How do composite Foundation & Year 1 classes operate with the Tracking Sheets? What are the options?
Managing composite Foundation and Year 1 classes can be challenging, especially in Semester 1, when students are at different stages of their learning journey. Unlike other multi-aged classes (e.g., a Year 3/4 class or a Year 5/6 class), where the tracking sheets are relatively easy to combine due to the similar assessment cycles and progression rates, the Foundation-Year 1 combination is more complex.
Option 1: Separate Foundation and Year 1 for Term 1, Combine from Term 2 Onwards Using the Year 1 Tracking Sheet
Term 1: Foundation and Year 1 students are tracked separately during this term. The Foundation students are not yet at a Stage 1 level, so they require their own tracking cycle, which is distinct from Year 1 students.
Term 2-4: After Term 1, the Foundation and Year 1 students are combined into the Year 1 tracking sheet. This allows for smoother management as Foundation students begin to reach the Stage 1 level, allowing easier development of 3 groupings. From Term 2, teachers can also utilise the "difficulties acquiring Stage 1 Target 1" additional columns if students are still operating at a pre-CVC level, ensuring continued individualised support for those students.
Option 2: Combined Tracking Sheet with Separate Assessment Cycles
Utilise PLD’s combined tracking sheet with two separate assessment cycles for Foundation and Year 1 students. This option allows teachers to track both sets of students on the same document but recognises that their progression will still be different, especially in the first half of the year.
The combined sheet for Foundation and Year 1 is included at the end of the Master Tracking Sheet. This provides flexibility for teachers to monitor progress while accounting for differing assessment timelines. Again, from Term 2 onwards, teachers can use the "difficulties acquiring Stage 1 Target 1" columns if needed for Foundation students still at the Pre-CVC Stage.
Instructions for Using the Tracking Sheets in Composite Classes:
Decide which option works best for your class, based on how distinct the Foundation and Year 1 groups are in terms of readiness and assessment progress.
Follow the provided screenshots as a guide for setting up your tracking sheets.
Once you have input and grouped your data using the PLD process book in a tracking sheet support session with one of our School Support Coordinators.
Option 1: Separate Foundation and Year 1 for Term 1, Combine from Term 2 Onwards Using the Year 1 Tracking Sheet
Term 1: Foundation and Year 1 students are tracked separately during this term. The Foundation students are not yet at a Stage 1 level, so they require their own tracking cycle, which is distinct from Year 1 students.
Term 2-4: After Term 1, the Foundation and Year 1 students are combined into the Year 1 tracking sheet. This allows for smoother management as Foundation students begin to reach the Stage 1 level, allowing easier development of 3 groupings. From Term 2, teachers can also utilise the "difficulties acquiring Stage 1 Target 1" additional columns if students are still operating at a pre-CVC level, ensuring continued individualised support for those students.
Option 2: Combined Tracking Sheet with Separate Assessment Cycles
Utilise PLD’s combined tracking sheet with two separate assessment cycles for Foundation and Year 1 students. This option allows teachers to track both sets of students on the same document but recognises that their progression will still be different, especially in the first half of the year.
The combined sheet for Foundation and Year 1 is included at the end of the Master Tracking Sheet. This provides flexibility for teachers to monitor progress while accounting for differing assessment timelines. Again, from Term 2 onwards, teachers can use the "difficulties acquiring Stage 1 Target 1" columns if needed for Foundation students still at the Pre-CVC Stage.
Instructions for Using the Tracking Sheets in Composite Classes:
Decide which option works best for your class, based on how distinct the Foundation and Year 1 groups are in terms of readiness and assessment progress.
Follow the provided screenshots as a guide for setting up your tracking sheets.
Once you have input and grouped your data using the PLD process book in a tracking sheet support session with one of our School Support Coordinators.
Updated on: 30/10/2024
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