Learning and Teaching

End of Year Reports

Formal written reports are prepared by teachers at the end of each school semester, designed to give parents an overview of where a student is progressing academically and socially, highlight areas for improvement, and celebrate achievements.

Students are marked on a five point A-E scale against the Victorian Curriculum Achievement Standards for each relevant learning area and capabilities. The scores provided indicate student achievement in comparison to the expected level of achievement.

Rating Achievement Descriptor

A - Well Above Standard (Well above the expected standard at this time of year)

B - Above Standard (Within 6 months above the expected standard at this time of year)

C  - At Standard (Within an expected standard range at this time of year)

D - Below Standard (6 months below the expected standard at this time of year)

E - Well Below Standard (Well below the expected standard at this time of year

**A student who has achieved the “C” rating indicates they have met the statewide standards, by which students achievement is measured**

It is worth noting that the reporting packages used by schools in Victoria can label a student as working at standard, even when they are working within 1-6 months below the expectation for their school year. Please look carefully at the placement of progression points and the highlighted section in the table for a better understanding.

As an example:

- English and Mathematics are assessed in both Semester One and Two, whilst all other Learning Areas are assessed once a year depending on when that Learning Area has been taught. 

- Students working Well Above Standard or Well Below Standard will receive further clarification regarding their progress in the form of a written English or Mathematics comment.

- The Capabilities will be assessed once every two years. 

Further indicators of progress will be provided in curriculum area checklists for:

- Religious Education

- English

- Mathematics

- Inquiry Learning (inclusive of Geography, History, Science, Digital Technologies, Design Technologies and Visual Arts, as well Media Arts, Civics and Citizenship, and Economics and Business, when relevant) 

- Capabilities (including Critical and Creative Thinking, Ethical Capability, Intercultural Capability and Personal and Social Capability)   

- Specialist Areas

Checklists are created by staff and are in line with the Victorian Curriculum Achievement Standards, which describe some of the key skills students have been working on in each curriculum area.

A General Comment is also provided for overall school achievement, and an indication of each student’s effort and behaviour in regards to their learning and work habits.

Attendance

Daily school attendance is important for all students to succeed in education and to ensure they don't fall behind both socially and developmentally. There is a direct link between school attendance and achievement later in life and students who regularly attend school and complete Year 12 or an equivalent qualification have better health outcomes, better employment outcomes, and higher incomes across their lives. It is important that students develop habits of regular attendance at an early age. Poor patterns in attendance in the early years lead to poor patterns in attendance throughout the school year. It also makes it difficult for students to form positive relationships with their peers.

Students are expected to attend the school in which they are enrolled, during normal school hours every day of each term. On a daily basis, absences tend to be short (less than 1 hour) or for the whole day. It is worth noting that regularly missing out on part of the school day can add up quickly. 

How many mornings or afternoons/days/weeks has your child missed this year?

0-6 days: This is within the normal range. A child with this attendance rate is able to take full advantage of the teaching and learning opportunities available to them.

7-10 days: This attendance rate is below average. A child with this attendance rate could miss over 1 year of schooling between Prep and Year 10.

11-20 days: This is a poor attendance rate. A child with this attendance rate could miss out on up to  2 years of schooling between Prep and Year 10.

20+ days: This is a very poor attendance rate. A child with this attendance rate could miss out on up to 2.5 years of schooling between Prep and Year 10.

Families choosing to holiday during term time should plan wisely, as schoolwork will not be provided by class teachers for these periods of absence.

Laura Leung

Learning and Teaching