Student reporting requirements

Guidelines and requirements for reporting student achievement.

Overview of the achievement standards for student reporting 

The Victorian Curriculum F-10 achievement standards are provided in 11 levels for English and mathematics and in five or six bands for all the other learning areas and capabilities.  For more information see Victorian Curriculum F-10 structure .

Achievement standards are provided in four levels in the towards foundation level Victorian curriculum (levels A to D) for students progressing towards achieving the foundation level achievement standards.  For students who are not yet assessed as having reached 0.5 in the foundation level scoring range, the level A to D continuum should be used to record levels of achievement.  The level A to D continuum can be applied to record levels of achievement for all students, including students with additional learning needs or a disability.  

Standards are provided for English as an Additional Language (EAL) students in the EAL companion to the AusVELS  The EAL companion is current for 2018.  We are developing EAL curriculum documentation aligned to the Victorian Curriculum F-10.

Requirements for reporting to parents and carers

Requirement one: frequency of student reporting

Schools are required to provide a written student report at least twice a year to the              parents or carers of each child enrolled at the school.

Requirement two: accessibility for parent or carer

Student reports are required to be in an accessible form and easy for parents or carers to understand.

Requirement three: using achievement standards

Schools are required to report against the Victorian Curriculum F-10 achievement standards, which includes towards foundation levels A-D, and the standards outlined in the EAL developmental continuum. 

This means:

  • reporting directly against the achievement standards (not the level or band descriptions, or content descriptions).
  • reporting against the achievement standards defined for each learning area and capability taught, consistent with the teaching and learning program(s) schools have designed.

For more information on reporting against the achievement standards at the different stages see:

Foundation stage, years prep to 2

Schools report student achievement against the achievement standards in five focus areas: English, mathematics, health and physical education, the arts, and personal and social capability.

These areas all have a standard at foundation.

The focus at the foundation stage (P-2) is on these five curriculum areas.  If schools choose to teach other curriculum areas then these should be reported against.

Schools are required to report against the achievement standard in:

  • English and mathematics twice a year indicating:
    • the level of achievement reached by each student
    • the age-related expected level of achievement for each student.
  • Exceptions are where it has been determined by schools in partnership with parents and carers to be unnecessary for an individual student.
  • English achievement standards are set out in the three modes to be reported on: reading and viewing, writing, and speaking and listening.
  • Mathematics achievement standards are set out in the three strands to be reported on: number and algebra, measurement and geometry, and statistics and probability.
  • Physical education twice a year. This is reported on separately to health education.
  • Health education, the arts, and personal and social capability. These are reported on as they are taught over the two-year band of school in line with each individual school's learning program(s).

In the foundation stage, schools may choose to structure teaching and learning programs around the five outcomes of the Victorian Early Years Learning and Development Framework (VEYLDF)

Breadth stage, years 3 to 8

Schools report student achievement against the achievement standards in all learning areas and capabilities with a focus on English, mathematics and science.

Schools are required to report against the achievement standard in:

  • English and mathematics twice a year indicating:
    • the level of achievement reached by each student
    • the age-related expected level of achievement for each student
  • Exceptions are where it has been determined by schools in partnership with parents and carers to be unnecessary for an individual student.
  • English achievement standards are set out in the three modes to be reported on: reading and viewing, writing, and speaking and listening.
  • Mathematics achievement standards are set out in the three strands to be reported on: number and algebra, measurement and geometry, and statistics and probability.
  • Science at least once a year. This commences in year 3, or earlier if this is part of the teaching and learning program, and is required to include:
    • the level of achievement reached by each student
    • age-related expected level of achievement for each student.
  • Physical education twice a year. This is reported on separately to health education.
  • All learning areas and capabilities. These are reported on as they are taught over the two-year band of school in line with each individual school's learning program(s). These include health education, the arts, the humanities, languages, technologies and the four areas of capabilities (personal and social, ethical, intercultural, and critical and creative thinking).
Pathways stage, years 9 to 10

Schools are required to report against the achievement standard in:

  • English and mathematical twice a year indicating:
    • the level of achievement reached by each student
    • the age-related expected level of achievement for each student
  • Exceptions are where it has been determined by schools in partnership with parents and carers to be unnecessary for an individual student.
  • English achievement standards are set out in the three modes to be reported on: reading and viewing, writing, and speaking and listening.
  • Mathematics achievement standards are set out in the three strands to be reported on: number and algebra, measurement and geometry, and statistics and probability.
  • Science at least once a year.  This is required to include:
    • the level of achievement reached by each student
    • age-related expected level of achievement for each student.
  •  Physical education and health education.  These are to be reported on separately.
    • Physical education twice a year.
    • Health education over the two-year band of school in line with each individual school's learning program.
  • Other curriculum areas in line with the school's learning programs over the two-year band. Students should have the opportunities to engage with the full structure of the Victorian Curriculum F-10, including:   
    • Languages
    • The humanities (including a band of history, geography, and civics and citizenship)
    • The arts (at least one art discipline)
    • Technologies (both design and technologies, and digital technologies)
    • The four capabilities (personal and social, ethical, intercultural, and critical and creative thinking).

