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  1. #11
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    Quote Originally Posted by BigRedV View Post
    We shade where the child is up to in regards to stage outcomes.

    My boss refused to do A-E as we are in a very disadvantaged area. Most kids would get E, which we decided as a staff was too demoralising for the kids.
    I would much prefer this.

    We get the report card tomorrow. I'm expecting him to be on track. Not brilliant, but not lagging behind. Perfectly fine in my opinion.

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  2. #12
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    Quote Originally Posted by Chippa View Post
    Totally understandable I sooo hate awarding E's and very rarely do it. Will that have to change with the national curriculum?

    Sorry to hijack your thread OP!
    Not sure, but my boss is fairly pro-union and we took a stand last time it happened. We were threatened with loss of funding etc. but we stood our ground with the support of the federation and what do you know? We didn't lose any funding. I imagine my boss will wait and see what happens with the new national curriculum, but I don't think much will change as they are already designing the new report lay out.

  3. #13
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    Quote Originally Posted by Jenko View Post
    My DD is in grade 3 also. She got mostly C's. A few B's and one A for music. All of her efforts were high and excellent so I'm happy with that.

    I don't like the grading. I know C is good and I'm happy with her report but a C will always sound like a C to me. Does that make sense? To me it still sounds a bit below average.
    Vic has been using this method of reporting since about 2007 (wouldn't be surprised if the current national model was based on the vic reporting system, would be interesting to see what they look like) and most of the parents had the same reaction when it was first introduced. Some 6 years later though, and now it's just standard. It's what everyone is used to now, so I'm sure you will adjust. all change takes time to adapt, and as far as education is concerned, adaption is needed, because its always changing and evolving.

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  5. #14
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    Quote Originally Posted by Nomsie View Post
    Vic has been using this method of reporting since about 2007 (wouldn't be surprised if the current national model was based on the vic reporting system, would be interesting to see what they look like) and most of the parents had the same reaction when it was first introduced. Some 6 years later though, and now it's just standard. It's what everyone is used to now, so I'm sure you will adjust. all change takes time to adapt, and as far as education is concerned, adaption is needed, because its always changing and evolving.
    Totally agree Nomsie! It's hard to change people's perceptions from when we were at school when anything less than an A or B was considered below average. I'm quite comfortable with it now that I'm used to it but it was tricky at first!

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  7. #15
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    Yep, I remember when it was introduced here and we (education staff) were all up in arms about it lol. We were like headless chickens running around screaming "won't somebody PLEASE think of the children!" Heheh

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    Quote Originally Posted by Nomsie View Post
    Yep, I remember when it was introduced here and we (education staff) were all up in arms about it lol. We were like headless chickens running around screaming "won't somebody PLEASE think of the children!" Heheh
    To be fair, we did have to think of our students.

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    My DD in year 3 got mostly Cs and 2 Bs.

    She got a D in maths, her teacher had spoken to me about it saying that she is not putting enough effort in and even though on paper her marks are at C level she is still needing concrete materials to work things out. She is having huge issues with times tables but we are just making some headway now. It is odd, she gets division but multiplication she just struggles . Her teacher wanted to give her a D in hope that it might motivate her to put some more effort in. Not sure what I think of this though.

    Anyway it means she has the rest of the year to get up to a sound level of understanding I guess.

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    Thanks everyone I am a little concerned about his result, for a couple of reasons. The first is that although he got a B for English, the teachers have been telling me all of last year and this year, that his grasp of spelling and reading is outstanding - they told me he was tested on year 6 words, which is pretty outstanding, wouldn't you say?? - he has been in the top groups for both reading and spelling - the spelling group he shares with only one other child. On speaking with a few other mums, I have discovered that their daughters have been given an A both this year and last year, yet they aren't at the same level as him.... It's a bit confusing. The only thing I can put it down to is the actual test results, which I was given a fleeting look at during the parent teacher interview.

    As a teacher, would you find it acceptable if a parent asked to have a better look at the test results? I am not saying that a B is a bad result at all, just with all the hoopla they've been giving me, I was expecting an A - and obviously other children have received an A, just not him.

    His maths result - well, he has always received a B, grade one and two, and from what I can understand, the C has been earned due to his "satisfactory" effort - no very good or excellent effort, just satisfactory. He did receive An A for Technology and Sport, and B for science and C for SOSE and History. Overall his results are perfectly acceptable, just a little unexpected. Especially since other kids in his class seem to have fared better. I dunno, I just feel a bit flat about it all. I also feel like I've let him down by somehow not catching on earlier that he wasn't excelling, if that makes sense?

    Thanks for all the input.

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    I am a teacher. Last year National Curriculum was introduce to align QLD with rest of nation.
    Unfortunately that meant a massive jump in what was taught and I was pretty much teaching prior Year Two topics in Year One. A C these days is fabulous. It means your child is exactly where they should be. An A or B is an extra bonus. (although at my school, to receive an A they had to be able to apply their knowledge to completely new/unknown problems and be working approx 2 year levels above their grade). Whereas when I went to school a C was considered terrible, now they are great!!!

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    Quote Originally Posted by Clarabelle View Post
    Thanks everyone I am a little concerned about his result, for a couple of reasons. The first is that although he got a B for English, the teachers have been telling me all of last year and this year, that his grasp of spelling and reading is outstanding - they told me he was tested on year 6 words, which is pretty outstanding, wouldn't you say?? - he has been in the top groups for both reading and spelling - the spelling group he shares with only one other child. On speaking with a few other mums, I have discovered that their daughters have been given an A both this year and last year, yet they aren't at the same level as him.... It's a bit confusing. The only thing I can put it down to is the actual test results, which I was given a fleeting look at during the parent teacher interview.

    As a teacher, would you find it acceptable if a parent asked to have a better look at the test results? I am not saying that a B is a bad result at all, just with all the hoopla they've been giving me, I was expecting an A - and obviously other children have received an A, just not him.

    His maths result - well, he has always received a B, grade one and two, and from what I can understand, the C has been earned due to his "satisfactory" effort - no very good or excellent effort, just satisfactory. He did receive An A for Technology and Sport, and B for science and C for SOSE and History. Overall his results are perfectly acceptable, just a little unexpected. Especially since other kids in his class seem to have fared better. I dunno, I just feel a bit flat about it all. I also feel like I've let him down by somehow not catching on earlier that he wasn't excelling, if that makes sense?

    Thanks for all the input.
    Please note OP that this is not an attack on you, but on the thoughts you have expressed, which I see all too often.

    Why, oh why, must our children always 'excel' at school? Why must they get super high marks, and be better than other kids in the class? School is meant to be about preparing them for the future, to teach them how to socialise with others, how to form attachments, learn the fundamentals of maths, English, etc., not to be smarter than others, to achieve higher marks than others or to be pressured by parents to study harder to do this.

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