JAMES ANDERSON Year 3 Semester 2 Learning Area Rating Health and Physical Education C Civics and Citizenship C The Arts E The Humanities C Maths D Number and Algebra English Measurement and Geometry English Statistics and Probability D Science C Information and Communications Technology Design, Creativity and Technology B Year 1 Year 2 Year 3 Year 4 Year 5 D C Work habits Needs Attention Acceptable Very Good Excellent Effort Class Behaviour Ratings: A B C D E Well above the standard expected at this time of year Above the standard expected at this time of year At the standard expected at this time of year Below the standard expected at this time of year Well below the standard expected at this time of year Legend: Your child's achievement this year The expected level of achievement JAMES ANDERSON Year 3 Semester 2 What James has achieved James is able to use concrete materials to help him in understanding and has had some success with naming fractions, by using visual prompts. James’ design using tessellation patterns to create a mural was very well done and very creative. James made a substantial contribution to the group task using survey data to create graphs. James created an excellent Science poster on liquids, gases and solids in the home and has acquired a good science vocabulary. The visit to the farm and the power-point presentation on classifying living things provided James with the opportunity to show his knowledge and love of animals. In the Arts, James was able to express his ideas and observations only with much prompting and encouragement. James’ ability to fully complete a set task has improved. James’ motor skills have improved significantly this year and as a result his enjoyment and success in HPE has increased. His basketball skills have improved and he successfully took part in a round robin tournament. James enjoys all ICT lessons and is competent in using the computer to complete publishing and presentation tasks. On occasions he has even helped other class members with their ICT projects. James had a very good idea and plan for building a toy in the technology unit but struggled with constructing the toy according to the plan. Areas for improvement/future learning James has difficulty with understanding and working with abstract ideas in Mathematics. He needs to focus on developing his skills through the continued use of concrete materials. James requires support and encouragement to work cooperatively with other class members and in teams. He needs to develop an understanding of the importance of persevering with a task and that everything he makes cannot be perfect the first try. This is particularly important in the Arts where James has a tendency to give up easily and to hand in poor quality work. He needs to listen to advice carefully and act on it so that he can continue to improve his art work. James’ skills in ICT can be further developed by learning how to make short animation stories and presentations. The school will do the following to support James in his learning An Individual Learning Plan for Mathematics will be developed for next year to enable James to have more time to develop his Mathematical skills and understanding. James will continue to have regular sessions with the speech pathologist to assist him to continue to develop good speech habits and social skills. The school will assist James with more visual aids to support him to plan and design projects. What you can do at home to help James progress Provide opportunities for James to estimate and recognise quantities in everyday life, for example, while preparing meals or while shopping. Encourage James to work with other members of the family on small projects at home. Encourage James to join a local sporting group to help him develop physical and social skills. Student Comment I liked playing in the basketball round robin. I think I worked well with my friends on the graphs in Mathematics. I really liked doing the animal project and I was proud of my presentation to the class. I am starting to enjoy Art more and I will try harder to finish all my pictures. I will work harder trying to get along with people and not lose my temper. I will keep trying hard even when things get hard for me. Attendance James has been absent for 12 days this semester. Teacher: Ms Lloyd December 2013 JAMES ANDERSON Year 3 Semester 2 Individual Learning Goals Record Sheet Overall assessment of progress towards goals Learning Areas Learning Goal Read Reading Recovery Level 15, and English Reading and interpret the text by responding to who, Viewing where, when, why, and what questions. Writing Speaking & Listening Personal Learning Interpersonal Development Thinking Type 1 - 2 paragraphs based on his class projects, with correct spelling, punctuation and sentence structure. Contribute ideas during classroom discussions and present a short oral report on set topics in two literacy classes. React appropriately to changes to the daily routine. For example, no screaming, pushing tables, or hitting when asked to use a different pencil, when there have been timetable changes, or when his normal teacher is absent. Participate in a class activities involving social interaction. For example, helping to compile the school newsletter. During class activities, James will display acceptable social behaviours which include waiting his turn, talking appropriately and following staff instructions. Learn about DeBono’s thinking hats and begin to use them to plan activities he undertakes in class. Achievement Ratings: 1 No progress 2 Little progress 3 Satisfactory Progress 4 Good progress 5 Very good progress 6 Excellent progress Entry Skills James is able to