1. Reporting Requirements K-10 Information for Schools
Teaching and Learning Services
May 2014

2. Reporting Integral part of teaching and learning Formal and informal
Parent / Teacher meetings
Work samples
Interviews
Written reports
NAPLAN 3, 5, 7 and 9
The process of reporting and providing meaningful feedback to students and parents is an integral part of teaching and learning.
Reporting opportunities provide information, both formally and informally, about the process of student learning and achievement.
Schools use a variety of ways to report about student achievement during the year including parent/teacher meetings, discussion about work samples and interviews, as well as written student reports. (Add any other school reporting opportunities here)
In addition to the written report from your child’s school, you also receive reports on your child’s achievement in Years 3, 5, 7 and 9 through NAPLAN.

3. Commonwealth State (NSW) Diocesan
From 2006, and again from 2013 student reports must comply with Commonwealth and State Government requirements as part of funding regulations.
A report for primary schools has been developed by the Catholic Schools Office to meet government requirements and is available for all system schools to use.

4. Commonwealth Level Commonwealth Government Legislation
Funding Agreement Schools Assistance Act (Learning
together-achievement through choice and opportunity) 2004 and 2008.
This was carried over and re-stated in the Education Act 2013

5. Commonwealth Government’s Requirements for Student Reports: Yr 1- 10
Plain English language
Issued twice a year
Overall achievement (common grade scale A-E) against specific learning standards for all subjects Yr1-Y10
Comparison of student achievement relative to the peer group (year) available upon parent request
Interview opportunity following each report
Student attendance
NB: Teachers’ comments will reflect what children know and can do
Commonwealth requirements
A written report
Twice a year in plain English
Achievements and areas where she/he may need help, and how they can improve
Work and learning habits and social development
An overall achievement grade in all of the Key Learning Areas against state-wide syllabus standards using a common grade scale A to E used in all schools in Australia, and the descriptions of the grades are common to all schools from Kindergarten to Year 10 in NSW
A report about your child’s progress is confidential

6. Requirements for Kindergarten Report
The A-E common grade Scale is not used for Kindergarten reporting
Grades used
Above Stage Level
At Stage Level
Below Stage Level
At that point in time
NB: Teachers’ comments will reflect what children know and can do

7. State (NSW) level
In NSW Teachers are asked to report overall achievement (common grade scale A-E) against specific learning standards for all subjects Yr1-Y10
Standards:
The Board of Studies Teaching and Educational Standards (BOSTES) uses a standard referenced framework that describes, through syllabuses and other documents, the expected learning outcomes for students.
Standards in the framework consist of three interrelated elements
Outcomes and content in syllabuses showing what is to be learned
Stage statements that summarise student achievement
Samples of work on the Board’s Assessment resource Centre (ARC) website which provide examples of levels of achievement within a stage
NSW Syllabus for the Australian Curriculum English p 124
Link to the NSW Syllabuses for the Australian Curriculum

8. Outcomes and Stage Statements provide teachers with:
A guide for planning and programming
A basis for assessing, reporting and discussing student achievement
A means for matching the work of students to a description of achievement represented by a common grade scale (A-E)

9. Diocesan Level Diocesan Report Kindergarten 1-6
7-10 (Individual schools)
School and Parent Information
A report common to all Catholic Primary Schools in the Diocese of Maitland-Newcastle has been developed and will be used twice this year.
Comparable information for the teaching and assessing of Religion has also been developed.

10. Students with Special Needs
For twice-yearly reporting purposes, students with special needs have the opportunity of:
receiving the diocesan A-E Report (primary or secondary)
receiving the diocesan A-E Report with the addition of information from the Individual Plan, IP, which indicates progress against specific learning goals OR
receiving a report based on the IEP without A-E grades.
Students with Special Needs, have the opportunity to receive a report that best meets their needs and those of their parents.
(Ensure that parents know and understand the language of “IP” and what it looks like, when speaking about these options.

11. Common Grade Scale A B C D E
The student has 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 content and has achieved very limited competence in some of the processes and skills.
The wording in the descriptions has been provided by the NSW Board of Studies. All schools in NSW will use the same descriptors. A grade is based on a collection of a student’s work that takes into account what has been covered to date.

12. Level of Competence in Skills
Achievement
Levels
Descriptors
Knowledge
Level of Competence in Skills
Application A
Outstanding
Extensive
Very high
New Situations B
High
Thorough
Most situations C
Sound
Adequate D
Basic
Limited E
Elementary
Very Limited
(in some)
(You might point out the differences in each grade, especially in relation to A & B and the other grades re Application.)

13. A: Outstanding. The student has an. extensive knowledge and
A: Outstanding 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.

14. B: High. The student has a thorough. knowledge and
B: High 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.

15. C: Sound. The student has a. sound knowledge and. understanding of the
C: Sound 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

16. D: Basic. The student has a basic. knowledge and. understanding of the
D: Basic The student has a basic knowledge and understanding of the content and has achieved a limited level of competence in the processes and skills.

17. E: Limited. The student has an. elementary knowledge
E: Limited 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.

18. Overall Subject Grades
In each subject, individual strands are reported on followed by an overall grade for the subject. It is important to note that this overall grade is not an average of the different strand grade although it can parallel. It is a judgement made by the teacher when considering all aspects of the subject’s concepts, skills and values.

19. School Reports
allow a chance for teachers to provide specific feedback about your child’s academic achievement and progress as well as their efforts and attitude towards school life and their education.
provide opportunity for teachers to suggest areas that your child might focus on in the next semester to ensure continued success.

20. Ultimately, Semester reporting is about providing parents with an insight into their child’s life at school. It not only informs on the academic but the social and behavioural attitudes evidenced by your child’s interaction at school. It is an opportunity for the lines of communication between the classroom teacher and the families of there students to be opened in a formal way .

21. Accurate (no surprises – academic, behavioural, social)
Reports need to be
Accurate (no surprises – academic, behavioural, social)
What they can do? What they cannot?
Insightful
Why they can do the things they can? Why they cannot do the things they cannot?
Informative / Helpful
What you have been doing to assist / consolidate / enrich
What they and their parents can do to assist / consolidate / enrich

22. I believe the most important grade you can find in each subject is the effort grade as this is the reflection of your child’s attitude and approach to learning which will determine future progress and achievement. Another area that is worth your focus is the work habits and behaviour area that also give guidance to the manner in which your child interacts with peers and engages with social life.