School Hours Enrolment Background Our School Values School Mission and Goals Curriculum Home Learning Calwell Primary School Relational Policy Student Support Programs Oragnisation of Classes Reporting of Student Achievement Progression and Transition Programs Resource Centre Phyiscal Activity and Sport Camps, Excursions, Visits and School Band Student Representitive Council Parents and Citizen's Association School Board and Parent Involvement Parent Financial Contributions Parent Information Uniform Exclusion Guide for Sick Children

Reporting Student Achievement and Progress

Calwell Primary School operates an ‘open door’ policy, where parents are welcomed and encouraged to discuss their children’s development and progress at any time.  To arrange suitable times for discussion, parents can contact the school on 62056911.

Formal reporting of student’s achievement and progress is scheduled at different points throughout the year.  Early in Term 1 a student questionnaire is sent home and a ‘getting to know you interview‘ is held between the teacher and parents.  Towards the end of Term 2, in late June, three way interviews between parents, students and teachers are held.  A Learning Journey in which parents are invited to share and discuss a portfolio of their child’s work is held at the end of Term 3.  At the end of the year, in early December, a written report is sent home to families.  A follow up interview is also available if requested by parent or teacher.

While teachers are available to discuss the progress of students throughout the year, teachers will also initiate contact with parents if they have concerns regarding work standards or behaviour.  Teachers at Calwell Primary recognise and value the importance of a strong partnership between home and school.

 

Performance Indicators in Primary Schools – PIPS

All Kindergarten students are assessed early in Term One and again in Term Four.  The PIPS Baseline Assessment tool collects information about the understandings children bring to school.  The Program has two main components

  • assessment of Early Reading, Early Mathematics and Phonemic Awareness – Term One,
  • assessment of Reading, Mathematics, Phonemic Awareness, Attitude and Behaviour – Term Four.

 

ACT Assessment Program

Students in Years 3 and 5 also participate in the ACT Department of Education’s Literacy and Numeracy Assessment Program in Term 3.  These assessment tasks are independently marked and a written report of each student’s achievement is provided to parents during Term 4