1. CURRICULUM, ASSESSMENT AND REPORTING POLICY Frequently Asked Questions 2010 Updated 5 October 2010

2. Purpose The purpose of this presentation is to clarify frequently asked questions about the simplified Curriculum, Assessment and Reporting policy.

3. Curriculum, Assessment and Reporting policy All public school principals and teachers will, as part of the planning the school undertakes: 1. provide a balanced curriculum that maximises the opportunity for all students to achieve the outcomes described in the Curriculum Framework; and 2.regularly monitor, evaluate and report on each student’s achievement. CAR Policy

4. Provide a balanced curriculum All public school principals and teachers will, as part of the planning the school undertakes, provide a balanced curriculum that maximises the opportunity for all students to achieve the outcomes described in the Curriculum Framework. Principals and teachers will: engage in whole-school curriculum planning to ensure there is an appropriate curriculum emphasis for each phase of schooling ; (continued) Procedures for Policy Point 1

5. ensure that all primary school-aged (Kindergarten to Year 7) students are provided with opportunities to receive at least fifty percent of curriculum instruction in literacy and numeracy; ensure opportunities are provided to enable all students in Years 1-10 to participate in a minimum of two hours of physical activity each week, during the school day as part of student learning programs; and plan for improvement of individual student achievement by applying the principles of the Curriculum Framework. Procedures for Policy Point 1

6. Regularly monitor, evaluate and report on each student’s achievement All public school principals and teachers will, as part of the planning the school undertakes, have and make known to the school community as assessment and reporting policy that is based on the principles of the Curriculum Framework. This policy will specify how principals and teachers will: provide individual students with feedback on their performance; engage in ongoing communication with parents about student achievement and progress; (continued) Procedures for Policy Point 2

7. make judgements of student achievement in relation to expected standards; administer prescribed system assessments; use student performance information to plan future learning programs; use the Department of Education’s reporting templates to issue a report to parents for each student in Years 1-10 at the end of each semester; and distribute to parents the prescribed system assessment reports. Procedures for Policy Point 2

8. What is the status of the Curriculum Framework? The status of the Curriculum Framework remains unchanged. The Department remains committed under the Curriculum Council Act 1997 to continue to implement the Curriculum Framework. A review of the Curriculum Framework was recently completed by the Curriculum Council. The review can be downloaded from the Curriculum Council website at http://www.curriculum.wa.edu.au/internet/Communications/Pu blications http://www.curriculum.wa.edu.au/internet/Communications/Pu blications Frequently Asked Questions

9. What is the status of Schedule A? The Curriculum, Assessment and Reporting policy, which came into effect from 1 January 2010, does not include a Schedule A. As a result, schools have been provided with the flexibility, as part of the planning the school undertakes, to provide a balanced curriculum that maximises the opportunity for its cohort of students to achieve the outcomes described in the Curriculum Framework. Frequently Asked Questions

10. What is the status of the Outcomes and Standards Framework and the Achievement Targets? From the start of the 2010 school year, teachers in public schools no longer use the Outcomes and Standards Framework, levels and the Grade Allocation Resources to assess or report on student achievement. Achievement Targets relate to levels in the Outcomes and Standards Framework. Therefore, from the start of 2010, teachers neither refer to, nor report student attainment of the Achievement Targets. Standards are reported in grades A-E. Frequently Asked Questions

11. What is the status of the K-10 Syllabus? The K-10 Syllabus provides advisory materials that detail content at each year of schooling and phase of development from Kindergarten to Year 10. The K-10 Syllabus and Department of Education's Resources Online remain a source of guidance for teachers to support them in planning and delivering quality teaching programs. K-10 Syllabus The K-10 Syllabus also provides guidance for teachers on what constitutes a balanced curriculum for students at different stages of schooling. Frequently Asked Questions

12. What support is available to assist teachers to allocate grades A-E? The Department of Education’s statements of expected standards: C Grade Descriptors describe a quality of achievement that is consistent with a C grade for each learning area. The descriptions can be downloaded from the Curriculum Support website.expected standards Samples of student work that illustrate the standards that earn an A-E grade in Years 1-10 are available online at www.det.wa.edu.au/curriculumsupport/exemplars or via the portal. www.det.wa.edu.au/curriculumsupport/exemplars Other presentations are available through the Curriculum Support website at http://det.wa.edu.au/curriculumsupport/ http://det.wa.edu.au/curriculumsupport/ Frequently Asked Questions

13. What are the “expected standards”? The Curriculum, Assessment and Reporting policy requires all public school principals and teachers to make judgements of student achievement in relation to expected standards. Description of expected standards, (linked to an end of year C grade) have been developed to assist principals and teachers in this process. Decisions regarding ‘if’ and ‘how’ to use the expected standard descriptors are made by individual schools. The descriptors of expected standards have been developed in close collaboration with focus groups of teachers. The development process also drew upon available data sets and the draft National Curriculum achievement standards. Frequently Asked Questions

