Extracts from IslandCA Learning Policy (updated March 2016)

Criterion 5: Significance & Development of K,S,U

Page 9: (within Curriculum Policy)

Teacher Planning/ Coordination

Teachers have scheduled time to work together as teams to build and develop plans for each subject
area and for integrated learning across subject areas. Teachers should prepare short term and longterm plans (e.g. lesson and unit and medium-term plans) that provide a timeline for delivery of the
curriculum content. .. Plans should also be explicit about the KSU that are planned to ensure
learning is purposeful and intentional, and ensure there is an appropriate balance between the
different types of learning during units. ... Detailed expectations are outlined in the Staff
Handbook.
Page 19-20 (Within Looking For Learning)

6. Looking for Learning (LfL)

Much of IslandCAs approach to improving learning is based on the Looking for Learning Toolkit (LfL)
from Fieldwork Education. The following is a summary of the key concept in LfL that help inform
IslandCAs focus on learning:

Categories of How We Learn - Stages

New Learning - When we learn something we didnt know before. New Learning is often insecure,
fuzzy and unstable.
Consolidated Learning - When the new learning becomes more secure, and eventually automatic
and established.
If neither of these kinds of learning are taking place, learners may be:
Treading Water: Doing something they already know - they are doing, not learning.
Drowning: In a state of uncertainty or confusion - for any number of reasons the learning has become
confused before it had a chance to become Consolidated.

Categories of What We Learn : KSU (Knowledge, Skills and Understanding)

We differentiate between three kinds of learning: knowledge, skills and understanding. Each one is
taught and assessed differently:
Knowledge is the facts and information we know. This is assessed through quizzes or tests, interviews,
projects, etc.
Skills are abilities that can be improved with practice. They are developmental and are something
that students will use for the rest of their lives. We assess these with rubrics.
Understanding is when the light goes on. It is something that we are all, even adults, developing.
Understanding is an ongoing process that takes time and students need time and space to reflect on
what they have learned in order to build their understanding.
We have different age-appropriate KSU definitions that have been developed, together with our
students, to ensure we have a common understanding and vocabulary around our learning types.
Milepost 1 (Years 1 and 2) K, S, U Definitions
Knowledge is .
Skills are .
Understanding is .

facts I know.
things I can practice.
showing how and why.

Milepost 2 (Years 3 & 4) K, S, U Definitions

Knowledge is .
Skills are .
Understanding is .

the facts and information I know..

things I can do and improve with practice.
connecting knowledge and skills to explain, answer or demonstrate the how
and why.

Milepost 3 (Years 5 and 6) K, S, U Definitions:

Knowledge is
Skills are
Understanding is

new and existing facts and information that we learn and remember.
a set of abilities that we can improve and develop through practice.
connecting acquired skills and knowledge to explain and solve problems.

Categories of Performance Levels

Knowledge
In our assessment of knowledge learning (e.g. in our mid year progress reports, end of year progress
reports and parent conferences) we report on knowledge learning in different subjects. We assess
based on data collected that is cummulative and described using the following standards:

Beginning
Working Towards
At the expected level
Above the expected level
Skills
Unlike knowledge, which can be right or wrong , skills development is a process and therefore
needs a different manner of describing achievement. We use skills rubrics; teacher rubrics and
student rubrics to help assess skills. The following statements are made for skills:
Beginning: The first recognizable performance of a given learning outcome.
Developing: A mid-point performance of a given learning outcome.
Mastering: The largely successful performance of a given learning outcome.
Each of these is relevant to any stage of performance development. We have different learning
outcomes for each Milepost that are age and developmentally appropriate, so while a Year 2 student
may be Mastering in a Milepost 1 rubric, he/she would be expected to start at Beginning in a Milepost
2 rubric on a similar/related skill the following year.

Page 40 ( within Assessment Policy)

Knowledge, Skills and Understanding (K,S,U)

We differentiate between three kinds of learning: knowledge, skills and understanding. All three need
to be assessed in order to get a full picture of students learning, but each one is assessed differently,
and students are taught to differentiate between these three kinds of assessment.
Knowledge
Knowledge is assessed through tests, quizzes and interviews. These are teacher-created assessments
based on learning in individual classrooms or across year bands. These are to be recorded and
reported on.
For consistency,, the knowledge assessment data collected will be cumulative and described by the
following standards.

Beginning
Working Towards
Meeting Expectations
Exceeding

Skills
Unlike knowledge, which can be right or wrong, skills development is a process and therefore need
a different manner of describing achievement. Skills have to be observed in context to be effectively
assessed. Skills are assessed through provided rubrics (teacher & student), and results are to be
recorded and reported on. For skills we use:

Beginning: The first recognizable performance of a given learning outcome.

Developing: A mid-point performance of a given learning outcome.
Mastering: The largely successful performance of a given learning outcome.

An assessed skill level (by teacher and/or student) is against specific developmentally-appropriate
targeted skills, so. if a student at the end Year 2 is assessed as Mastering in a skill (e.g. related to
researching) that is appropriate for Year 2 (or Milepost 1), then we would expect him/her to start the
following year as Beginning for a Year 3 (or Milepost 2) skill related to researching.
Understanding
Understanding is developed, and can be evaluated by a judgement of observations carried out over
time. Activities are planned, and time given for students to reflect on their understanding. An
understanding comment will be reported on in each report card.

Page 42 ( within Assessment Policy)

Reports and Conferences

Formal Reports
..They will cover all subjects, as well as personal goals and international mindedness, and will
highlight different types of learning/assessment (KSU), as well as provide commentary to help
students improve.

Page 45 (within Home-learning Policy)

Purpose of Home Learning
For the short term:
1. to practice skills learned in the classroom
2. to consolidate conceptual knowledge
3. to provide an opportunity for students to share, discuss and relate what they are learning to their
parents/caregivers, eventually demonstrating understanding

Page 49 (within Community Learning & Communication Policy)

Learning Opportunities for Community Members 1.

a.
b.
c.
d.

We hold periodic parent evenings/workshops and/or courses throughout the year, to provide
opportunities for our community, whether parents, care-givers, and/or the wider community, on
relevant learning topics including, but not limited to:
brain research and learning,
integrating faith and studies,
knowledge, skills & understanding
curriculum (in particular the core of IPC)
Policy 6.101 refers