Student Learning and Reporting at Leopold Primary School

At Leopold Primary School, our approach to student learning and reporting is purposeful, transparent, and aligned with the Victorian Curriculum 2.0. We place a strong emphasis on students knowing what they are learning, why they are learning it, and how they can be successful.

Learning Goals and the Teaching & Learning Program

In Reading, Writing, and Mathematics, students are set individualised learning goals. These goals are directly linked to the explicit content being taught in the classroom and are supported by clearly defined success criteria. Student rubrics guide assessment, helping students understand what success looks like and reflect on their progress.

Learning goals are made visible in a range of ways to support student understanding and engagement. These may include goal placemats, bump-it-up walls, highlighted rubrics, or personalised goal bookmarks. This visibility helps students take ownership of their learning and track their growth over time.

Continuous Reporting: Goal Feedback

Continuous Reporting occurs throughout each term and is directly linked to both the explicit content taught and your child’s individual learning goals. It provides families with timely feedback in Reading, Writing, and Mathematics.

Teachers provide feedback on Compass and this ongoing feedback ensures families remain informed about their child’s progress and helps students build ownership of their learning.

Semester Reports

Twice a year, families receive a semester report. This includes:

• A summary of the continuous reporting feedback from each term in the key areas of English and Maths
• A general comment on your child’s social and emotional development – Term 1 being a settling in report and Terms 2 and 4 a general comment.
• An overview of the curriculum covered
• A progression rating indicating how your child is achieving against the Victorian Curriculum 2.0 standards for their year level
• Students identified as EAL (English as an Additional Language) may receive an adjusted report. These reports reflect their progress against an EAL pathway, rather than year-level standards, and are tailored to support their specific learning needs.
• Students with specific learning needs who are supported through our Disability Inclusion Program may receive an individualised report. This report focuses on their personalised learning goals and shows their progress as not achieved, partially achieved, or achieved in relation to those goals.

Learning Conversations

Learning Conversations are held once a year and provide a valuable opportunity for teachers and families to discuss a student’s academic, social, and emotional progress. These conversations help strengthen the partnership between school and home and ensure that learning goals and student wellbeing are supported collaboratively.

BEHAVIOUR AND EFFORT

The behaviour and effort scale at Leopold Primary School is as follows:

Your child is marked for their effort and behaviour across curriculum areas and within specialist classes.

1. Excellent – Consistently exceeds expectations.
2. Very Good – Often exceeds expectations.
3. Good – Meets expectations.
4. Acceptable - Meets minimum expectations.
5. Needs Attention- Is inconsistent with meeting expectations. 

The green text shows the minimal expected outcomes as a school.