Learning is not linear The most important aspect to take away from Learning Progressions is that a student will not systematically work through all LP stages at the same rate in all subjects. Each time a new skill is introduced, it is likely that a student will start at Foundation for that skill. Similarly, when the context of a knowledge or skill is changed, a learner may find they step back a stage or two initially, until they have learnt to apply these to changing tasks or topics. Therefore, it is important not to be alarmed about disparities in stages at any given time. Looking at the LPs as the stages across three years – a long-term view – is key. Look for overall progress and take the time to read about the next steps for a student. We have worked hard to ensure some degree of parity about the thinking and skills that each department is asking of their students. For example, you will find Stage 1 focuses on identification and recall, while Stage 4 is about explanation with detail, leading to evaluating and justifying. However, because of prior learning in certain subjects, students will have different starting points in different courses. A student may be at Stage 3 with certain mathematical skills while still at Stage 1 in a foreign language. Learning is not linear nor is it equal in pace. Our teachers are the experts about the best pathway and progress for learning and they will highlight if a boy’s progress is of concern. Topic based progressions vs holistic subject progressions While we have worked to have as much consistency as possible between subjects, it is still important to note that not all subjects can be reported on in the same way. Most subjects will be reporting the progress boys make holistically in the subject through the same indicators across each reporting checkpoint. However, some subjects teach content in very distinct units of work and a combined learning progression for all topics would misrepresent a boy’s progress. For example, a student may excel in the study of plants in Biology, but genetics may be an area where they struggle. Where a subject feels it is more appropriate to report based on topic, this will be indicated in the title of the Learning Feedback. The learning progression indicators will be different for each topic and as a result there may be more variation between progression stages than a subject which reports on the same indicators throughout a course. This is why it is so important to take the time to look at the further assessment details (as shown in the above rubric) to get the most accurate picture of your son’s progress.
10 A Parents’ Guide to reporting at Christ’s College
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