Introduction to Report Writer (Profiles 7)

Transcription

1 Introduction to Report Writer (Profiles 7) To improve the manageability of report writing, Profiles 7 software is available on the C2k system in all Primary Schools. This software allows data to be imported from SIMS Assessment Manager directly into Annual Pupil Profile Reports. This information includes: School, teacher, and pupil names. Class. Attendance. Comment banks have been developed and are included within the software. These are also available on the Northern Ireland Curriculum website at Hardcopies are contained within this section for ease of reference. To reflect the curriculum these comment banks are based directly on the Draft Levels of Progression and as such are subject to change until finalised. C2k are responsible for training in the set-up and use of Profiles 7. If schools have any difficulties they should ring the C2k Helpdesk on To further support schools CCEA has developed on-line tutorials both at school level for setup and teacher level for completing the reports. Resource Cards: Report Writer The following laminated cards are designed to support the continuing professional development of your staff in Profiles 7. School Level guides you through setting up report templates and sessions and importing data from SIMS. Class Teacher gives instructions for completing, previewing and printing reports. Generating and Printing batch printing of final reports. Resource Sheets: Report Writer The following resource sheets are designed to support your staff as they complete their Annual Pupil Profile Reports. Comments are included for Foundation Stage and Key Stage 1 & 2 both in English and in Irish Medium. Comment Banks gives a printed copy of the CCEA provided comments for Communication, Using Mathematics, Using ICT and Thinking Skills and Personal Capabilities. Report Writer

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3 Communication across the curriculum Foundation Stage Talking and Listening listens attentively to a range of stories, poems and music listens and takes turns in conversations with adults and other children speaks clearly about <his/hers> own experiences carries out single step instructions makes predictions retells stories asks and answers questions knows that some words rhyme listens attentively and makes a good response to stories and poems gives and explains simple instructions tells others about <his/hers> thoughts and ideas asks and answers appropriate questions speaks confidently during class and group discussions uses a wide range of words when talking to adults and other children retells stories and experiences in detail and in the right order offers reasons to support opinions shows an awareness of sounds at the beginning, middle and end of words Reading enjoys sharing books with adults in school and at home enjoys looking at books by <himself/herself> shows a desire to learn to read knows the difference between pictures and print knows that pictures and print carry meaning talks about books using language such as cover, page, author recognises some familiar signs and labels in the environment, such as shop signs and labels on food understands that sounds are represented by letters reads on sight some words in a meaningful context reads a range of simple texts with some independence reads aloud and has a go at unfamiliar words uses a range of ways to work out unfamiliar words begins to read aloud with some expression and confidence reads silently for a short period of time selects a book/text for a specific purpose understands what <he/she> has read and talks about it retells what has happened in a story and predicts what will happen next reads and follows simple instructions Comment Banks: 1a Report Writer

4 Writing talks about <his/hers> thoughts and ideas when drawing and painting knows the difference between drawings and writing talks about what <he/she> is going to write enjoys taking part in shared writing sessions talks about different sorts of writing such as lists, recipes and stories writes in a variety of situations such as play begins to write familiar words shows some control when writing letters and spacing words writes with teacher guidance following shared preparation begins to write independently in sentences with generally accurate punctuation writes using capital letters and full stops in the right places begins to read and check <his/hers> writing begins to put <his/hers> ideas in the right order when writing uses a range of words when writing knows some ways to work out how to spell unfamiliar words shows control over formation of lower and upper case letters, size and spacing Report Writer Comment Banks: 1b

