Christian College Geelong Assessment and Reporting Guidelines 2025 Semester 2
Christian College Assessment and Reporting Guidelines
At Christian College Geelong, we believe that purposeful assessment and clear reporting are vital in guiding student learning and supporting their journey towards personal excellence. These guidelines outline our shared practices and expectations for designing assessments, providing feedback, and communicating progress. Grounded in our Christian ethos, our approach seeks to honour each student’s unique gifts, promote continuous growth, and strengthen the partnership between home and school.
The Christian College guidelines are to be used in conjunction with the Acts and Regulations of the Commonwealth Government, the Victorian Registration and Qualifications Authority, Australian Curriculum Assessment and Reporting Authority and the Victorian Curriculum Assessment Authority inclusive of the VCE Administrative handbook.
https://www.australiancurriculum.edu.au/f-10curriculum/f-10-curriculum-overview/
Julie Shutie Director of Teaching and Learning P-6
https://www.vcaa.vic.edu.au/
Drew Oliver Director of Teaching and Learning 7-12
Assessment Guidelines
Overview
1. Introduction
The Assessment Guidelines have been developed to support all teaching staff at Christian College in designing, delivering, and reviewing high-quality assessments for students from Prep to Year 12. Its aim is to ensure that assessment practices are clear, consistent, meaningful, and aligned with the Australian Curriculum, Victorian Curriculum Assessment Authority and our College’s Christian values.
At Christian College, we believe that assessment should:
- Reflect the Gospel values of honesty, fairness and respect.
- Empower students to take responsibility for their learning.
- Foster an environment where each student can grow academically, spiritually, and personally.
Assessment plays a vital role in supporting student learning and we use High-quality assessments to:
- Inform teaching and learning decisions.
- Provide meaningful feedback to students.
- Identify students’ strengths, needs and growth.
- Communicate progress clearly to families.
- Contribute to our culture of high expectations and care.
2. Understanding Assessment
What is Assessment?
Assessment is the ongoing process of gathering, analysing, and interpreting evidence about student learning to make informed educational decisions.
It includes:
- Assessment for learning (formative): Used throughout learning to guide teaching.
- Assessment as learning: Involves students in self-assessment and reflection.
- Assessment of learning (summative): Measures achievement at a point in time.
Effective assessment is:
- Valid — it measures what it intends to measure.
- Reliable — it produces consistent results.
- Fair — it is accessible to all students.
- Transparent — expectations and criteria are clear.
- Purposeful — it informs next steps in learning.
- Timely – it maximises impact on student learning.
3. The Australian Curriculum and Assessment
The Australian Curriculum v9.0 provides clear learning outcomes through Content Descriptions and Achievement Standards for each year level and learning area.
Assessment must:
- Be directly linked to these standards.
- Use language consistent with curriculum documents.
- Enable teachers to make on-balance judgements about student achievement.
Using Achievement Standards
Achievement Standards describe the expected knowledge, understanding and skills students should demonstrate.
When designing assessments:
1. Identify which parts of the standard the task will cover.
2. Ensure tasks provide opportunities to demonstrate these skills.
3. Use the standard’s language in rubrics and feedback.
Content Descriptors
Content Descriptors outline what should be taught.
They guide:
- Lesson planning.
- Sequencing of teaching.
- Evidence of coverage in assessment tasks.
4. The Victorian Curriculum and Assessment Authority and Assessment
Christian College Geelong upholds the principles and requirements set by the Victorian Curriculum and Assessment Authority (VCAA) to ensure that all assessment for VCE Units 1–4 is valid, fair, consistent and equitable. Assessment tasks, including School-Assessed Coursework (SACs) and School-Assessed Tasks (SATs), are designed to measure student achievement against the prescribed outcomes in each accredited VCE study design.
All assessment is conducted under conditions that ensure authentication of student work and compliance with VCAA rules regarding task conditions, deadlines, and the administration of SACs and SATs. Internal moderation and crossmarking processes are in place to maintain consistency and accuracy of results.
Through clear communication of assessment schedules, criteria and procedures, we aim to support students to meet VCAA requirements, understand their responsibilities, and demonstrate their learning to the highest standard. These guidelines outline the College’s commitment to upholding VCAA standards while providing timely, constructive feedback that fosters student growth and preparation for final examinations.
Assessment Tasks
1. Effective Assessment Tasks
Effective Assessment Tasks provide students with authentic opportunities to demonstrate their knowledge, skills, and understanding in a variety of contexts.
Teachers design assessment tasks that are clear, accessible, and appropriately challenging, using a range of methods to cater for diverse learning needs and styles. Thoughtful assessment design also includes clear criteria, explicit success indicators, and timely, constructive feedback to guide students in reflecting on their progress and identifying next steps for improvement.
By embedding principles of validity, reliability and transparency, we ensure that assessment at Christian College upholds academic standards, promotes student engagement and supports our commitment to continuous improvement.
2. Designing Effective Assessment Tasks
Designing effective assessment tasks is essential to ensure that students have fair and meaningful opportunities to demonstrate what they know and can do. There are a range of methods to create high-quality assessment tasks that align with curriculum requirements and support student learning:
These can include:
Alignment with curriculum and Learning Outcomes: Assessment tasks are designed directly from the achievement standards or key knowledge and skills.
Backward Design: Tasks are planned by first identifying what evidence is needed to demonstrate achievement, then designing activities and criteria that elicit that evidence.
Variety of Formats: Teachers use a balance of assessment types — including written tasks, practical activities, projects, presentations, tests, and performances — to capture different skills and cater to varied learning styles.
Authenticity: Tasks are relevant and meaningful, connecting learning to real-world contexts and encouraging students to apply their knowledge in practical or creative ways.
Authentic and Meaningful Contexts: Tasks connect learning to real-world situations and encourage students to apply their knowledge and skills creatively and critically.
Clear Instructions and Criteria: Effective tasks include clear instructions, defined expectations and explicit success criteria or rubrics so students understand what high-quality work looks like.
Use of Assessment Rubrics: Clear, task-specific rubrics are developed to describe quality levels of performance against the relevant standards, helping ensure consistency and transparency.
Differentiation: Tasks are designed to be accessible to all students, with adjustments or multiple entry points where appropriate to cater for varying abilities, backgrounds and learning needs.
Consistency and Fairness: Task conditions, timeframes, and support structures are clearly defined to ensure assessments are equitable and uphold academic integrity.
Feedback Opportunities: Good assessment design incorporates opportunities for formative feedback and reflection, helping students identify strengths and areas for improvement before final submission.
By applying these methods, teachers at Christian College create assessments that not only measure achievement but also motivate and guide students on their learning journey.
For further guidance on designing curriculum and assessment tasks please reach out to your Faculty Coordinator or a member of the College Teaching and Learning Team.
Rubrics
1. What is a Rubric?
A rubric is a scoring guide that clearly outlines the criteria for an assessment task and describes different levels of performance.
Rubrics help teachers grade consistently and help students understand what is expected. Rubrics are implemented to indicate the level of quality within the Achievement Standard. It progresses from the beginning stage of understanding to a level where there is depth and application of the concept, knowledge or skills being assessed.
