Progress & Achievement Report
LEARNING TODAY
FOR TOMORROW
Report to show Progress and Achievement
AT THE END OF FOUR YEARS AT SCHOOL
AUGUST 2107
Name: Charlotte McCauley
Year: 4
Room: 12
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NATIONAL STANDARDS
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READING
h Assessments used: Running Records, Teacher Observation, Class Work
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General
r Comment:
Charlotte has shown a strengthening understanding of inferencing and use of comprehension strategies- She is able to
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communicate a clear summary of what she has read and is beginning to confidently find evidence within the text to support these
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statements
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Next
e learning steps:
m To develop knowledge of common phrases
e Develop vocabulary
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How you can help at home:
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Discuss
O unknown words and interesting phrases
practice
T finding supporting evidence within texts read at home to cement comprehension learning
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WRITING Assessments used: Switch on to Spelling Assessments, Teacher Observations, Class Work
General Comment:
Charlotte has shown a growing understanding of the features and structure of information/explanation writing
Beginning to correctly punctuate her writing and provide a range of sentences that have different beginnings and lengths
Next learning steps:
To use paragraphs to organise ideas
Produce an interesting introduction to capture the attention of readers
How you can help at home:
Discuss with charlotte the punctuation in text read at home and highlight the structural features of Non-fiction texts and how
these are produced in interesting ways so she gains another idea of how this is presented
Mathematics Assessments used: Strategy Snapshots, Knowledge Snapshots, Basic Facts Assessments, Class Work, Teacher Observations, Gloss
General Comment:
Charlotte is a willing learner in room 12. She has approached our unit of fractions with a keen mind and shown improvement in her
understanding of fractions within a shape. She is capable of distinguishing the numerator and denominator of a shape and provide an
explanation of this
Next learning steps:
to have a wider understanding of fractions-
Finding the fractions of numbers and using this skill to proficiently answer word problems
How you can help at home:
Support Charlotte to remember her family of facts
Key National Standard Well Below National Standard
READING Insert where appropriate
Colour Wheel levels for
New Zealand Years 1 3
Curriculum Levels Reading Ages for
Years 4 - 6
NZC Level 4+
At NZC Level 3
10.0 12.0
Early NZC Level 3
At NZC Level 2 8.0 9.5
Early NZC Level 2 Gold
Purple
Turquoise
Orange
At NZC Level 1 Green
Blue
Yellow
Red
Magenta
After 1 year After 2 years After 3 years At the end of At the end of At the end of
Anniversary Date:
at school at school at school Year 4 Year 5 Year 6
WRITING Insert where appropriate
New Zealand
Curriculum Levels
NZC Level 4+
At NZC Level 3
Early NZC Level 3
At NZC Level 2
Early NZC Level 2
At NZC Level 1
Within NZC Level 1
Beginning NZC Level 1
After 1 year at After 2 years at After 3 years at At the end of Year At the end of Year At the end of Year
Time at School
school school school 4 5 6
Mathematics Insert where appropriate
New Zealand
Numeracy Strategy Stage
Curriculum Levels
NZC Level 4+ Stage 8+
Early NZC Level 4 Stage 7
At NZC Level 3
Stage 6: Advanced Additive
Early NZC Level 3
At NZC Level 2
Stage 5: Early Additive
Early NZC Level 2
At NZC Level 1 Stage 4: Advanced Counting
Stage 3
Countin
Early NZC Level 1 g Stage 2
Stage 1
After 1 year After 2 years After 3 years At the end At the end At the end of
Time at School
at school at school at school of Year 4 of Year 5 Year 6
The Matua Learner
Matua School Vision
Connected, Thinker, Self manager, Communicator, Team player
The Matua learner will be a confident, engaged actively involved Lifelong learner
Matua School Values
community and participation for the common good;
excellence, by aiming high and by persevering in the ecological sustainability, which includes care for the environment;
face of difficulties; integrity, which involves being honest, responsible, and accountable
and acting ethically;
innovation, inquiry, and curiosity, by thinking critically, and to respect themselves, others, and human rights.
creatively, and reflectively;
diversity, as found in our different cultures, languages,
and heritages;
School logo
equity, through fairness and social justice;
Team Players Extra Support (if needed)
Novice Expert
Knows when to cooperate and when to compete x
Shows leadership x
Participates in the class and other school settings x
Shows respect and consideration towards others x
Communicators Other Curriculum Areas:
Listens and speaks effectively in various settings x
Contributes ideas confidently x
Writes confidently and effectively x
Shows confidence using digital technologies x
Thinkers General Comment:
Asks questions and responds thoughtfully Charlotte is a jovial student who is popular with her peers. She
x
has consistently presented her work to a high standard. She has
Solves problems creatively
x enjoyed participating in our inquiry unit of planet earth and
beyond. Charlotte is an active participant in Room 12 activities.
Reflects on his/her learning
x She is confident in her approach to learning and willing to ask for
assistance when needed. It has been a pleasure teaching you
this year Charlotte. Your bubbly personality is a pleasure to be
around.
Self- Managers
Meets challenges with determination and confidence x
Makes decisions independently and is organised x
Takes responsibility for his/her learning and behaviour x
Shows the motivation and effort to be an achiever x
Meets challenges with determination and confidence x
Connected
Connected with others and the community x
Shows awareness of their world and the environment x
Responds to change x
Connects school learning with everyday life x
Class Teacher: Principal:
Associate Teacher- Vanessa Millar Craig Wallis
Student Teacher- Luana Stripling