5 Communication across the Curriculum Key Stages 1 and 2 Talking and Listening The following comments have been produced for use by schools in They are based on the draft Levels of Progression for Communication across the curriculum: Key Stages 1 and 2. Level 1 listens to and understands simple information takes on a role during play understands the meaning of short explanations and simple discussions follows single step instructions asks and answers simple questions talks in <his/hers> own words about <his/hers> thoughts and feelings talks in an imaginative way during play makes some attempt to talk about things <he/she> does or events that happen speaks so that <he/she> can be heard and understood makes eye contact with the listener takes <his/hers> turn when talking and listening to others Level 2 listens for the main points of a conversation or short explanation takes part in role-plays with others follows short, straightforward instructions follows a discussion and joins in at a suitable time when <he/she> has something to say asks questions to find out information and answers questions from others talks in <his/hers> own words about <his/hers> thoughts, imaginings and opinions talks about events in the order in which they happen speaks clearly so that <he/she> can be understood uses body language to show <he/she> is listening Level 3 listens to find specific information takes on a role in given situations follows the main points of a discussion makes comments which show understanding asks questions about what <he/she> hears explains <his/hers> views and thinking uses suitable words to express <himself/herself> talks about events in the order in which they happen makes some attempt to plan <his/hers> talk Comment Banks: 2a Report Writer

6 speaks in different ways for different audiences understands that <his/hers> body language may have an effect on the listener Level 4 listens and concentrates brings <his/hers> own ideas to a role offers and builds on ideas to keep discussion going picks up on other people s ideas and says what <he/she> thinks about them says what <he/she> thinks about others ideas in an appropriate way expresses information, ideas and opinions clearly uses words that are relevant to the situation and topic plans how best to go about Talking and Listening activities plans how to make <his/hers> key points follows through with <his/hers> own ideas and opinions speaks in a way that gets the interest of listeners uses body language to get the interest of the listener Level 5 listens closely to what is said and picks up on relevant information and ideas uses relevant ideas in different roles asks questions to explore and develop ideas offers reasons to support <his/hers> own ideas challenges the views of others in an appropriate manner shows understanding by communicating detailed information uses words that are specific to situation and topic organises points in a clear sequence deliberately uses language to get a particular response speaks in a way that suits a range of listeners and situations deliberately uses body language to get a particular response Reading The following comments have been produced for use by schools in They are based on the draft Levels of Progression for Communication across the curriculum: Key Stages 1 and 2. Level 1 understands that print, pictures and images can tell us something recognises some sounds in words matches letters with the sounds they make and uses this in reading recognises some everyday words, signs and symbols in <his/hers> surroundings uses picture clues to help <him/her> find information uses some language connected with books talks about what <he/she> reads and answers questions Report Writer Comment Banks: 2b

7 Level 2 understands and retells what <he/she> reads puts information in the right order uses various strategies to read unfamiliar words finds information to answer questions in a given text uses knowledge of the alphabet and/or visual clues to find information recognises that texts are put together in a variety of ways asks questions and gives an opinion makes a prediction based on what <he/she> reads Level 3 retells what <he/she> reads in <his/hers> own words and in sequence understands the main points of a text uses a range of reading strategies without help understands that texts are written and organised in different ways uses <his/hers> understanding of how texts are organised to find information realises that different types of texts are put together in different ways makes deductions from the information in the text gives an opinion about what <he/she> reads and the reason for it Level 4 identifies and understands the main points and ideas summarises the main points and ideas reads independently finds information and makes appropriate use of it understands how parts of a text are put together to suit audience and purpose picks up on underlying meanings and reads between the lines backs up <his/hers> opinion by giving explanations Level 5 uses details of text to deepen <his/hers> understanding identifies the main themes, points, processes or ideas selects and manages information from a variety of sources recognises the intentions of the writer and picks up on underlying meanings and attitudes identifies the difference between fact and opinion explains how language and structure work explains how layout and other visual features work uses evidence from texts to back up <his/hers> views and draw conclusions Comment Banks: 3a Report Writer