The Criteria in a rubric are indicative of the specific elements completed by students in the learning task. The Criteria outline the attributes, skills, knowledge and behaviours that you want the students to demonstrate during the learning task. The standards describe the level of achievement attained for each criteria. The quality of that task is determined by judging the student’s achievement measured against the standards. The rubric will link to the Achievement Standard being assessed.
Key points
The rubric criteria are not Achievement Standards or Content Descriptors, they are the attributes, skills, knowledge and behaviours that students are demonstrating.
The content descriptor is where you describe the level of achievement you should see in relation to the criteria.
The content descriptor section should be a short one to two sentences that describes the standard of quality demonstrated by the student.
2. Steps to Designing Effective Rubrics
Step 1: Clarify your assessment
What skill or knowledge do you want students to demonstrate? (i.e. what intended Achievement Standard are you assessing?).
What are you asking students to do? (i.e. what is the assessment task?).
Step 2: Identify specific observable attributes (Criteria)
Consider what attributes you will be able to identify (both those you want to see and those you do not) in your students’ product, process or performance.
Specify the characteristics, skills or behaviours that you will be looking for, as well as common mistakes you do not want to see.
The criteria are not Achievement Standards or Content Descriptors.
Step 3: Brainstorm the characteristics required to be achieving the standard for these criteria.
Consider the attributes you have identified in step two, using the Achievement Standard and ACARA work samples, determine the At standard/Achieving characteristics.
What characteristics do you expect students to demonstrate to be At standard/Achieving?
What would you expect students to demonstrate to be Above/Mastering and Well above/Excelling?
What do you expect to Below/Approaching and Well below/Beginning?
What characteristics are not acceptable?
Step 4 Refine your criteria.
Ideally, the criteria should be:
Independent (i.e. not reassessing the same attribute across multiple criteria)
Singular (refer to attributes that will be combined for all performance – i.e. avoid situations where you will want to give both high and low marks for the same criteria)
Minimal (students and assessors struggle to make judgements with too many criteria). We recommend no more than 6 criteria.
Clear and concise for teachers, parents and students.
Written without reference to quality.
For each criterion:
Complete the ‘content descriptor’ box.
The number of 'content descriptor’ boxes reflects the Colleges 5 Point scale.
Each description needs to be clearly delineated from the others for both your teachers and students.
Identify observable elements of performance.
Writing descriptions that identify the difference with terms like ‘convey meaning with no significant errors of expression’ through to 'communicates effectively with clear and concise language suitable for the audience’ may be easier to use in marking.
Focus on quality (how well) over quantity (how much) to create more effective descriptions.
If a quantity is important, state what is expected in the task brief (e.g. in the rubric, we want to judge the quality of references, considering relevance, reputable sources, suitable diversity, etc), not the number.
Consider using some of the taxonomies of learning to help write your descriptions.
Step 5: Test and moderate your rubric
Try your rubric with samples of student work to check that the outcome from the rubric reflects the quality of the work.
Collaborate with your teachers to review your rubric. Are there points of confusion or disagreement in using your rubric for making judgements?
Step 6: Revise the rubric, as necessary
Be prepared to reflect on the effectiveness of the rubric and revise it before its next implementation.
CCG Templates in Compass
CCG Rubric – Year 3
CCG Rubric – Year 7
Supporting the Needs of Students
At Christian College Geelong, we are committed to providing an inclusive learning environment where every student can thrive. Differentiation involves thoughtfully adapting teaching strategies, content, and learning activities to cater to the diverse needs, abilities, and interests of students. Reasonable adjustments are proactive, individualised supports made to ensure students with additional needs can access and participate in learning on the same basis as their peers. These practices are grounded in equity, not advantage, and are essential to uphold our legal and moral responsibility to support all learners.
1. Differentiation and Reasonable Adjustment Strategies.
Effective differentiation and adjustments foster student engagement, confidence, and achievement, while affirming the unique value of each learner in our care.
Differentiation strategies can include:
1. Content
Providing texts at varying reading levels.
Using videos, podcasts, or visual aids to supplement written materials.
Offering summaries or glossaries for complex vocabulary.
2. Learning Activities
Grouping students by readiness, interest, or learning profile.
Using tiered activities where all students work on the same concept but at different levels of complexity.
Providing options for collaboration, independent work, or hands-on exploration.
3. Student Work
Allowing students choice in how they demonstrate learning (e.g., oral presentation, infographic, written report).
Using varied assessment tasks matched to student strengths.
Providing templates, scaffolds or exemplars.
4. Learning Environment
Creating flexible seating arrangements.
Offering quiet areas for focused work.
Encouraging movement breaks, reengagement activities or the use of tools such as fidget items
Reasonable Adjustments are individualised, documented supports, often required for students with a diagnosed disability or learning need.
Reasonable adjustment strategies can include:
1. Curriculum Adjustments
Modifying curriculum expectations (e.g., focusing on key outcomes).
Providing simplified or alternative tasks aligned with student goals.
Using assistive technology (e.g., text-to-speech software).
2. Assessment Adjustments
Providing additional time or rest breaks.
Allowing alternative formats (oral assessment instead of written).
Reading questions aloud or scribing responses.
3. Communication Adjustments
Using visual schedules or social stories.
Simplifying language or repeating key instructions.
Allowing use of communication devices or aids.
4. Behaviour and Wellbeing Supports
Developing behaviour support plans or using predictable routines.
Providing access to a safe space or trusted staff member.
Allowing breaks when a student is overwhelmed.
Both differentiation and reasonable adjustments are essential to inclusive education. Differentiation supports all students, while adjustments ensure equitable access for those with specific needs.
VCE
For teachers of VCE Unit 3 and 4 it is important to adhere to the VCE guidelines on Administering Special provisions (VCE Administrative Handbook, Page 31) VCE Administrative Handbook 2025 - Victorian Curriculum and Assessment Authority
2. Individual Education Plans and School Based Assessments.
Christian College provides further teacher support by offering a School Based Assessment referral process and/or the implementation of an Individual Education Plan for students.
This is available in instances where it becomes apparent that a student is experiencing difficulty in accessing and achieving anticipated levels of success within given programs, despite the provision of normal classroom differentiation, adjustments and support mechanisms.
Please seek further guidance from your campus-based Learning Support Coordinator.
Communicating, Submitting and Authenticating Assessments
Clear communication, consistent submission processes and robust authentication are essential to maintaining fairness and integrity in assessment. Teachers are required to provide students with clear information about each assessment task, including due dates, instructions, criteria for success and any relevant conditions or requirements.
Students are expected to submit all assessment tasks by the specified deadlines using the designated submission methods, which include TEAMS for online submission and in person for hard copy submission as outlined by their teachers. Late submissions must follow the College’s late submission of work policy. (Policy being developed)
By upholding clear processes for communication, submission and authentication, we aim to support academic honesty, equitable assessment, and trust in the validity of student results.
1.
Communication of Assessment
Staff are responsible for:
a. Providing specific assessment details to students prior to the assessed learning taking place: Assessment details may include:
Due Dates, when and what items are needing to be submitted
Assessment criteria including word length, drafting requirements and formatting expectations.
