Reporting to parents in Prep to Year 12
For each reporting period, schools report separately on each learning area/subject taught. A description of reporting scales are printed on the front page of the OneSchool academic report. The report includes: each learning areas/subject provided, the student’s achievement against the reporting scale, and behaviour and effort.
Description of reporting scales
These descriptions are also printed on the front of the OneSchool academic report.
Prep–Year 2 use the following five-point scale to report on student achievement.
|
| Applying | The student is demonstrating deep and broad knowledge, understanding and skills from the achievement standard. Connecting The student is demonstrating deep knowledge, understanding and skills from the achievement standard. |
| Working with | The student is demonstrating the expected knowledge, understanding and skills from the achievement standard. |
| Exploring | The student is demonstrating partial knowledge, understanding and skills from the achievement standard. |
| Beginning | The student is beginning to demonstrate knowledge, understanding and skills from the achievement standard. |
| N | Insufficient evidence to make a judgement.
|
Years 3-10 use the following five-point scale to report on student achievement.
|
| A | The student is demonstrating deep and broad knowledge, understanding and skills from the achievement standard. |
| B | The student is demonstrating deep knowledge, understanding and skills from the achievement standard. |
| C | The student is demonstrating the expected knowledge, understanding and skills from the achievement standard. |
| D | The student is demonstrating partial knowledge, understanding and skills from the achievement standard. |
| E | The student is beginning to demonstrate knowledge, understanding and skills from the achievement standard. |
| N | Insufficient evidence to make a judgement.
|
| Years 11 and 12 |
| A five-point A-E scale is used to report on student achievement for QCAA General, General (Extension), Applied, Applied (Essential), and Short Course subjects. |
At exit, Year 12 students are awarded a subject result from QCAA (out of 100) for General and General (Extension) subjects, and A–E for Applied and Applied (Essential) subjects.
|
Effort and Behaviour Reporting
Prep-12: Behaviour
|
| A | The student always demonstrates positive learning behaviours and models the expectations set out in the Student Code of Conduct. |
| B | The student consistently demonstrates positive learning behaviours and regularly meets the expectations set out in the Student Code of Conduct. |
| C | The student mostly demonstrates positive learning behaviours and usually meets the expectations set out in the Student Code of Conduct. |
| D | The student sometimes demonstrates positive learning behaviours and needs guidance to meet the expectations set out in the Student Code of Conduct. |
| E | The student rarely demonstrates positive learning behaviours and requires intensive support to achieve the expectations set out in the Student Code of Conduct. |
| N | Insufficient evidence to make a judgement.
|
The BrisbaneSDE Student Code of Conduct sets out expectations of students that is relevant to reporting on behaviour; specifically, section 1.4 Responsibilities. It is the responsibility of the student to:
- Participate fully in the course by meeting attendance expectations, return of schoolwork and assessment as outlined in the subject Work Rate Calendar, participate in online lessons, engage with online course material, make regular contact with teachers and attend face-to-face school events/activities where possible
- Become familiar with the school’s Assessment Policy and to comply with the requirements outlines (refer to Student Planner)
- At all times be respectful and show acceptance and support towards other students and staff
Prep-12: Effort
|
| A | The student is a model learner, demonstrating personal commitment, persistence and adaptability. |
| B | The student consistently demonstrates personal commitment, persistence and adaptability in their learning. |
| C | The student typically demonstrates commitment, persistence and adaptability in their learning. |
| D | The student sometimes demonstrates commitment, persistence and/or adaptability in their learning. |
| E | The student requires frequent encouragement to persist and persevere with learning. |
| N | Insufficient evidence to make a judgement.
|
As a further guide, please also refer to the BrisbaneSDE Effort and Behaviour Matrix.