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Our Expectations

Year 2

 

Our Expectations for Year 2 Students after 2 years at Cashmere Primary (CPS) to support our vision for students after 8 years at CPS.

As People: be your self

The experience and opportunities our Year 2 students have had in their first two years of school ensure they are ready for the challenges of Years 3 to 4, and beyond. They are young people who are stepping towards the summit and becoming confident, connected, actively involved, lifelong learners.

 

The Key Competencies, together with Habits of Mind, Cashmere.s Learning Mountain, Cashmere ROCKS, (Respect and Honesty, Opportunities, Caring, Knowledge and Understanding, Success for All) and the Environmental Care Code are becoming an intrinsic part of their understanding and care of self and others, and their high expectations of success in their learning.

As Learners: look to the horizon

Year 2 students are increasingly able to listen, speak, read and write with confidence. Students can express ideas clearly, listen and respond to others appropriately, and ask relevant questions to increase understanding.

With scaffolding and support students can work together as a class and in small groups, using the inquiry process to make a difference. Students can confidently use the Rata Team research tools as set out in the Cashmere Inquiry Model.

By the end of two years at school, the students in the Rata Team are becoming increasingly independent learners.

 

Students are demonstrating their increased ability across all the key competencies as set out in the Key Competency at the end of year 2 document.

As Achievers: Step to the Summit

After two years at school we expect that year 2 students can read and think critically about a variety of texts, read independently at or beyond the Turquoise - Purple Level using strategies and knowledge in order to work out words. (See Table below). The achievement levels set out in the table below are in relation to national standards 2010.

Students can plan, then write to record and communicate thoughts, ideas, and information, re-read, revise and edit for clarity and accuracy working at Exemplar 1 iii. They can spell most words from the Essential Word Lists 1-3 and form letters accurately, automatically and efficiently.

Students can use knowledge and appropriate strategies to solve mathematical problems at or beyond Stage 4. They can discuss mathematical ideas, (with support when needed) and recognize that mathematics relates to everyday life by using everyday situations to solve mathematical problems at Curriculum level 1proficient.

The achievement levels are set out in the table below. These levels are what we expect of students who are working .at. the expected level in relation to national standards.

 
Reading
Writing
Numeracy
Maths other strands
After 2 years at CPS
Turquoise 2 - Purple
Exemplars 1 iii
Mid stage 4
Curriculum level 1 proficient NZC
Key:

Level 1 refers to level 1 of the New Zealand Curriculum 2007 (NZC)

Proficient refers to operating at approximately the middle of level 1. It is expected that a student would take approximately 2 years (+) to complete one level of NZC

Exemplars: refer to Ministry of Education graded writing samples showing the expected levels of writing for children from year 1 . year 3

Stage 4 Refers to the numeracy stage 4 of the Mathematics NZC

As well as the above we use qualitative criterion based evidence including work samples, descriptors of curriculum levels and the tacit knowledge of the student, teacher and parent to inform us of an overall teacher judgement (OTJ).

 

Year4

Our Expectations for Year 4 Students at the end of their year 4 year to support our vision for students after 8 years at Cashmere Primary

As people:

The experience and opportunities our Year 4 students have had in their first four years of school, mean that they are ready for the challenges of Years 5 to 8, and beyond.

They are stepping towards the summit by learning how to learn and work with others. They have high expectations of themselves. They know what they know and what the next steps are in their learning, and why learning is important.

They treat everyone fairly and are becoming able to care for themselves, others and the environment, (Cashmere ROCKS).

As learners:

The purposes for reading and writing, and the reasons why there are different ways of communicating information, are understood.

They have a strong sense of what they like to read, as well as what they are able to read and they know where to find these reading materials.ÂTheir skills when reading different texts have grown. The skills they use include:

  • A variety of strategies to monitor their reading and use when meaning breaks down. (cross.checking, re-reading, and looking for clues to confirm their predictions and inferences).
  • Making meaning from the text using prior knowledge and personal experience.

In Writing, they have built on their skills including planning, organising, checking, correcting and improving their writing.ÂThey use different ways to write about different things, build on their knowledge of sounds to spell words, use a greater variety of words, and make choices for their publishing.

They are learning to talk and listen effectively by sharing ideas with others, using roles in groups, questioning and using appropriate language.

They are confident when discussing mathematical ideas and are developing an understanding of how mathematics relates to everyday life. They have a good recall of basic facts and other knowledge. They use appropriate strategies to solve addition, subtraction, multiplication, division and fraction problems at or beyond Stage 5 of the Numeracy Project.

With scaffolding and support, they work in groups to use the inquiry process, and to make a difference. This relates especially, to developing awareness of their role and relationship with their environments. They look to the horizon by taking opportunities to be more involved in the classroom and school, through sport, cultural and environmental activities.

Students are demonstrating their increased ability across all the key competencies as set out in the Key Competency at the end of year 4 document.

As Achievers:

The achievement are set out in the table below. These levels are what we expect of students who are working .at. the expected level at the end of Year 4 in relation to national standards.

 

Reading
Writing
Numeracy
Maths other strands
Year 4 . At the end of the year
The equivalent of NZC level 2 proficient/advanced NZC
The equivalent of NZC level 2 proficient/advanced NZC
End of stage 5
Curriculum level 2 proficient/ advanced NZC
Key:

Level 2 refers to level 2 of the New Zealand Curriculum 2007 (NZC)

Proficient refers to operating at approximately the middle of Level 2.

Advanced refers to operating at approximately the end of Level 2. It is expected that a student would take about 2 years to complete one curriculum level of NZC.

