Assessment and Reporting

The assessment and reporting process at Charles Conder is formulated with a partnership with parents and carers. The assessment and reporting are two key elements to the teaching and learning environment. Teachers assess student progress formatively throughout the year. They begin with a range of diagnostic assessments in the key areas of literacy, numeracy and social and emotional well-being and continue with numerous formative assessment tools and strategies that enable the teachers to plan effective programs to meet individual needs and learning styles.

In addition, Charles Conder Primary School is committed to providing accurate and comprehensive information on student progress to students, parents and teachers in order to:

  • Improve and support student learning
  • Determine future directions in learning
  • Identify areas of strength
  • Identify areas for future development
  • Establish and maintain open communication and partnerships

The school values a variety of reporting formats to ensure parents receive the complete picture of their child's learning. Below is a timeline that is a detailed description of each assessment and reporting process throughout the year.

Assessment and Reporting Timeline

Assessment timeline

Term 1

Term Overview and Parent Information Session

At the beginning of each term, each teacher provides parents and carers with an overview of class routines and programs. In term 1, parents are invited to attend a parent information session. During this session, parents will have the opportunity to see their child's classroom, meet their teacher and ask any questions about the upcoming year.

Three Way Conferences

Three Way conferences for students in Years K-6 will take place in term 1. These conferences run for no more than 15 minutes. The purpose of the interview is for the student, teacher and parents to define a goal/s for the students' learning. The teacher and student will be able to present a range of diagnostic assessments and self-assessment information to share at the interview. All students in the school will create a goal and these will be utilised to personalise the learning in the classroom.

Parent Questionnaire

During term 1, teachers send home a questionnaire for parents fill in at home about their child. The questionnaire will give teachers an insight into each student, their interests and strengths. Questionnaires will be shared and discussed during any parent meetings.

Individual Learning Plans (ILP)

ILPs are for those students in Special Education settings and mainstream settings who require a specific program. ILPs meetings are held in term 1 and teachers and parents work collaboratively to identify specific goals for each student according to their individual needs.

Term 2

Term Overviews

Refer to term 1 description.

A - E Reports

Each child requires an A-E report unless they have an exemption. As a parent, you are able to request that your child does not receive an A-E grade. Parents can request an interview with teachers to discuss the grade as this report does not include any written comments. Students who are not exempt will receive an A-E grade for the following subjects in term 2 and term 4:

  • English
  • Maths
  • The Arts
  • PE

Reporting on the following subjects will be done once per year for some students:

  • Science
  • SOSE
  • Technology
  • Health

Students with special needs will be graded based on their academic year at school and will be assessed against the Australian Curriculum Student Achievement Standards and will be assessed according to their ILP goals which formulates at (P) unit for A-E reporting.

Term 3

Term Overviews

Refer to term 1 description.

ILP Reviews

Individual learning Plans are reviewed collaboratively during an ILP review meeting between teachers and parents/carers. The purpose of the meeting is to discuss the student's semester 1 ILP, identify areas of growth and revise current goals where appropriate. Teachers and parents can request an ILP review at any time if there is a need to address any issues or make adjustments to the ILP.

SCAN (Student Centred Appraisals of Need) Meetings

Students with additional learning support are appraised through a SCAN meeting in kindergarten, year 3 and year 6. SCAN meetings are held with the parents/carers, teacher, a school executive representative and a departmental moderator. The SCAN process is extremely important as student support is allocated based on the SCAN outcome and therefore directly impacts your child's learning. During the meeting the student's ILP will be discussed and reviewed. SCAN Meetings are organised externally and we do not have a choice of times.

Learning Journey

The learning journey is a process enabling students to share their learning experiences in the school environment. Each student will invite parents/carers to visit the class on a set day at the end of the term. Parents/carers will be able to see their child in the classroom context, and share and celebrate learning experiences and achievements.

Term 4

Term Overviews

Refer to term 1 description.

A - E Reports

Refer to term 2 description.

Summative Report

Each student receives a written report at the end of term 4. The focus of the summative report is on social and emotional welfare, literacy and numeracy and general school progress. The purpose of the summative report is to provide an overview of each student's progress. Specific written reporting areas and format may be adjusted due to student needs.

Charles Conder Coaching and Mentoring

What is the purpose?

Teachers share significant responsibility in preparing young people to become successful, confident, creative and informed citizens. As educators, it is our role to make a difference and research has shown that it is the quality of teaching that most directly and powerfully affects the quality of learning outcomes that students demonstrate (Hattie, J. Teachers Make a Difference, What is the research evidence, 2003).

In recognition of the importance of understanding what highly effective teaching looks like in the classroom and to support teachers to continuously reflect on their practice and receive constructive feedback, we have developed a coaching and mentoring model supporting teachers to:

  • develop the confidence to observe and be observed by peers
  • give and receive feedback about strengths and areas for improvement to inform practice
  • create and reflect on professional learning goals
  • effectively use and analyse data to inform and differentiate teaching and learning
  • utilise formative assessment strategies to progress student learning
  • reflect on the quality teaching model with guiding questions
  • reflect on the Australian Professional Standards for Teachers

What do we value?

We value the Charles Conder Beliefs and Practices. Our coaching and mentoring structure provides a supportive and collaborative model.

Belief 1

Consistent authentic formative and summative assessment practices that cater to all learners from P-6 and develop student responsibility towards learning by providing constructive feedback to deepen understanding.

Belief 2

Valuing student achievement, celebrating success, setting high expectations and encouraging risk taking through building resiliency enables students to see themselves as capable learners.

Belief 3

Teaching and learning incorporates a balanced approach in literacy and numeracy utilising the gradual release of responsibility model, incorporating rich literature in all learning areas to stimulate inquiry thinking.

Belief 4

Positive classroom environments reflect authentic teaching, learning which is interactive, dynamic and best when students understand the purpose and strong relationships are fostered between all members of the school community.