Curriculum: Learning, Teaching and Assessment > Literacy and Numeracy > Year 2 Diagnostic Net > Year 2 Diagnostic Net Training > Session 10: Parent information >

Session 10 - Structure of the session

Introduction
Part A: The processes of the Year 2 Diagnostic Net
Part B: Validation of mapping in Year 2
Part C: Moderation and reporting
Part D: Intervention
Part E: Further activities for parents

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Introduction

Share the overall purpose of the session (OHT 10.1 (new window) 10k ).

Identify outcomes of the session (OHT 10.1 (new window) 10k ).

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Part A: The processes of the Year 2 Diagnostic Net

Purpose

The purpose of Part A is to highlight the processes involved in the Year 2 Diagnostic Net.

Procedure

Ask participants to read the points on OHT 10.2. (new window) 10k

Describe briefly what each point involves.

Distribute Handout 10.1 (new window) 16k which illustrates the nature of a developmental continuum.

Ask parents to read through the continuum and assign a phase for themselves.

Encourage discussion about the phases and the nature of the continuum.

Distribute copies of the overviews of the continua.

Discuss the continua using OHT 10.3. (new window) 10k

Use OHT 10.4 (new window) 10k to discuss phases of development, key indicators and major teaching emphases.

Show OHT 10.5 (new window) 17k and explain sources of data for assessment and reporting.

Key messages

Parents/caregivers need to develop an understanding of Year 2 Diagnostic Net terminology. This enables parents and teachers to discuss students' progress in a common language.
The phases of the continua are developmental in nature.
The continua for reading, writing and number are used to monitor children 's
development.

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Part B: Validation of mapping in Year 2

Purpose

The purpose of Part B is to inform parents about why teachers validate student achievement and to demonstrate the various tasks that a student might be asked to complete during validation.

Procedure

Share with parents general information about the underlying purpose of validation using Guidelines for State Schools and Handbook for Schools as references.

Ask participants to form pairs or small groups to work through a validation task similar to one their children may be asked to attempt. (The example described here was used in 1995 validation. Do not use current tasks.)

Give each pair/group a sorting bucket/container and a variety of sorting materials.

Ask pairs/groups to:

count how many objects are in the bucket altogether;
sort the materials and explain why they sorted them in that way;
create a pattern using the objects and explain the pattern.

Reassure parents that validation activities are similar to daily classroom activities.

Key messages

Validation provides an opportunity for the teacher to work with individual
children to gain valuable insight into the thinking processes the child uses.
Validation is conducted in a non-threatening manner and it is not a test.

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Part C: Moderation and reporting

Purpose

The purpose of Part C is to explain the outcomes of moderating student folios and inform parents about the Net report.

Procedure

Before the session, the facilitator should read Handbook for Schools, pages 8-11, and Guidelines for State Schools, pages 4, 11-12.

Show participants a student folio and explain the methods used to gather the information included in it.

Explain the moderation process and the importance of moderation.

Distribute copies of the Year 2 Net report and discuss the report's components - for example, coding and provision for additional information.

Link the Net report to the school report format.

Explain that Net reports should be distributed to parents after moderation. However, if reports are distributed prior to moderation, parents must accept that there may be some changes in the allocation of phases.

Encourage parents to check with the school principal when the school will issue Net reports.

Key messages

Moderation ensures consistency of data within and across schools.
Parents of children in Years 1, 2 and 3 will receive a written Net report.

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Part D: Intervention

Purpose

The purpose of Part D is to inform parents about the identification of students requiring additional support and to discuss general strategies that the school might adopt to cater for a child's needs.

Procedure

Discuss how the school implements intervention programs, such as Support-a-Reader and Support-a-Writer, or whether it employs additional personnel (for example, teacher aides) to assist with intervention.

Direct parents to the Hand-in-Hand package for further information on activities designed to foster early literacy and numeracy concepts (see page 170).

Key message

Intervention is a school-based and school-managed process.

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Part E: Further activities for parents

Purpose

The purpose of Part E is to encourage parents to support their child 's literacy and numeracy development.

Procedure

Select one of the following options for participants.

Option A

Identify resources which provide more information for parents on early literacy and numeracy development.

Option B

Discuss activities parents can do with their children at home to foster literacy and numeracy development - for example, reading, discussing books and television programs, joining a library, playing cards and cooking.

Option C

Allow participants time to read the parent information brochures 'Supporting your child's number development', 'Supporting your child's writing development' and 'Supporting your child's reading development'. If possible, give them copies to take home.

Facilitator's reflection

Comments:

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