Assessment conditions.
Impact of Late and Non-Submission.
VCE Unit Cover sheet outlining evidencing requirements.
Using the college assessment task templates and setting due dates will assist in providing this information.
2. Submission of Assessment
a. Assessments to be submitted via TEAMS or as directed by the teacher.
b. Non-submission to be followed up with communication to students and Parents/Guardians following the late submission of work policy. (Policy being developed)
3. Authenticity of Student Work
a. Authenticate students work by checking for referencing requirements, plagiarism, false or misleading information.
VCE
To ensure that all work is the genuine and original work of the student, authentication procedures are applied in line with VCAA requirements for VCE Units 1–4 and good practice for all year levels. This may include supervised work, drafts, checkpoints, and the collection of supporting evidence. Where appropriate, students may be asked to complete supplementary oral explanations or demonstrate understanding in class. Refer to Page 74 on ‘Authentication of student work’ for further guidance. VCE Administrative Handbook 2025 - Victorian Curriculum and Assessment Authority
4. Generative Artificial Intelligence (GenAI)
Generative Artificial Intelligence (GenAI) is becoming an increasingly valuable tool to support teaching and learning. When used thoughtfully, GenAI can enhance creativity, improve efficiency, and provide personalised learning opportunities for students. At Christian College, we encourage the ethical and responsible use of GenAI, ensuring that it complements, not replaces critical thinking, collaboration, and original work.
Staff and students are guided by clear expectations around academic integrity, privacy, and accuracy, ensuring GenAI supports our shared goal of developing lifelong learners who can navigate a technology rich future with wisdom and integrity.
The college has a dedicated site that provides guidance for staff and students on Gen AI. CCG GenAI SharePoint
Below is a summarised version of the expectations of Using Gen AI AT Christian College, please use in conjunction with the guidance provided on the College GenAI SharePoint site.
Expectations for Using AI at Christian College
When using AI tools in learning and teaching, staff and students are expected to:
1. Maintain Academic Integrity - All work must be your own. AI may be used to support ideas or understanding, but copying AI-generated content without proper acknowledgment is not acceptable.
2. Protect Privacy - Do not enter personal, sensitive, or confidential information about yourself, others, or the school into AI tools.
3. Ensure Accuracy - Always fact-check and verify information from AI. Do not assume AI responses are correct without checking credible sources.
4. Use AI as a Support Tool, Not a Substitute - AI should enhance learning, not replace your own thinking, creativity, or problem-solving.
5. Act Responsibly - Use AI in ways that reflect our school values, promote respect, and prepare you to navigate technology ethically and wisely.
VCE
Refer the VCE administrative handbook on page 75 for further guidance on the use of “Use of generative artificial intelligence” in VCE. VCE Administrative Handbook 2025 - Victorian Curriculum and Assessment Authority
Collecting, Recording and Retaining Evidence
1. Collecting and Recording Evidence
Collecting and recording evidence of student learning is a vital part of effective assessment and reporting. Teachers gather a range of evidence over time to build an accurate and comprehensive picture of each student’s progress and achievement. This may include classwork, formal assessment tasks, observations, practical demonstrations, projects, and discussions.
This approach supports informed feedback to students and families, guides future teaching and learning, and upholds the integrity of our reporting processes in line with College, ACARA and VCAA requirements.
Evidence of student learning can be collected in person as a hard copy or submitted online in TEAMS.
Evidence can include:
- Submitted assessment tasks.
- Annotated work samples.
- Observations and checklists.
- Digital portfolios.
- Audio or video recordings.
Staff are required to maintain clear and up to date records to:
- Track student progress in relation to achievement standards.
- Support moderation process.
- Inform reporting and parent communication.
- Document adjustments for NCCD requirements.
2. Retaining Evidence
Prep to Year 6
Teachers of students in Prep to Year 6 are expected to keep all student workbooks at school until the completion of the school year. This provides ongoing evidence of student learning and supports record keeping.
In addition, Prep to Year 6 homeroom teachers send work samples to parents via Compass to support the assessments completed as Learning Tasks.
Year 7 to Year 10
On most occasions Teachers of Year 7-10 students will be returned submitted work once assessment has been completed. Teachers of students in Year 7-10 may choose to retain assessed work until either the conclusion of the assessment period or revision period for mid and end of year exams, or the end of the school year. Any work that is retained should be reviewed with students prior to storage, and copies of student work should be available upon request.
Alternately, copies of student work are returned to students with relevant feedback within two weeks of a task being undertaken. Where digital assessments are undertaken (Teams), staff will retain digital copies, however, students will continue to have access to their submitted work for the remainder of the semester/year. Student folios are returned upon completion of the subject. Assessments involving performance (Drama and Music) are recorded and will be used both as part of the assessment process as well as part of feedback for students.
VCE
For teachers of VCE unit 3 and 4 it is important to note the VCE guidelines state:
“Schools must also have access to work completed for assessment until the end of the academic year in which the work was undertaken. Schools must maintain digital or physical copies of student work or supervise the storage of student work for this purpose. Schools who decide to return original copies of school-based assessments to students should advise students that they need to retain work completed for assessment until the end of the academic year in which the work was undertaken.”
(VCE Administrative handbook Page 35) VCE Administrative Handbook 2025 - Victorian Curriculum and Assessment Authority
Please note:
For Years 11 – 12
All retained work must be stored securely in an area accessed by staff only. Unless otherwise required (e.g. for VCAA moderation), student work will not be retained beyond 12 months and should not be shared with other staff or students without the author’s permission. Staff should make reasonable efforts to return folios or notify students before deidentification and disposal.
Feedback is one of the most powerful influences on student learning. Research indicates that improving feedback practices can significantly improve student learning and the quality of teaching in classrooms.
Characteristics of Effective Feedback:
- Timely, specific and actionable.
- Focuses on what the student did well.
- Identifies areas for improvement.
- Provides clear next steps.
- Encourages self-reflection.
1. Providing Effective Assessment Feedback
Providing meaningful feedback on student’s assessments is vital for deepening learning and improving outcomes. By offering clear, specific and actionable feedback, teachers empower students to take ownership of their learning and achieve their best.
Christian College staff are encouraged to use a variety of feedback strategies including:
Written comments on work
Offering thoughtful written comments on student work allows teachers to provide targeted, meaningful feedback that can be reviewed multiple times. Instead of generic praise or broad suggestions, effective comments are specific to the learning intentions and success criteria. For example, rather than saying “good job,” highlight why the student’s response was strong or how they could take it further. Constructive feedback includes identifying misconceptions, guiding questions to prompt reflection, and suggestions for improvement. These comments should aim to support the student’s next steps and promote a growth mindset.
One-on-one conferencing
Scheduled or informal one-on-one conferences give teachers the opportunity to check in with students individually and offer personalised feedback that goes beyond written comments. This time can be used to unpack assessment tasks, clarify expectations, review progress, and co-construct goals. Conferencing encourages students to ask questions, reflect on their learning journey, and take ownership of their development. It is also a valuable opportunity for teachers to gauge understanding, adapt instruction, and build trust. Effective conferencing includes active listening, using student work as a reference point, and guiding students to articulate their thinking.
