Minimum and additional reporting for Victorian students

The Victorian Curriculum F–10:

• sets out a single, coherent and comprehensive set of content descriptions and associated achievement standards to enable teachers to plan, monitor, assess and report on the learning achievement of every student
• incorporates and reflects much of the Australian Curriculum F–10 but differs in some important respects, most notably the representation of the curriculum as a continuum of learning and the structural design.

Victorian government and Catholic schools are required to use the Victorian Curriculum F–10. Independent schools may use the Victorian Curriculum F–10 as a model and resource for the effective implementation of the Australian Curriculum.

Minimum reporting

The minimum reporting for Victorian students for Victorian Curriculum F-10 is:

• Schools must provide a student report at least twice a year to parents/carers for each child at the school.
• Reports must be issued in the first half of the year and the second half of the year.
• Reports must be provided in an accessible form and be easy for parents/carers to understand and use.
• Schools must make provision to issue reports to more than one parent/carer where family circumstances make this appropriate.
• Schools must report on an approved curriculum framework.
• Reports must comprise accurate, objective and on-balance judgements of assessment evidence gathered in each school-defined subject during this period.
• Judgements must be made against the standards defined for each curriculum area taught.
• The standard curriculum frameworks approved for use are:
  • Victorian Curriculum F–10, including stage/levels A to D
  • EAL (English as an Additional Language) Developmental Continuum P–10
  • AusVELS assessment areas, such as for German language, until replaced by Victorian Curriculum F–10.
• English, Mathematics, Science must be reported at least annually, with all other curriculum areas reported at least biennially.
• Accurate judgements must be recorded for every student.
• Judgements must be recorded in the format prescribed by the responsible authority.
• Judgements must be displayed in a way that conveys a student’s achievement.
• Achievement for English and Mathematics must be displayed at the strand/mode level.
• All other curriculum areas must be displayed at the curriculum area level.
• Where more than one judgement has been made against the same standard in a reporting period, reports must display an aggregated judgement for that standard at the appropriate level.
• Where achievement is displayed graphically, it must be accompanied by a scale.
• Judgements must be displayed in a way that conveys progress since the last time the standards were reported against in the school.
• Achievement must be displayed using a 5-point scale.
• The scale employed for English, Mathematics and Science must be an age-level-expected scale. That is, a scale indicating if a child is well above, above, at, below or well below the standard expected for their age at the time of reporting.
• If a parent/carer requests it, schools must provide parent/carers with an indication of how their child’s performance compares to that of his/her peer group.
• Schools that choose to provide parents with access to the student report digitally must make a printed version available to parents/carers on request.
• A 5-point scale must be employed to display judgements against standards in modified reports for Students with Additional Learning Needs.
• A modified report for Students with Additional Learning Needs can only be issued with the endorsement of the principal and must involve consultation with the student and parents/carers.
• Special circumstances reporting:
  • can only be employed in the case of Exemption from a Curriculum Area, Late Enrolment, School Refusal, Serious Illness, Unapproved Extended Family Holiday
  • must involve consultation with the student and parents/carers
  • uses Did Not Participate (DNP) codes.
• Pathways reporting can only be employed where a managed pathway is in place, and must involve consultation with the student and parents/carers.
• Students commencing VCAL in Year 10 must receive a report that also includes information about their progress and achievement in the curriculum areas of English and Mathematics.

Additional reporting

Additional reporting requirements for Victorian Catholic schools:

• The standard curriculum frameworks approved for use are:
  • Victorian Curriculum F–10, including stage/levels A to D
  • EAL (English as an Additional Language) Developmental Continuum P–10
  • AusVELS assessment areas, such as for German language, until replaced by Victorian Curriculum F–10
  • the relevant diocesan religious education curriculum, such as Religious Education (RE) and Religious Education Renewed (REN).
• Achievement for English, Health and Physical Education, and Mathematics must be displayed at the strand level.
• Religious Education, English, Mathematics, Science must be reported at least annually, with all other curriculum areas reported at least biennially.
• Judgements must be recorded in software that has been approved by the CECV for use in Victorian Catholic schools. If recorded results are not in the prescribed format, the results are not in ICON ePlan.
• The learning entitlement for students pursuing a managed pathway comes from their participation in learning experiences drawn from multiple curriculum frameworks:
  • Enrolled in VCAL, and not undertaking VET
  • Enrolled in VCAL, and undertaking VET
  • Enrolled in VCE, and not undertaking VET
  • Enrolled in VCE, and undertaking VET
  • Pursuing another managed pathway (not enrolled in VCAL or VCE).
• Special circumstances reporting can only be employed in the case of Exemption from a Curriculum Area, Late Enrolment, School Refusal, Serious Illness, Unapproved Extended Family Holiday, Managed Pathway (VET, VCAL) using Did Not Participate (DNP) codes.
• Religious Education:
  • Well below, Below, At, Above, Well above (primary schools 2016-2017)
  • 6.00 - 11.50 indicating Well below, Below, At, Above, Well above (secondary schools 2016-2017)
  • 0 to P01 progression point values (all schools 2017-2018) for Knowledge & Understanding, Reasoning & Responding, and Personal & Communal Engagement.
• Do not use Not Taught or NT code:
  • the DNP (Did Not Participate) code allows for other special circumstances
  • if there is no score we assume that it is not taught.
• Multiple scores to be accepted with the ability to:
  • Generate a default average (potentially rolled up)
  • Override the default average (i.e. teacher moderated default).

Government laws, regulations and guidelines

Victorian Government and authorities:

• Education and Training Reform Act 2006
• Education and Training Reform Regulations 2007
• Victorian Curriculum F–10 (Revised curriculum planning and reporting guidelines, December 2015)
• EAL Developmental Continuum P-10 (English as an Additional Language).

Australian Government:

• Australian Education Act 2013
• Australian Education Regulation 2013.

Last modified: 18/05/2017 1:27:38 PM

© 2017 Synergetic Management Systems. Published 20 July 2017.