14. Why aren’t there C grade descriptors in all year levels for all learning areas? The descriptors of expected standards are available for Years 1- 10 in English, maths, science and society and environment. For all other learning areas, in which learning contexts are not necessarily continuous, descriptors are available for Years 1, 3, 5, 7 and 9. Teachers of years 2, 4, 6, 8 and 10 are advised to refer to the descriptors for the year levels above and below that of the students they teach. Frequently Asked Questions

15. Is the new ‘C’ grade the old ‘B’ grade? No. Generally the ‘C’ grade descriptors describe a level of achievement that aligns closely with the previous Grade Allocation Resource ‘C’ grades. It must be noted, however, that some of the ‘C’ grade descriptors include some skills, knowledge and understandings that are ‘pitched’ beyond the standards previously associated with a ‘C’ grade. These inclusions are based on extensive research, engagement with practicing teachers and are also cognisant of work being done at the national level to develop the National Curriculum. Teachers should use the ‘C’ grade descriptors to make an on- balance judgement. Teachers should not use them as a ‘checklist’. Teachers are best placed to determine if an individual student’s achievement is typically at, above or below the expected standard (with reference to the ‘C’ grade descriptors). Frequently Asked Questions (continued)

16. Is the new ‘C’ grade the old ‘B’ grade? When allocating ‘C’ grades, it is highly likely that: some teachers will not be able to ‘check-off’ all of the skills, knowledge and processes associated with the ‘C’ Grade descriptor for all students who achieve a ‘C’ grade; and some students allocated a ‘C’ grade will have demonstrated all of the skills, knowledge and processes associated with the ‘C’ grade, and some associated with a ‘B’ grade. Their achievement, on-balance, however, may still be typically at the expected standard (i.e. a ‘C’ grade). The final decision on allocating a grade should be based on whether a student’s achievement, on-balance, is typically at, above or below the expected standard (with reference to the ‘C’ Grade descriptor). Frequently Asked Questions

17. Does a student have to consistently demonstrate all of the skills, knowledge and understandings identified in the ‘C’ Grade descriptor before they can be allocated a ‘C’ Grade? No. The ‘C’ grade descriptors describe the ‘typical’ achievement of a student who has met an expected standard. Individual teachers, when making an on-balance summative judgement are best placed to determine if an individual student’s achievement is typically at, above or below the expected standard (with reference to the ‘C’ Grade descriptor). To this end, the ‘C’ grade descriptors should not be used as a checklist.

18. Frequently Asked Questions Why aren’t there C grade descriptors in all year levels for all learning areas? The descriptors of expected standards are available for Years 1- 10 in English, maths, science and society and environment. For all other learning areas, in which learning contexts are not necessarily continuous, descriptors are available for Years 1, 3, 5, 7 and 9. Teachers of years 2, 4, 6, 8 and 10 are advised to refer to the descriptors for the year levels above and below that of the students they teach.

19. Frequently Asked Questions What is the expected distribution of A-E grades? The distribution of A-E grades will vary from school to school. The majority of students across the State will achieve a grade that is at (C) or above (A or B) the expected standard. Historically, approximately 20 percent of students have not met the ‘C’ standard. The ‘C’ grade descriptors are pitched at a level of achievement that is typically demonstrated by the full range of students who are allocated a 'C' Grade.

20. Frequently Asked Questions In order to gain an understanding of what constitutes an A or B in a year level should I refer to the C Grade Descriptors and A-E Exemplars in the year above the one I teach? No. The award of a final grade in each learning area is dependent on content knowledge and an understanding of the concepts, and competence in processes and skills relevant to that particular year level. For example, a student does not need to be achieving at a year 7 level to be awarded a grade of 'A' in year 6. A grade 'A' (excellent) in year 6 should be determined by the work done in that particular year only. The awarding of an 'A' or 'B' does not necessarily indicate that a student is working at the year level above, rather it indicates that they are exceeding the standard set for the year level they are in.

