Res News

From the Principal's Desk

 

 

REPORTING PROGRESS FOR ALL STUDENTS

 

Reporting is the process used to communicate the knowledge teachers gain from assessing student learning. All teachers are required to report on student learning to inform parents and carers about their child’s achievement and progress. They report on what has been taught and assessed as well as each student’s experiences at school.

 Reporting is effective when it:

●meets all government and sector requirements

●promotes and values the sacred dignity of every student

●captures a student’s learning journey across the curriculum

●enables learning-focused conversations

●informs future curriculum planning and decision making

●delivers the learning entitlement for each student.

 

Reports enable learning-focused relationships and conversations between:

•teachers and students

•teachers and parents/carers

•parents/carers and students.

 

Reporting can provide opportunities to:

• reflect on personal student achievement

• think about how learning is progressing in a class and across a curriculum

 

For each student in Years F to 10, the report includes information about the student’s progress and achievement during the reporting period. This information comprises accurate, objective and on-balance judgements of assessment evidence gathered in each subject. Teachers make judgements about each student’s level of achievement to form the basis of student reporting. 

 

Teacher judgements must be:

•accurately recorded for every student 

•made against the standards defined for each curriculum area taught.

 

Achievement is displayed using a five-point scale. Schools choose to provide additional content in the report.

This may include information about a student’s:

•content covered in each school-defined subject

•work habits (organisation, behaviour in class, effort)

•absences

•relationships with peers and adults

•personal learning goals

•extracurricular learning activities and/or events

•achievement in school-defined assessment tasks, including standardised tests

 

English as an Additional Language (EAL) Reports

The EAL curriculum is used for students who are learning English as an additional language and for whom the use of English standards would not give an accurate reflection of their language learning.

An EAL report provides a summary of achievement level, indication of stage within the achievement level and a five-point expected growth scale.

For reporting overall teacher judgment, the EAL curriculum replaces the expected scale for English.

Language learning progression is reported against the EAL curriculum. An EAL report:

•provides a summary of achievement level

•an indication of stage within the achievement level

•an individualised summary of progression using a five-point expected growth scale.

EAL reports are organised around language modes at the curriculum level achievement standards:

•Speaking and Listening

•Reading and Viewing

•Writing

 

Learning Diversity

Schools are required to report on the achievement and progress of all students, including those with diverse learning needs. Students with diverse learning needs are those requiring adjustments and/or with a disability. Modified reporting may be appropriate for students with diverse learning needs. A modified report is a report that documents where a student may be exempt from an ‘age level expected scale’, such as English, Mathematics and Science.

 

The Resurrection School Student Progress Reports include:

  • Learning Area Overviews (outlining what has been taught)
  • Achievement progress (students are marked against the Victorian Curriculum Standards)
  • Key Skills (a selection of core skills for each Learning Area)
  • Learning Behaviours (the actions and attitudes of each student at school)
  • Student Reflection (outlining successes, learning and interests)
  • Learning Goals (students work with teachers to design the next steps in their learning and work habits)
  • Attendance at school (notes the number of absence days as well as late arrivals and early dismissals)
  • and, the General Comment (the teacher/s’ reflections about the student’s development and achievements throughout the semester).

 Each student will receive a Semester 1 Progress Report on July 19th (Term 3, Week 1). The Reports will be uploaded to the Compass Parent Portal at 4.00p.m. We ask that parents read and discuss the Report with their child and attend the Learning in Partnership (LIP) Meetings on Tuesday, July 23rd (Term 3, Week 2) to discuss progress throughout Terms 1 and 2 as well as individual goals for Semester 2 (Terms 3 and 4). The Reports are an opportunity to celebrate all that your child has achieved and commit to working together to support future learning.

 

Year 6 Urban Camp

 

The Year 6 students and staff attended the Melbourne Urban Camp in Parkville at the end of Term 2 for 4 days/3 nights. It was a very busy program with visits to the: MCG, ACMI, State Library, Treasury Building, Immigration Museum, Victoria Market, Melbourne Zoo, a rock climbing / indoor play centre and more.

 

I would like to acknowledge the Year 6 students for their representation of our school while on camp. They showed respect, responsibility and resilience at all times which was noted by staff and presenters at the venues we attended. Our Year 6s should be proud of their participation in their final primary school camp.

 

These experiences are not possible without the support of staff and families. Our gratitude goes to: Danielle Rowley, Alex West, Calvin Mujie, Catherine Brady, Bernadette Young, Lauren Jones, Donna Kirk, Kristine Koutroumanis and Luke Andrews (father of John) who ensured that the camp was a wonderful experience for all. Thank you.

 

All the best,

 

Jane Dunstone

PRINCIPAL