Teacher professional judgement is fundamental to assessment and reporting processes, decisions should be based on explicit criteria using a range of evidence to determine achievement level. Materials and processes to support the consistency of teacher judgements between schools can be developed through: Shared understandings Criteria sheets Common planning and assessment tasks Examination of students portfolios Moderation process (formal & informal) Assessment task sheets provide a detailed summary of the assessment task. Criteria Sheets accompany all task Assessment Sheets. WRITTEN AND ORAL REPORTS Reporting the progress of students to parents occurs on a formal basis in the following ways: School to insert Reporting in History from Prep to Year 10 will follow the schools existing reporting format. Reporting requires teachers to make judgements of standards based on a five point scale of A – E with A being the highest level of achievement and E being the lowest level of achievement. History Specialists/Classroom teachers formally report on student achievement at the end of Semester 1 and at the end of Semester 2. The overall achievement in History is based on the following strands; Historical knowledge and understandings Historical skills The information provided in these reports should be constructive and should encourage parents and students to reflect on progress and areas of strength and weakness, and encourage students to set future goals for their learning. Teachers are encouraged to communicate frequently on an informal basis with parents about concerns or to praise student achievements. This may be done through notes on homework, class notes, awards, informal discussions etc. If teachers have serious concerns about a student’s progress, they should arrange a formal meeting with parents to discuss their concerns. They should also discuss these concerns with
Teacher professional judgement is fundamental to assessment and reporting processes, decisions should be based on explicit criteria using a range of evidence to determine achievement level. Materials and processes to support the consistency of teacher judgements between schools can be developed through: Shared understandings Criteria sheets Common planning and assessment tasks Examination of students portfolios Moderation process (formal & informal) Assessment task sheets provide a detailed summary of the assessment task. Criteria Sheets accompany all task Assessment Sheets. WRITTEN AND ORAL REPORTS Reporting the progress of students to parents occurs on a formal basis in the following ways: School to insert Reporting in History from Prep to Year 10 will follow the schools existing reporting format. Reporting requires teachers to make judgements of standards based on a five point scale of A – E with A being the highest level of achievement and E being the lowest level of achievement. History Specialists/Classroom teachers formally report on student achievement at the end of Semester 1 and at the end of Semester 2. The overall achievement in History is based on the following strands; Historical knowledge and understandings Historical skills The information provided in these reports should be constructive and should encourage parents and students to reflect on progress and areas of strength and weakness, and encourage students to set future goals for their learning. Teachers are encouraged to communicate frequently on an informal basis with parents about concerns or to praise student achievements. This may be done through notes on homework, class notes, awards, informal discussions etc. If teachers have serious concerns about a student’s progress, they should arrange a formal meeting with parents to discuss their concerns. They should also discuss these concerns with
history_learning_area_plan_p-7.docx