Reporting


2019 brought about a big change in the reporting process at St Therese. As a school we took the  “Reporting Student Progress and Achievement - 2019 Revised Guidelines for Victorian Catholic Schools”  into consideration while also listening to our parent community feedback and adopted a new approach which “builds a culture of learning together through collaboration, partnerships and life-giving relationships” Horizons of Hope. 






The St Therese Reporting Process is made up of three parts that work in conjunction with one another. 


3-way Learning Conversations

These meetings allow our students to share their learning, the teacher to give focused feedback and for parents to have input. Students, Teachers and Parents are all able to share their perspectives. They are data based and evidence driven by teachers, who give feedback against the Victorian Curriculum. They are also designed to allow time for parents to explore more about the learning which is occuring in the classroom in a personalised manner. It is an opportunity for the student to share their learning and explain their learning goals. It is also a time for parents to ask any questions or offer information relating to the student.  

Parents should attend at least one Learning Conversation per Semester, as these meetings sit alongside the other two parts of the Reporting process and help to paint an overall picture of student learning. 

These meetings are available on a fortnightly basis with teachers and can be made via our online booking system on our website.

Notes are taken throughout the meeting and at the end all three parties are asked to sign the document. A copy of this is kept at school on file and uploaded to Seesaw.


Our staff are very flexible and if these times do not suit homeroom teachers can be contacted to arrange another time.



Seesaw

Seesaw gives teachers and students creative tools to take a snapshot of student’s learning in real time, which is then shared via an app. Seesaw gives parents a window into our classrooms both inside and outside the four walls.

All year levels upload eight curriculum linked posts per term that will give parents a snapshot of what is being covered in each Learning Area at any given time. These posts will be clearly identified as they will begin with “Learning Intention.” Learning Intentions are taken from the Victorian Curriculum.  The accompanying image/video will give the viewer an understanding about how the student has addressed the Learning Intention. The eight curriculum linked posts cover Religion, Literacy, Numeracy and Investigations.  with parents via an app. Seesaw gives parents a window into our classrooms both inside and outside the four walls.

There will be additional posts over the term from teachers and students. We encourage students to post what they consider their “WOW Work!” - things that they are proud of and really want to share with their parents.

The school believes Seesaw is a powerful tool as it provides a window into our Learning Communities, promoting authentic learning conversations in the home.  




Victorian Curriculum Standardised Reports

This report will be sent home at the end of each Semester to parents. Your child’s progression is plotted against the Victorian Curriculum Standards.









As already stated, the above 3-part process has been created in accordance to the  “Reporting Student Progress and Achievement - 2019 Revised Guidelines for Victorian Catholic Schools” which states...



...the term reporting can refer to the act of communicating information about student learning to a range of audiences in differing forms for a variety of purposes.


Schools must provide a student report at least twice a year to parents/carers for each child at the school. 


Schools can choose to provide additional content on the report, and are free to display this information in any way they choose. 


Whilst additional content can add richness to a student report, this information may be communicated to parent/carer in other ways. For example, a school may significantly reduce teacher comments on the report, and instead increase the opportunities for students, parents/carers and teachers to come together to engage in dialogue around the student’s learning. For example, a school may use a simplified student report to refer parents/carers to a wiki, blog and/or digital portfolio that includes student work samples accompanied by feedback from teachers and/or peers.