Assessment and evaluation of each child is continuous and varied. Assessment activities are related to the syllabus outcomes.
Students are provided with opportunities to demonstrate what they know and can do. A variety of assessment approaches are used so that students have the opportunity to show what they know and can do in different ways.
Observation, collecting samples of work and specific activities are used to assess understanding. This enables the teachers to move each child along the learning continuum.
A professional case manager/specialist may be invited to support the enrollment of an individual child. A case management plan may be developed at a meeting involving parents/carers that outlines goals for the individual child.
Personalised Learning Plans (PLPs)
Teachers at Redfern Jarjum College develop Personalised Learning Plans (PLPs) for each child which are outcome driven. The children work at an achievable level, progressing through these outcomes while also developing research based skills and independence.
Students’ work is assessed on process and the final product, which could be demonstrated in a variety of different products including a Powerpoint presentation, a model or large chart presentation. An important part of the decision making process involves a conversation with the child on their thoughts and feelings about what they want and need to thrive in our learning environment.
Each child has two folders retained by the school for reporting purposes. The first folder contains information for the educators and specialists working with each child, including an outcomes table which will move through the school with each child.
Each outcome achieved will be highlighted and dated, with work samples, anecdotal checklists and observations kept to justify the decisions.
The second folder is for the children and their families. This may be a journal which contains the children’s work with photos and descriptions, and an explanation of how the children achieve their focus outcomes. In this way, children and their parents or guardians will engage in tracking their learning pathways.
The school is working towards indicators for transition back to mainstream schools. There are many factors that need to be considered to ensure a successful return to their schools. This may include a conversation with the child on how they feel about returning to their previous school, and what they need for this transition to be successful.
Conferencing is an essential part of communication when it comes to a child’s progression through the school. There is an initial conference with everyone involved with the child before enrolment so that any services and support that are already in place for the child continues. This meeting could include parents, teachers, social workers and a representative from a previous school.
A conference is timetabled with the teachers and specialists to determine what specific needs the child has and what services need to be put in place for the child to be able to engage with the curriculum in the classroom. Regular timetabled conferences are then held with all the staff about a nominated child to determine any additional needs and support and ensure everyone is clear on behaviour strategies that need to be put in place. This meeting will also determine the allocation of staff to particular children.