Reporting to Parents

From Term 1 2017, Victorian government and Catholic schools will use the new Victorian Curriculum F-10. Curriculum related information is currently being reviewed and may be subject to change.

For more information on the curriculum, see:
The Victorian Curriculum F–10 - VCAA

Student reports reflect achievement at a point in time for each student’s learning. Learning occurs incrementally along the learning continuum however, the rate and pace of learning is not fixed or constant. It is recognised that there may be plateaus and even setbacks as different children learn at different rates.

Teachers make informed, on-balance and defensible judgements, based on evidence gained from the range of formal and informal assessment tasks and learning experiences, about a learner's progress against the Victorian Curriculum F-10 achievement standards.  Teachers should place a student against the position on the continuum that most accurately reflects the student’s level of achievement against the achievement standards.

Students, teachers and parents working together, as part of the reporting process, strengthens the process for improving achievement in learning. When reporting to parents, schools should ensure reports are easy to understand, individualised and provide accurate information about student learning achievement and progress against the Victorian Curriculum F-10 achievement standards and individual learning goals and targets. Reports should clearly articulate how the child’s learning could be further supported by parents/carers.

Reports show the progress individual students have made since the previous report period, with areas of strength and areas for improvement for each individual student clearly identified within the report.

Schools can decide how progress and levels of achievement should be represented e.g. a written statement or a graphic representation. Progress will only be shown when a Victorian Curriculum F-10 curriculum area is reported on for the second time.

Information about where a student is in his or her learning can include:

  • the types of knowledge, skills and understanding that the student now demonstrates (criterion – or standards-referencing)
  • reference to the performance of other students of the same age or year level – English, Mathematics and Science (norm-referencing)
  • reference to the same student's performances on some previous occasion
  • reference to individual learning goals and targets that have been set.

Related support pages

Student Report Formats – information about customising student reports to meet schools’ and students’ needs.

Teacher Judgements – information about making judgements on student progress against the standards, assigning scores and ratings to indicate that progress, involving students in the reporting process and using portfolios.

Reporting Achievement for Students with Personalised Learning and Support Planning – information about reporting achievement for students, including students with disabilities and additional learning needs, with Personalised Learning and Support Planning.

Reporting Achievement for Students for whom English is an Additional Language – information about how the progress of EAL students should be reported.