How school reports for stop-start year will look

Victorian teachers have been advised by the Education Department that school reports must reflect the tough 2020 academic year. See what students can expect.

End of year school reports will look different this year, reflecting a year which has seen students off campus for months on end and missing out some curriculum areas and activities.

The Department of Education has provided direction to teachers currently writing reports during pupil free days this month. Reports will be out early December.

English and mathematics will be reported on a five-point scale, showing progress from the last time they were reported and student achievement information.

There will be more flexibility in how the other subject areas are reported with options to present student achievement on a continuum of learning and/or a five-point scale or a short comment on progress and achievement across the semester.

Any face-to-face parent-teacher meetings are up in the air as the easing of the state’s restrictions continues.

“Students will continue to receive written reports in semester two, with reports reflecting adjustments that schools have made to their local curriculum programs in response to the disruption caused by COVID-19,” the department said.

“Schools will also provide a comment on student participation and engagement in the school’s learning program, both through remote learning and when back on-site.”

The reports will include a description of the areas of the Victorian Curriculum from foundation to level 10 taught during the year.

Since school resumed after the extended remote learning, schools have been assessing children to see how they fared while out of the classroom. Some schools have seen a mixed bag with some students doing well and others falling behind and disengaged with their learning.

The testing will give schools insight into children who will benefit from the tutor program announced by the state government in 2021.

All schools must also provide a comment on student participation and engagement in the learning program offered in semester two, taking in personal and social capability with the curriculum.

“Parents and carers and students will be able to discuss the school report with their teachers, consistent with each school’s usual end of year approach (in line with relevant health advice). This will also provide an opportunity for parents and teachers to discuss any issues related to student health and wellbeing,” the department said.

Parents Victoria executive officer Gail McHardy said school reports will look different given the unusual year.

Schools have been assessing children to see how they fared while out of the classroom during remote learning.

“Due to the learning disruption some parents are questioning the value of the five-point scale representation on a student’s continuum of learning when there may have not been any progress due to pandemic impact,” she said.

“As schools have the flexibility with the report format, it’s essential the feedback is meaningful, easy to understand and accessible by digital or print.”

She said the department had emphasised that the three priority areas are mental health, transition and catch up for students.

“Relationships between home and school matter more now than student comparison data. Student needs and aspirations may have changed since the pandemic.”

She said some formerly shy and apprehensive students had flourished during remote learning while other confident kids had lost confidence.

“This is important to know for future success of our children. It’s also important for all adults to lead with care and a positive approach now, so as not to escalate unrealistic expectations that may lead to further worries and fear in students. “

St Kilda Park Primary principal Neil Scott told parents in a newsletter that “extensive assessments and moderation discussions taking place this week have allowed us to get a strong understanding of the progress and learning goals for each child”.

“Our initial judgments show that, for the majority of our students, they continued to learn well from home and there has not been a major negative impact from remote learning,” he said.”

“This is both highly pleasing and a huge testament to the work of families and teachers to adapt and ensure children stayed engaged and on-track during terms 2 and 3.”

Schools are required to report at least twice a year. The department does not prescribe a format for how they are presented.

Fairfield Primary principal Paul Wallace told families that data indicated that, generally speaking, students made good progress during remote learning.

This was identified through reading levels, writing samples and maths tasks. Children identified as need assistance were having literacy and numeracy intervention.

Beaumaris Primary School has invited parents and carers to comment on their children’s learning, particularly through the extended remote learning phase.

Any commentary is not compulsory and will be included in the school report.

“The opportunity was well received mid year and the feedback from our parents, carers and students was very positive,” the school said.

Example of five point scales:

Well below age-expected standard.

Below age-expected standard.

At age-expected standard.

Above age-expected standard.

Well above age-expected standard.

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