Learning and Curriculum Primary - Stage 3
In Week 2 we communicated to the community regarding the Year 6 Gleeson selection process. Again, we outline it below.
Year 6 Gleeson Selection Process
As we prepare for the formation of the Year 6 Gleeson (Red) class, we’d like to clarify the selection process. Placement in Year 5 Gleeson (Blue) does not automatically guarantee entry into Year 6 Gleeson. Staff will carefully consider a range of data points to identify students best suited for the class.
Selection will be based on:
Standardised assessments: Including PAT Mathematics and PAT Reading, which were administered in both Term 1 and will again be completed in Term 4 to track student growth over the year.
Classroom data: Observations and performance across the curriculum.
Professional judgement: Class and Specialist Teachers’ insights into student learning behaviours, social and emotional needs and progress.
Targeted testing: Students identified as potential candidates for 6 Gleeson will complete additional assessments such as Ravens and AGAT (General Ability Testing) to help gauge their learning potential.
This multi-faceted approach ensures a fair and comprehensive evaluation of each student’s readiness for the Year 6 Gleeson program.
We’d like to take this opportunity to reassure you that if your son is not placed in Year 6 Gleeson, he may still have access to a variety of enrichment programs and learning opportunities designed to appropriately challenge and extend his abilities.
PAT-Reading Results
Last week, we shared the PAT-Mathematics Adaptive data with the community, and this week, we are sharing the PAT-Reading Adaptive data. Through analysis, staff have identified strengths and areas for development in Reading across Years 5 and 6. This information informs programming and pedagogical decisions in English.
Strengths across the Year 5 cohort include:
- Scanning for key information
- Making connections
Generalising and summarising (explicit).
Areas for development across the Year 5 cohort include:
- Interpreting language and tone
- Comparing and contrasting
- Generalising and summarising (implied)
- Reasoning.
Year 5 Semester 1 Scale Score Distribution | Year 5 Semester 2 Scale Score Distribution |
150 and above: 0 140-149: 15 students 130-139: 77 students 120-129:79 students 110-119: 36 students 100-109: 6 students 90-99: 2 students | 150 and above: 1 student 140-149: 20 students 130-139: 70 students 120-129:91 students 110-119: 24 students 100-109: 6 students 90-99: 0 |
NB: Year 5 mean scale score = 125.8
Strengths across the Year 6 cohort include:
- Scanning for key information
- Interpreting language and tone
- Making connections
- Recognising textual features and purposes.
Areas for development across the Year 6 cohort include:
- Rewording
- Comparing and contrasting
- Developing an interpretation (implied)
- Reasoning.
Year 6 Semester 1 Scale Score Distribution | Year 6 Semester 2 Scale Score Distribution |
150 and above: 2 students 140-149: 35 students 130-139: 93 students 120-129:66 students 110-119: 17 students 100-109: 1 student | 150 and above: 3 students 140-149: 35 students 130-139: 93 students 120-129:67 students 110-119: 13 students 100-109: 0 |
NB: Year 6 mean scale score = 128.8
Year 6 AAS Test Results
We are pleased to inform Year 6 parents that their son’s recent Academic Assessment Services report has been uploaded to the Parent Lounge. This report provides an overview of his performance in Mathematics, Reading, Spelling, and Writing, offering valuable insights into his academic progress.
Additionally, the report includes personalised book recommendations based on your son’s reading comprehension level—perfect for some engaging holiday reading!
Sarah Tatola Daniel Fields
Head of Teaching and Learning (Stage 3) Head of Curriculum (Stage 3)