8 Writing The following comments have been produced for use by schools in They are based on the draft Levels of Progression for Communication across the curriculum: Key Stages 1 and 2. Level 1 talks about what <he/she> is going to write records thoughts, feelings and ideas using symbols and pictures records ideas using words, phrases or simple sentences matches letters with the sounds they make and uses this to write words writes words which are personal and important forms lower and upper case letters Level 2 talks about what <he/she> is going to write and how <he/she> is going to set out <his/hers> writing looks back over <his/hers> writing to check if <he/she> has done what <he/she> set out to do and makes changes writes about <his/hers> thoughts, feelings and ideas using simple vocabulary uses basic punctuation spells and writes common words so that they can be recognised produces handwriting that can be read Level 3 talks about and plans <his/hers> writing makes improvements to <his/hers> writing organises <his/hers> writing so that it follows a suitable structure writes about <his/hers> ideas and opinions adds detail to make the meaning more clear uses a variety of suitable words to make <his/hers> writing more interesting writes in a form to suit the task chooses a variety of ways to begin sentences uses basic punctuation and grammar accurately spells frequently used and topic words correctly produces handwriting which is accurately formed and consistent in size Level 4 checks and corrects <his/hers> writing to improve accuracy and meaning structures ideas for writing, including the use of paragraphs expresses thoughts, feelings and opinions, giving reasons gets meaning across clearly by using words correctly and by giving sufficient detail writes in different ways depending on why <he/she> is writing and who <he/she> is writing for Report Writer Comment Banks: 3b

9 uses a range of sentence structures uses a range of punctuation accurately uses accurate spelling and grammar on most occasions Level 5 makes changes in order to improve the quality of <his/hers> writing structures <his/hers> writing in a logical way gets meaning and ideas across by using precise words uses content that is relevant depending on who <he/she> is writing for and why <he/she> is writing gets information across effectively, using a formal style when appropriate uses sentence structures to get <his/hers> meaning across uses a range of punctuation consistently and accurately uses accurate grammar and spelling Comment Banks: 4a Report Writer

10 Using Mathematics across the curriculum Foundation Stage enjoys taking part in mathematical activities uses appropriate mathematical language to describe <his/hers> work sorts and re-sorts materials for different criteria and talks about what <he/she> has done orders numerals and sets within 10 knows numbers that are more/less than can combine sets uses money in shopping activities adds and subtracts up to 10 using real objects counts forwards and backwards from different starting points recognises numbers to 20 carries out mental calculations such as 1 more/less than up to 20, doubles to 10 mentally adds and subtracts within 10 understands that teen numbers are 10 plus another number predicts sequences in number makes a sensible guess of quantities within 10 Report Writer Comment Banks: 4b

11 Using Mathematics across the curriculum Key Stages 1 and 2 Using and Applying The following comments have been produced for use by schools in They are based on the Draft Levels of Progression for Using Mathematics across the curriculum: Key Stages 1 and 2. Level 1 can use the equipment needed for simple, practical problems talks about ways to solve simple, everyday problems can count forwards and backwards from a given point can talk about simple patterns and say what comes next can collect information and talk about it can show <his/hers> work using pictures and objects talks about <his/hers> work using some simple mathematical language Level 2 can suggest how to do an activity or problem can select and use equipment for a simple, practical problem can use the right method of calculation to solve a problem is beginning to work out the answer in <his/hers> head can recognise patterns and simple relationships and talk about what comes next can collect information and talk about what it means can suggest some ways of recording <his/hers> answers talks about <his/hers> work using simple mathematical language Level 3 can suggest different ways to approach an activity or problem can select and use suitable equipment for a practical problem selects the appropriate type of mathematics to use is beginning to organise and check <his/hers> own work uses mental methods effectively to work out the answer can identify and explain patterns and relationships and make predictions can find and collect information and understand what it means can record, present and communicate <his/hers> findings in simple ways Level 4 can identify and use the right equipment and mathematics for a problem can plan and work in an organised way checks <his/hers> work for accuracy Comment Banks: 5a Report Writer