The school curriculum plan and reporting should recognise that in these years of schooling some students begin to focus on areas of specialisation related to both their future school and intended pathways beyond school.

Schools are required to report the learning achievement levels of students undertaking the Victorian Certificate of Applied Learning (VCAL) program against the Victorian Curriculum F-10 achievement standards for English and mathematics.

Requirement four: using a continuum

Both achievement and progress against the achievement standards are required to be included in the student report.

Achievement means:

  • locating a student on a continuum of learning for a learning area and/or capability by making an on-balance, holistic, evidence-based and defensible judgement of assessment evidence gathered during a reporting period.

Progress means:

  • representing the growth in learning that has occurred by referencing the last time such achievement standards were reported against for that student in the school.

For an example see:achievement and progress along a continuum (docx - 58.1kb)

Requirement five: using a five point scale

A five point scale is to be included in every student report to provide more detail on the student's learning and to rate the quality of the student's achievement and progress against the achievement standards. This requirement cannot be met by using the existing levels of the curriculum.

A five point scale may be a written or graphical scale that may employ letters, numbers, or worded-descriptors; if a worded descriptors are not used, the scale must be explained.

For English, mathematics and science at least an age-related five point scale is required.

For all other subjects, a five point scale may be:

  • Learning goals scale
  • Learning dimensions scale

More than one scale may be employed for the same learning area or capability.

For more information and examples of five point scales see: five point scale (docx - 52.3kb)

For example report formats see: student report format (docx - 41.2kb)

Requirements for reporting to the Department

Schools are required to report teacher judgements for students’ achievement against the Victorian Curriculum F-10 standards for English and mathematics to the Department twice per year.

For EAL students whose English language proficiency is not yet described by the English standards, teacher judgements for achievement against the standards of the EAL developmental continuum should be provided instead of achievements against the English standards.

When other curriculum areas are taught during the reporting period, in accordance with the school’s teaching and learning plan, student achievement data for those curriculum areas are also reported to the Department.

Schools should upload student achievement data via CASES21 twice yearly – by 30 June and 31 December. Semester 2 teacher judgements should be entered prior to data rollover in line with end-of-year procedures.

Teacher judgements are reported in the annual report to the school community. This data is extracted by the Department and pre-populated into the annual report template. Schools can view the data they have uploaded via CASES21 in the School Information Portal.

For information on support for schools when reporting to the Department see recording student achievement data

Origins of the minimum requirements

This section includes an explanation of minimum legal, statutory and sectoral requirements for student reporting.

Legislative and regulatory framework

For new and continuing school registration, and as a condition of funding, Victorian schools must be compliant with the following legislation and regulation as it applies to student reporting:

  • Australian Education Act 2013 (Commonwealth Government)
  • Australian Education Regulation 2013 (Commonwealth Government)
  • Education and Training Reform Act 2006 (Victorian Government)
  • Education and Training Reform Regulations 2017 (Victorian Government)

Statutory and sectoral authorities

The Victorian Registration and Qualifications Authority (VRQA) sets the minimum requirements. The VRQA is an independent statutory body responsible for registering schools and ensuring that registered schools continue to comply with the prescribed minimum standards outlined in the Victorian Education and Training Reform Act 2006. 

The VRQA has appointed the Catholic Education Commission of Victoria (CECV) as the designated review body for Victorian Catholic schools.

Minimum requirements are also informed by guidelines provided by the Victorian Curriculum and Assessment Authority (VCAA), an independent statutory body responsible to the Victorian Minister of Education, serving both government and non-government schools. See the  VCAA reporting guidelines

It is important to note that minimum requirements are indeed minimum requirements, which may not fully address what parents and carers want to know and need to know in relation to their child's progress and achievement in your school community.

Curriculum information

See the following web pages for curriculum information:

Victorian Curriculum F-10 – the curriculum for Victorian schools. It incorporates the Australian Curriculum and reflects Victorian standards and priorities.

Curriculum planning and assessment – information and resources to support the implementation of the Victorian Curriculum F-10 including whole-school curriculum planning, assessment and reporting.

Navigating the curriculum – information about navigating the Victorian Curriculum F-10 and tour of the website.

Get advice

For further information about student reporting or to provide feedback email student.reports@edumail.vic.gov.au