Curriculum Leadership Workshop for Science Head Teachers Science Unit Curriculum Directorate Reporting

New Reporting Requirements 1. parents … formal and informal opportunities to receive information about and discuss their child’s learning 2. procedures for reporting to parents based on Department’s policy, time efficient and manageable, and developed in consultation with parents/carers and teachers 3. written report … at least twice per year 4. information on how a child’s achievement compares with the child’s peer group at the school 5. disseminate to parents the reports from state-wide testing programs

Curriculum Leadership Workshop for Science Head Teachers Science Unit Curriculum Directorate Written Reports: use plain language use plain language provide information on a student’s learning in each of the key learning areas (KLAs) or subjects provide information on a student’s learning in each of the key learning areas (KLAs) or subjects compare the student’s achievement in each KLA or subject against state wide syllabus standards compare the student’s achievement in each KLA or subject against state wide syllabus standards include teacher comments for each KLA or subject ; comments will identify areas of student strength and for further development include teacher comments for each KLA or subject ; comments will identify areas of student strength and for further development

Curriculum Leadership Workshop for Science Head Teachers Science Unit Curriculum Directorate the five point achievement scale, are judgements about a student’s performance at a particular point in time. the five point achievement scale, are judgements about a student’s performance at a particular point in time. A-E grades or word descriptors are “part of the total picture”, or overall assessment and reporting tapestry. A-E grades or word descriptors are “part of the total picture”, or overall assessment and reporting tapestry. While there will be support material, including grade descriptions and student work samples available to assist, we are ultimately relying on the professional judgements of our teachers to make the most appropriate point in time against the five point achievement scale judgements. While there will be support material, including grade descriptions and student work samples available to assist, we are ultimately relying on the professional judgements of our teachers to make the most appropriate point in time against the five point achievement scale judgements.

Curriculum Leadership Workshop for Science Head Teachers Science Unit Curriculum Directorate Dialogue needs to occur with colleagues across year / stage levels, at department Dialogue needs to occur with colleagues across year / stage levels, at department This is how we will enhance the level of consistency in our student reporting. This is how we will enhance the level of consistency in our student reporting.

Curriculum Leadership Workshop for Science Head Teachers Science Unit Curriculum Directorate What is he five point scale: A common grading scale which is based on clearly defined state-wide syllabus standards drawn from the Board of Studies syllabuses A common grading scale which is based on clearly defined state-wide syllabus standards drawn from the Board of Studies syllabuses The Common Grade Scale developed by the BOS contains descriptions and associated grades form the basis of the five point achievement scale, which can be used to report student achievement in Years 1-10 The Common Grade Scale developed by the BOS contains descriptions and associated grades form the basis of the five point achievement scale, which can be used to report student achievement in Years 1-10

Common Grade Scale Grade Grade Descriptions A 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. B 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. C 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. D The student has a basic knowledge and understanding of the content and has achieved a limited level of competence in the processes and skills. E 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.

Understanding the Standards CPDs for Science

Curriculum Leadership Workshop for Science Head Teachers Science Unit Curriculum Directorate Stage 5 CPDs ESSA Strands Knowing and understanding Knowing and understanding Planning and conducting investigations Planning and conducting investigations Communicating Communicating Problem Solving Problem Solving Knowing and understanding Knowing and understanding Planning and conducting investigations Planning and conducting investigations Communicating Communicating Critical thinking Critical thinking

Understanding the Standards Accessing: Advice on Programming Advice on Programming and Assessment and Assessment _doc/science_710_support.pdf The Standards Packages The Standards Packages The ARC The ARChttp://arc.boardofstudies.nsw.edu.au//

The Assessment Resource Centre supports assessing and reporting student achievement relative to standards

Curriculum Leadership Workshop for Science Head Teachers Science Unit Curriculum Directorate Duscussion What are current practices for assessing individual pieces of student work and judging overall achievement? What are current practices for assessing individual pieces of student work and judging overall achievement? How is the judgement linked to learning expectations for the stage / semester? How is the judgement linked to learning expectations for the stage / semester? How is a judgement about what a student has achieved different when using the five point achievement scale How is a judgement about what a student has achieved different when using the five point achievement scale

Curriculum Leadership Workshop for Science Head Teachers Science Unit Curriculum Directorate What are the similarities and differences between the five point achievement scale and what is currently used in schools? What are the similarities and differences between the five point achievement scale and what is currently used in schools?