1. Curriculum planning and programming, assessing and reporting to parents K-12 NSW Department of Education and Training Curriculum K-12 http://www.curriculumsupport.nsw.edu.au/timetoteach

2. Eltis evaluation – November 2003 NSW Department of Education and Training Curriculum K-12 http://www.curriculumsupport.nsw.edu.au/timetoteach

3. What the Eltis evaluation said “Strongly stated guidelines from the Department about the essential elements of a report could help refocus teachers’ work as well as provide the benefits of a more standardised reporting framework across the State, reducing the level of inconsistency or replication. Comments made … responding to this evaluation make it clear that such a move would be very welcome.” ( ELTIS p 66) NSW Department of Education and Training Curriculum K-12 http://www.curriculumsupport.nsw.edu.au/timetoteach

4. Responding to Eltis Two key themes: Clarifying what’s expected of schools Providing support across the system NSW Department of Education and Training Curriculum K-12 http://www.curriculumsupport.nsw.edu.au/timetoteach

5. Federal legislation “… the agreement must include a commitment by the State to ensure that each government school in the State gives the parents, guardians or other persons who have care and control of each child attending the school student reports, relating to the child, that: (a) use plain language and are able to be readily understood by the parents, guardians or other persons who have care and control of the child; and (b) are timely and given at least twice in any program year; and (c) give an accurate and objective assessment of the child’s progress and achievement, including an assessment of the child’s achievement: (i) against national standards, if such standards are available; and (ii) relative to the performance of the child’s peer group at the school; and NSW Department of Education and Training Curriculum K-12 http://www.curriculumsupport.nsw.edu.au/timetoteach

6. Federal legislation Federal legislation cont. (d) are confidential and deal with the child’s academic and non-academic learning; and (e) are followed by an opportunity for the child and the parents, guardians or other persons who have care and control of the child to meet with the child’s teachers to discuss all aspects of the report and for the school to give constructive advice about supporting the child’s further progress at school; and (f) meet any other requirements specified in the regulations. Support material shows more of the legislation NSW Department of Education and Training Curriculum K-12 http://www.curriculumsupport.nsw.edu.au/timetoteach

7. Federal legislation – regulations (2) For subregulation (1): (d) the student report must include, for subjects studied, an assessment against achievement levels or bands defined by the education authority or school, being levels or bands that: (i) must be labelled as A, B, C, D, E (or an equivalent); and (ii) should be clearly defined against specific learning standards; and (e) the student report must also include, for subjects studied, the child’s achievement relative to the achievement of the child’s peer group at the school by at least quartile bands. (4) A student report is taken to comply with subregulation (1) if it is prepared in compliance with any arrangements approved by the Minister for this subregulation. Support material shows more of the regulations NSW Department of Education and Training Curriculum K-12 http://www.curriculumsupport.nsw.edu.au/timetoteach

8. Federal legislation – regulations Note well – In response to concerns about the requirement to publish quartile information on the student reports the Minister has decided that this will not occur. However, all schools will provide information on how a child’s performance compares with the performance of others in their school peer group on request from the child’s parent or carer. The information provided will show the numbers of the child’s peer group in the school achieving each of the levels “A” to “E”or the equivalent on the performance scale. NSW Department of Education and Training Curriculum K-12 http://www.curriculumsupport.nsw.edu.au/timetoteach

9. Responding to Eltis Areas of activity: Policy and guidelines on curriculum planning and programming, assessing and reporting to parents K-12 Web support Reporting to parents support Professional support program NSW Department of Education and Training Curriculum K-12 http://www.curriculumsupport.nsw.edu.au/timetoteach

10. Policy 1.1 Curriculum planning and programming 1.1.1 Schools plan curriculum and develop teaching programs which are consistent with the Education Act and Board of Studies syllabuses and credentialing requirements. 1.1.2 Curriculum planning and teaching programs will meet the Policy Standards. 1.1.3 Teachers develop quality teaching programs that are appropriate for the stage of learning and which address the needs of all students. 1.1.4 Teaching programs will incorporate assessment as an integral component. 1.1.5 Teaching programs will indicate the outcomes being addressed, the teaching activities planned and the intended assessment strategies. Support material shows the policy and standards PolicyPD/2005/0290/V01: Curriculum planning and programming, assessing and reporting to parents K-12 NSW Department of Education and Training Curriculum K-12 http://www.curriculumsupport.nsw.edu.au/timetoteach