Peer and self-assessment
Integrating peer and self-assessment into the learning process empowers students to become more autonomous, reflective learners. When students assess their own work or that of a peer, they begin to internalise the criteria for quality and develop metacognitive skills. Teachers can scaffold this process by modelling how to give constructive feedback, using exemplars, and providing sentence stems or checklists. Peer feedback fosters collaboration and critical dialogue, while self-assessment deepens self-awareness and responsibility for learning. Both methods help students understand where they are in their learning and what they need to do next.
Rubrics are most powerful when used as interactive tools for learning, not just for grading. By introducing rubrics before an assessment task, teachers can co-analyse what each level of performance looks like, using examples and classroom discussion to unpack language and expectations. After the task, rubrics can support students in identifying their strengths and areas to target for improvement. Teachers can also use rubrics in student-teacher conferences or peer assessment sessions to provide a common framework for feedback. When students understand the criteria deeply, they are more likely to set meaningful goals and take responsibility for their progress
2. Promoting Student Ownership of Assessment Feedback
Teachers can encourage student ownership of assessment feedback by providing opportunities for students to:
- Reflect on teacher feedback.
- Set learning goals.
- Use feedback to edit and improve work.
- Ask questions.
This encourages students to understand that feedback is not just something they receive but something they can use to guide their own improvement. When students engage in feedback in this way they build responsibility, confidence and a mindset for continuous learning.
Moderation and Consistency
Effective assessment moderation ensures that student work is marked consistently, fairly, and in line with Achievement Standards and learning outcomes. Moderation promotes consistency, supports accurate reporting and builds professional trust between teachers and faculties.
Best practices include developing clear rubrics and marking guides, collaborating with colleagues to discuss and calibrate expectations, and regularly cross-marking samples of student work.
Moderation meetings provide opportunities for teachers to clarify criteria, share interpretations, and resolve discrepancies. Ongoing moderation strengthens professional judgment, builds consistency across classes and year levels, and gives students and parents confidence that assessment outcomes are reliable and equitable. Christian College encourages moderation to occur in year level meetings, faculty meetings and cross-campus meetings.
Reflecting on Assessment Practice
Reflecting on assessment practices is essential for maintaining high-quality teaching and learning. By regularly reviewing how assessments are designed, delivered, and marked, teachers can ensure tasks are fair, meaningful, and aligned with learning goals. Reviewing rubrics and analysing student results will assist in informing teaching and learning practices. Reflection helps identify what works well, where improvements can be made, and how feedback can be strengthened to better support student growth. Through ongoing reflection, teachers build their professional practice, adapt to student needs, and contribute to a culture of continuous improvement.
Reporting Guidelines
Overview
Reporting on students’ performance at Christian College Geelong is part of our structured approach to undertake ongoing assessment, monitoring, recording and reporting of student performance. Our policies and procedures ensure that regulatory expectations are adhered to by ensuring:
- there is ongoing assessment, monitoring and recording of each student's performance at the school
- each parent of a student enrolled and the student has access to accurate information about the student's performance
- two written reports, relating to the student's performance, are provided to the parent/guardian each year
Christian College Geelong student reports play a crucial role in tracking academic progress, identifying strengths and areas for improvement, and fostering communication between educators, students, and families. Clear, constructive, and comprehensive reporting ensures that students receive the support they need to succeed, while also promoting accountability and continuous learning.
College Reporting Methods and Timeline
We are committed to keeping our parents/guardians informed about their child's progress throughout the school year. Christian College uses several methods to communicate with families about their child’s learning progress throughout the school year. These methods described below are designed to provide timely updates and encourage continuous collaboration between home and school.
Learning Tasks (In Time reports) are released during the term by the class teacher to keep parents/guardians informed about their child’s progress and results of subject learning tasks in real time.
Semester Reports are provided at the end of each semester, these indicate academic achievement against the Australian Curriculum Achievement Standards and provide an overview of work habits, and areas for growth. This judgment is based on evidence gathered by the teacher throughout the semester.
Student Learning Conferences are scheduled in Term 1 and 3 to discuss progress in more detail and set academic goals.
Learning Tasks keep parents/guardians informed about their child's progress, behaviour, and overall well-being. This timely communication fosters stronger collaboration between parents and educators, allowing for early intervention when needed. By staying updated, parents/guardians can actively support their child's learning and development, leading to improved academic outcomes and a more personalised educational experience.
1. Types of Learning Tasks
Our Learning Tasks can be formative or summative.
Formative Assessment: Formative assessment is often used to inform future goals and teaching. A key purpose is to provide evidence and feedback of current student learning. Formative assessments may include, the result of a class quiz, feedback on current skills in writing a text type, accuracy in number fluency tasks.
Summative Assessment: Summative assessment is the final evaluation at the conclusion of a unit, subject, term or semester. Summative assessments may include, exams, end of unit presentation, end of term project or unit test.
2. Frequency of Release and Quantity to be Released
Our Learning Tasks are released by the class teacher to parents/guardians in a timely fashion. Generally, within two weeks of a due date. There provide details of an assessment including the results and outcome of the task.
It is expected that teaching staff in each Learning Area and/or subject release at least two Learning Tasks via Compass to the parents/guardians of the student per term. The timing of these may be dependent on the unit structure and faculty requirements, but mid and end term would generally be suitable time frames. There should be no greater than five weeks of learning between released Learning Tasks.
Further guidance on releasing Learning Tasks: Multiple classes of the same subject should be releasing Learning Tasks with consistent timing.
Prep - Year 6
P-6 homeroom staff plan learning tasks in accordance with their term planner for each of the core learning areas. Below are the guidelines for P-6 homeroom staff to use when releasing Learning tasks.
Learning Task Quantity
English: Reading
1 per term
English: Writing 1 per term
English: Speaking and Listening
1 per term
English: Spelling 1 per semester
Mathematics 2 per term
Interdisciplinary Learning / Humanities 1 per term
Christian Education 1 per term
Due to the period allocation the following Prep – Year 6 subjects will release a minimum of one Learning Task throughout the term
Prep – Year 6 Digital Technologies
Prep – Year 6 Languages (Indonesian and Japanese)
Year 7 - Year 12
Due to the period allocation the following Year 7 – Year 9 subjects will release a minimum of one Learning Task per term
Year 7-9 Christian Education
Year 7-8 Digital Technologies
Year 7-9 Health and Wellbeing
Should these timing requirements not be achievable, a discussion must occur with the staff member’s respective Faculty Coordinator and campus-based head of teaching and learning.
2a. Parent Notification of Learning Task release
Teachers are to send a short Class News item whenever new marks or feedback have been entered into a Learning Task and are ready for parents (and students) to view. Use the text template on the next page as a basis for all entries so that there is consistency in the format of these messages for parents receiving them.
See the image below for a sample of a Class News item using this template text.
