LEARNING+PROFILE+BY+JUNIOR+DEPARTMENT


 * SECONDARYLITERACYPROJECT - ALL LITERACY LINKS**

Now that we are implementing a new curriculum we need to think about the ways that we are __facilitating learning__ in every Year 9 and 10 subject. This learning profile is based upon evidence provided by observations of lessons by teachers of that subject. My intention is to use a template that enables a d__iagnosis and feedback__ to be made. The whole paradigm has to be positive. It is not to criticise but to advise and provide feedback to each other. The Secondary Literacy Project has provided us with some models of gathering observation data from classes.
 * Please note I have put this project on hold now that we are involved with the Secondary Literacy Project. What we do here will be informed by evidence gathered in this project.**

We have indicated through the annual goals that all departments need to be gathering baseline data on their classes. At the moment the profiles presented at the beginning of the year for all Year 9 classes provide teachers with a certain amount of baseline data but what about Year 10? In addition I would always argue what is the purpose of gathering data. Unless we are going to use it, why gather it?

In addition, the assessments included in markbook need to be analysed by type eg __Knowledge based__ or __process-based or combination__. I have also considered the number of assessments that are offered in a subject.

Next we turn to that 'national goal' called literacy. I have included it within the learning profile because I want it to be a particular focus. Whether we call it literacy or good learning practice does not much matter to me, but we are at a stage where we can define what literacy looks like in our subject. In my opinion literacy is about the following: I believe therefore if we are to have a particular focus on literacy we cannot just have baseline diagnostic data that measures only **ONE** of the above. Every subject needs to come up with a tool that can create a learning profile for that subject and we should let the students' know what their scores are.
 * Reading
 * Writing
 * Conceptual understanding
 * Vocabulary acquisition
 * Thinking about thinking
 * Accessing text (in whatever form)

I believe that we need to come up with an agreed tool that can measure where students are at with regards to their subject at year 10. I am suggesting that every subject can come up with a diagnostic measurable tool that gives an indication of the ability of students in a range of indicators: a KEY VOCAB LIST derived from the level 1 NCEA Teaching and Learning Guides a KEY CONCEPTS LIST derived from the level 1 NCEA Teaching and Learning Guides a WRITING TASK that is based on the ARBs or designed from within their own curriculum area a READING task based around asTTle tests a CONCEPTUAL UNDERSTANDING TASK derived from the level 1 NCEA Teaching and Learning Guides

that will give us a tool that we can use to measure progress over the year.


 * ENGLISH**
 * MATHEMATICS**
 * SCIENCE**
 * SOCIAL STUDIES**
 * PHYSICAL EDUCATION**
 * FRENCH**
 * GERMAN**
 * JAPANESE**
 * TE REO MAORI**
 * MUSIC**
 * VISUAL ART**
 * DRAMA**
 * DANCE**
 * TECHNOLOGY**
 * GRAPHICS**
 * AGRICULTURE**
 * HORTICULTURE**