11. Policy standards eg Years K – 6 Learning programs, based on Board of Studies (BOS) syllabuses, are to be provided to address each learning area in each year of schooling. In providing curriculum, schools are to ensure that priority is given to English and Mathematics in all primary years especially in the early years. Schools have flexibility in how they deliver learning programs, for example through integrated programs, provided that: ­ approximately 50% of time is allocated for English and Mathematics and 40 % of time for the other KLAs and sport ­ as part of the 40% allocation, schools are to include two hours per week for planned physical activity, including in Years 3 – 6, a minimum of one hour for sport ­ child protection requirements are met ­ provision is made for Special Religious Education in each primary year, where authorised personnel from approved providers are available NSW Department of Education and Training Curriculum K-12 http://www.curriculumsupport.nsw.edu.au/timetoteach PolicyPD/2005/0290/V01: Curriculum planning and programming, assessing and reporting to parents K-12

12. Policy standards eg Years 7 – 10 Learning programs, based on Board of Studies syllabuses, are to be provided for each subject or course in each year of schooling. In providing this curriculum program, schools will meet the requirements of the Board of Studies for students to gain the School Certificate. The Department also sets additional requirements. The following summarises the combined BOS and Department minimum requirements for government schools when providing curriculum: ­ 500 hours per subject for English, mathematics and science, over Years 7 – 10 ­ 400 hours for HSIE, including in Years 7 ‑ 8,100 hours for geography and 100 hours for history and, in Years 9 ‑ 10, 100 hours for Australian history and 100 hours for Australian geography, Further requirements are listed in the policy document NSW Department of Education and Training Curriculum K-12 http://www.curriculumsupport.nsw.edu.au/timetoteach PolicyPD/2005/0290/V01: Curriculum planning and programming, assessing and reporting to parents K-12

13. Policy standards eg Years 11-12 Learning programs, based on Board of Studies syllabuses (or approved courses), are to be provided to address each subject provided in Years 11 and 12. In providing this curriculum program, schools will need to meet the requirements of the board of studies for students to gain a HSC, government schools are to provide students with: -the 25-hour personal; development and health education course, Crossroads - 80 – 120 minutes per week for sport, if students are in Year 11, and for students in Year 12, if Year 12 students wish to participate - Special Religious Education, where authorised personnel from approved providers are available

14. Policy 1.2 Assessing 1.2.1 Schools plan assessment so that : i.students can demonstrate achievement of outcomes for the relevant stage of learning ii.valid and reliable assessment strategies are used iii.the timing, frequency and nature of the assessment processes are time efficient and manageable for teachers and students. 1.2.2 Teachers plan assessment strategies when developing teaching programs and will also make additional assessment judgements in the course of teaching and learning. 1.2.3 Teachers use a variety of appropriate assessments for judging student achievement. 1.2.4 Teachers collect and record assessment information to: i.to guide ongoing teaching and learning ii.monitor and evaluate student progress iii.report achievement to parents and relevant authorities in accord with school requirements and Department policy. Support material shows the policy and standards NSW Department of Education and Training Curriculum K-12 http://www.curriculumsupport.nsw.edu.au/timetoteach PolicyPD/2005/0290/V01: Curriculum planning and programming, assessing and reporting to parents K-12

15. Policy standards Assessing Schools are to undertake assessment to collect information about students’ learning. This will occur through both formal and informal activities. Assessment of student learning will be undertaken for all learners, including students: with disabilities enrolled in regular classes; enrolled in special classes or in special schools; accessing life skills outcomes and content in Years 7-10 or following life skills patterns of study in Years 11 and 12. Support material shows the policy and standards NSW Department of Education and Training Curriculum K-12 http://www.curriculumsupport.nsw.edu.au/timetoteach PolicyPD/2005/0290/V01: Curriculum planning and programming, assessing and reporting to parents K-12

16. Eltis evaluation – Reporting “Strongly stated guidelines from the Department about the essential elements of a report could help refocus teachers’ work as well as provide the benefits of a more standardised reporting framework across the State, reducing the level of inconsistency or replication. Comments made … responding to this evaluation make it clear that such a move would be very welcome.” ( ELTIS p 66) NSW Department of Education and Training Curriculum K-12 http://www.curriculumsupport.nsw.edu.au/timetoteach

