School Logo
School Name
Student Photo
All comments in red are included as support in using this document and are to be deleted.
Please note that none of the blocks on this front page is a requirement and schools will use their discretion
according to policy, context and preference in deciding what information, photos, logos and insignia they wish to
include. Delete and adjust as appropriate.
Student name:
Teacher name:
Year level:
Term:
Australian Curriculum implementation
>>inset name of school << School is using the Australian Curriculum in English, history,
mathematics and science in 2013. Accordingly, your child’s achievement in those learning
areas is being assessed and reported on, against Australian Curriculum English, history,
mathematics and science achievement standards. For the other learning areas, the South
Australian Curriculum Standards and Accountability Framework remains the reference
point for your child’s learning and achievement. (This statement is a requirement.)
The Australian Curriculum achievement standards can be accessed at:
www.australiancurriculum.edu.au
The guidelines advise that parents be informed about the Australian Curriculum and are to be provided with
access to the Australian Curriculum achievement standards.
Feedback during consultation was to the effect that printing the achievement standards within the body of the
report makes the document ‘text dense’ and that the focus within the report should be on the descriptive
reporting about the student’s learning and progress.
One way to provide access to the Australian Curriculum achievement standards is to provide the web link, as
above. Another is to provide a separate insert with the relevant year level achievement standards printed on it.
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Subject Curriculum/Standard
Grade
Effort
English (Australian Curriculum Standard >>enter the year level achievement standard<<)
English is learnt through the strands of: language; literature; literacy
Note that it is not a requirement to list the sub-strands of the learning areas. You may
prefer to include the learning area/subject Aims. Alternatively, delete if preferred.
Mathematics (Australian Curriculum Standard
)
Mathematics is learnt through the strands of: statistics and probability;
measurement and geometry; number and algebra; and mathematics
proficiencies (understanding; fluency; problem solving; reasoning)
Science (Australian Curriculum Standard
)
Science is learnt through the strands of: science understanding (Earth and
Space Sciences/ Physical Sciences/Biological Sciences/ Chemical Sciences); science as a
human endeavour; science inquiry skills
A comment space such as this can be added for each learning area.
History (Australian Curriculum Standard
)
History is learnt through the strands of historical skills and historical
knowledge and understanding
Society and Environment (South Australian Curriculum Standard 2)
Society and environment is learnt through the strands of: place, space and
environment; societies and cultures; social systems
Health and Physical Education (South Australian Curriculum Standard 2)
Health and physical education are learnt through the strands of: physical
activity and participation; personal and social development; health of
individuals and communities
The Arts (South Australian Curriculum Standard 2)
The arts are learnt through the strands of: arts practice; arts analysis and
response; arts in contexts
Language: >>insert<< (South Australian Curriculum Standard 2)
Language is learnt through the strands of: communication; understanding
language; understanding culture
Design and Technology (South Australian Curriculum Standard 2)
Design and technology is learnt through the strands of: critiquing; designing;
making
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General Capabilities: The general capabilities are a key dimension of the Australian Curriculum.
They encompass the knowledge, skills, behaviours and dispositions that will assist students to live
and work together in the 21st century. They consist of: literacy; numeracy; information and
communication capability; critical and creative thinking; personal and social capability; ethical
understanding; intercultural understanding.
There is no requirement to report explicitly on the General Capabilities. However, as the General Capabilities are a
valued component of the learning that students undertake within the Australian Curriculum, schools may want to
specifically comment on a student’s progress in this area. They could choose to comment on one or more of the
General Capabilities, eg numeracy and literacy, perhaps providing an example of how a student has demonstrated
progress, or with all of the General Capabilities in mind, they could comment on a student’s strengths and areas for
growth. Another alternative for addressing the General Capabilities could be to list each of them and provide a three
or five point scaled rating on each, with or without a general comment. The General Capabilities continua provide a
useful reference point for schools when reporting in this area.
Many schools prefer to report on how students demonstrate evidence of the school values, or perform with respect to
programs such as “Program Achieve”. This section could be used in such a way to align with school programs and foci
or deleted altogether if it is not congruent with school priorities.
Alternatively, delete this section if it is not a focus for your school.
Achievements
Descriptive reporting which highlights achievements in the learning areas other than English, mathematics and
science could be identified in this space. Reporting could also refer to Cross Curriculum Priorities, school
service, school values or any other school priority.
Challenges
Challenges could include information about pathways to improvement in student learning, with information
about how they can be addressed and how the student will be supported.
Student assessment of learning progress
This space allows the student to write about their own learning progress.
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Days absent:
(explained)
(unexplained)
Days late:
(explained)
(unexplained)
Teacher:
Signature:
Date:
/
/
School leader:
Comment:
Signature:
Date:
/
/
Parent feedback and signature:
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The following table provides descriptions for the A – E grades used in reporting on student
achievement.
Grade Word description
A
Your child is demonstrating excellent achievement of what is expected at this year level.
B
Your child is demonstrating good achievement of what is expected at this year level.
C
Your child is demonstrating satisfactory achievement of what is expected at this year
level.
D
Your child is demonstrating partial achievement of what is expected at this year level.
E
Your child is demonstrating minimal achievement of what is expected at this year level.
The following table provides descriptions for the 1 – 5 levels used in reporting on student
effort.
Level Word description
5
Your child is demonstrating excellent effort in their learning in this area.
4
Your child is demonstrating very good effort in their learning in this area.
3
Your child is demonstrating adequate effort in their learning in this area.
2
Your child is demonstrating some effort in their learning in this area.
1
Your child is demonstrating minimal effort in their learning in this area.
Add statement on students with an NEP relevant to reporting against SACSA where applicable, or delete as
appropriate.
‘You can ask the school to provide you with written information that clearly shows your child’s achievements
in the subjects studied in comparison to that of other children in the child’s peer group at the school. This
information will show you the number of students in each of the 5 achievement levels.’
Department for Education and Child Development (This statement is a requirement)
This reporting format can be used in A4 or A5 format. It is consistent with the DECD Reporting Guidelines and
is informed by research on what parents value in reporting. Parents also identify a strong connection with face to
face reporting and comments on their child’s learning, acknowledging that the written report is only one part of a
bigger reporting picture.
For use with Reception students, the ‘grade’ column is deleted.
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