21. If the A-E Exemplars exemplify an end of year standard, how do teachers use them to make a summative judgement of student achievement at the end of Semester 1? The A-E Exemplars illustrate the characteristics of grades A-E in Years 1-10 at the end of each year of schooling. This is consistent with the draft National Curriculum approach. Teachers will become familiar with standards by reading: the generic descriptors for each grade; the Expected Standards: C Grade Descriptors; the A-E Exemplars; and the grade commentaries and annotations attached to the Exemplars. (continued) Frequently Asked Questions

22. If the A-E Exemplars exemplify an end of year standard, how do teachers use them to make a summative judgement of student achievement at the end of Semester 1? When determining a grade at the end of Semester One, teachers take into account the progress a student has made towards those standards. To make this on-balance professional judgement, teachers: consider what a student can already do; consider the knowledge, understanding and skills covered up to that point in time; compare student achievement with the standards represented by each grade; take account the school’s and student’s grade allocation history; (continued) Frequently Asked Questions

23. If the A-E Exemplars exemplify an end of year standard, how do teachers use them to make a summative judgement of student achievement at the end of Semester 1? consider the student’s system assessment data where available; and give the grade that best matches what a student has achieved in relation to the standard achieved so far. Expected progress is the maintenance of a grade. If a student receives the same grade for two consecutive reports they have made progress. Frequently Asked Questions

24. For Semester 1, is a student yet to achieve the standard (with reference to the Department’s ‘C’ grade descriptors) automatically allocated a ‘D’ grade? No. In fact, most students (state-wide) in Semester 1 will achieve an 'A', 'B' or 'C' grade. The Department’s ‘C’ grade descriptors describe a level of achievement that is consistent with an end of Year 'C' grade. It is unlikely that Semester 1 teaching and learning programs would provide most students with opportunities to achieve the end of year standard. As described in the response to the previous question, teachers make an on-balance professional judgement in Semester 1. Frequently Asked Questions

25. Does the achievement of all students need to be reported as an A-E grade using the Department’s reporting template? The Department's reporting template is to be used for all students in Years 1-10 whose achievement is best reported as an A-E grade. This position is consistent with Australian Government legislative requirements. In the pre-compulsory years, the format and style of the reports can be determined by the school in consultation with parents/caregivers. (continued) Frequently Asked Questions

26. There are some students for whom reporting grades A-E is neither useful nor appropriate. For example, alternative report formats may be used to report the achievement of ESL/ESD students who do not demonstrate English language proficiency. For students with special educational needs it may be more appropriate to use Personalised and Documented Education Plans of Group Education Plans. Additional support to assist in planning, assessing and reporting the achievement of students with special educational needs is currently being developed and is available from www.det.wa.edu.au/curriculumsupport/specialeducationalneeds. www.det.wa.edu.au/curriculumsupport/specialeducationalneeds Frequently Asked Questions

27. What information appears on the Department’s report template? Sample report templates can be downloaded from the Curriculum Support site. Teachers are required to report student achievement against each learning area outcome and for each learning area studied. For example, secondary school student achievement for English will be reported as an overall grade, and as a separate grade for each of the outcomes (Writing, Reading, Speaking and Listening and Viewing). Frequently Asked Questions

28. When will the Department’s reporting software be updated to reflect the changes? Reporting software (SIS) has been updated to reflect simplified assessment arrangements for Semester 2, 2010. This includes the facility for schools to set up reports according to the outcomes in the school schedule determined through the whole school planning and the facility for teachers to directly enter grades A-E. For more information, visit the SIS Curriculum website.SIS Curriculum website Frequently Asked Questions

29. When will the ‘Monitoring and Evaluation’ section of Curriculum Manager 3.0 be changed to reflect reporting in grades? The Department is currently in the process of piloting and deploying a new, centralised Reporting to Parents (RTP) system. RTP has been successfully deployed to 350 schools in 2010. The remaining schools will be migrated to the new reporting system by the end of Term 1, 2011. The Monitoring and Evaluation component of the software is no longer linked to ‘reporting’. The ‘historical data’ may still be of use to teachers. Frequently Asked Questions

30. Can schools decide to provide reports in addition to the report provided to parents at the end of each semester? Yes. Schools, in collaboration with teachers and the school community, can include the provision of other forms of communication such as interim reporting in their school assessment and reporting policy. Frequently Asked Questions

31. How do I access the Portal? Go to http://portal.det.wa.edu.auhttp://portal.det.wa.edu.au Select Log in Enter your "e" number and password Read and agree to the Appropriate Use of Online Services Select Log in Your portal page will load. Forgotten your password? - Your line manager or the Helpdesk (9264 5555) can reset your password. Frequently Asked Questions

32. What professional learning is available to support me to integrate ICT into my teaching? Teachers have Class!Teachers have Class! provides free online professional learning available through the portal to support teachers to integrate ICT into teaching and learning. The program provides relevant and practical online self-paced, on demand and instructor-led courses focused on technology integration with best practice pedagogies. Frequently Asked Questions

33. For more information www.det.wa.edu.au/curriculumsupport Other presentations available through the Curriculum Support website include: Curriculum, Assessment and Reporting Support (Primary) Curriculum, Assessment and Reporting Support (Secondary) Making Summative Judgements of Student Achievement in Relation to Expected Standards K-12 Curriculum, Assessment and Reporting Department of Education 151 Royal Street EAST PERTH WA 6004 Ph:(08) 9264 4863 Frequently Asked Questions