1. Reporting to Parents’ Presentation for Primary Schools
© State of New South Wales through the NSW Department of Education and Training, 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.
NSW Department of Education & Training
Curriculum Directorate Time-To-Teach

2. The Premier announced a new way of reporting individual student performance to parents on 15 August 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.

3. The ability to report
clearly to parents relies
on the assessment and
reporting processes
that are part of
teaching and learning.

4. Curriculum Planning programming, assessing and reporting to parents policy K-12
The policy applies to all DET schools K-12
Down load policy here

5. 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

6. 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.

7. 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.
This information must be on the front of the report cover

8. 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
A school report is about a student’s learning. It’s written for the purpose of communicating with parents or carers about their child and parents believe they need to be able help.
to clearly understand its contents. Reports give clear feedback about the way their child is progressing, especially in subjects like English and Mathematics.
Parents want reports that give a clearer picture of their child’s achievements, including their strengths and weaknesses.
The report includes information about the effort that their achievements, including their strengths and weaknesses.
and wheat the child is putting into learning. It should include the child’s social development and involvement in school activities. Parents consider that if they know what effort their child is putting into learning at school, they can gauge with
the graded result what they can do to assist their child.
child is putting into learning at school, they can gauge with
the graded result what they can do to assist their child. They towards the end the year.
particularly value a concise, plain English report.

9. Choice Schools in consultation with their parents may
choose to include:
Overall teacher comment
Effort
Library comments
Worksamples
Three way interviews
What additional information would you like to be included the report to parents? Discuss with your parent group.

10. 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
The new reports include a 5 point scale that clearly explains student achievement in all of the subject areas over a two term period (semester).
The standards are the same for all NSW schools.
At the beginning of a reporting period, teachers will consider what students are expected to learn. That is, the knowledge, skills and understanding that is typically spelt out in the syllabuses and the teaching/learning programs developed by schools.
At the end of the reporting period, teachers will consider how well students have achieved what they are expected to learn during that semester.

11. Professional judgement Assessment Information
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
The report tells the parent what the child has learnt and how well over the semester. It is based on a variety of different assessment strategies, including teacher observations, assessment tasks, in class discussions.

12. 6 Key Learning Areas
English, Mathematics, Science & Technology, PD,Health,PE, Creative Arts, HSIE

13. 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.
We teach using the COGS programming, but the reports still require reporting on each Key Learning Area.

14. K-6 Syllabuses Content Indicators Scope and Sequence Outcomes
Indicator: A statement of the behaviour that students might display as they work towards the achievement of the syllabus outcomes.
Content: Further direction for each of the strands.
Content
Indicators
Foundation
Statements
Outcomes: Specific statements of the results intended by the syllabus.
Scope and
Sequence
Outcomes
K-6 Syllabuses
Foundation Statements: A clear picture of the knowledge, skills and understanding that each student should develop at each stage of primary school.
Scope and Sequence: Further direction for the teaching of each strand

15. Foundation Statements
A clear picture of the knowledge, skills and understanding that each student should develop at each stage of primary school.
These foundation statements are what students are required to learn by the end of the stage. Teachers use these as a guide in each Year to track the content taught and then make judgments for each student if they are on track to meet these statements. The content will be covered over the 2 years in Stages 1-3 and the one year in Early stage 1. Some of the content will only be covered once, whilst others in English and mathematics especially may be covered many times over.

16. 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

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

18. 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.

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

20. 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.

21. GRADE A or Outstanding
Shows 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.

22. 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.

23. 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.

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

25. Where can I get advice? Information evenings Parent forums/workshops
Parent teacher interviews
Pre-arranged interviews with classroom teacher
Principal
Specialist teachers

26. Teacher comments Comments 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.

27. Application and effort
All children need encouragement and praise to be confident, happy learners.
This information will tell you how much effort your child has put into his/her learning.
Some children try very hard and find learning difficult. They deserve your praise and encouragement.
Some children find learning easy and often don’t try as hard as they could. Your encouragement here is critical as well.

28. Your child’ social development
Respect
Behaviour
Responsibility
Co-operation
Courtesy
Punctuality

29. Sample Kindergarten Report

30. Year 1-6 Report
Schools in consultation with their parents will decide whether they report using A-E or the words.