12 uses different ways to solve problems explores patterns and relationships can present and explain <his/hers> findings clearly Level 5 can independently identify the information and equipment needed to solve problems chooses and uses a range of ways to solve problems plans and works in an organised way checks that <his/hers> work is accurate and that <his/hers> findings and results make sense can make simple predictions and test to see if they are right can summarise <his/hers> findings can record, present and communicate <his/hers> ideas clearly and appropriately Number The following comments have been produced for use by schools in They are based on the draft Levels of Progression for Using Mathematics across the curriculum: Key Stages 1 and 2. Level 1 can understand, use, add and subtract numbers up to 10 can estimate how many objects there are recognises and uses coins can make and describe patterns using objects, numbers or pictures Level 2 can read, write and order numbers up to 100 understands the difference between tens and units can add and subtract up to at least 20 understands and uses halves and quarters understands and uses the appropriate coins to carry out shopping activities understands the link between adding and subtracting Level 3 can understand, use, add and subtract numbers up to 1000 can round numbers to the nearest 10 or 100 can remember number facts up to 20 can understand and use simple fractions in practical activities knows 2, 3, 4, 5 and 10 multiplication tables solves problems involving multiplication and division in practical situations can use <his/hers> number skills to solve money problems up to 10 can describe number patterns within the 100 square Report Writer Comment Banks: 5b

13 Level 4 can work out mathematical problems mentally, on paper and by using a calculator can estimate the answer to a problem can add, subtract, multiply and divide using whole numbers knows and can use multiplication facts up to 10x10 can understand and measure up to two decimal places can add and subtract numbers up to two decimal places understands and uses simple fractions and percentages can make choices about spending and value for money knows about different methods of payment understands and uses simple mathematical rules described in words Level 5 can multiply and divide with numbers up to two decimal places understands negative numbers in practical situations understands and uses the relationship between fractions, decimals and percentages works out fractions and percentages of quantities can add and subtract simple fractions can make informed choices about personal budgeting, spending and saving understands what interest is when saving and borrowing can use simple mathematical formulae and rules Measures The following comments have been produced for use by schools in They are based on the draft Levels of Progression for Using Mathematics across the curriculum: Key Stages 1 and 2. Level 1 uses language such as longer/shorter/heavier/lighter than to describe and compare objects can put events in the right order recognises special times, such as lunch-time, on the clock knows the days of the week Level 2 can measure using steps, hands, yoghurt pots etc. knows the most commonly used units for measurement, including time knows the days of the week, months of the year and seasons, and can put them in order can tell the time in hours and half hours Comment Banks: 6a Report Writer

14 Level 3 can work out the area of a shape by counting squares can estimate, measure and record length, weight, capacity, time and temperature can read simple scales and digital displays can read and solve problems using a calendar Level 4 can accurately estimate and measure length, weight, capacity, time and temperature, using appropriate units understands the relationship between units of measurement, e.g. that 100 centimetres = 1 metre can add and subtract measures can use am, pm and the 24-hour clock when working with time uses practical ways to find the perimeter, area and volume of simple shapes Level 5 can convert from one metric unit to another, e.g. from kilometres to metres can add, subtract, multiply and divide measures understands and uses scale in maps and drawings can solve problems involving timetables can calculate the area and volume of some shapes Shape and Space The following comments have been produced for use by schools in They are based on the draft Levels of Progression for Using Mathematics across the curriculum: Key Stages 1 and 2. Level 1 can sort, make and describe 2-D and 3-D shapes can use everyday language to describe position, e.g. under, beside, above can use language and follow instructions for movement, e.g. forwards, backwards, sideways Level 2 can recognise, name and sort common 2-D and 3-D shapes can follow and give instructions for direction, e.g. left turn, right turn Level 3 can recognise, name and describe simple 2-D and 3-D shapes recognises how shapes are symmetrical or can fit together can identify right angles in <his/hers> surroundings Report Writer Comment Banks: 6b

