Reporting to Parents’ Presentation for Primary Schools © State of New South Wales through the NSW Department of Education and Training, 2007. This work

Reporting to Parents’ Presentation for Primary Schools

© State of New South Wales through the NSW Department of Education and Training, 2007. This work may be freely reproduced and distributed for

personal, educational or government purposes. Permission must be received from the Department for all other uses.

http://www.curriculumsupport.education.nsw.gov.au/index.htm

NSW Department of Education & Training

Curriculum Directorate Time-To-Teach www.curriculumsupport.education.nsw.gov.au/timetoteach

http://www.curriculumsupport.education.nsw.gov.au/index.htm

http://www.curriculumsupport.education.nsw.gov.au/timetoteach


NSW Public Schools – Leading the Way www.det.nsw.edu.au

• The Premier announced a new way of reporting individual student performance to parents on 15 August 2005. In July 2006 the Minister for Education and Training released a brochure explaining the changes to parents.

• All parents should be receiving a report from their child’s school that is based on the new reporting requirements.



The ability to report

clearly to parents relies

on the assessment and

reporting processes

that are part of

teaching and learning.



Curriculum Planning programming, assessing and reporting to parents

policy K-12

Down load policy here



• The new written reports provide a choice about the way student achievement could be described.

• The new reports allow choice between grades and word descriptions but include these common elements



The new written reports include...• Either A to E grades or the Department's endorsed word descriptions from

Outstanding to Limited to describe student achievement in each subject studied

• Information on achievement in areas of learning within a subject • Primary schools must report on achievement in all strands in English and

mathematics• A comment from a student’s teacher on each subject• Information about other school activities• Information about social development and commitment to learning including

effort.• Student attendance.

Children in Kindergarten won’t receive grades. Neither will children with significant learning difficulties, or those who have recently arrived in Australia and are learning English as a second language.



Report cover

• Schools that choose to use word descriptors will need to indicate on each student’s report that the five-point achievement scale used in the report equates to the A to E scale.

Statement:• Please contact the school to discuss this report and your

child’s progress with the teacher. You are encouraged to ask the school to provide you with written information that clearly shows your child’s achievement compared to his or her peer group at school.



Student reports are for parents

• Written in plain English

• Issued with enough time for parents to meet with teachers to discuss any issues that their child may face

• Individualised and personalised



Choice

Schools in consultation

with their parents may

choose to include:• Overall teacher comment• Effort• Library comments• Worksamples• Three way interviews



Understanding standards

•What students have had the opportunity to learn … spelt out in syllabuses and school teaching / learning programs

•How well students have achieved … what they have had opportunity to learn



How?

A picture in time

Teacher knowledge

Parent input

Professional judgement

Assessment Information

Class tasks

A-E or the words Outstanding, High Sound, Basic Limited



6 Key Learning Areas

English, Mathematics, Science & Technology, PD,Health,PE, Creative Arts, HSIE



• Every school uses the same syllabus documents that show what children need to know and be able to do at various stages of their learning development. Teachers use these documents to plan their teaching and assess children’s learning.

• Some schools are using a Curriculum planning framework – Connected Outcomes Groups (COGs) to teach HSIE, Science & Technology, PD,H,PE and Creative Arts.



Foundation Statements: A clear picture of the knowledge, skills and understanding that each student should develop at each stage of primary school.

Outcomes: Specific statements of the results intended by the syllabus.

Content: Further direction for each of the strands.

Indicator: A statement of the behaviour that students might display as they work towards the achievement of the syllabus outcomes.

Scope and Sequence: Further direction for the teaching of each strand

Content Indicators

Scope andSequence

Outcomes

Foundation

Statements



Foundation Statements

A clear picture of the knowledge, skills and understanding that each student should develop at each stage of primary school.



What is the 5 point achievement scale?

• A common grading scale which is based on clearly defined state-wide syllabus standards drawn from the Board of Studies syllabuses

• The common grade scale developed by the BoS contains descriptions and associated grades the 5 point achievement scale, which can be used to report student achievement in Years 1-10



• What does an A-E or equivalent word descriptor mean?



GRADE C or Sound

Shows that the student has achieved most of the skills, values and knowledge intended by the teacher when they planned the learning program for the semester. This student may have required extra revision or individual teaching but he/she has understood most of the concepts and has demonstrated achievement of the learning goals.



Parents should not be worried about a child’s progress if he or she has received this grade.

Your child is on track in this area. His/Her

performance is sound.



GRADE B or High

Shows that the student has performed very well with the work presented consistently achieving the skills, values and knowledge intended by the teacher when he/she planned the learning program for the semester. This student has demonstrated in all of the assessments and daily tasks that there is no difficulty being experienced in meeting the learning goals.

Your child is performing at a high level in this area.



GRADE A or OutstandingShows that the student is easily demonstrating the skills, values and knowledge intended by the teacher when they planned the learning program for the semester. In fact the student is showing far more than has been required.

Your child is performing at an outstanding level in this area.



GRADE D or Basic

Shows that the student is currently experiencing some difficulty in achieving the skills, values and knowledge intended by the teacher when he/she planned the learning program for the semester. There are some gaps in the understanding of the concepts that have been taught during the semester and there is evidence that this has been occurring in daily tasks and in assessments.

Your child is having some difficulty coping with the work in this area at this time.



GRADE E or Limited

Shows that the student is currently demonstrating in his/her assessments and daily class tasks that a lot of difficulty is being experienced. This student will most likely have had additional assistance from the school and will need ongoing support from home and school.

Your child is finding learning very difficult at this time in this area.



• We want you to know how your child is progressing and be able to seek advice as to how you can help your child.



Where can I get advice?

• Information evenings

• Parent forums/workshops

• Parent teacher interviews

• Pre-arranged interviews with classroom teacher

• Principal

• Specialist teachers



Teacher commentsComments are provided for each subject area and are critical .

These are just as important, if not more important, than the grade because the comment is the explanation behind the grade.



Application and effort

All children need encouragement and praise to be confident, happy learners.



Your child’ social development

Behaviour

Co-operation

Punctuality

Courtesy

Responsibility

Respect



Sample Kindergarten Report



Year 1-6 Report



Documents

Reporting to Parents’ Presentation for Primary Schools © State of New South Wales through the NSW Department of Education and Training, 2007. This work