Pedagogical Practices
- Pedagogical Practices: Developing reporting structures and techniques that reflect the multiple opportunities in which students have demonstrated their learning
Students need feedback on their learning. Reports provide a summary of student progress and achievement at the end of each semester or unit of work. These reports complement feedback received during the learning experience, such as detailed verbal or written comments, annotations on their work and face-to-face discussions.
Principles to guide school reporting practices in Queensland:
- School reporting is part of a cooperative relationship between school staff, parents, students and the community, which involves mutual responsibility, respect and trust.
- All students and parents are entitled to confidential formal and informal school reporting that is responsive to individual needs and used to plan future learning.
- School reporting acknowledges student achievement over the reporting period.
- School reporting identifies students' strengths and areas for improvement across a broad range of indicators, including curricular, other activities and social development within the school context.
- All parents should have the opportunity to be involved in the development, implementation and review of reporting practices at their school.
- All parents should receive regular and clear reports on their child's progress and have opportunities to discuss their child's progress with teachers, from early in the school year.
- Each school community should have access to regular and easy-to-understand reporting on its school's performance against its mission, goals and education programs.
- School communities have access to information about school performance that uses clear, broad, agreed-upon indicators that avoid superficial comparisons of schools or sectors.
The reporting framework identifies those elements that need to appear in every student report.
The common elements may include descriptions of what has been taught, the expected standards of student achievement, and how well the child has achieved compared with these standards.
A common reporting framework may include:
- Areas of learning
- Outlines the areas of learning the student has covered in the reporting period such as subjects, key learning areas, rich tasks, and vocational education programs.
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