TNIS Calendar

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Reporting to Parents

Takapuna Normal Intermediate School


Action – Connection – Excellence

There are many opportunities for learning discussions and reporting throughout the year at TNIS. We vary the type of discussion in order for parents and guardians to gain a more rounded view of their learner.

  • February – Meet the Teacher
  • March – Learning Conversations
  • June – Mid Year Report
  • August – Learner Led Conversations
  • November – Year 8 Exhibition
  • December – End of Year Report

Please note – Teachers are available to meet with learners and parents at any stage throughout the year

Seesaw

 

For the Learner, Seesaw is for:

  • presenting learning related reflections
  • sharing formative assessment (feedback, feedforward, success criteria, reflections and goals) related to current learning
  • sharing snapshots of the school day with parents
  • accessing parent feedback related to snapshots of learning that have been uploaded
  • accessing home learning tasks and guidelines

 

For the Teacher, Seesaw is for:

  • sharing snapshots of authentic learning with parents which includes specialist-class learning
  • ensuring that all agreed school-wide formative assessment tasks are available for parents to access this includes:
    • feedback and feedforward
    • success criteria
    • reflections
    • goals
  • providing important detail that will support the Mid and End of Year Reports to Parents
  • posting home learning information so that both learners and parents can access the same information
  • encouraging and accessing parent feedback related to learning goals

 

For the Parent/Caregiver, Seesaw is for:

  • accessing learning related reflections
  • accessing shared formative assessment (feedback, feedforward, success criteria, reflections and goals) related to current learning
  • accessing snapshots of their child’s school day including specialist class learning
  • accessing teacher feedback related to snapshots of learning that has been uploaded
  • accessing home learning tasks and guidelines
  • sharing feedback related to their child’s learning goals

 

For School Leaders, Seesaw is for:

  • viewing snapshots of authentic learning that has been shared with parents which include specialist-class learning
  • viewing the agreed school-wide formative assessment tasks that are available for parents to access this includes:
    • feedback and feedforward
    • success criteria
    • reflections
    • goals
  • viewing important detail that supports the Mid and End of Year Reports to Parents
  • viewing home learning information so that both learners and parents can access the same information
  • viewing parent feedback related to learning goals
  • assisting with keeping abreast of school-wide learning

 

Learner/Parent/Teacher Conferences Term 1

 

For Learners, Conferences are for:

  • hearing about strengths and gaps in learning and sharing these with parents/caregivers
  • identifying and sharing learning goals with parents/caregivers
  • discussing how successfully the learner is meeting the TNIS expectations (e.g.homework, key competencies and PYP Learner Attributes)

 

For Teachers, Conferences are for:

  • sharing information about learner strengths and gaps with parents and caregivers
  • communicating learning goals
  • communicating information relating to TNIS expectations (e.g.homework, key competencies and PYP Learner Attributes)

 

For Parents and Caregivers, Conferences are for:

  • accessing and discussing information about child’s strengths and gaps, with parents and caregivers
  • accessing and discussing learning goals
  • accessing and discussing information relating to TNIS expectations (e.g.homework, key competencies and PYP Learner Attributes)

 

For School Leaders, Conferences are for:

  • providing an opportunity for parents and whanau to communicate together with teachers about their child’s learning; to share information related to learning goals and to discuss school expectations
  • making engagement with parents and whanau a priority

 

 

Reporting to Parents-Mid and End of Year

 

For the Learner, reports are for:

  • accessing information about achievement and effort related to curriculum levels at mid and end of year in Reading, Writing, Mathematics, Inquiry and Physical Education
  • Accessing information about the following:
    • social skills
    • time management
    • commitment to learning
    • significant improvements
    • special achievements
    • impacts on learning
    • PYP attitudes
    • IB Learner Profile Attributes
    • attendance if necessary

 

For the Teacher, reports are for:

  • reporting the following to parents at mid and end of year :
    • achievement and effort in Reading, Writing, Mathematics, Inquiry and Physical Education
    • social skills
    • time management
    • commitment to learning
    • significant improvements
    • special achievements
    • impacts on learning
    • PYP attitudes
    • IB Learner Profile Attributes
    • attendance if necessary