Stage 5 Refers to the numeracy stages of the Mathematics NZC

As well as the above we use qualitative criterion based evidence including work samples, descriptors of curriculum levels and the tacit knowledge of the student, teacher and parent to inform us of an overall teacher judgement (OTJ).

 

Year6

Our Expectations for Year 6 Students at the end of their year 6 year to support our vision for students after 8 years at Cashmere Primary

As people

The experience and opportunities our Year 6 students have had in their first six years of school, mean that they are ready for the challenges of Years 7 to 8, and beyond.

They are becoming confident and connected, with an awareness of their role in the community. They have a can-do attitude, show initiative, and have strategies for meeting challenges and coping with disappointments.

They are team players who know when to lead, when to follow and when and how to act independently.

As learners

Year Six children can take responsibility for their own learning, including home learning, setting goals, making plans and taking action to achieve them.

They will have made a shift from being egocentric to being globally aware and considering and valuing others.

In mathematics students are active problem solvers who are numerate and able to use these skills, processes and knowledge, building on known knowledge to make sense of the world around them.

Students can independently read a variety of texts, including electronic media for a purpose, using a variety of strategies to find information, to understand, to connect with their own lives. They will select suitable texts at their level and read for sustained periods of time for personal enjoyment.

The texts that students will be writing independently will include texts written for a variety of authentic purposes. They will consistently use the writing process with a view to improving their writing skills.

Students are developing independent inquiry skills by implementing the steps of the Cashmere Primary Inquiry Process.

Students are developing questioning skills which demonstrate their growing curiosity of the world around them, building on their prior knowledge to seek new knowledge and skills.

Students are demonstrating their increased ability across all the key competencies as set out in the Key Competency at the end of year 6 document.

As achievers

The achievement levels based on assessment tools are set out in the table below. These levels are what we expect of students who are working ..at. the expected level at the end of Year 6 in relation to national standards.

 
Reading
Writing
Numeracy
Maths other strands
Year 6 . End of the year
The equivalent of NZC curriculum level 3 proficient/ advanced
The equivalent of NZC Curriculum level 3 proficient/ advanced
End of stage 6
level 3 proficient/ advanced NZC
Key:

Level 3 refers to level 3 of the New Zealand Curriculum 2007 (NZC)

Proficient refers to operating at approximately the middle of level 3.

Advanced refers to operating at approximately the end of Level 3. It is expected that a student would take about 2 years to complete one curriculum level of NZC.

Stage 6 Refers to the numeracy stages of the Mathematics NZC

 

As well as the above we use qualitative criterion based evidence including work samples, descriptors of curriculum levels and the tacit knowledge of the student, teacher and parent to inform us of an overall teacher judgement (OTJ).

 

Year8

Our Expectations for our Year 8 students: What our vision after 8 years at Cashmere Primary looks like in practice

As People:

  • Confident and connected
  • Can do attitude
  • Enterprising and resilient
  • Effective communicators
  • Self motivated
  • Thinkers
  • Literate
  • Numerate
  • Take advantage of leadership opportunities available by standing for the exec and other leadership positions

As learners:

We will provide the following to promote learning at the year 7 and 8 level:

  • Differentiation in expectations and opportunities for Year 7 and 8 students: Providing different learning experiences . interchange, languages, sports, technology and Otago problems solving/ Canta maths opportunities
  • Student leadership in areas of school
  • Opportunities to challenge themselves . success and distinction awards,
  • EOTC each term, Camps to Hanmer or Wainui, and Wellington camp
  • Community visits based on inquiry, and Inquiry celebrations
  • Actively encouraging risk taking
  • Teaching communication skills through next step learning, group/pair work . lots of discussion and speeches
  • Next step learning
  • Skills for adolescence programme
  • Relationship we have with our students
  • Numeracy PD
  • Literacy programmes . focus on higher order thinking
  • Arts focus . Jazz/ rock Band, Orchestra, Percussion Group, production, and talent show
  • Students are demonstrating their increased ability across all the key competencies as set out in the Key Competency at the end of year 8 document.
  • Enter speech competition with the aim to do ones best.

How can we build on developing these competencies and achievement levels with our students . work in progress!

 

  • Explicit next step evidence based teaching
  • Sharing achievement data with students and providing clear meaningful feedback and feed forward
  • Work on meaningful, effective goal setting (Smart goals)
  • Building a clear understanding of the key competencies and Habits of Mind which will help them to set goals
  • Building a positive relationship with our students to encourage them to become self-motivated and self-confident
  • Involve our parent community
  • Develop attitudes of pride in oneself and pride in the school
  • Putting in place high standards and expectations in learning, behaviour and participation

As Achievers:

The achievement levels are set out in the table below. These levels are what we expect of students who are working .at. the expected level at the end of Year 8 in relation to national standards.

 
Reading
Writing
Numeracy
Maths other strands
Year 8 . End of the year
The equivalent of NZC Curriculum level 4 proficient/ advanced NZC
The equivalent of NZC Curriculum level 4 proficient/ advanced NZC
End of stage 7
Curriculum level 4 proficient/ advanced NZC
Key:

Level 4 refers to level 4 of the New Zealand Curriculum 2007 (NZC)

Proficient refers to operating at the midpoint of level 4.

Advanced refers to operating at approximately the end of Level 4. It is expected that a student would take about 2 years to complete one curriculum level of NZC.

Stage 7 Refers to the numeracy stages of the Mathematics NZC

 

As well as the above we use qualitative criterion based evidence including work samples, descriptors of curriculum levels and the tacit knowledge of the student, teacher and parent to inform us of an overall teacher judgement (OTJ).