February 26 2016

Principal’s Message Vol.62 – Feb 2016

Dear Island CA Community,

Kia Ora, Hola, Zdrastvooytye, Savadee, Xinchao, Hej, Jambo 您好!
Much has happened at school since our last newsletter: the: Chinese New Year Junior and Senior concerts, Touch Rugby competition, IPC Entry point and Learning field trips, such as trips to the Maritime Museum (‘The Time Tunnel’ unit) and the Hong Kong UNESCO Global Geopark Visitor Centre (‘Active Planet’— Volcanoes & Earthquakes unit), Exit Points such as ‘Bright Sparks’ (Electricity unit), Mid Year Progress Reports and Student-Led Conferences. Thank you so much to all of you who came and supported our students—your children—in their learning.

Thank you to those parents who have given back to your child’s teacher a copy of your record taking/notes sheet (including ‘What your child has learned’ and ‘What can you do to support your child’s learning’); this is good evidence for the school to show how engaged parents are in helping support their child’s learning. If you have not returned it, we would much appreciate your doing so in the next week.

The Mid Year Progress Reports and Student-Led Conferences all contribute to the feedback loop — feeding forwards to Next Steps and improvements in learning. The different types of mid-year progress assessments are appropriate to the different types of learning:
Knowledge: Knowledge is often assessed by means of quizzes, written tests, and class observations. This is because the aim is to find out how much students actually know about the subject’s concepts.
Knowledge assessments are made during, and at the end of a subject or unit.
Skills: Skills are usually assessed using rubrics. The IPC Assessment for Learning (AfL) Programme has rubrics for both teachers and students. The child friendly versions of the teacher rubrics help students self-assess and peer assess. Rubrics are used for assessing skills because skills are about being able to do something actively. Skills can be observed and assessed throughout the unit and throughout the year.
The Assessment for Learning programme also has learning activities and advice to help each student learn the various skills. If you and your child(ren) follow the specific advice / activities shared in the report (under next steps and comments) and in conferences, these can help your child(ren) move from one stage to the next (i.e. from ‘beginning’ to ‘developing’, from ‘developing’ to ‘mastering’, and ‘consolidating mastering’).
Understanding: Understanding is normally assessed by observations throughout the unit. The progress and end-of-year reports include written comments about your child’s understanding in the different units.

May God richly bless you and school staff as we all work together to help children learn!
Debbie Middleton, Principal