Reporting
Requirements K-10
Information for Schools
Teaching and Learning Services
May 2014
Reporting
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Integral part of teaching and learning
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Formal and informal
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Parent / Teacher meetings
Work samples
Interviews
Written reports
NAPLAN 3, 5, 7 and 9
Commonwealth
State (NSW)
Diocesan
Commonwealth Level

Commonwealth Government Legislation
Funding Agreement Schools Assistance Act (Learning
together-achievement through choice and opportunity) 2004
and 2008.
This was carried over and re-stated in the Education Act 2013
Commonwealth Government’s Requirements
for Student Reports: Yr 1- 10
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Plain English language
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Issued twice a year
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Overall achievement (common grade scale A-E) against
specific learning standards for all subjects Yr1-Y10
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Comparison of student achievement relative to the peer
group (year) available upon parent request
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Interview opportunity following each report

Student attendance

NB: Teachers’ comments will reflect what children know
and can do
Requirements for Kindergarten Report

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The A-E common grade Scale is not used for
Kindergarten reporting
Grades used
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Above Stage Level
At Stage Level
Below Stage Level
At that point in time
NB: Teachers’ comments will reflect what
children know and can do
State (NSW) level
In NSW Teachers are asked to report overall achievement (common
grade scale A-E) against specific learning standards for all subjects
Yr1-Y10
Standards:
The Board of Studies Teaching and Educational Standards (BOSTES)
uses a standard referenced framework that describes, through
syllabuses and other documents, the expected learning outcomes
for students.
Standards in the framework consist of three interrelated elements
o Outcomes and content in syllabuses showing what is to be
learned
o Stage statements that summarise student achievement
o Samples of work on the Board’s Assessment resource Centre
(ARC) website which provide examples of levels of
achievement within a stage
NSW Syllabus for the Australian Curriculum English p 124
Outcomes and Stage Statements
provide teachers with:

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A guide for planning and programming
A basis for assessing, reporting and discussing
student achievement
A means for matching the work of students to
a description of achievement represented by
a common grade scale (A-E)
Diocesan Level

Diocesan Report
 Kindergarten
 1-6

7-10 (Individual schools)
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School and Parent Information
Students with Special Needs
For twice-yearly reporting purposes, students
with special needs have the opportunity of:


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receiving the diocesan A-E Report (primary
or secondary)
receiving the diocesan A-E Report with the
addition of information from the Individual
Plan, IP, which indicates progress against
specific learning goals
OR
receiving a report based on the IEP without
A-E grades.
Common Grade Scale
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.
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
to most situations.
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.
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.
E
The student has an elementary knowledge and understanding in few
areas of content and has achieved very limited competence in some
of the processes and skills.
Descriptors
Achievement
Levels
Knowledge
Level of
Competence in
Skills
Application
A
Outstanding
Extensive
Very high
New
Situations
B
High
Thorough
High
Most
situations
C
Sound
Sound
Adequate
D
Basic
Basic
Limited
E
Limited
Elementary
Very Limited
(in some)
A: Outstanding
The student has an
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.
B: High
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 to most
situations.
C: Sound
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
D: Basic
The student has a basic
knowledge and
understanding of the
content and has
achieved a limited level of
competence in the
processes and skills.
E: Limited
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.
Overall Subject Grades
In each subject, individual strands are
reported on followed by an overall grade for
the subject. It is important to note that this
overall grade is not an average of the
different strand grade although it can parallel.
It is a judgement made by the teacher when
considering all aspects of the subject’s
concepts, skills and values.
School Reports
• allow a chance for teachers to provide specific
feedback about your child’s academic
achievement and progress as well as their
efforts and attitude towards school life and
their education.
• provide opportunity for teachers to suggest
areas that your child might focus on in the next
semester to ensure continued success.
Ultimately, Semester reporting is about providing
parents with an insight into their child’s life at
school. It not only informs on the academic but the
social and behavioural attitudes evidenced by your
child’s interaction at school. It is an opportunity for
the lines of communication between the classroom
teacher and the families of there students to be
opened in a formal way
.
Reports need to be
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-
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Accurate (no surprises – academic, behavioural,
social)
What they can do? What they cannot?
Insightful
Why they can do the things they can? Why they
cannot do the things they cannot?
Informative / Helpful
What you have been doing to assist / consolidate /
enrich
What they and their parents can do to assist /
consolidate / enrich
I believe the most important grade you can find
in each subject is the effort grade as this is the
reflection of your child’s attitude and approach
to learning which will determine future progress
and achievement. Another area that is worth
your focus is the work habits and behaviour area
that also give guidance to the manner in which
your child interacts with peers and engages with
social life.