Reporting of Student Learning

​​​Formal reporting to parents occurs twice a year, at the end of each Semester.  Each report offers an interview with parents/carers. In the first term, an information night for parents/carers is conducted by class teachers.  Parents are encouraged to contact the class teacher for an appointment throughout the terms if concerned about their child.

 Reporting Questions

In 2006 the Federal Government introduced new requirements that see schools provide parents/caregivers with:

  • The Queensland Studies Authority reports on Year 3 and 5 literacy and numeracy. For more information regarding National Assessment Program Literacy And Numeracy (NAPLAN) click here​.
  • An opportunity to meet with the child’s teacher/s at least twice a year.
  • A written report, twice per year, against achievement levels, with clearly identified standards and a five point scale, A-E (or equivalent).
  • The opportunity to access information on a child’s achievement relative to the child’s peer group.

​The reporting process requires a partnership. Reporting is made up of a number of practices that schools negotiate with their parent communities.  Current reporting practices may include:

  • Summaries of student progress and achievement in a printed report card
  • Parent/teacher interviews about learning achievement and progress, in some cases including students
  • Portfolios which may include samples of the student’s work and statements of achievement or progress
  • Opportunities for parents to participate in activities where students demonstrate their learning
  • Information sessions on the schools curriculum offerings and reporting processes.

What is the ‘five point’ scale that will be used?

A five point scale is used to indicate how well a student is achieving in relation to the Queensland standard.  ‘Achieving at the expected level’ indicates that the student’s achievement is firmly established for the year level and should be celebrated.

Learning achievement that goes beyond what is expected or typical is described as either ‘Achieving above the expected level’ or ‘Achieving well above the expected level’.

Learning achievement that does not meet the expected level is described as either ‘Achieving below the expected level’ or ‘Achieving well below the expected level’.

It is important to remember that the Achievement data provides only one piece of information for parents. It is also important that parents receive an indication of their child’s progress since the last reporting period along with the child’s strengths and areas for development.  Schools will also usually include information on non-academic aspects of the child’s learning, also important in the overall development of any child.

Don’t all schools have to use A-E labels for their report cards?

School communities can make decisions about the particular methods they want to use, as long as there is consistent use of the expected levels and those levels are informed by the curriculum.

​Well Below Achievement Standard
Below Achievement Standard
​At Achievement Standard
​Above Achievement Standard
​Well Above Achievement Standard
​Very High

If my child gets ‘achieving at the expected level’ on their report, is this the same as a ‘C’?

There is a perception that a ‘C’ is merely a pass and on that basis it is not the same as ‘achieving at the expected level’. An indication that your child is ‘achieving at the expected level’ means that their learning is firmly on track and that they know and can do things appropriate for their year level according to syllabuses.  This is a strong and solid result.  It is not indicative of ‘just scraping through’.

How do I know that the “expected level” is the same from one class and school to another?

Catholic Schools in the Archdiocese of Brisbane use a consistent syllabus framework which outlines what students should know and be able to do at particular points in time across the years of schooling.  There are also professional “checks and balances” to assist teachers make judgements.

Teachers of Years 1-10 in Brisbane Catholic Education schools have participated in Consistency of Teacher Judgment processes since 1996.  Teachers meet with colleagues from within their school and from other Catholic schools to compare assessment tasks, discuss student work, and inform their decisions on “expected” standards. The purpose of these meetings is to promote consistency of teachers’ judgments about students’ achievement in particular year levels.

Consistency is the key.

School reporting must reflect what students are expected to know and be able to do at particular year levels as measured against the framework for Queensland syllabuses.

The five point scale simply names the achievement standard for parents/caregivers.

Even though schools will use a range of reporting formats, presentations and terms, the descriptions of a child’s achievement in relation to the “expected level” of the syllabus will be consistent across schools.

What happens if my child has a learning difficulty or a disability?

For students with particular learning profiles related to a learning difficulty or disability, it may not be helpful to apply the new government reporting requirements. A process of discernment for inclusive reporting is used by teachers and support personnel to guide decisions regarding individual students. A report in plain language, describing the student’s progress and achievements will be made available to parents.

Reporting processes would be discussed as part of ongoing planning, consultation and discussions about the child’s educational program.  This is established practice in our schools and will continue.​