3. Learning Tasks in Compass
Learning Tasks – Core Assessments
At Christian College, Faculty Coordinators will develop and push out core Learning Tasks via Compass, ensuring consistency across subject areas and alignment with curriculum requirements. Homeroom and subject teachers are responsible for managing these tasks ensuring due dates and visibility of the tasks are specific to the needs of the class and students while maintaining the integrity of the original task structure. This approach promotes shared accountability, streamlined communication, and a more flexible, student-centred learning experience.
Learning Tasks – General
In addition to the core assessments pushed by faculty coordinators, teachers are encouraged to create and manage their own general Learning Tasks in Compass. These may include formative assessments, checkpoints, practice activities, or skill-building tasks tailored to their class needs. Staff have the flexibility to design tasks that support student progress, track engagement, and provide timely feedback. By regularly updating and maintaining these tasks, teachers enhance classroom visibility for students and parents while contributing to a well-rounded learning program.
3a. Creating Learning Tasks - Core Assessments
Prep – Year 12
In P-10 and VCE and VCE VM, Learning Tasks are used to assess students’ achievement against the Achievement Standards in ACARA and the VCE and VCE VM outcomes. These Learning Tasks assist teachers in making an on-balanced judgment to award a final summative grade. Learning Tasks used for this purpose will be classified in Compass as Assessments.
Naming Conventions:
For Prep to Year 10 Core Assessment Learning Tasks should follow the format: Year level – Assessment Title Example: Year 7 – Information Report
For VCE (Year 11 and 12) Core Assessment Learning Tasks should follow the format SAC # - SAC Title
Example: SAC 1 – Application task
Grading Components requirements:
Below are grading component guidelines for Christian College for staff to follow when creating Core Assessment Learning Tasks in Compass.
Prep to Year 6 all subjects – Must Include
- Rubric
- Teacher Feedback*
- Assessment Scale (CCG P-6 AS 5pt Scale)
Year 7 to Year 12 – Components available to be used
- Percentage
- Number
- Rubric
- Teacher Feedback*
- VCE Outcomes (S,N,P,NA)
- Yes/No
- Complete/Not Complete (Preliminary Grade)
- Assessment Scale (Performance) – Aus Curriculum Achievement Standards 5pt Scale
- Assessment Scale (CCG P-10 GC 3pt Scale) Aus Curriculum General Capabilities 3pt Scale
Instrumental Music –
- Rubric
- Teacher Feedback*
- Assessment Scale (CCG P-6 AS 5pt Scale)
*Teacher Feedback grading component should always be included in learning tasks.
Year 11 and 12 Required Grading Components and Reporting
A percentage grading component must be added to the Core Learning Tasks for Year 11 and 12. This is to ensure that for semester reports in 2026, Compass can automatically draw this data into the Year 11 and 12 semester report. The percentage grading component allows for consistency across faculties in assessment records, streamlined reporting, and accurate reflection of student achievement.
Core Assessment Learning Task templates:
There are four templates in Compass, these are to be used for all core assessment tasks for Prep to Year 10.
P-6 Assessment Task Template
7-10 Assessment Task Template
VCE School Assessed Task/Coursework Template
VCE Outcome Template
P- 6 and Year 7 - 10 Assessment Task - Example
Subject: Enter Subject Name here:
Unit: Enter Title of Unit here:
Assessment Title: Enter Title of Assessment task here:
AUSTRALIAN CURRICULUM
ACHIEVEMENT STANDARD:
Year: Year level
Insert the specific statements from the achievement standards being assessed in this task.
ASSESSMENT TASK
Provide a brief overview of the Task. Full details of assessment tasks will still be provided in TEAMS for students.
Completed Example
Subject: English
Unit: Storm Boy
Assessment Title: Oral Presentation
AUSTRALIAN CURRICULUM
ACHIEVEMENT STANDARD:
Year: 7
students understand how text structures can influence the complexity of a text and are dependent on audience, purpose and context
They demonstrate understanding of how the choice of language features, images and vocabulary affects meaning.
ASSESSMENT TASK
Students completed an oral presentation on the movie Storm Boy.
VCE School Assessed Task/Coursework - Template
To be used when assessing a SAC or SAT and releasing a grade to students and parents.
ASSESSMENT TASK OUTLINE
Subject: Enter Subject Name here:
Unit: Enter Unit number and Title of Unit here:
Task Title: Enter Title of Learning Task/Assessment Task here:
Area of Study: Insert Area of Study number being assessed.
Outcome: Insert Learning Outcome number being assessed.
Assessment Conditions: Test Conditions: Closed book, Open book, Presentation etc
Required Materials:
Time Allocated:
Marks Allocated and Question Type:
Key Knowledge being assessed:
Key Skills being assessed:
Please note:
Completed Example
Reading: Writing:
VCE Units 3 and 4 - the mark given and shown by Christian College Geelong for any School Assessed Coursework (SAC) or School Assessed Task (SAT) is a raw score only, and is not the final score for the assessment. This mark is still subject to statistical moderation and review by Victorian Curriculum and Assessment Authority (VCAA).
Subject: Physical Education
Unit: 1: The human body in motion
Task Title: The Musculoskeletal System
Area of Study: 1: How does the musculoskeletal system work to produce movement?
Outcome: 1
ASSESSMENT TASK OUTLINE
Assessment Conditions: Test Conditions: Closed book
Required Materials: Pens, Pencils, highlighter, ruler.
Time Allocated:
Reading: 5min Writing: 60min
Marks Allocated and Question Type: 60 Marks 10 marks Multiple Choice 50 marks Short answer
Key Knowledge being assessed: · structure and function of the skeletal system: - bones of the human body
- classification of joints
- joint actions
· major muscles of the human body
· characteristics and functions of muscle fibres such as fibre arrangement and type (fast twitch
CCG Assessment and Reporting Guidelines
Key Skills being assessed:
and slow twitch)
· types of muscular contractions (concentric, eccentric and isometric)
· the concept of reciprocal inhibition (the role of agonists, antagonists and stabilisers)
· neural control of muscles, including the recruitment (size principle) and activation (all or nothing principle) of motor units in relation to force production
· interactions of muscles and bones to produce movement, including the structure and examples of anatomical lever systems
· apply and use anatomical terminology to identify the structures and functions of the muscular and skeletal systems in producing movement
· participate in and analyse a variety of movements used in physical activity, sport and/or exercise to explain the interaction between bones, muscles, joints and joint actions using examples of lever systems responsible for producing movement
· examine different types of muscle contractions and differentiate the role of agonists, antagonists and stabilisers in movement
· investigate and describe the relationship between motor unit recruitment, activation and force production in movement
· explore a variety of causes of musculoskeletal injuries
Please note:
VCE Units 3 and 4 - the mark given and shown by Christian College Geelong for any School Assessed Coursework (SAC) or School Assessed Task (SAT) is a raw score only, and is not the final score for the assessment. This mark is still subject to statistical moderation and review by Victorian Curriculum and Assessment Authority (VCAA).
VCE Outcome - Template
To be used when assessing against the unit outcome. Providing an S/N result to students and parents.
Subject: Enter Subject Name here:
Unit: Enter Unit number and Title of Unit here:
Area of Study: Insert Area of Study number being assessed.
