Academic reporting is about communication to parents and students about achievement and progress in the curriculum provided. Academic reports provide point in time information about achievement at the end of each reporting period. At Mitchelton Special School we have designed clear reporting processes that are transparent for parents, so they can understand the learning expectations for their child, their child’s achievement against expected standards, how well their child is engaging with the expected learning and how their child may be able to improve.
Academic reports reflect:
• On-balance judgements about the quality of student learning, based on evidence collected during the reporting period
• The student’s most consistent achievement with consideration to more recent evidence
• The achievement awarded using the appropriate reporting scale. See reporting scales below.
Student Report Cards and Assessment Prep to Year 10
At Mitchelton Special School students in Prep to Year 10 are required to have an Individual Curriculum Plan (ICP) developed in consultation with and endorsed by their parents/carers. The curriculum decisions made in the ICP will determine the content of the Report Card (issued at the end of Semester 1 and Semester 2). ICPs ensure that students are receiving access to the Australian Curriculum at their ability level.
At Mitchelton Special School, students in Prep -Year 10 have reports in the learning areas of:
• English
• Mathematics
• Health and Physical Education
• Science
• Humanities and Social Sciences
• Technologies (Digital and Design Technologies)
• The Arts (Dance, Drama, Media Arts, Music, Visual Arts)
• Languages
All students at Mitchelton Special School are taught and assessed using the Australian Curriculum. Formative and summative assessments will be used throughout each semester to capture student’s learning and achievement.
Students who are learning at a Different Year Level – Partial (DYL-P) will be assessed and reported against the different year level achievement standard documented in their ICP. See DYL-P achievement scales below.
| DYL-P Chronological Age Years Prep – Year 2: |
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 judgment.
|
| DYL-P Chronological Age Years 3-10: |
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 judgment.
|
Students who are learning through a Highly Individualised Curriculum Plan (HICP) are assessed and reported against the learning focusses identified in the ICP which are drawn from the Literacy, Numeracy and Personal & Social General Capabilities. See HICP achievement scale below.
| HICP Chronological Age Prep – Year 10: |
Very High The student has exceeded the selected capabilities
High The student is demonstrating the selected capabilities confidently and competently
Sound The student is consistently demonstrating the selected capabilities
Developing The student is demonstrating components of the selected capabilities
N Insufficient evidence to make a judgement
|
Student Report Cards and Assessment Years 11 and 12
At Mitchelton Special School students in Year 11 and Year 12 are required to have a Curriculum Plan developed in
consultation with and endorsed by their parents/carers. The curriculum decisions made in the Curriculum Plan Combined with the Senior Education and Training plan (SET plan) will determine the content of the Report Card (issued at the end of Semester 1 and Semester 2).
All students in Year 11 and Year 12 have learning goals in the following learning areas/subjects:
• Communication and Technologies
• Community, Citizenship and the Environment
• Leisure and Recreation
• Personal and Living Dimensions
• Vocational and Transition Activities
Students’ achievements in Year 11 and 12 are reported against learning goals created in their curriculum plan. See achievement scale below.
| Year 11 and Year 12 Achievement Scale |
| Competency Achieved: The student demonstrates the expected learning consistently |
| Working Towards Competency: The student does not yet demonstrate the expected learning |
| Competency Not Achieved: The student has not demonstrated the expected learning |
On exiting Year 12, students are awarded their Queensland Certificate of Individual Achievement (QCIA) from the Queensland Curriculum and Assessment Authority (QCAA).
Reporting on Effort and Behaviour Prep to Year 12
Reporting communicates student’s effort and behaviour throughout the semester using the below scales.
| Effort is reported on using the following scale: |
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. |
| Behaviour is reported on using the following scale: |
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.
|