NAPLAN (National Assessment Program Literacy and Numeracy) – Year 3 & 5 undertake NAPLAN tests in March each year.
There are four scheduled opportunities for reporting to parents across the school year. Two parent-teacher meeting and two academic report cards.
Parent-Teacher Meetings are held early in Terms 1 and 3 in the school Sports Hall. These sessions are a valuable opportunity to discuss your child’s progress, celebrate their achievements, and work together to support their continued growth. Strong home-school partnerships make a real difference to student outcomes, and we encourage all families to attend.
Under the P–12 Curriculum, Assessment and Reporting Framework (Version 9), report cards remain an important way for schools and families to communicate about student learning. They provide a snapshot of a child’s progress and achievements. Academic reports are distributed to parents in the final week of Terms 2 and 4.
Academic reporting communicates point in time information to parents and students about achievement and progress in the curriculum provided, at the end of each reporting period. A reporting period is a semester.
The A–E scale is used to report achievement, behaviour and effort for academic reporting.
Reporting scales and descriptions
| | Description of reporting scale |
| | The student is demonstrating deep and broad knowledge, understanding and skills from the achievement standard. |
| | The student is demonstrating deep knowledge, understanding and skills from the achievement standard. |
| | The student is demonstrating the expected knowledge, understanding and skills from the achievement standard. |
| | The student is demonstrating partial knowledge, understanding and skills from the achievement standard. |
| | The student is beginning to demonstrate knowledge, understanding and skills from the achievement standard. |
| | Insufficient evidence to make a judgement. |
Behaviour scale descriptions for all students in Prep to Year 6 | Effort scale descriptions all students in for Prep to Year 6 |
| The student always demonstrates positive learning behaviours and models the expectations set out in the Student Code of Conduct. | | The student is a model learner, demonstrating personal commitment, persistence and adaptability. |
| The student consistently demonstrates positive learning behaviours and regularly meets the expectations set out in the Student Code of Conduct. | | The student consistently demonstrates personal commitment, persistence and adaptability in their learning. |
| The student mostly demonstrates positive learning behaviours and usually meets the expectations set out in the Student Code of Conduct. | | The student typically demonstrates commitment, persistence and adaptability in their learning. |
| The student sometimes demonstrates positive learning behaviours and needs guidance to meet the expectations set out in the Student Code of Conduct. | | The student sometimes demonstrates commitment, persistence and/or adaptability in their learning. |
| The student rarely demonstrates positive learning behaviours and requires intensive support to achieve the expectations set out in the Student Code of Conduct. | | The student requires frequent encouragement to persist and persevere with learning. |
| Insufficient evidence to make a judgement. |