Beelbangera Public School

  Strive For The Best

Principal's Message

Classes

Enrolment

Reporting

P & C Association

Reporting to Parents

Reporting to parents requirements

Parents of all students are to be provided with a written report twice a year.  This will be at the end of Semesters 1 and 2.

The written report for each student will:

• use plain language

• provide information on a student’s learning in each of the key learning areas or subjects

• use of words to assess student’s achievement against state-wide syllabus standards

• include teacher comments that identify areas of student strength and areas for further development

• have information about the student’s attendance at school

• provide information about student achievement in relation to school programs that extend or are additional to syllabus requirements

• provide information about the student’s social development and commitment to learning.

Kindergarten students will not be graded in this format and exceptions will also apply to ESL students and some students with learning difficulties.

Understanding the Assessment of Achievement Grading

At the beginning of a reporting period, teachers will consider what students are expected to learn.  That is, the knowledge, skills and understanding that is typically spelt out in the syllabuses and the teaching/learning programs developed by schools.

At the end of the reporting period, teachers will consider how well students have achieved what they are expected to learn during that semester.  This is addressed by using the assessment of achievement scale which summarises the degree to which students have demonstrated their achievement of the knowledge, skills and understanding they have had the opportunity to learn.  Assessments takes into account the breadth and depth of their learning.

Outstanding Achievement

The student has an extensive knowledge and understanding of the content and can readily apply this knowledge.  In addition, the student has achieved a very high level of competence in the processes and skills and can apply these skills to new situations.  The student is performing extremely well and is regularly applying their skills, extensive knowledge and deep understanding to new situations.  The student is demonstrating outstanding achievement.

High Achievement 

The student has a thorough knowledge and understanding of the content and a high level of competence in the processes and skills.  In addition, the student is able to apply this knowledge and these skills to most situations. The student is performing well with the work presented and has consistently met the outcomes at a high level for the reporting period.  This has been evident across assessments.

Sound Achievement

The student has a sound knowledge and understanding of the main areas of content and has achieved an adequate level of competence in the processes and skills.  The student is performing reasonably well with the work that has been taught based on the syllabus expectations.  The student is on ‘track’.

Basic Achievement

The student has a basic knowledge and understanding of the content and has achieved a limited level of competence in the processes and skills.  The student will have some gaps or lack of depth in his or her understanding of the work that has been taught and there is evidence that this has been occurring across a range of assessments.  For example, a student may well have demonstrated a sound grasp of some mathematics concepts covered in a semester, but may be having difficulties with the work involving measurement and space.

Limited Achievement

The student has an elementary knowledge and understanding in few areas of the content and has achieved very limited competence in some of the processes and skills.  He or she will have experienced difficulty in most of the assessment tasks. 

It is likely that the student will only have an elementary knowledge in a few areas of what was taught.

Informal Meetings

Parents can arrange to have a meeting with their child’s class teacher at any time if they have concerns about their child’s academic or social progress.  Ring the school office or write your child’s teacher a note to set up a suitable time for both parties.

Parent Interviews

Interviews are structured for parents following the semester one assessment.  These interviews allow parents to discuss their child’s progress with the class teacher.  Parents who have concerns should make an appointment to meet with the class teacher when the concern arises and not wait until the formal interviews.

To find out more about reporting on students click here.