From the
Head of Junior School

Mrs Denise Hayward

Diversity of Feedback

Feedback is an essential component of the learning process, providing valuable information to students about their progress and areas for improvement. Reporting on student growth requires various types of feedback that encompass different aspects of a student's performance, helping them understand their strengths and weaknesses. It is more than feedback on an assessment, it is not just from teachers but from the students themselves. It focuses on the strengths of students’ achievement and on the areas in need of improvement.

“Feedback is an objective description of a student’s performance intended to guide future performance. Unlike evaluation, which judges performance, feedback is the process of helping our students assess their performance, identify areas where they are right on target and provide them tips on what they can do in the future to improve in areas that need correcting.” Miser (2016)

As teaching and learning at Kinross Wolaroi draws to a close for the semester you will receive your child’s Semester One report, a summary of their achievement at a particular moment in time. Teachers have spent considerable time reviewing your child’s progress and writing comments that describe what your child can do, celebrating their achievements and offering advice for improvements. In your child’s report, teachers have sought to provide targeted information about key skills and knowledge, which in turn can then be used to develop future learning goals and targets. The goal is to provide you as parents and carers with specific items in which you can support your child to either meet grade expectations or go beyond.

Reports provide descriptive feedback which focuses on providing detailed information about a student's performance. They highlight specific strengths and areas for improvement, using concrete examples and suggestions for growth. Descriptive feedback helps students understand their current level of achievement and guides them towards their next learning goals. This is just one of a multitude of ways feedback occurs in the Junior School.

Feedback is designed to focus on progress — to emphasise a student’s continuous progress relative to their previous achievement and to the learning expectations — it does not compare students with their classmates. Feedback is personal and excessive public feedback is avoided as it can create a competitive or ego-oriented classroom environment.

On any given day in the Junior School a student will experience:

Formative feedback during the learning process to support ongoing development. This feedback helps students gauge their understanding, identify misconceptions, and make adjustments accordingly. Formative feedback is often timely and specific, aiding students in improving their work before final assessments.
Summative feedback is provided at the end of a unit or project summarising overall performance. It may include grades, scores, or written evaluations. It allows students to reflect on their progress and provides a comprehensive assessment of their achievements and areas for growth.
Peer feedback involves students providing feedback to their classmates. It encourages collaboration, active engagement, and a deeper understanding of the subject matter. Peer feedback fosters a sense of community and helps students develop their communication and critical thinking skills. Often you will hear students engaged in classes in activities termed “think, pair, share” or “chin it”.
Self-reflection is where students assess their own performance and progress. It encourages metacognition and helps students become independent learners. Through self-reflection, students can identify their strengths, areas for improvement, and set personal goals for growth.
Goal-Oriented feedback focuses on specific learning goals or objectives. It provides students with information on how well they have achieved those goals and suggests strategies for improvement. Goal-oriented feedback helps students understand the purpose of their learning and motivates them to strive for further growth.
Written feedback includes comments, suggestions, and explanations provided in written form. It allows for detailed explanations and enables students to review and reflect on the feedback at their own pace. Written feedback can be especially beneficial for complex tasks or assignments that require in-depth analysis.
Verbal feedback involves direct communication between the teacher and student. It can be provided in one-on-one discussions, group discussions, or class presentations. Verbal feedback allows for immediate clarification, personalised guidance, and the opportunity for students to ask questions and seek further clarification.

Effective communication of student progress and achievements between teachers and students, parents and carers, and the school, is vital to ensure children’s continued success and development in their schooling. The staff in Junior School offer a range of opportunities to discuss the progress of each child’s learning, identify areas for growth, and celebrate their achievements.

At Kinross Wolaroi, parents are encouraged to contact class teachers throughout the year to discuss their child’s learning. The main purpose of the Semester 1 report is to provide feedback about your child’s growth at school. It is intended that it lead to meaningful ongoing conversations and unity of purpose between home and school to best facilitate your child’s academic and social development.

As we commence Term 3 all students, parents and teachers are invited to meet together to reflect on Semester 1. This experience keeps students at the heart of the learning experience. It provides an opportunity to celebrate learning so far and discuss goals for the rest of the year. This is a special opportunity for your child to share with you their reflections on themselves as a learner and a member of a class and school community, identifying their strengths and needs and the next steps they feel they need to take. This is a very valuable part of their success at school.

Meeting with our staff is an important opportunity to speak to your child’s teacher face-to-face and find out how your child is progressing at school. By asking questions and gathering information about your child’s work habits, participation, behaviour and learning style, you have an opportunity to become more involved in their learning and provide support as and where needed.

What are student-led conferences?

Student-led conferences are exactly what they imply; students take the lead on sharing examples of their work, discussing next steps and setting goals. They are an opportunity to create a partnership between the teacher, student, and parents to act as a support network or as stakeholders in the success of the student.