Outcome: Insert Learning Outcome number being assessed.
OUTCOME OVERVIEW
Outcome Description On completion of this unit .......
Key Knowledge being assessed:
Key Skills being assessed:
Please note:
Scale
Description
Satisfactory S indicates that a student has produced work that demonstrates achievement of the outcomes for that Area of Study.
Not Satisfactory N indicates that a student has produced work that does not demonstrate achievement of the outcomes for that Area of Study.
In - Progress P Indicates that a student has begun to demonstrate the outcome and assessment tasks are still being delivered or assessed.
Not Assessed NA indicates that this outcome has not yet been delivered or assessed.
Outcome Description
Key Knowledge being assessed:
Key Skills being assessed:
Unit: 2
Area of Study: 1: Understanding issues and voice
Outcome: 1
OUTCOME OVERVIEW
On completion of this unit the student should be able to explain the purpose, audience and main ideas of diverse arguments presented in different text types by creating a range of annotations and written, oral and multimedia responses that reflect learning.
· language and visuals used to influence an audience
· the elements of oral communication, including eye contact, tone, body language and intonation
· how the values and backgrounds of authors and speakers may influence opinions
· ways in which bias and perspective can influence authors, speakers and audiences
· ways in which different communities engage in debate or discussion
· the conventions of discussion and debate, including active listening and questioning
· the conventions of literacy, including punctuation, sentence structure, paragraphing and spelling.
· identify the purpose and intended audience of written, spoken and multimedia persuasive and influential texts
· identify main ideas and arguments in persuasive and influential content using skills such as notetaking and annotation
· identify and explain how language and visuals are used to influence an audience
· infer meaning from persuasive and influential content, including being able to identify the connotations of words
· compare and contrast how ideas and issues are presented in different persuasive text types
· use appropriate evidence to support personal points of view
· identify reliable and trustworthy sources for research
· listen and participate effectively in small group and whole class discussion
· apply the conventions of literacy, including sentence structure, paragraphing, punctuation and spelling.
Satisfactory
Please
indicates that a student has produced work that demonstrates achievement of the outcomes for that Area of Study.
indicates that a student has produced work that does not demonstrate achievement of the outcomes for that Area of Study.
Indicates that a student has begun to demonstrate the outcome and assessment tasks are still being delivered or assessed.
indicates that this outcome has not yet been delivered or assessed.
3b. Creating Learning Tasks – General Learning Tasks
Year 7 – Year 12 Only
General Learning Tasks can be categorised as General, Homework and Practice Tasks.
General Learning tasks provide opportunities for staff to record student achievement, comment on student learning progress and provide up to date information to parents and or guardians. Examples may include, homework submission, chapter tests, mini quiz, progress comments.
An assessment template is not required for these learning task categories but are available to be used.
Naming Conventions:
To help families and students easily find and understand Learning Tasks in Compass, we encourage consistent naming conventions for all General learning tasks. Please ensure each item is titled in a clear and concise format so Staff, Students and Parents can quickly see what the task is and which subject it belongs to.
We recommend the format follows: Subject – Task Name
Example: English – Term 3 Holiday homework
By following these conventions, teachers ensure that students and parents have accurate, easy-to-read information, making it simpler to keep track of learning progress and upcoming commitments.
Grading Components Available:
- Number
- Percentage - Rubric
- Teacher Feedback*
- VCE Outcomes (S,N,P,NA)
- Yes/No
- Complete/Not Complete (Preliminary Grade)
*Teacher Feedback should always be an included component to provide the opportunity to release comment.
Please Note:
Teacher Feedback
*The teacher feedback component must be added to every Learning Task; this provides the opportunity for a comment to be written if required.
** Staff are welcome to comment on students when using an assessment rubric for a Learning Task, however a comment is only required if a student’s overall performance is below the expected standard.
Christian College delivers the Australian Curriculum for Prep – Year 10. The Australian Curriculum specifies the knowledge, understanding and skills to be taught and learned within a given subject area from Prep to year 10. Each learning area is accompanied by an Achievement Standard. Achievement Standards refer to the quality of learning (the depth of understanding, extent of knowledge and sophistication of skill) demonstrated by students within a given subject.
At Christian College Geelong teachers use the Achievement Standards at the end of a reporting period (semester 1 and 2) to determine what each student has learnt in relation to the Australian Curriculum and report against these using the 5 -Point Scales.
Who receives a semester report:
All students enrolled in Christian College Geelong will receive a semester report inclusive of house group/homeroom and for all subjects.
Left Students: All students enrolled for a duration of 5 weeks or more require a semester report
New enrolments: Where a new student has been enrolled in a subject within 5 weeks of the end of a semester, a semester report for all subjects will be completed containing only the learning behaviours. A full house group/homeroom report will also be completed.
Semester reports are not required for the following subjects:
- Year 9 Transformation – On Campus and Rural Experience.
Further semester report information:
Semester report released via compass Reporting module.
Each subject report will include
a. Subject description
b. Students level of achievement assessed on the CCG 5-point scale
c. Learning behaviours assessed against, Rarely, Sometimes, Usually and Consistently
d. Attendance (Days absent and Percentage) will be displayed.
Report will be released to parents in the last week of term to ensure we provide opportunities for parents/guardians and students to discuss the school report with teachers and/or school leaders.
To be added
Reporting on students with Individual Education Plans
1. Individual Education Plans
Students with an Individual Educational Plan (IEP) receive tailored reporting that reflects their personalised learning goals. This includes individualised feedback through Learning Tasks during the term, as well as an adapted Semester Report that aligns with their specific learning outcomes and progress.
2. Learning Tasks (In Time Reports)
P-10
Students on an Individual Education Plan (IEP) are expected to receive a comment about their engagement with a Learning Task in a timely manner with their peers. The Learning Task should NOT include any scores, grades or rubrics for students who are on an IEP for that subject area.
If a grading component is included in the Learning Task please select ‘Excluded’ for that grading component for the student who is on an IEP. This will remove visibility of that grading component for parents and students.
3. Semester Reports
Where an IEP exists for a particular subject, that page of the Semester Report will be omitted prior to the report’s publication. The completed IEP will instead be included as a separate PDF in the student’s profile (see below).
Reporting on Students Undertaking Instrumental Music
Students undertaking private Instrumental Music lessons will receive one Learning Task each term. This Learning Task will be a reflection of their participation, growth and skills as reflected in their Instrumental Music lesson.
The Learning Task template for all Instrumental Music reports will include the information below:
A comment will be added to the report, indicating the AMEB performance level for each student in relation to the content in the table above.
The following rubric will also be used for Instrumental Music reports:
Instrumental Music Rubric for Assessment
Tone/Intonation
Production of Tone and Accurate Intonation
**as appropriate to instrument/voice
Rhythm/Beat
Performance with regular beat and accurate rhythm.
Technique and Posture
Playing with correct technique and posture.
Note reading and playing fluency
Reading notation accurately and fluently to perform with confidence.
Articulation and musicality
Perform with controlled attack, accurate articulation and appropriate dynamics/musical expression.