17. Policy standards 1.3 Reporting 1.3.1 Schools will provide parents/carers, throughout the school year, with formal and informal opportunities to receive information about and discuss their child’s learning. 1.3.2 The school’s procedures for reporting to parents will be (i) based on the Department’s policy (ii) time efficient and manageable and (iii) will be developed in consultation with parents/carers and teachers. 1.3.3 Schools will provide parents/cares with a written report on their child’s learning at least twice per year. The components of the written report will meet the Policy Standards. 1.3.4 Schools will provide information on how a child’s achievement compares with the child’s peer group at the school, on request from the child’s parents/carers. 1.3.5 Schools will disseminate to parents/carers the reports from state-wide testing programs and, as appropriate, will provide opportunity for discussion between teachers and parents/carers. Support material shows the policy and standards NSW Department of Education and Training Curriculum K-12 http://www.curriculumsupport.nsw.edu.au/timetoteach PolicyPD/2005/0290/V01: Curriculum planning and programming, assessing and reporting to parents K-12

18. Policy standards Reporting The written report for each student will i. use plain language ii. provide information on a student’s learning in each of the key learning areas (KLAs) or subjects, as described in 3.1 iii. compare the student’s achievement against statewide syllabus 1 standards using a scale as defined in 3.2 iv. include teacher comments that identify areas of student strength and for further development v. have information about the student’s attendance at school vi. provide information about student achievement in relation to school programs that extend or are additional to syllabus requirements vii. provide information about the student’s social development and commitment to learning. Support material shows the policy and standards NSW Department of Education and Training Curriculum K-12 http://www.curriculumsupport.nsw.edu.au/timetoteach PolicyPD/2005/0290/V01: Curriculum planning and programming, assessing and reporting to parents K-12

19. Policy standards … statewide syllabus 1 standards … 1. Syllabus standards are described by the components of a syllabus. The components that contribute to teachers’ understandings of syllabus standards include objectives, stage or foundation statements, syllabus outcomes and syllabus content or indicators. Foundation statements (K-6) and Stage statements (Years 7-10) encompass, at a broader level than syllabus outcomes, the nature and scope of learning in each stage. Support material shows the policy and standards NSW Department of Education and Training Curriculum K-12 http://www.curriculumsupport.nsw.edu.au/timetoteach PolicyPD/2005/0290/V01: Curriculum planning and programming, assessing and reporting to parents K-12

20. Policy standards 3.1.2 Years 7 – 10 Schools will report on subjects or courses studied in the eight key learning areas of English, Mathematics, Science, Technology, Human Society and Its Environment, Personal Development, Health and Physical Education,Creative Arts and Languages. In all KLAs, reports will show information for components of each subject. 3.1.3 Years 11 – 12 Schools will report on subjects or courses studied. In all subjects or courses, reports will show information for components of each subject.

21. Policy standards 3.1.4 English as a second language (ESL) students, K – 12 For students studying English as a second language (ESL) 1 in primary, central or high schools, additional information is to be provided by the ESL teacher through a comment which describes the student’s progress in learning English, with reference to the ESL Scales and, where appropriate, particular key learning areas. For ESL students enrolled in an Intensive English Program (IEP) through an Intensive English Centre (IEC) or Intensive English High School (IEHS) 2, the student’s progress in learning English within particular key learning areas, will be described with reference to the Department’s IEP Curriculum Framework. The IEP Curriculum Framework describes four levels of English language competence referenced to the ESL Scales. 1 An ESL student is a student from a language background other than English (LBOTE) who is receiving support through a school’s ESL Targeted Support or ESL New Arrivals Program. 2Newly-arrived secondary aged students enrol in IECs and the IEHS for short term intensive English language tuition in preparation for enrolling in a regular high school. 3 In IECs and the IEHS, students are grouped according to their level of English language competence in one of four levels from Foundation Level to Level 3.

22. Policy application Applying policy standards – reporting Grades A to E or the equivalent word descriptors (outstanding, high, sound, basic, limited) are awarded based on each student’s achievement of the expected standard for a point in time. There is no predetermined distribution of the A to E grades or the equivalent word descriptors (outstanding, high, sound, basic, limited) awarded. After grades have been awarded the numbers of distribution is calculated and recorded. NSW Department of Education and Training Curriculum K-12 http://www.curriculumsupport.nsw.edu.au/timetoteach PolicyPD/2005/0290/V01: Curriculum planning and programming, assessing and reporting to parents K-12