What are the benefits of student-led conferences?

They:

encourage students to take responsibility for their own learning, actions, and decisions in an authentic way
provide an opportunity for goal-setting and self-reflection
develop in students a better understanding of their strengths and challenges and the correlation between their effort, progress and resulting quality of work
demonstrate to the students that we positively support their learning and acknowledges the value we place on their views and the respect we have for their opinions
affirm the importance of a partnership between students, teachers and parents to support the student’s learning, celebrate their achievements and work to overcome their challenges.

What are the roles of participants in student-led conferences?

Students: Develop and reflect on their learning goals, strengths and learning challenges. They select appropriate work samples and rehearse what they will say about them. Students lead the conference with the support of the teacher.
Parents: During student-led conferences, parents focus the conversation on their children and reflect on their work with them. They look at samples and listen to their children’s explanations and reflections. Then, they ask how they can help and what the students need from them. To support parents we will be running workshops on Spelling and Literacy in Term 3.
Teachers: In preparing for student-led conferences, teachers work with students to develop and reflect on learning goals, identify strengths and challenges, select appropriate work samples and prepare students for presenting their work. During student-led conferences, teachers take on the role of facilitator, rather than that of leader. They may also act as advocates for their students.

Student-led conferences do not replace other meetings between teachers and parents to discuss student wellbeing, learning or behaviour. Parents are always welcome to meet with staff.

Uniform

Over the term break please take a moment to review uniform expectations. School Uniform information is located on the School’s website at: https:// www.kws.nsw. edu.au/ school-life/uniforms

Hats

The only hats permitted are regulation school hats.

Hats are worn during the school day whenever students are outside the classroom and when participating in sport outdoors, except when it would be inappropriate while competing.

Sport/PE uniform

Sport/PE uniform is worn to school on:

• Monday and Wednesday only if a student is engaging in after school sport training.

• On days students have timetabled PE lessons.

The uniform includes full tracksuit to and from school and the official school hat or cap.

Jewellery

Jewellery is not worn with the School uniform. This includes rings, bracelets, chains and wristbands. Students may only have piercings in earlobes. Earrings are small, 3mm in diameter, plain gold or silver studs, and only one per ear. No other piercings are permitted. Medical alert bracelets may be worn. Make-up and nail polish are not permitted while in School uniform.

Hair

Unusual, unorthodox, undercut, shaved hair styles and dyed hair are not permitted. Provided hair is kept clean and neat, there is no restriction on length. When wearing school uniform (including sports uniform) any student whose hair reaches to the middle of the collar or longer must have their hair tied back. If a ribbon is to be worn, it must be a regulation ribbon purchased from the Uniform Shop.

As the term comes to a close

As we reach the end of Term 2 it is a time to look back on the diverse range of activities and experiences that have enriched our students educational journey. The term began with a meaningful tribute to ANZAC Day, where students participated in the march, honoring the sacrifices made by our brave servicemen and women.

Throughout the term, staff organised various workshops for parents, focusing on important areas such as mathematics, reading, and the URSTRONG program, which is aimed at fostering social-emotional skills in our students. These workshops provided valuable insights and tools for parents to support their child's learning at home.

Winter sports played a significant role in Term 2, with our students enthusiastically participating in hockey, netball, rugby skills, soccer, and other team activities. These sports not only promoted physical fitness but also nurtured teamwork, resilience, and sportsmanship among our students. The highly anticipated Cross Country Carnival brought together our entire school community, showcasing the determination and spirit of our students as they challenged themselves in a test of endurance and perseverance.

Year 2 students had the opportunity to enhance their water safety skills through swimming lessons, while visits to the school farm Windermere provided hands-on experiences with animals and agricultural practices. Our Kindergarten Taster Day welcomed prospective students and their families, giving them a glimpse into the engaging and supportive learning environment at our school. The highlight of Term 2 for our Year 6 students was the much-anticipated Canberra excursion, where they explored our nation's capital and gained a deeper understanding of our democracy and history.

We celebrated the love and support of mothers and significant others through a special morning event, recognizing their important role in our students' lives. We joined the National Simultaneous Storytime, promoting the joy of reading and storytelling across the school. Our talented students showcased their creativity and passion during the highly anticipated Performing Arts Evening, mesmerizing the audience with their musical, theatrical, and dance performances. Finally, the CWA Public Speaking competition showcased the eloquence and confidence of our students as they delivered compelling speeches, impressing both peers and judges.

As we bid farewell to Term 2, we are grateful for the engaging and enriching experiences that have contributed to the holistic development of our students. The term has been a testament to the dedication and commitment of our teachers, staff, and parents who have worked together to create a nurturing and vibrant learning community. We look forward to a well-deserved break and return with renewed energy and enthusiasm for the challenges and opportunities that await us in Term 3.

Kinross Wolaroi Students making their Mark