sight read books at this level, but does not show an understanding of the ideas in the stories. He is able to use written information to follow instructions. James has difficulty writing legibly and struggles with writing tasks. He has difficulty focusing on and presenting ideas sequentially. James has difficulty focussing on the set topic and often reverts to favourite topics with which he feels more comfortable. James becomes upset during change over times, or when the set routines change. He needs prior warning when there have changes to his routine to ensure he does not become distressed or disruptive. James is usually able to work in a group, but sometimes has difficulty contributing consistently to a group project. He is easily distracted and will complain and become disruptive if he has to wait too long for his turn. James has limited knowledge of thinking tools and how to use them. Achievement 4 3 3 5 6 3 JAMES ANDERSON Year 3 Semester 2 What James has achieved James has made progress staying on task during classroom discussions by using visual cue cards to help him to answer basic questions. He is now able to focus on the set topic without switching to topics he is more familiar with. He is able to take turns during classroom discussions without interrupting. There has been a considerable improvement in his ability to understand the content of stories. He is now able to answer ‘who’ what’ ‘when’ and ‘where’ questions and is developing skills in interpreting and giving reasons and consequences when responding to ‘why’ questions. During his brief oral class presentation on “Being Healthy”, James was able to speak clearly and stay on the topic for almost one minute. He also used photos to support he presentation. James’ manner when talking to people is improving. He is able to use his “friendly voice and happy face” without having to be prompted. He is beginning to follow instructions more often, but still complains when he is tired. He is also beginning to ask for permission politely when he wishes to proceed to another activity but often needs prompting or reminders to use his “friendly voice and happy face”. James is comfortable when he knows his daily schedule. He will cooperate when completing group tasks when he knows how long he has to complete it and that something more enjoyable will follow. He will remain on a set task for at least fifteen minutes with the assistance of a staff member. James still prefers to have his personal space and does not like having other students beside him. James’ ability to sit and wait his turn during group work is a good example of his growing patience and ability to concentrate on the set task. James is able to use De Bono’s Thinking Hats with assistance and has used them to plan some of his written work. Areas for improvement/future learning James had difficulty presenting ideas sequentially in his oral and written work. James will benefit from regular practice in putting familiar experiences in order in which they happened and from activities that require him to interpret and reflect on stories that he has read. James needs to learn to follow instructions consistently without reverting to using a whining voice as a tool to express his disapproval. He also needs to develop an understanding that he can express his disapproval in an assertive but not aggressive manner. There has been a notable improvement in his continued and obsessive speech habits while working, however, more improvement is needed as he still finds it necessary to repeatedly say “Good, good work.” James needs to continue to develop his understanding of De Bono’s Thinking Hats and to use them when planning his work. The school will do the following to support James in his learning James will be encouraged to extend the types of texts he reads. Comprehension questions will be developed to help him improve his understanding of the texts. Oral reports focussing on ordering and sequentially presenting ideas with reduced visual support will be included in his tasks. James will continue to be encouraged to speak clearly and not rush his speech. The school will provide personal social script books on appropriate behaviours and in a variety of situations, for example, when James is taken on Community Access or when he is involved in a new drama activity. He will also be provided with a visual timetable so he can follow planned activities. A timeframe and constant visual reminders will be provided for James when changes to the normal routine occur. To assist James to reduce his obsessive speech habits, he will be reminded through the use of appropriate cues by his teachers and aides that he is talking obsessively. Furthermore, he will be encouraged to talk about the group work he is currently involved in. The timeframe required for James to complete a task before he is allowed to proceed to one he considers more enjoyable will be gradually increased. What you can do at home to help James progress Encourage James to borrow books from the local library and to talk about the stories he has read. Talking Books may assist James to develop a deeper understanding of the content. Encourage James to talk about his day organising daily events in the order in which they happened while staying on the topic. Assist James to continue to develop his logical and ordered thinking buy using visual support cards. Provide personal social scripts on appropriate behaviours when James is on a family excursion or before a family meal. Revise the daily routine each morning to prepare James for the day’s activities and events. Assist James to reduce obsessive speech habits by using verbal and signing prompts. Teacher: Ms Lloyd December 2013