What do I need to know about the reports?

Semester One reports will be sent to parents on Monday 24 June for Yr1 to Yr5. Due to Yr6 camp reports for Yr6 will be sent home on Monday 17 June. Reports are written in line with the requirements of the NSW K-10 syllabuses for the Australian Curriculum in English, Mathematics and Science. Grades are awarded to students following the Common Grade Scale. At the Parent Teacher Interview your child’s class teacher will be able to explain how the grade awarded reflects the level of work your child is currently achieving.

Further explanation of the reports is provided with the following:

It has now been a requirement of national legislation for Primary schools to provide twice-yearly written reports for students in Years 1 - 6 to parents for twelve years. These reports are to be standards-referenced which in NSW means reporting based on the Common Grade Scale. Standards-referenced reporting requires teachers to consider the performance of each student according to the standard detailed at each level (A-E) of the Common Grade Scale for each Key Learning Area (KLA).  Students are then awarded a grade based on the evidence teachers have of their learning in that particular KLA and the standard it reflects. According to the Common Grade Scale a ‘C’ grade is considered sound. That is, if awarded a C in a particular KLA the student has demonstrated that they have gained the knowledge, skills and understanding expected of them at that point in time.

Some features of the report include:

Overall grades

Each KLA has an overall grade that is determined by the teacher by considering the evidence of each student’s learning and the standard on the Common Grade Scale it reflects. Overall grades are not determined by averaging performance on strands within a KLA. In many cases more time has been dedicated to learning in one strand over others and this contributes significantly to the balanced judgement a teacher is required to make in order to award an overall grade. It is not unusual for a student’s overall grade to change from one reporting period to the next as the knowledge, skills and understanding they encounter in each KLA will vary from one reporting period to the next. The Common Grade Scale is outlined below and is also included on the front of the report.

Commitment to Learning:

This section of the report captures the student’s attitude to the particular KLA and their skills in managing their work, persisting when challenged and working to their potential. A scale explaining the three standards used in Commitment to Learning is included on the front of the report.

Strands:

The term ‘strands’ refers to the breakdown of learning within each Key Learning Area (KLA) that is presented in a grid with the options Extensive, Thorough, Sound, Limited and Basic for teachers to indicate the performance of the student within each strand. Over a reporting period some strands will have a greater focus than others, which will impact the overall grade for the KLA. In some KLAs not every strand will be covered each reporting period; those that are not covered will not appear on the report.

Comments:

There are three kinds of comments on the report:

Learning Gains – These comments use syllabus text to capture the new learning the student has demonstrated in the reporting period

Areas for Growth – These comments use syllabus text to capture the new learning the student will encounter as the ‘next step’ or ‘targeted area for growth’ on their learning path

Final Comment – The longer, final comment is written by the teacher and may cover a range of academic and non-academic areas

Positive Behaviours for Learning:

This section of the report focuses on the non-academic behaviour of the student, addressing respect, responsibility and safety. A scale is included to detail the three standards that are used to report on this aspect of the student’s behaviour.

Absences for the Semester:

This section of the report indicates the whole and partial days absent throughout the semester as recorded in the class rolls. Regular and consistent attendance at school increases the likelihood of academic and social success for children each year.

SPB4L:

This week we are remembering to value:

         Generosity

We can do this by:

• Being generous with time;
• Sharing of gifts and talents

The Rise (& Resurgence) of “internet challenges”

I recently came across this blog post by Julie Inman Grant the eSafety Commissioner. I thought it is definitely worth sharing as we continue to support children and young people in living with the challenges of life online. You can view the post here.

Daring to do risky and dangerous activities is not a new phenomenon for teens or even pre-teens. It was not that long ago that you either knew of someone or you were that someone jumping off a backyard garage, draped with a sheet, emulating the latest superhero.

As the Internet continues to infiltrate our lives, it is not surprising that dangerous behaviours and challenges are now being carried out and gaining traction online.  These risk-fuelled challenges are being posted or live-streamed and are spreading like wildfire - sometimes with fatal consequences.

So how do we stay on top of these online trends and help our children understand the risks?

The truth is, young people are programmed to take risks. Impulse control is still developing in young people’s minds and the reward of their peers’ admiration often outweighs the merits of pragmatism, rules and safety.

Rather than worrying about what the next dangerous fad our children could be exposed to, it’s important that we focus on developing their critical reasoning skills — without introducing the idea of any particular “challenge” or risk-taking behaviour. This means encouraging our kids to question what they see online, even if it’s a friend who may be engaging with the risky site and weighing up the potential consequences.

Remembering the trusted adage that, “Just because everyone is doing something, it doesn’t mean you should.” The same platitude applies in the digital context. Help your child understand that participating in dangerous online challenges for ‘likes’ and followers on social media is not worth risking their physical well-being — or their lives.  

Advice for parents

• Ask open-ended questions in a non-judgemental way about risk-taking behaviour and use this as an opportunity to talk about the issues. Shoulder-to-shoulder conversations, like when you’re driving in the car together, can make these talks less awkward.

• Talk about the fact that sometimes when people are not feeling okay, they may think about hurting themselves. This may put people in danger and has the possibility of causing serious harm.

• Ask questions about the games and apps your kids are using and what they are watching online. Some online content can encourage young people to do unsafe things, which may lead to serious harm.

• Set age-specific rules around device-use, such as no phones after a particular time.

• Use parental controls and safeguards on devices to help limit what your child is exposed to.

• Help your child report and block disturbing content they see on social media sites or apps.

Most importantly, let your child know you are there to support them if they are uncomfortable about anything they see online. If they are struggling to open up or in need of further support, there are a range of mental health services that can assist: www.esafety.gov.au/online-wellbeing-hub or contact your family GP for referral to a mental health specialist.  

More advice and tips for helping your child stay safer online can be found at www.esafety.gov.au/parents.

For guidelines on responsible reporting of mental wellbeing and suicide, go to: www.mindframe-media.info