From the Assistant Principal's Desk
What do I need to know about Semester Two reports?
Semester Two reports will be sent to parents on Wednesday 6 December. 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.
It is a requirement of national legislation for Primary schools to provide twice-yearly written reports for students in Years 1 - 6 to parents. 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.
Common Grade Scale:
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A |
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. |
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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 in most situations. |
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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. |
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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. |
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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. |
Effort Descriptors:
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 to describe student effort 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 Descriptors: This section of the report focuses on the student as a community member and as a learner. 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.