1. National Standards Parent Information Evening Plimmerton School 28 July 2010

2. What are the National Standards? The standards are a description of what all New Zealand children are expected to be able to do in reading, writing and mathematics in Years 1 – 8. The standards have been developed by the Ministry of Education.

3. The Reading Standard and criteria The Writing Standard, moderation and criteria The Mathematics standard and criteria Overall Teacher Judgement Reporting

4. The Reading Standard After one year at school, students will read, respond to and think critically about fiction and non-fiction texts at the Green level (5.9 – 6.0 years) of Ready to Read (the core instructional series that supports reading in the New Zealand Curriculum). By the end of year 4, students will read, respond to and think critically about texts in order to meet the reading demands of the New Zealand Curriculum at Level 2. Students will locate and evaluate information and ideas within texts appropriate to this level as they generate and answer questions to meet the specific learning purposes across the curriculum. By the end of years 7 and 8, students will read, respond to and think critically about texts in order to meet the reading demands of the New Zealand Curriculum at Level 4. Students will locate, evaluate and synthesise information and ideas within and across a range of texts appropriate to this level as they generate and answer questions to meet the specific learning purposes across the curriculum.

5. Criteria for achieving the Reading Standard After one year at school: Reading at Green level, 5.9 – 6.0 years Running Record (with at least 90% accuracy and 80% comprehension, using a book from the Ready to Read series or a Benchmark example) After two years at school: Reading at Turquoise level, 6.5 – 7.0 years Running Record (with at least 90% accuracy and 80% comprehension, using a book from the Ready to Read series or a Benchmark example) After three years at school: Reading at Gold level, 7.5 – 8.0 years Running Record (with at least 90% accuracy and 80% comprehension, using a book from the Ready to Read series or a Benchmark example) STAR Standardised Test: Stanine of 4, 5 or 6. Overall Teacher Judgement using 6 year Observational Survey and anecdotal notes from instructional groupings. (Refer also to Slide 13.)

6. Criteria for achieving the Reading Standard (continued) By the end of Year 4: Reading at level, 8.5 – 9.0 years Running Record (with at least 90% accuracy and 80% comprehension, using a book from the Ready to Read series or a Benchmark example) STAR Standardised Test: Stanine of 4, 5 or 6. PAT Standardised Test:Stanine of 4, 5 or 6 By the end of Years 5, 6, 7 and 8: STAR Standardised Test: Stanine of 4, 5 or 6. PAT Standardised Test:Stanine of 4, 5 or 6 Overall Teacher Judgement using running record information, PAT Listening Comprehension, and anecdotal notes from instructional groupings. (Refer also to Slide 13.)

7. The Writing Standard After two years at school, students will create texts in order to meet the writing demands of the New Zealand Curriculum at Level 1. Students will use their writing to think about, record and communicate experiences, ideas and information to meet specific learning purposes across the curriculum. By the end of year 6, students will create texts in order to meet the writing demands of the New Zealand Curriculum as they work at Level 3. Students will use their writing to think about, record and communicate experiences, ideas and information to meet specific learning purposes across the curriculum.

8. Writing Moderation Years 1 – 4: Samples of independent writing gathered each term and moderated within and across the syndicates, using Literacy Learning Progressions and National Standard guidelines. These samples will be used to inform the overall teacher judgement for each student. Years 5 – 8: One sample of independent writing gathered per term and moderated within and across the syndicates each term, using Literacy Learning Progressions and National Standard Guidelines. These samples, along with writing from other curriculum areas, will be used to inform overall teacher judgement for each student.

9. Criteria for achieving the Writing Standard Success CriteriaBelowAtAbove Using a simple planning strategy to organise their ideas. Introducing the who, what, when, where and why in the opening paragraph. Attempting to use some variety of nouns. Attempting to use some variety of adjectives. Attempting to use some variety of verbs. Composing mainly simple and compound sentences. Using simple conjunctions correctly Forming all lower-case and upper-case letters correctly. Spelling unfamiliar words by sounding out the words Writes in the past tense. Using punctuation correctly (capital letters, full stops, exclamation and question marks).

10. The Mathematics Standard After 3 years at school, students will be achieving at early Level 2 in the mathematics and statistics learning area of the New Zealand Curriculum. e.g. In contexts that require them to solve problems or model situations, students will be able to: -apply basic addition facts and knowledge of place value and symmetry to combine or partition whole numbers; -find fractions of sets, shapes and quantities. By the end of year 5, students will be achieving at early Level 3 in the mathematics and statistics learning area of the New Zealand Curriculum. e.g. In contexts that require them to solve problems or model situations, students will be able to: -apply additive and simple multiplicative strategies and knowledge of symmetry to combine or partition whole numbers; -find fractions of sets, shapes and quantities.

