School Reports and Interviews

Student reports provide students, teachers and parents with a clear and concise picture of a student’s achievement and progress at a point in time. Our teachers make informed and consistent decisions about your child’s progress against the Victorian Curriculum Achievement Standards using a variety of assessments and observations to inform their judgement.

Teachers make informed, on-balance and defensible judgements, based on evidence gained from the range of formal and informal assessment tasks and learning experiences, about a learner’s progress against the Victorian Curriculum F-10 achievement standards. Teachers place a student against the position on the continuum that most accurately reflects the student’s level of achievement against the achievement standards.

We now have the flexibility to design our reports to show each student’s learning progress. The Victorian Curriculum is structured as a single developmental learning continuum and is organised by levels not years of schooling. The curriculum consists of Towards Foundation Levels A to D, and Levels Foundation to 10. All curriculum areas have achievement standards, describing what students are able to understand and do.

There is a clear and concise five point scale so that you can quickly identify if your child is working ‘below the expected level’, ‘at the expected level’, or ‘above the expected level’. This has replaced the old A-E scale.

 

Standard Beginning to work towards the achievement standard Working towards the achievement standard Meeting or demonstrating the Victorian Curriculum requirements Working beyond the achievement standard Extending with depth beyond the achievement level.
New Scale Well Below Standard Below Standard At Standard Above Standard Well Above Standard
Old Scale E D C B A

 

We provide a progressive report by using the following structure;

  • a progression point against the Victrorian Curriculum for each subject at the end of Semester 1 and at the end of Semester 2
  • a personal learning comment at the end of semester 1 and at the end of semester 2
  • the Visible Learning Portfolio as evidence of progress including individual learning goals and targets, as well as reflection on goals and achievements each term (4 times a year).
  • students use the Visible Learning Portfolio regularly to set goals, include work samples and reflect on their learning.
  • The Visible Learning Portfolio is available parents to view at any time in the classroom. Portfolio’s will be sent home with students at the end of the year.
  • Parent/Teacher/Student Conferences (June)
  • Teacher/Parent informal catch up (at least once per term- either face to face or over the phone)

 

PLEASE NOTE: Each individual child progresses along the learning continuum at their own rate and from their own starting point. Each child is taught at the level that suits their needs, rather than being taught to the year level and age group they are in. Our teachers provide learning opportunities to support the learning for all students, including those students who are working above level, and students with additional learning needs or a disability.