Primary 2/6/23: Primary report changes

Dear Parents and Carers,

I hope this newsletter finds you well. This week’s newsletter is focused on some significant changes concerning our primary school reporting system. These changes have been designed to enhance your understanding of your child’s progress in a more comprehensive and informative manner.

Kindergarten Reports

Starting this academic year, Kindergarten students will no longer receive traditional grades. Instead, their progress will be recognised using the following categories:

  • Working Beyond: This indicates that a student has demonstrated advanced knowledge and understanding in the subject.
  • Working At: This identifies a student performing at the expected level for their age. 
  • Working Towards: This identifies that a student is progressing but still working to meet the expected level of knowledge and understanding.

Year 1 to 6 Reports

For students in Years 1 to 6, we have replaced the A to E grading system with a more descriptive approach. The new reporting categories are as follows:

  • Extensive: Students deeply and thoroughly understand the subjects being taught.
  • Thorough: Students have a comprehensive understanding of the material and subject matter.
  • Sound: Students grasp and use the subject matter well at an expected age level.
  • Developing: Students represent a fundamental understanding of the topics covered.
  • Beginning: Students are in the early stages of developing their knowledge and understanding.

I kindly request all Parents and Carers take a moment to familiarise yourself with this new approach before the half yearly reports are released at the end of this term. Within your child’s report, you will discover the new descriptive categories thoughtfully accompanied by clear and constructive comments that celebrate your child’s growth and progress. If you have any questions or require further clarification, please don’t hesitate to reach out to your child’s classroom teacher via email. 

Kind regards,

Mrs Gillian Coote 
Primary Deputy Principal

Year 6 turn up the heat!

Students in Year 6 have been investigating the effects of heat and why we use specific materials for different purposes. To showcase their knowledge, students were challenged to design houses capable of withstanding the temperatures of various chosen climates.

Initially, students examined houses in three distinct climates: cold/snowy, tropical, and hot/arid. They considered the characteristic design features and construction materials associated with each climate.

Upon completing their research, students proceeded to plan and design their own houses. They followed the engineering process cycle, which involved designing, building, and testing their creations in collaboration with a partner. Throughout each stage, they demonstrated their negotiation skills, problem-solving abilities, and aptitude for developing appropriate solutions.

To assess the suitability of each house, we replicated the corresponding climates. Tropical houses were evaluated based on their ability to keep a tissue dry while water was poured over them. Hot/arid houses were tested by observing their capability to prevent an ice cube from melting when exposed to sunlight. Finally, snowy/cold houses were assessed by determining whether they could keep melted butter from solidifying. Students anxiously awaited the results as their designs underwent testing. To their relief and credit, the majority of houses successfully withstood the challenges. Well done, everyone!

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