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Evidence Class Learning Profiles

Class Name: Year Level/s: Teacher/s:

1 original

11 July 2013


Introduction A General description of the students in your Evidence Class in the form of text, photos, responses from your pre-task. What have you learned to date about this group of learners? Their strengths? Their particular learning needs?

A statement of the specific area/s of student learning need that you want to focus on progressing through professional inquiry and how this relates to schoolwide priorities:

2


Generally, where are Students in Term 1, 2013? Learning Focus 1: Learning Attitudes, Motivations and Confidence or Self-Belief Forms of Evidence analysed: Observations: Evidence Tool: Conversations: Criteria referenced to?

Learning Focus 2: Discipline Knowledge and Know-How: Forms of Evidence analysed: Observations: Evidence Tool: Conversations: Student Work: Criteria referenced to?

Learning Focus 3: General Capabilities: e.g. skills in organization, self-management, interpersonal, thinking; literacy. Forms of Evidence analysed: Observations: Evidence Tool: Conversations: Student Work: Criteria referenced to?

Student Names

Early

Developing

Strong

Early

Developing

Strong

Early

Developing

Those demonstrating they are already performing above expected/desired standards for this age group: Those demonstrating they are performing close to expected/desired standards for this age group: Those yet to demonstrate that they can perform at the expected/desired standards for this age group: Who has very specific needs and requires additional support?

Consider each of the above groups of students (keeping in mind they will be fluid) 3 original

11 July 2013

Strong


If you’ve enabled your Evidence Class to progress by 18 months to 2 years in their learning, what will you all be aiming for?

Consider the implications for students who are performing strongly in all areas:

Consider implications for students who are demonstrating strength in their learning attitudes and motivations but are not yet strong in their disciplinary knowledge and know-how:

Consider implications for students who are not yet demonstrating strong learning attitudes and motivations but are strong in their disciplinary knowledge and know-how:

4 original

11 July 2013


Edp class learning profile template v3