St Mary's School's reporting processes have several elements. These practices aim to further strengthen our learning partnerships with families and respond to contemporary research about effective feedback practices to improve learning.

The St Mary's School reporting strategy has three key elements:

 

• Student Progress Report - Terms 2 and 4

• Student Seesaw Journals - ongoing

• Learning Conversations - Terms 1 and 3

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Student Progress Report
Each semester, classroom teachers prepare Student Progress Reports for students. The Student Progress Report displays:

• a graded mark for each Learning Area and Capability, against state-wide and national standards according to the Victorian Curriculum

• an indication of a student’s progress over time

• a graded mark for Religious Education, made in reference to standards developed by Catholic Education Melbourne

• an effort and behaviour rubric

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Student Seesaw Journals
Seesaw is an online student portfolio that enables educators to share student learning and progress with families. There are two types of Seesaw Journal posts: 

• Assessment Work Samples, which indicate student progress in the particular learning area being assessed. 

• Windows Into Learning, which showcases classroom learning and activities.

 

Throughout each semester, educators post work samples that show student achievement and progress in all learning areas, along with personalised feedback and overviews of learning content. This ongoing reporting process provides families with regular and up-to-date information about student progress. 

Learning Conversations
Learning Conversations are formally held each semester and are a valuable opportunity for parents/carers, educators and students to meet and discuss student learning.

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Learning Conversations take place in:

• Term 1, to provide an opportunity for families to formally meet their child's teacher.

• Term 3, to provide an opportunity for parents, students and educators to set learning goals for Semester 2.