23. Policy standards Policy Standards – reporting 3.2.2Years 1 – 10 Schools will use the following achievement scale to report to parents for students in Years 1 – 10. The achievement of students is to be assessed in relation to syllabus standards. A orOutstanding 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 orHigh 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 orSoundThe 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 or BasicThe student has a basic knowledge and understanding of the content and has achieved a limited level of competence in the processes and skills E or LimitedThe 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 NSW Department of Education and Training Curriculum K-12 http://www.curriculumsupport.nsw.edu.au/timetoteach PolicyPD/2005/0290/V01: Curriculum planning and programming, assessing and reporting to parents K-12

24. Policy standards 3.2.3 Years 11 – 12 Schools will use a numerical score ( 1-100 ) or use an A-E ( or equivalent ) achievement scale to clearly convey what the student knows and can do in relation to syllabus standards. 3.2.4 Intensive English Centres (IEC) and Intensive English High Schools (IEHS) Intensive English Centres (IEC) and Intensive English High Schools (IEHS) will use the five point achievement scale described below to report student’s achievement will be compared against the standards of the Department’s Intensive English Program Curriculum Framework. This Framework describes four levels of English language competence referenced to the ESL Scales A Demonstrates a very high level of achievement in language skills and understanding and readily applies these independently in new situations B Demonstrates a high level of achievement in language skills and understandings in most situations C Demonstrates an adequate level of achievement in language skills and understandings in important areas of learning D Demonstrates a limited level of achievement in language skills and understandings but at a less than satisfactory level E Demonstrates a very limited level of achievement in language skills and understandings

25. Policy standards 3.2.5 Students for whom learning adjustments have been made Schools are to report for relevant key learning areas or subjects: Personalised The student has personalised learning needs and accesses content and competencies at a level different to their peer group In general, ‘personalised’ reports will be provided for students with moderate or severe levels of intellectual disability.

26. Policy standards 3.3Reporting to parents – comparing student achievement with the school cohort in each key learning area or subject in Years 1 -10 In response to requests from parents/carers schools are to provide information on how their child’s achievement compares with the performance of the student’s peer group. This information will take the form of the numbers of students receiving each grade, A-E, in the student’s school peer group. For Years 1 – 10, school reports, except for those referred to in 3.3.1 and 3.3.3, will include the following statement: 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 will show you the numbers of children in the group in each of the achievement levels from A to E. Schools will advise parents on the written report how the information can be accessed. For Years 11 and 12, information on how student achievement compares with that of the peer group will be provided through course group rankings or grade distributions. NSW Department of Education and Training Curriculum K-12 http://www.curriculumsupport.nsw.edu.au/timetoteach PolicyPD/2005/0290/V01: Curriculum planning and programming, assessing and reporting to parents K-12

27. Policy standards Reporting 3.3.1Schools where the peer group is less than five students are to negotiate with the school community in relation to providing data for comparison. The negotiation should ensure that the potential for publicly releasing information about individual students is avoided. 3.3.2For students who are newly arrived in Australian schools (up to twelve months) and for students in IECs and the IEHS, schools are to provide parents with information about their child’s achievement in relation to other students who are at the same level of English language development. 3.3.3Students for whom learning adjustments have been made Where these students are reported with ‘personalised learning needs’, they are not included in the school group numbers of A ‑ E or the equivalent. NSW Department of Education and Training Curriculum K-12 http://www.curriculumsupport.nsw.edu.au/timetoteach PolicyPD/2005/0290/V01: Curriculum planning and programming, assessing and reporting to parents K-12

28. Policy standards Reporting to Parents 3.3 Years 11 and 12 For Years 11 and 12, information on how student achievement compares with that of the peer group will be provided through course group rankings or grade distributions.

29. Sample 7-10 subject formats NSW Department of Education and Training Curriculum K-12 http://www.curriculumsupport.nsw.edu.au/timetoteach

30. Alternate11-12 subject format

31. Examples of support Evaluation matrix – to assist schools in identifying priority areas Support material has masters. NSW Department of Education and Training Curriculum K-12 http://www.curriculumsupport.nsw.edu.au/timetoteach

32. Examples of support Planning grids NSW Department of Education and Training Curriculum K-12 http://www.curriculumsupport.nsw.edu.au/timetoteach

33. Examples of support Guided discussion using the A- E scale or the equivalent – is designed to assist teachers to reflect upon current practice in assessing and making judgements about student achievement. Support material has masters NSW Department of Education and Training Curriculum K-12 http://www.curriculumsupport.nsw.edu.au/timetoteach