 

For Parents/Caregivers, reports are for:

  • child’s achievement and effort in relation to curriculum levels in Reading, Writing, Mathematics, Inquiry and Physical Education
  • social skills
  • time management
  • commitment to learning
  • significant improvements
  • special achievements
  • impacts on learning
  • PYP attitudes
  • IB Learner Profile Attributes
  • attendance if necessary

 

For School Leaders, reports are for:

  • providing an opportunity to inform parents and whanau about their child’s learning; to share achievement information related to learning goals and school expectations
  • to make communication about achievement with parents and whanau a priority
  • data gathering, analysis, reporting and goal setting
  • analysing acceleration
  • formal reporting to parents

 

Learner-Led Conversations

 

For the Learner, a Learner-Led Conversation is:

  • giving importance to learner reflection, review and accountability
  • enhancing self-respect and self-esteem as learners are asked to focus on strengths and to give their perspective on their next learning steps
  • learners to be supported by making it possible for them to move into a leadership role where learning is articulated

 

For the Teacher, a Learner-Led Conversation is:

  • dedicating significant time to learner reflection, review and accountability
  • fostering self-respect and self-esteem as learners are asked to focus on strengths and to give their perspective on their next learning steps
  • supporting  leadership as learners move into a leadership role where learning is articulated

 

For the Parent/Guardian, a Learner-Led Conversation is:

  • listening to child’s reflective thinking
  • encouraging child’s development of self-respect and self-esteem as they share strengths and perspectives related to their next learning steps
  • supporting child to demonstrate leadership during their SLC presentation and for giving constructive feedback

 

For the School Leader, a Learner-Led Conversation is:

  • giving importance to reflection, review and accountability
  • ensuring opportunities are given for learners to enhance their self-respect and self-esteem, to focus on strengths and to share  perspectives related to their next learning steps
  • to ensure all learners are supported to take on a leadership role related to their learning
  • providing an opportunity for parents and whanau to communicate together with their child about learning; to share information related to learning goals
  • making engagement with parents and whanau a priority

 

Year 8 Exhibition

 

For the Learner, Year 8 Exhibition is:

  • participation in a culminating PYP project
  • synthesizing the essential elements of the PYP (knowledge, concepts, skills, attitudes and actions) and sharing them with the whole school community
  • demonstrating independence and responsibility
  • providing learners with an opportunity to explore multiple perspectives
  • providing an authentic process for demonstrating understanding
  • demonstrating how learner can take action as a result of their learning
  • collaborating in an in depth inquiry
  • synthesising and drawing on experiences from previous learning and to reflect

 

For the Teacher, Year 8 Exhibition is:

  • culminating learning
  • ensuring synthesis of the essential elements of the PYP (knowledge, concepts, skills, attitudes and actions) and sharing them with the whole school community
  • providing opportunities for independence and responsibility
  • providing opportunities for learners to explore multiple perspectives
  • providing an authentic process for learners to demonstrate understanding
  • providing opportunities for learners to demonstrate they can take action as a result of their learning
  • providing opportunities for collaboration during an in-depth inquiry
  • ensuring synthesis of previous experiences and reflection

 

For the Parent/Guardian, Year 8 Exhibition is:

  • experiencing the culmination of their child’s learning
  • learning about the essential elements of the PYP (knowledge, concepts, skills, attitudes and actions)
  • observing child showing independence and taking responsibility
  • observing their child explaining something from multiple perspectives
  • their child to demonstrate their learning using an authentic context
  • their child to demonstrate they can take action as a result of their learning
  • their child to demonstrate collaborative skills
  • their child to share previous experiences and reflective thinking

 

For the School Leader, Year 8 Exhibition is:

  • uniting learner, parent and school community in a collaborative learning experience  
  • providing an opportunity for the school community to celebrate Year 8 learners’ achievement
  • ensuring opportunities are given to share the culmination of the International Baccalaureate Primary Years Programme
  • building understanding of the essential elements of the PYP (knowledge, concepts, skills, attitudes and actions) with the whole school community
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