their learning and developing skilling in
persuasive writing.

7. NUMERACY
• With the numeracy results of the 2014 NAPLAN Queensland showed to have 4 % of students
below the minimum standard in numeracy skills and nearly 18 % meeting the minimum
national standards as defined by NAPLAN.
• These results also show a solid spread of above average students and these results correlate
strongly with the profiling on this class. This is again consistent with the class profiling along it
was found the class has closers to 7% of students below average, this again is consisted with
results shown for the regional centres in Queensland.

8. CURRICULUM STANDARDS
• As seen within the Curriculum science Yr. 10 - Science Achievement Standard, by the end of Year 10,
students have a strong understanding of environmental influences and impacts on society.
• Students have the ability to plan and understand how to develop questions and hypotheses and
independently design and improve appropriate methods of investigation, including field work and
laboratory experimentation.
• When analysing data, selecting evidence and developing and justifying conclusions, they identify
alternative explanations for findings and explain any sources of uncertainty.
• Students evaluate the validity and reliability of claims made in secondary sources with reference to
currently held scientific views, the quality of the methodology and the evidence cited.
• They construct evidence-based arguments and select appropriate representations and text types to
communicate science ideas for specific purposes.
• They explain how they have considered reliability, safety, fairness and ethical actions in their methods
and identify where digital technologies can be used to enhance the quality of data.

9. CLASS PROFILE
Class Groups NAPLAN results Group Summary
• The first group [1] of three male students
consists of the ‘academically at risk’ students.
These students require management strategies
to bring them back to task and to repeatedly
give them the specific step-by-step instructions
to undertake the work.

10. CLASS PROFILE
Class Groups NAPLAN results Group Summary
• The second group [2] of nine students consists
of 5 female and 6 male students. These students
are of mixed academic ability who can achieve
medium outcomes.

11. CLASS PROFILE
Class Groups NAPLAN results Group Summary
• The third group [3] consist of higher ability
students. This group of ten students consists of
five female and five male students. These
students assimilate the material quickly, but
need the time allowed to complete the learning
objectives

12. CLASS PROFILE
Class Groups NAPLAN results Group Summary
• The fourth group [4] consist of higher ability
students. This group of two students consists of
one female and one male students. These
students assimilate the material quickly, they
need to be managed carefully to keep them
occupied and interested.

13. Reference from
National Assessment Program Literacy and Numeracy (2014)
Achievement in Reading, Persuasive Writing, Language
Conventions and Numeracy. National Report for 2014
http://www.nap.edu.au/results-and-reports/national-reports.html