Home practice
Completing set tasks at home each week
Lesson organisation and preparedness.
Attending lessons well organised with all equipment and materials
Beginning Approaching Achieving Mastering Excelling
Is having difficulty playing with a centred tone and/or intonation
Is having trouble performing rhythms accurately at a consistent tempo
Is having trouble performing with correct technique and posture
Is having trouble recognising and performing notation
Is having trouble performing articulation and musical markings
Has difficulty completing tasks set for home practice
Has difficulty attending lessons with relevant equipment and materials.
Is beginning to produce a characteristic tone and/or stable intonation
Can sometimes perform rhythms accurately with a steady beat but may require prompting
Performs with correct technique and posture when prompted
Has some difficulty recognising and performing notation
Performs some articulation, dynamics and/or expression accurately
At times has difficulty completing tasks set for home practice
Occasionally has difficulty attending lessons with relevant equipment and materials
Performs with a pleasing tone and/or intonation
Can perform rhythms accurately at a consistent tempo
Regularly performs with correct technique and posture
Recognises and performs notation accurately
Performs most articulation, dynamics and/or expression accurately
Is well prepared having practised the set homework often
Most often attends lessons well organised with equipment and materials
Performs with a very good tone and/or accurate intonation
Consistently performs rhythms accurately and confidently, at a consistent tempo
Consistently performs with very good technique and posture
Recognises and performs notation accurately and fluently
Performs musically and consistently with articulation, dynamics and expression
Attends lessons having completed all set practise to an excellent standard
Regularly attends lessons well organised with equipment and materials
Performs with a characteristic and mature sound/tone/touch, with excellent intonation
Performs advanced rhythms with accuracy and confidence, at a consistent tempo
Performs with excellent technique and posture
Performs notation fluently and accurately at sight with confidence
Performs consistently with articulation, dynamics and expression outstanding musically, style and finesse
Attends lessons having completed all set practise and extension exercises to an excellent standard
Attends all lessons well organised with all equipment and materials
Reporting Assessment Scales
1. Learning Tasks (In Time Reports)
There are many grading components available for staff to attach to their Learning Tasks including percentage and numerical score. The CCG 5-point scale, the CCG 3-point scale and the VCE learning outcomes can be used in Learning Tasks to identify the level of achievement for the task or VCE outcome using the scales below.
Achievement Standard 5 – Point Scale:
Prep -Year 6
Scale Description
Excelling
The student has demonstrated an extensive and broad knowledge, understanding and skills from the achievement standard. The student is excelling, well above the expectations at this time of year.
Mastering The student has demonstrated deep connections between knowledge, understanding and skills from the achievement standard. The student is demonstrating mastery, beyond the expectations at this time of year.
Achieving The student has demonstrated the expected knowledge, understanding and skills from the achievement standard. The student is working at the standard expected at this time of year.
Approaching The student has demonstrated partial knowledge, understanding and skills from the achievement standard. The student is approaching the expectations at this time of year.
Beginning The student has begun to demonstrate knowledge, understanding and skills from the achievement standard. The student is working below the expectations at this time of year.
Year 7 -Year 10
Scale Description
Well above standard The student has demonstrated they are working well above the level expected this time of year.
Above standard The student has demonstrated they are working above the level expected this time of year.
At standard The student has demonstrated they are working at the level expected this time of year.
Below standard The student has demonstrated they are working below the level expected this time of year.
Well below standard The student has demonstrated they are working well below the level expected this time of year.
General Capabilities 3 – Point Scale:
Prep -Year 10
Scale Description
Extending Demonstrates advanced, consistent, and autonomous application of the capability across a wide variety of contexts.
Proficient Applies the capability with understanding but may require occasional support or guidance in complex situations. Emerging Displays limited or inconsistent use of the capability, requiring significant support or guidance.
VCE Learning Outcomes:
VCE and VCE VM
Scale Description
Satisfactory S indicates that a student has produced work that demonstrates achievement of the outcomes for that Area of Study.
Not Satisfactory N indicates that a student has produced work that does not demonstrate achievement of the outcomes for that Area of Study.
In - Progress P Indicates that a student has begun to demonstrate the outcome and assessment tasks are still being delivered or assessed.
Not Assessed NA indicates that this outcome has not yet been delivered or assessed.
2. Semester Reports
a. Homeroom and House Group reports:
The Homeroom/House Group report provides an overview of each student’s engagement in College life beyond the classroom. It includes a set of ratings against the College attributes—such as respectful and responsible behaviour, personal growth, and positive relationships—as well as a personalised comment from the Homeroom/House Group teacher. Together, these elements offer a summary of the student’s overall experience, contribution, and development throughout the semester.
College Attribute Scale:
Prep -Year 12
Displays respectful and responsible behaviour in line with College expectations.
Develops confidence, initiative, and resilience while embodying the values and character of the College.
Forms and maintains positive relationships with peers and staff.
Participates actively in College life including homeroom/house group, House, co-curricular and extracurricular activities.
Demonstrates readiness for learning through effective organisation and preparation.
Frequently fails to meet expectations; requires ongoing intervention.
Avoids challenges; lacks resilience; limited demonstration of College values.
Experiences regular conflict or difficulties with peers and staff.
Does not participate beyond minimum expectations.
Frequently unprepared or disorganised; significantly impacts learning.
Occasionally respectful and responsible; lapses addressed with guidance.
Sometimes demonstrates confidence, initiative, or resilience; values are developing.
Generally forms and maintains acceptable relationships; occasional conflict.
Participates when encouraged; involvement is limited.
Sometimes prepared; organisation skills developing.
Regularly demonstrates respectful and responsible behaviour; minor reminders only.
Frequently demonstrates confidence and initiative; usually resilient and values-driven.
Maintains positive and respectful relationships with most peers and staff.
Regularly participates in several aspects of College life.
Regularly prepared and organised; occasional lapses.
Consistently models respectful, responsible behaviour; upholds and promotes College expectations.
Actively demonstrates confidence, initiative, and resilience; consistently reflects College values.
Builds and sustains highly positive, respectful, and supportive relationships with peers and staff.
Enthusiastically participates across a wide range of College activities.
Always prepared, organised, and ready to learn; models strong learning habits.
b. Subject Reports:
Achievement Standard 5 – Point Scale:
Prep -Year 6
Scale Description
Excelling
The student has demonstrated an extensive and broad knowledge, understanding and skills from the achievement standard. The student is excelling, well above the expectations at this time of year.
Mastering The student has demonstrated deep connections between knowledge, understanding and skills from the achievement standard. The student is demonstrating mastery, beyond the expectations at this time of year.
Achieving The student has demonstrated the expected knowledge, understanding and skills from the achievement standard. The student is working at the standard expected at this time of year.
Approaching The student has demonstrated partial knowledge, understanding and skills from the achievement standard. The student is approaching the expectations at this time of year.
Beginning The student has begun to demonstrate knowledge, understanding and skills from the achievement standard. The student is working below the expectations at this time of year.
Year 7 -Year 10
Scale Description
Well above standard
Above standard
At standard
Below standard
Well below standard
The student has demonstrated they are working well above the level expected this time of year.
