The Curriculum Place
  • General Curriculum
    • Curriculum in Cairns
    • National Goals
    • Cross Curricular
    • General Capabilities
    • EYLF and the AC
  • Assessment and Reporting
    • Using Data
    • Diocesan Policies and Procedures
    • Assessment For, Of and As Learning
    • NAPLAN Analysis
    • Reporting to Parents
  • Pedagogical Practices
    • Contemporary Learning
    • Differentiation
    • Explicit Instruction
    • Feedback that Makes Learning Visible
    • Higher Order Thinking
    • Inquiry Learning
  • Learning Tools
    • Ethical Use of Technology
    • Mobile Devices >
      • i-Devices
      • Recommended Apps
    • Google Apps for Education >
      • Google Chromebooks
      • Hapara - Teacher Dashboard
    • Digital Citizenship
    • Professional Learning
  • Planning
    • Teacher Planning
    • Backward Design
    • Time Allocations
    • Sample Timetables
    • Personalised Learning Plans
    • Templates
    • CARA
  • English
    • Learning Area Plans
    • Assessment
    • Units of work
    • Support Materials >
      • Sequence and Scope
      • English Blocks
      • Reading >
        • Guided Reading
        • Home Reading
        • Inferential Comprehension
        • Running Records
        • Texts to Support Australian Curriculum
      • Writing >
        • Teaching Spelling
      • Grammar
  • Maths
    • Learning Area Plans
    • Assessment >
      • Annotated Samples
    • Units of work
    • Support Materials >
      • Sequence and Scope
      • FISH >
        • FISH thinking strategies
      • MAGs >
        • Prep
        • Year 1
        • Year 2
        • Year 3
        • Year 4
        • Year 5
        • Year 6
      • Mandalany
      • Explicit Teaching Project Numeracy
      • Two Step Problem Solving
      • Professional Learning
  • Science
    • Learning Area Plans
    • Assessment
    • Units of work
    • Support Materials >
      • Sequence and Scope
      • Professional Learning
      • Resources
  • Humanities and Social Sciences
    • History >
      • Learning Area Plans
      • Assessment >
        • Annotated Samples
      • Units of work
      • Support Materials >
        • Sequence and Scope
        • Professional Learning
        • Resources
    • Geography >
      • Learning Area Plans
      • Assessment
      • Units of work
      • Support Materials >
        • Sequence and Scope
        • Professional Learning
        • Resources
    • Civics & Citizenship >
      • Learning Area Plans
      • Assessment
      • Units of Work
      • Support Materials >
        • Sequence and Scope
        • Professional Learning
        • Resources
  • Health & Physical Education
    • Learning Area Plans
    • Assessment
    • Units of Work
    • Support Materials >
      • Sequence and Scope
      • Professional Learning
      • Resources
  • The Arts
    • Units of work
  • Technology
    • Learning Area Plans
    • Assessment
    • Units of work
  • Languages
    • Learning Area Plans
    • Assessment
    • Units of Work
    • Support Materials

Reporting to Parents

In Catholic schools, student achievement is recognised and celebrated in many ways throughout the school year; at informal meetings, through awards at school assembly, parent/student/teacher interviews, through class work that is sent home, through class oral presentations and through written reports.


Reporting communicates information that has been obtained from a variety of assessment processes and involves a professional judgment made on a body of evidence about a student’s progress and achievement against a set of clearly articulated standards. In Catholic schools in the Diocese of Cairns the key principles of reporting are:

  • Teacher professional judgment is at the heart of reporting student achievement
  • Teachers’ knowledge and observation of the students’ progress contributes to this professional judgment.
  • Teacher professional judgment is informed by assessment data and referenced to the curriculum framework.
  • The teacher develops assessment tasks and identifies the criteria which inform judgments about the child’s achievement.
  • Teachers utilise the evidence from a body of work to make a judgment against standards at a point in time.

Schools provide parents/carers with plain language reports twice a year that:
  • are readily understandable to those responsible for the student and give an accurate and objective assessment of the student’ s progress and achievement 
  • include an assessment of the student’s achievement against any available national standards 
  • include, for subjects studied, an assessment of the student’s achievement: 
  • reported as A, B, C, D, E (or an equivalent five-point scale), clearly defined against specific learning standards
  • relative to the performance of the student’s peer group where peer group is defined as all children at the school who are undertaking the same year level as the child;
 Writing a report comment - have you included . . .
  • Clear information on what the student has achieved?
  • Suggestions for areas of improvement that the student should work on next? 
  • Information on how the school will help the student to improve?
  • Suggestions on how parents can help the student to improve?

Supporting Documentation
  • Report Writing Guidelines and Tips
  • Report Writing Style Guide
  • Blank Comment boxes (500 characters)
  • SEL Criteria Sheet
  • Reporting Format - When do students receive an alternate report?


​

SRS Reporting

Help Files
Help files are available within the portal. You may be required to login using your CES username and password when you click on 
this link.
Picture