Learning & Teaching

Semester One Reporting Information for Families 

Report Overview  

Victorian Curriculum Assessment 

Across all Victorian schools, teachers assess students based on the Victorian Curriculum. At St. Peter’s we report based on their expected achievement standard for their year level. This achievement is classified as; well below standard, below standard, at standard, above standard and well above standard. 

As all children progress at different stages of development, the "dot" in a report typically indicates where a student is positioned on the learning continuum. The Victorian Curriculum uses a scale that allows for a 12-month variation either side of the expected achievement standard. This flexibility helps to account for differences in learning rates and acknowledges that growth is individual.  

Attendance 

Student attendance is calculated on a percentage basis. If your child is on a modified attendance program, this will be reflected with a comment at the attendance section of the report.  

Subject Overviews 

Each subject will have an overview of the content taught over the semester. This will outline specific areas of the curriculum students were exposed to and the expected learning outcomes of these.  

Specialist Subjects 

Specialist teachers provide an overview of the semester and report on students’ work in their subject area, based on the curriculum achievement standards. 

Religious Education 

All schools across the Sandhurst Diocese teach content from the ‘Source of Life’ curriculum. These units are assessed based on a 5-point scale of achievement of the content understanding for each unit.  

Effort & Work Habits 

This year, the Effort & Work Habits section of the report has changed. This will now reflect specific skills and behaviours that are expected of students. Teachers use the below scale to determine these observable attributes.  

 Overall Comment  

Each report will have a personalised comment relating to your child. The comments will reflect students’ learning achievements, behaviour, work habits and goals for semester two. These comments will provide an overall summary of your child’s personal qualities and progress.

Accessing Student Reports

2026 Restructure Information 

Literacy Support Update – Semester 2 

As we move into Semester 2, we are pleased to share that the upcoming changes to be implemented will continue to strengthen the literacy support available to our students. In many cases, these adjustments will provide even more targeted and intensive assistance, ensuring every learner has the opportunity to succeed. 

Strengthening Literacy Support – Years 3–6 

From next semester, students in Years 3–6 who have been identified as requiring additional literacy support will participate in the MacqLit (Macquarie Literacy) intervention program. 

MacqLit is a highly structured, evidence-based reading intervention designed for students who benefit from explicit teaching of reading skills. It focuses on phonics, decoding, word recognition, fluency and comprehension, providing students with the strategies they need to become confident and capable readers. Instruction is systematic and closely monitored to ensure steady progress and responsiveness to each student’s learning needs. 

To maximise impact, MacqLit is delivered in small groups of no more than 6 students, allowing for highly focused teaching, increased student engagement, and regular opportunities for feedback and practice. 

As part of this support, students will also engage in Reinforced Reading, which takes place outside of the core literacy block. This ensures students continue to access their classroom literacy learning while receiving additional targeted support. 

Continued Support – Foundation to Year 2 

Students in Foundation to Year 2 will continue to benefit from the InitiaLit programs, supported by additional teacher assistance to strengthen early literacy outcomes. 

For students requiring further support: 

• Foundation (Prep) students will participate in the NELI (Nuffield Early Language Intervention) program. This program builds strong oral language skills, including vocabulary development, listening and narrative skills, which are essential foundations for later reading success. 
• Year 1 and Year 2 students will access the MiniLit Sage intervention program. MiniLit Sage is a structured, evidence-based early literacy intervention designed for students who require additional support in learning to read. It targets key areas such as: 
  • Phonemic awareness (hearing and manipulating sounds in words) 
  • Systematic phonics instruction 
  • Reading fluency 
  • Vocabulary and comprehension 

The program is delivered in small, supportive groups and follows a clear, sequential structure that allows students to build skills step by step. MiniLit Sage incorporates consistent review, guided practice, and cumulative learning, helping students to consolidate skills and transfer them into their independent reading and writing. It is designed to accelerate progress while building confidence and engagement in literacy. 

All intervention programs (NELI and MiniLit Sage) are delivered outside of the core literacy block, ensuring students continue to receive high-quality whole-class literacy instruction alongside their targeted support. 

Expert Collaboration 

To ensure we are implementing the most effective, evidence-informed practices, we have worked closely with Learning and Teaching Leaders from CESL and engaged in MultiLit Partnership Programs. This collaboration has supported us in designing a comprehensive and consistent approach to literacy instruction and intervention, ensuring the best possible outcomes for all students. 

Enhanced Student Support Through Learning Enhancement Teachers 

A key strength of our approach in Semester 2 is the expanded role of our Learning Enhancement Teachers (LETs), who are central to the success of our intervention model. 

Our LETs are highly skilled educators who work collaboratively with classroom teachers to design and deliver targeted support for students. Their role is multi-faceted and responsive, ensuring that support is tailored, strategic and impactful. They will: 

• Deliver small group targeted instruction aligned with student needs 
• Provide 1:1 intensive interventions where required 
• Support the implementation of evidence-based literacy programs 
• Work alongside classroom teachers to differentiate learning and adjust teaching practices 
• Monitor student progress closely and adapt support accordingly 
• Help build teacher capacity through collaboration and shared expertise 

This enhanced model ensures that intervention is not isolated, but instead closely connected to classroom learning, creating a cohesive and supportive learning environment for every student. 

Staffing allocations for Semester 2 include: 

• Foundation–Year 2: Core classroom teachers, 2 LET teachers and 2 ESOs dedicated to MiniLit Sage and NELI intervention support 
• Years 3–4: Core classroom teachers, a LET teacher, and 3 additional teachers delivering MacqLit 
• Years 5–6: Core classroom teachers, a LET teacher, 2 additional teachers, and 2 ESOs delivering MacqLit 

Personalised Learning Plans (PLPs) 

Students with a Personalised Learning Plan (PLP) will continue to be supported through these plans. All recommended strategies, adjustments and targeted goals will remain a priority, ensuring each student is supported to make meaningful progress and achieve success. 

These continued and enhanced supports reflect our strong commitment to meeting the diverse needs of all learners. Through high-quality instruction, targeted intervention programs, and the expertise of our dedicated staff, we are confident that we are providing the best possible foundation for every student’s literacy success.

Division Soccer 

Last Wednesday, students from Grades 3–6 travelled to Epsom Recreation Reserve for an exciting day of soccer. The team had been well prepared by Mr Wilkinson and looked the part in their soccer uniforms, socks and shin guards.

The first match was against Violet Street Primary School. After a brilliant run from Sonny, our team scored the opening goal and looked set for victory. However, Violet Street managed to equalise late in the second half, with the game finishing in a hard-fought 1–1 draw.

The second game saw the team take on Campaspe. The students played some excellent soccer and came away with a well-deserved 2–1 victory. Goals to Derick and Nikolai secured the win, with Nikolai celebrating in true Cristiano Ronaldo style, much to the delight of teammates and spectators alike.

The final two matches were closely contested, with both teams defending strongly. Despite plenty of exciting moments, neither side was able to find the back of the net, with both games ending in 0–0 draws.

All students should be extremely proud of the way they represented our school. Not only did they display impressive soccer skills and teamwork, but they also demonstrated outstanding sportsmanship, showing respect to opposition players, coaches and referees throughout the day. A big thanks to Ella for her vocal support and tactical advice and Mr. Wilkinson for organising the team. 

Mr. Higgins.

School Assembly 

Assembly Presentations -  

• Week 10 – Mumumburra