Volume 29 Issue 28 11 Sep 2020 22 Elul 5780

Primary

Katie Brody – Director of Studies K – 6

Reporting on student progress

This week saw the first of our Semester 2 Parent Teacher Nights via Zoom and the second evening will take place next week. Teachers and parents all worked together to transition between the virtual meeting rooms and it was certainly a different experience via the Zoom platform. I am keen to acknowledge our truly indefatigable teachers who spent many hours preparing for the meetings. They sat in their homes or in their classrooms conducting up to 20 or more sessions throughout the evening. This exemplifies the dedication and commitment of our remarkable team.

At the end of next term, a written school report will be provided that communicates the academic progress of each student and their approach to learning in Semester 2. The report format will return to the original version rather than the format provided at the end of the first semester, so the comparison between the two reports will not be as clear cut. As parents will recall, the Semester 1 report reflected our period of home learning during the COVID-19 lockdown in NSW and it did not include as much specificity as will be found this time around. We look forward to presenting this formal report and in 2021, a new Primary School report format will further refine the way we communicate progress and students’ next steps.

Reading through a child’s report, many parents scan down the page, checking the list of outcomes to see where the ticks are each positioned in terms of being on grade level, below or above. Concern can arise, when one or more ticks is positioned in the same column as the previous semester, as parents may think that it indicates stagnation instead of progress. Similarly, some parents are alarmed when their child is achieving the equivalent of a ‘C’ grade as many of us grew up thinking that an ‘A’ grade is the truer attainment of success. Though these misperceptions are reasonable given our childhood experience of grades, they are not accurate in terms of national requirements in Australia today and given the disruption felt across the world this year, it is even less valid in 2020.

Achieving a ‘C’ (‘Grade Level Achievement’) in a school report, for most students should be celebrated, as the student has elucidated the attainment of the requirements of each syllabus outcome at their grade level. The suggestion that a student is underperforming if they achieve the ‘C’ grade, and maintains this grade from one semester to the next is a misperception, as it doesn’t recognise that from semester to semester the content builds in complexity and application. When a student is awarded the same grade as in their previous report, it reflects that they have indeed made progress in line with the syllabus expectations, and that with the greater complexity, they have maintained a level that is commensurate with their grade, which is impressive. Any higher grade than a ‘C’, implies that the attainment level is beyond the expected grade level and should be celebrated as equally as a ‘C’ if that reflects the level of effort and ability of the student. Working towards achieving a ‘B’ or an ‘A’ grade requires tenacity, intrinsic motivation and curiosity, and may also require above average or high intellectual aptitude. The learning environment both at school and at home also impacts progress, as well as a myriad of other social and emotional factors at different ages and stages of development. It is important to note that even at Stage One level, (Year 1 and 2), students can achieve a ‘B’ or an ‘A’ if their attainment of grade level knowledge, understanding and skills and their ability to competently apply this to new situations, is extensive. 

It is a national requirement that school reports must include a five point grade scale for each subject studied, clearly defined against specific learning standards. Schools can use any terms that reflect the A – E Common Grade Scale and at Emanuel, we currently use, ‘Advanced Achievement’, ‘High Level Achievement’, ‘Grade Level Achievement’, ‘Developing Achievement’ and ‘Experiencing Difficulty’ to reflect the standard (or quality) of achievement associated with each grade. Below is a table that explains this national standard and some links to the NSW Education Standards Authority (NESA) and the Australian Curriculum, Assessment and Reporting Authority (ACARA)

 

Advanced Achievement (A)

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.

High Level Achievement (B)

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.

Grade Level Achievement (C)

The 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.

Developing Achievement (D)

The student has a basic knowledge and understanding of the content and has achieved a limited level of competence in the processes and skills

Experiencing Difficulty (E)

The 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.

 

For more information, visit the NSW Education Standards Authority (NESA) and the Australian Curriculum, Assessment and Reporting Authority (ACARA) website.

Ooshies – not at school please

As of Monday 14 September students will not be allowed to bring Ooshies to school. We would ask that you please remind your child of this over the weekend and ensure that these toys remain at home from now on. Thank you in advance for your support.