Learning & Teaching

Student Reporting

Reports to parents provide a picture of their child’s development, over time. This reporting process is an ongoing and flexible process where students, parents and teachers communicate regularly about student learning. Reporting can be as informal as ongoing feedback, a conversation after school or could take the form of: formal interviews, written reports, three way interviews, student led conferences, communication diaries, home progress books and student performances.

At St Augustine’s Primary School, reporting to parents takes place in four ways:

Written Reports

Written reports based upon the Victorian Essential Learning Standards are provided to all parents at the end of each semester.

Written reports are based on a range of assessment processes and evidence such as teacher observations, annotated student work samples, tests, portfolios, exhibitions and presentations. Teacher judgements in the reporting process are based on sound evidence and a shared understanding of standards.

Home Progress Books

Home Progress books containing work samples from VELS domains covered in a given semester accompany all written reports. Student Goal sheets, reflections and classroom/school strategies for assisting their achievement are included.

Parents are asked to write a comment on their child’s learning after viewing the Home Progress book each semester.

Parent –Teacher Interviews

There are two compulsory Parent – Teacher interviews during the year.

Interviews where the parent gives information about their child to the classroom teacher are conducted during Term 1.

Formal Parent -Teacher interviews are conducted following the distribution of written reports at the end of semester one. Parents or teachers may request an additional Parent-Teacher interview after receiving written reports in semester two.

Formal and informal interviews may take place during the year at the request of a parent, teacher or principal.

NAPLAN

Students in Grades 3 and 5 participate in national testing. Reports become available in October.

Information from reports is available to all teachers involved with the student during the year and to subsequent teachers as the student moves through their schooling. This process supports teachers to become ‘active investigators of student learning’ and increases their effectiveness.

At St Augustine’s Primary School, reporting to parents takes place in various ways:

Written Reports

Written reports based upon the Victorian Curriculum are distributed twice yearly to all parents at the end of each semester.  Student Reports are easy to understand and include an accurate and objective assessment of the student’s progress and achievement.based on a range of assessment processes and evidence such as teacher observations, annotated student work samples, tests, exhibitions and presentations. Teacher judgements in the reporting process are based on sound evidence and a shared understanding of standards. 

Learning Conversations

There are two compulsory Parent – Teacher interviews during the year.

Learning Conversations are held during Term 1 where the parents give information about their child to the classroom teacher

Formal Parent -Teacher Learning Conversations are conducted at the end of Semester 1 following the distribution of written reports. Parents or teachers may request an additional Learning Conversation after receiving written reports in Semester Two.

Formal and informal conversations also take place during the year at the request of a parent, teacher or principal.

NAPLAN

The National Assessment Program – Literacy and Numeracy (NAPLAN) is an annual national assessment for all students in Years 3, 5, 7 and 9. All students in these year levels are expected to participate in tests in reading, writing, language conventions (spelling, grammar and punctuation) and numeracy.

NAPLAN tests are one aspect of a school’s assessment and reporting process; they do not replace the extensive ongoing assessments made by teachers about each student’s performance.