15 Level 4 can describe 2-D shapes in terms of sides, angles and symmetry understands and uses appropriate language to describe lines, angles and location can use coordinates to plot points Level 5 can measure, draw and label angles knows the properties of 2-D shapes and can describe 3-D shapes Handling Data The following comments have been produced for use by schools in They are based on the draft Levels of Progression for Using Mathematics across the curriculum: Key Stages 1 and 2. Level 1 can sort objects for one criterion, e.g. by colour records results using real objects, drawings or ICT Level 2 can sort objects using two criteria, e.g. by colour and size can collect, record and talk about information using simple tables, graphs and diagrams Level 3 can collect and record information needed for an activity can find and read information from tables, charts, diagrams and databases can draw and label simple bar charts and pictograms Level 4 can find and interpret information from tables, diagrams, charts and graphs can identify, collect, record and present information in different ways can describe probability using words such as certain, likely and impossible Level 5 can design and use data collection sheets can interpret, create and label a range of tables, diagrams and graphs can calculate mean and range can compare and order events according to likelihood, e.g. very likely, unlikely, less likely Comment Banks: 7a Report Writer

16 Using ICT across the curriculum Foundation Stage uses the space bar is able to use the delete key to correct mistakes uses the mouse to move around the screen is beginning to use the keyboard enters <his/hers> own name and password with/without help loads a CD with/without help moves the roamer/pixie forwards and backwards saves <his/hers> work on the computer prints <his/hers> work presents <his/hers> work using simple graphs and charts Report Writer Comment Banks: 7b

17 Using ICT across the curriculum Key Stages 1 and 2 The following comments have been produced for use by schools in They are based on the draft Levels of Progression for Using ICT across the curriculum: Key Stages 1 and 2. Level 1 uses the mouse to match pictures to pictures, pictures to words and words to words accesses information from digital sources provided by the teacher expresses <his/hers> own ideas by using ICT to create pictures expresses <his/hers> own ideas by using ICT to compose text uses an onscreen word bank to compose simple sentences adds <his/hers> own voiceover to ICT work presents work in graphical form explores and interacts with digital toys and games Level 2 uses ICT to access and select the appropriate information writes simple sentences on screen using the computer keyboard uses ICT to add pictures and sounds to work collects data and enters it into the computer uses ICT to present data and to talk about what it means makes digital devices move backwards and forwards and change direction talks about improvements to ICT work saves <his/hers> work Level 3 asks questions about what <he/she> is doing in ICT makes decisions about how to carry out the task uses ICT sources, provided by the teacher, to search for information uses ICT to select the information needed for an activity edits and uses information in <his/hers> own work adds sound and images to ICT work that <he/she> has created presents and communicates <his/hers> work for different audiences makes improvements to ICT work collects data and is able to enter and organise it presents data that <he/she> has collected, talks about it and draws conclusions makes digital devices follow simple routes makes predictions when solving problems using ICT saves <his/hers> work and understands the importance of using meaningful file names communicates by taking part in video-conferencing Comment Banks: 8a Report Writer

18 communicates using a digital camera selects and digitally stores <his/hers> best work to show to others Level 4 uses a range of digital sources to research and select text and graphics to support topic work locates and retrieves specific information from a website for use in topic work selects and edits information for use in <his/hers> own work produces a digital presentation of <his/hers> work which combines text, number, sound and pictures uses a spreadsheet to help make predictions when solving problems makes positive contributions during video conferencing uses a range of ICT equipment in the classroom communicates by using a digital camera to capture and present pictures to support <his/hers> work uses appropriate ICT tools and features to make changes to <his/hers> work communicates by ing work to other children contributes to the production of a digital video selects, organises and digitally stores <his/hers> best work presents <his/hers> work to the rest of the class is aware of how to behave when online Level 5 uses a range of digital sources to research, select and edit information to support work selects and evaluates text and graphics from a range of digital sources contributes to the design and creation of a website produces a multimedia presentation which integrates text, graphics and sound and makes use of animation and colour presents ICT work to others, outside the class contributes to the production of a digital video linked to topic work uses a digital camera to capture images and incorporates these within topic work contributes to the planning and production of a short animation contributes to the planning and production of a short film uses ICT tools and features to enhance the quality of work uses spreadsheets to carry out a range of given investigations participates in and contributes to online conferences uses to communicate with peers and agreed organisations organises, stores and maintains a digital bank of <his/hers> chosen work to share with others shares and exchanges information by communicating digitally understands the importance of keeping safe when communicating online Report Writer Comment Banks: 8b

