Majura Primary School is committed to regular communication between teachers and parents about the on-going progress of children.
There are several avenues for communication on student progress throughout the year.
Families receive two formal written reports a year via email and parent portal. These documents provide a report of your child’s achievements, relevant to the Australian Curriculum Achievement Standard for their year level. Each semester’s report contains information about your child’s achievement in English, Mathematics, Science, Humanities and Social Sciences, The Arts, Technologies, Health and Physical Education.
Achievement for each subject is reported against the Australian Curriculum Achievement Standards using a five-point scale ranging from ‘outstanding’ to ‘limited’. In years 1-6 this is also accompanied by an overall A-E grade for each learning area.
These reports also reflect your child’s capabilities for social awareness and social management, self-awareness and self-management. This is reported using a four-point scale from ‘consistently’ to ‘rarely’.
Teacher judgements are based on a range of evidence gathered over the semester to accurately represent your child’s academic and social development, relative to their age peers.
A general comment is also provided that communicates additional learning achievements, areas for ongoing monitoring or development, social development and progression towards personal learning goals.
Learning conversations take place early in term 3, as an opportunity to discuss academic progress of students following the mid-year report. Learning conversations are a chance for the parent, teacher and child to discuss learning achievements and set goals for the next semester.
1-1 parent teacher meetings can be initiated by either the teacher or the parent to discuss academic and/or social emotional concerns as required. Parents are welcome to contact the school or class teacher to make an appointment.
An Individual Learning Plan (ILP) will be created for any child in the disability education or inclusion support programs, and for students working significantly above or below their same aged peers.
ILPs are written by the teacher in collaboration with parents during term 1 of the school year, or at any time throughout the year as a need is identified. ILPs are reviewed with adjusted and/or new goals at the end of term 2/ beginning of term 3 and then again in term 4. Additional plans such as Positive Behaviour Support Plan (PBSP), safety plan, personal health and wellbeing plans, are written throughout the year as required.