Reporting to Parents

Takapuna Normal Intermediate School


Citizenship is our path, excellence is our goal

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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