11. Criteria for achieving the Mathematics Standard After one year at school: Numeracy Addition/Subtraction StrategiesStage 2 or 3 Use Overall Teacher Judgement with Number Id, place value, basic fact knowledge and other strands (Geometry, Measurement and Statistics) After two years at school: Numeracy Addition/Subtraction StrategiesStage 4 Use Overall Teacher Judgement with Number Id, place value, basic fact knowledge and other strands (Geometry, Measurement and Statistics) After three years at school: Numeracy Addition/Subtraction Strategiesearly Stage 5 Use Overall Teacher Judgement with Number Id, place value, basic fact knowledge and other strands (Geometry, Measurement and Statistics) By the end of year four: Numeracy Strategy Domainsat Stage 5 Use Overall Teacher Judgement with Number Id, place value, basic fact knowledge and other strands (Geometry, Measurement and Statistics)

12. Criteria for achieving the Mathematics Standard (continued) By the end of year 5: Numeracy Strategy Domainsearly Stage 6 PAT Standardised TestStanine 4, 5 or 6 By the end of year 6 Numeracy Strategy Domainsat Stage 6 PAT Standardised TestStanine 4, 5 or 6 By the end of year 7 Numeracy Strategy Domainsearly Stage 7 PAT Standardised TestStanine 4, 5 or 6 By the end of year 8 Numeracy Strategy Domainsat Stage 7 PAT Standardised TestStanine 4, 5 or 6 Overall Teacher Judgement using basic fact knowledge, bookwork and teacher assessments in statistics, geometry and measurement.

13. Overall Teacher Judgement To make an overall judgement regarding a student’ achievement, teachers use a range of assessment tools to assist them. These include: conferencing, interviewing, questioning, explaining and discussing with students individually, in small groups and whole class settings; Using informal assessment opportunities such as focused classroom observations, student work books, set tasks, running records and student self/peer assessment, and Standardised assessment tools such as 6 year Observation Survey, PAT, STAR and AsTTle.

14. Mid Year Reporting 2010 Up to 6 months at school 6 – 11 months at school Birth date reporting: After one year at school After two years at school After three years at school By the end of year 4, 5, 6, 7 and 8 Students with English as a second language

15. Topic DevelopmentSentence development and language structures Vocabulary DevelopmentScript ControlEditing, Spelling and Punctuation Foundation Texts may be exact copies of a model. Original texts are very short (two or three ideas) with a minimal topic development. Ideas may be presented randomly. Towards the end of the Foundation Stage ideas may be organised in an order appropriate to the text type. Sentences show frequent or repeated use of a restricted range of modelled (learned) structures. Sentences are simple or compound (e.g. lined with ‘and’). There may be a range of different errors, some attributable to the learner’s age and some to their proficiency in English. These errors may include a lack of agreement of subject and verb (‘he go’), incorrect word endings, omitted or overused articles (eg “the China’), incorrect verb forms or over generalised use of a grammar rule (“I broked it’). Most words are high frequency and there is little topic-specific vocabulary (unless it has been provided). Letter formation is developing but is often variable. Towards the end of the Foundation Stage, writing usually shows appropriate use of upper and lower case letters. The writing may show evidence of self-corrections. Some words are spelt correctly and there are attempts to spell words as they sound. There are often errors in the use of simple punctuation. Stage 1 Texts are longer (at least 6-8 sentences), with some organization of the ideas. The main ideas may be expanded with details. Sentences are mainly simple or compound (e.g. linked with ‘and’). The writing shows a reduced reliance on formulaic structures. Words link ‘because’ indicate that the learner is beginning to expand texts by suing complex sentence structures. Texts include linking words to signal the development of ideas (such as markers of time in a narrative or of cause and effect in an explanation). Errors in words and structures are likely to be frequent and obvious. Texts by learners who are literate in their first language may show attempts to use more complex structures but will often have intrusive errors. Texts use a greater range of vocabulary. Most familiar vocabulary is likely to be accurately spelt or show phonemic awareness. Attempts to use unfamiliar vocabulary shows evidence of phonemic awareness. Texts use some learned topic-specific vocabulary. Words may be chosen to create an effect. The script is generally readable. There is some evidence of editing, usually teacher-directed. many high-frequency words are spelt correctly, but there may be intrusive errors. Writing may show some awareness of additional punctuation features and control over full stops. The Writing Matrix

16. Mid-Year Report Our Mission: Providing a learning environment that prepares children for life. From 2010, schools with students in Years 1 – 8 will be using National Standards. The standards show what New Zealand students are expected to be able to do in reading, writing and mathematics at the end of each year of their schooling. This mid-year report gives you an indication of how your child is progressing towards achieving the National Standards in reading, writing and mathematics for his or her respective Year level. It also sets out your child’s next learning steps in these three curriculum areas. Name: ………………………………………………………… Room: ……… Year 4 READING: By the end of Year 4, students will read, respond to, and think critically about texts in order to meet the reading demands of the New Zealand Curriculum at Level 2. Students will locate and evaluate information and ideas appropriate to this level as they generate and answer questions to meet specific learning purposes across the curriculum. Likely to achieve above the standard Next learning step(s): Likely to achieve the standard Likely to achieve below the standard WRITING: By the end of Year 4, students will create texts in order to meet the writing demands of the New Zealand Curriculum at Level 2. Students will use their writing to think about, record and communicate experiences, ideas and information to meet specific learning purposes across the curriculum. Likely to achieve above the standard Next learning step(s): Likely to achieve the standard Likely to achieve below the standard MATHEMATICS: By the end of Year 4, students will be achieving at Level 2 in the mathematics and statistics learning area of the New Zealand Curriculum. Likely to achieve above the standard Next learning step(s): Likely to achieve the standard Likely to achieve below the standard