Learning and Teaching

SFA Reporting to Parent Process

In 2016, the Parents in Partnership (PIP) Project Group focused on our process for Reporting to Parents. The aim of the Project Group was to develop a reporting process that effectively informs parents of their child’s learning progress and engages parents as partners in educating our students. This process needed to meet the statutory requirements of the Australian Government.

What did the Project Group proposed?

Stage 1

This is the initial Parent/Teacher Learning conversation that take place late Term 1/early Term 2. Discussion is centred around sharing information about the child inclusive of the initial assessments and their learning goals.

Stage 2

Late Term 2/early Term 3, written report is sent home to provide parent’s information about each child’s learning progression and their achievement against the Curriculum Standards. There will be no Teacher comments recorded in the written report, rather the Learning Conversation will center on the identified achievements and areas for future learning improvement.

Stage 3

A student led Learning Conversation is held during the first half of Term 4. Using a digital portfolio, this is a celebration of learning progress and an identification of any learning focus needed for the remainder of the year. Teacher will provide assessment information and the child’s progress in relation to the Curriculum Standards.

A written report will be sent home at the end of Term 4 summarising the learning across the year reflecting what has been discussed with parents. A general comment from the teacher will be included in this report.

For further detail around these stages please read the letter to Parents

SFA Reporting to Parent Process 2016

Interpreting my child’s report – PARENT WORKSHOP

We recently offered a workshop to help understand their child/ren’s written report. If you missed out please approach a leader and they will able to offer you support.

Interpreting my child's report

Well above standard: Your child is working 12 months or more ahead of the standard expected at the time of reporting. It means that your child understands and is able to successfully work with knowledge and skills that are significantly more complex than would normally be expected.

Above standard: Your child is working 6 to 12 months ahead of the standard expected at the time of reporting. It means that your child understands more complex ideas and has a broader range of skills than would normally be expected.

At standard: Your child is working at the standard expected at the time of reporting. It means that your child’s learning is on track and that they understand and can apply the range of knowledge and skills expected for their year level at the time of reporting.

Below standard: Your child is working 6 to 12 months below the standard expected at the time of reporting. It means there are some skills and knowledge that your child has yet to acquire before they can be said to be achieving at the expected standard.

Well below standard: Your child is working 12 months or more below the standard expected at the time of reporting. It means there are significant areas of knowledge and skills your child needs to acquire before they can be said to be achieving at the expected standard.

What do the dots mean? 

The solid blue dot represents where your child’s achievement at the time of reporting.

The empty dot represent the achievement of your child 12 months ago.

The dashed line demonstrated the growth gained in 12 months.

The orange shaded area shows the level of achievement expected of all students in Victoria at your child’s year level.

Parent Feedback

The PIP Project Group are seeking parent feedback about our reporting process for 2016 to date. We asked parents who have been to their Learning Conversations or PSG meeting late Term 2 or early Term 3 to complete the survey around the experience.

Helpful Links for Parents

Parent Portal to students' Google Drive School Interview Booking Online The importance of full time attendance