19 Thinking Skills and Personal Capabilities Foundation Stage Managing Information concentrates on <his/hers> work is able to select materials and resources with help suggests ways to obtain information follows directions begins to plan Thinking, Problem Solving and Decision Making recalls experiences and stories makes observations and talks about what <he/she> has seen is able to retell stories and events in sequence identifies and names objects and events as same/different sorts and puts objects into groups makes simple predictions is keen to express <his/hers> thoughts and ideas is able to ask questions to find out information Being Creative is curious about the world uses <his/hers> senses to explore and respond talks about <his/hers> memories and experiences plays for pleasure and is creative shows excitement, enjoyment and surprise in learning is willing to take on new challenges experiments with ideas through writing, drawing and model making Working with Others is willing to join in is able to work and play cooperatively listens, takes turns and shares with other children learns from watching and listening is aware of how <his/hers> actions affect others is confident with adults and other children Comment Banks: 9a Report Writer

20 Self Management talks about what <he/she> is doing and what <he/she> has learned pays attention and keeps going until a task is finished is able to make choices and decisions asks an adult or friend for help Report Writer Comment Banks: 9b

21 Thinking Skills and Personal Capabilities - Key Stage 1 Managing Information shows interest by asking focused questions sees the need to have a plan can find information from different sources organises <his/hers> information gathers and records information presents his findings clearly Thinking, Problem Solving and Decision Making shows ability to memorise by retelling and recounting stories and events accurately shows understanding by sequencing information and making simple comparisons begins to explain <his/hers> ideas and give reasons shows eagerness to seek reasons makes predictions and thinks about possible consequences is able to explain a point of view puts effort into exploring different options and solutions Being Creative eagerly approaches new situations and is curious about finding out new things takes time to use imagination and is good at coming up with lots of new ideas shows willingness to try out and experiment with new and different approaches continues on with challenges even in the face of difficulty Working with Others is willing to join in by sharing and cooperating with others pays attention and follows directions during classroom activities is willing to work in a group and do <his/hers> fair share shows respect for other people by listening and speaking appropriately Self Management is eager and able to talk about <his/hers> class activities is careful about his work and regularly checks it for accuracy can concentrate and work through the various stages in a task knows when to ask for help is eager to explain what <he/she> enjoys about class activities and what <he/she> finds difficult Comment Banks: 10a Report Writer

22 Thinking Skills and Personal Capabilities - Key Stage 2 Managing Information shows interest by asking focused questions begins to plan for work ahead chooses the most appropriate information from different sources organises information thoroughly selects the most useful information, deciding what is relevant develops own methods to gather and record information presents <his/hers> findings for a particular audience Thinking, Problem Solving and Decision Making shows ability to use different memory strategies to help understanding makes sense of information by finding patterns, similarities and differences develops <his/hers> ideas and makes links between cause and effect shows eagerness to seek reasons and question evidence makes and tests predictions and draws some conclusions is able to understand more than one point of view recognises the need to explore and weigh up different options and opinions is willing to try out and persist with different solutions Being Creative shows eagerness in a range of problem- solving situations explores ideas imaginatively and can turn them into creative outcomes and actions is open to new ideas and is able to work in a range of different ways is well motivated and persists with difficult tasks, despite setbacks Working with Others joins in by sharing and cooperating with others is willing to help others with their learning listens and learns from feedback takes responsibility for work done in a group shows respect by listening to differences in opinions makes efforts to work with others and reach agreement Self Management is eager and able to talk about <his/hers> school work and what can be improved shows a desire to be thorough with <his/hers> work is capable of working independently and of managing <his/hers> own time on a task knows when and how to seek help from a variety of sources Report Writer Comment Banks: 10b

23 can readily identify <his/hers> interests, aspirations, strengths and weaknesses is willing to cooperate to identify steps to help <him/her> improve Comment Banks: 11a Report Writer

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