There is no prescribed timeframe, however, we suggest school communities work through the program over six to twelve months. For example, complete one to two Learning Focus Areas (LFAs) per term. There is an option to use the following six to twelve months to then test the ideas/findings/actions with the wider school community. This timing reflects the fact that the LFAs take participants through the process of both assessment and reporting.
The 'Partnering to Learn' approach drives this program. This approach gains vital insights into student achievement and learning progress by connecting students, parents, carers, teachers and school leaders.
Using this approach, student reporting is linked to the learning, teaching and assessment cycle (see Figure 1).
Figure 1 shows the learning, teaching and assessment cycle with three sequential components: Design and Plan, Teach, Assess linking to Reporting. Connected to this is a yearly timeline showing ongoing informal reporting and dialogue, with reporting products released in June and December.
Student reporting in this program is understood as both process and product:
Reporting as process. The school's total approach to communicating student achievement and learning progress.
In short, the 'when,' 'who' and 'how' of reporting. Referred to as 'student reporting' throughout the program.
Reporting as product. The actual reports that give high-level, point-in-time views of the learning achievement
and growth as evidenced by assessment. Put simply, the 'what' of student reporting. Referred to as 'student reports'
throughout the program.