Page 9 - Prek CG final
P. 9
Pre-K Reporting Cont.
Teachers recognize that because of the many factors that influence both learning
and assessment, the degree of individual children’s success in achieving the
expectations will vary widely from child to child. Not only will the children enter
the program at varying stages of development and with diverse backgrounds,
cultures and experiences, but they will also leave it demonstrating a range of
achievements. It is the responsibility of the teacher to provide instruction that
meets the individual needs of every child throughout the year.
All program and Academic expectations must be accounted for in the instruction,
but evaluation will focus more on the child’s achievement of the overall
expectations.
The overall expectations are broad in nature, and the specific expectations define
the particular content or scope of the knowledge and skills referred to in the
overall expectations. Children in Pre-school are in their first years of school and
are going through the process of adjusting to the school environment. They are
given ample time to demonstrate their learning through varied learning
opportunities that are appropriate for their stage of development and that are
within the range of things they can do with and without guidance.
To allow for the range of influences that may affect a child’s learning at any given
time e.g. the familiarity with the language of instruction, time of the day, their
prior knowledge; the teachers assess the child’s learning on an ongoing basis in
the context of everyday experiences, using a variety of strategies and tools.
Evaluation strategies should encourage children to show what they know and can
do, rather than focus on what they do not know or cannot do.
Academic Guide PRE-K
Teachers recognize that because of the many factors that influence both learning
and assessment, the degree of individual children’s success in achieving the
expectations will vary widely from child to child. Not only will the children enter
the program at varying stages of development and with diverse backgrounds,
cultures and experiences, but they will also leave it demonstrating a range of
achievements. It is the responsibility of the teacher to provide instruction that
meets the individual needs of every child throughout the year.
All program and Academic expectations must be accounted for in the instruction,
but evaluation will focus more on the child’s achievement of the overall
expectations.
The overall expectations are broad in nature, and the specific expectations define
the particular content or scope of the knowledge and skills referred to in the
overall expectations. Children in Pre-school are in their first years of school and
are going through the process of adjusting to the school environment. They are
given ample time to demonstrate their learning through varied learning
opportunities that are appropriate for their stage of development and that are
within the range of things they can do with and without guidance.
To allow for the range of influences that may affect a child’s learning at any given
time e.g. the familiarity with the language of instruction, time of the day, their
prior knowledge; the teachers assess the child’s learning on an ongoing basis in
the context of everyday experiences, using a variety of strategies and tools.
Evaluation strategies should encourage children to show what they know and can
do, rather than focus on what they do not know or cannot do.
Academic Guide PRE-K
