Parent Meeting Reports June

Reports
20/6/17 & 22/6/17
Queen of Peace
Queen of Peace Primary School

Purpose
● We will be discussing the regulatory
requirements that impact our school reports
● We will review reports and changes to
reports for Semester 1
● We will explain why we have changed the
reports
● Time for questions about the changes

SCHOOLS MUST:
● Report to parents twice a year
● Use language that is readily understandable
● Report on the Victorian Curriculum Standards as
mandated by VCAA
● Use a five point graphical scale showing if a child is
well above, above, at, below or well below the
standard
Legislative Requirements VCAA

SCHOOLS MUST:
● Show achievement against the expected Standard
during the reporting period
● Show achievement since the last report (For English
and Mathematics this will 6 months)
Legislative Requirements VCAA

AT QOP WE WANT TO:
● Have greater transparency and clarity around
reporting and the connection to Learning and
Teaching at QoP
● To give parents and caregivers more information
about their children’s learning growth
● To give parents reports that are more accessible
and easier to read
Why the change to reports?

● At QoP, a formal report is issued twice a year in June
and December
● 3 Way Learning Conversations take place in
February and June, in June these conversations give
parents and caregivers an opportunity to ask
questions about their child’s learning progress
● Portfolios support the written report and provide
examples of the learning that has occurred during the
semester
Reporting Process

● Is a written description in the Victorian Curriculum
of the understanding and skills typically expected of
children as they progress through school
What is an achievement standard?
● Year 1 Achievement
Standard for Reading
and Viewing

● The sequence of achievement standards in the
Victorian Curriculum describes
○ The progress in the learning area
○ The depth of understanding, extent of
knowledge, level of skill expected
● There is one achievement standard per level or
band (eg. Year 3 & 4) depending on the Learning
Area
● Assists teachers to plan and monitor for learning
and to make judgements about the children’s
progress
Achievement Standards

● The reports will now contain tables to reflect the
children’s progress against the standards
● There will be:
○ A table for each strand in English ie: Reading
and Viewing, Writing, Listening and Speaking
○ A table for each strand in Mathematics ie:
Number and Algebra, Measurement and
Geometry, Statistics and Probability
○ A table for Faith Life Inquiry units and Specialist
Learning Areas
Report Format

● This means:
○ The tables will communicate children’s progress
instead of the “What your child has achieved”
comment in the Learning Areas
○ In Religious Education and Faith Life Inquiry
there will be a comment celebrating your child’s
learning.
○ There will continue to be an overall comment for
“Future Learning” in both English and
Mathematics
Report Format

● The tables were created from the Standards
● Each standard was broken up into assessment
criteria statements and, if necessary, slightly
reworded for greater clarity
● Example: Year 2 Writing
How were the tables created?

What does the table look like?
Standards based
statements down the side of
the table

What does the table look like?
Progress scale across the top of the table

Teachers:
● Collect data on each child e.g work samples,
observations, testing etc.
● Make judgements on evidence of achievement of
the standard
● Meet with and across levels to moderate so that
consistent judgements are made
Teacher Judgements

Progress Scale across the top
of Table
Not Assessed at this time of Year
● This content has not yet been taught eg: fractions
and decimals
● The child has been absent for the content eg:
family holiday, illness

of Table
Below Standard at this time of Year
● Has a basic knowledge and understanding in a
few areas of the content
● Has achieved limited competence in some of the
processes and skills

Approaching Standard at this time of year
● Has a basic knowledge and understanding of the
content
● Has achieved a basic level of competence in the
of Table

At Standard at this time of year
● Has a sound knowledge and understanding of the
main areas of content
● Has achieved the expected level of competence in
the processes and skills
of Table

Above the Standard at this time of year
● Has a thorough knowledge and understanding of
the content
● Has a high level of competence in the processes
and skills
● Is able to apply this knowledge and skills to most
situations
of Table

Well Above the Standard at this time of year
● Has an extensive knowledge and understanding of
the content and can readily apply knowledge
● Has a very high level of competence in the
● Is able to apply this knowledge and skills to new
situations
of Table

● The Victorian Curriculum Standards describe the
expected student achievement after being taught
the curriculum for the whole school year or in the
case of bands, the whole 2 years
● The checklist reflects student progress toward the
end of year Achievement Standards
● Semester 1 report reflects the level to which a
student is “on track” in achieving the standard
At this time of year

Victorian Curriculum (Dot Page)

Correlation of QoP Table and 5 Point Scale
If a dot is in the left hand side of the “At
Standard” column we at QoP are saying
they are “Approaching the Standard and
not yet “At Standard”
*QoP can
not change
this

● All Victorian schools use the same reporting dot page
which begins halfway through prep
● There is no provision to show that a prep child in June
is working below the standard expected in June
● QoP have created a table that will be used in June to
show where a prep child is working
● In December the Preps will receive the dot page
Victorian Curriculum for Prep (Dot Page)

Specialists
Learning Area How is the Learning
Area structured?
Physical Education Prep, 1&2, 3&4, 5&6
Music Prep, 1&2, 3&4, 5&6
Visual Arts Prep, 1&2, 3&4, 5&6
Italian Prep-2, 3&4, 5&6
Library Prep, 1, 2 (Comes from
English Curriculum which
is in levels)

● The time allocation for specialist learning areas is 1
hour per week, approximately 10 hours per term
● This time is often impacted significantly because of
public holidays, planning days, sports days, school
masses etc
● The tables in the report for these Learning Areas
reflect the content from the Standards that can be
reasonably taught in this timeframe
Specialists

Questions

Parent Meeting Reports June

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