The student has demonstrated they are working above the level expected this time of year.
The student has demonstrated they are working at the level expected this time of year.
The student has demonstrated they are working below the level expected this time of year.
The student has demonstrated they are working well below the level expected this time of year.
General Capabilities 3 – Point Scale:
Prep -Year 10 Scale
VCE Learning Outcomes:
Learning Behaviours:
Prep – Year 12
Learning behaviours Rarely Sometimes Usually
Effort and Participation
Organisation and Time Management
Independence and Initiative
Attention to Detail
Collaboration and Respect for others
Rarely puts in effort, seldom participates, and often needs prompting.
Often disorganised, frequently misses deadlines, and needs significant guidance.
Lacks independence, rarely takes initiative, and needs frequent support to complete tasks.
Produces low-quality work, with little attention to detail.
Struggles to work with others, shows little respect for peers, and is often disruptive in group settings.
Sometimes shows effort, participates in some activities, but may need occasional reminders.
Sometimes organised, with occasional support for time management, and may miss some deadlines.
Sometimes works independently and takes initiative but may require support to stay on task.
Work is generally acceptable but may lack detail and consistency.
Sometimes collaborates well, shows respect for others, but may need reminders.
Usually shows effort, actively participates, and engages in discussions and group work.
Usually organised, manages time well, and meets deadlines.
Usually takes responsibility for own learning and seeks opportunities to extend learning.
Usually, produces quality work with attention to detail and care.
Usually works well with others, listening to their opinions and contributes in group settings.
Consistently
Consistently shows strong effort, actively participates, and engages fully in discussions and group work.
Always organised, manages time well, and meets deadlines without reminders.
Takes responsibility for own learning, often shows initiative, and seeks opportunities to extend learning.
Consistently produces highquality work with good attention to detail and care.
Works well with others, respects others’ opinions, and contributes positively in group settings.
Writing Comments
At Christian College families have the opportunity to receive written feedback on their child’s learning in Learning Tasks and a comment on their overall semester performance written by their house group teacher on the semester report. The comments in both mediums are used to provide clear and concise feedback to parents on their child’s performance using a consistent set of writing guidelines.
1. Important Comment guidelines
Our Reports:
are written to the parent/guardian.
use the student’s official given name
be written in the third person and start with a positive comment
utilise language that is parent friendly using plain English and avoiding syllabus-specific jargon
be written in clear and concise language
are timely and accurate
highlight the knowledge the student has demonstrated and the specific skills they have developed
discuss the specific attributes, skills, knowledge and behaviours that have been demonstrated by the student, in relation to the Achievement Standard.
ensure that the comment reflects the grade given.
are written as a paragraph not as bullet points or numbered statements.
do not include contractions., for example doesn’t, can’t.
use a high standard of grammar, spelling and punctuation.
do not include emotive phrases/words such as “Well done” or “Great work”.
alternate between the use of the student’s name and a pronoun to avoid overuse of the student’s name.
avoid making predictions about future performance; use words like ‘could’ or ‘may’ instead of ‘should’ and 'will'.
2. Writing Learning Task comments:
Our comments are written using a three-sentence approach. The three-sentence approach provides a clear and consistent structure for writing effective report comments.
Our comments will start with a positive statement highlighting the student’s strengths or achievements. Follow with a comment on progress or areas for development. Conclude with a forward-looking statement that offers direction, encouragement, or next steps for learning. This method ensures feedback is balanced, constructive, and supportive for parents and students.
3 sentence approach
Examples 1:
Sarah consistently contributes thoughtful ideas during class discussions and demonstrates a strong understanding of literary texts. She has made pleasing progress in developing her analytical writing skills, particularly in structuring paragraphs and using evidence effectively. Continued focus on refining her editing process will support further growth in written expression.
Sentence One What has been achieved
Sentence Two Areas for improvement
Sentence Three Recommendation for next steps for learning
Examples 2:
Sarah consistently contributes thoughtful ideas during class discussions and demonstrates a strong understanding of literary texts.
She has made pleasing progress in developing her analytical writing skills, particularly in structuring paragraphs and using evidence effectively.
Continued focus on refining her editing process will support further growth in written expression.
Jack confidently reads with strong fluency and intonation. He is encouraged to develop the depth of his retell when discussing texts out loud. During our future reading sessions, Jack will work in a small group to practise his comprehension skills.
Sentence One What has been achieved Jack confidently reads with strong fluency and intonation.
Sentence Two Areas for improvement
Sentence Three Recommendation for next steps for learning
He is encouraged to develop the depth of his retell when discussing texts out loud.
During our future reading sessions, Jack will work in a small group to practise his comprehension skills.
Examples 3:
Liam shows confidence in applying mathematical concepts and approaches problem-solving tasks with enthusiasm. He is developing accuracy in his calculations and has shown improvement in his ability to explain mathematical reasoning. To extend his learning, Liam is encouraged to take greater care in checking his work for errors.
Sentence One What has been achieved
Sentence Two Areas for improvement
Sentence Three Recommendation for next steps for learning
Liam shows confidence in applying mathematical concepts and approaches problem-solving tasks with enthusiasm.
He is developing accuracy in his calculations and has shown improvement in his ability to explain mathematical reasoning.
To extend his learning, Liam is encouraged to take greater care in checking his work for errors.
Please note: Staff are welcome to comment on students when using an assessment rubric for a Learning Task, however a comment is only required if a student’s overall performance is below the expected standard.
2. Writing Homeroom/House Group comments
Homeroom/House Group comments provide parents/guardians with an overview of their child’s involvement in the life and culture of Christian College, including participation in Homeroom/House Group, involvement in college and or House activities, and general approach to Community. The report comment should be personalised to each student, including specific examples, and provide a balanced reflection across learning, wellbeing, and character. They should be clear and consistent, with the written narrative aligning with the attribute ratings, and action-oriented, offering next steps or strategies for growth.
Please note that concerns should be addressed proactively before the report. Therefore, the overall tone of the homeroom comment should be encouraging, affirming each student’s achievements while motivating them for future development.
The comment should be between four and six sentences in length.
Naming Conventions:
Students Name: the full ‘preferred’ student name should be utilised as identified in Compass, unless written communication has been received from your Head of Campus to identify the alternate preferred name. The full ‘formal’ name will appear on each page of the report.
Students Gender: pronouns that identify the student as their birth gender should be utilised e.g. He/She, (unless written communication has been received from your Head of Campus to identify alternate pronouns for the student) The student's gender will be identified in Compass.
Sentence Structure:
Prep -Year 6
1. Positive Attributes of the Child
a. “Jack is a cheerful and enthusiastic learner who brings positivity to the classroom each day.”
b. “Jill shows curiosity and wonder about the world and approaches new experiences with joy.”
c. “Michael is a thoughtful and respectful student who consistently demonstrates integrity and empathy.”
d. “Chris brings a mature, reflective approach to their learning and engages deeply with class discussions.”
2. Work Habits, Work Ethic,
a. “Dave approaches tasks with persistence and is developing confidence in seeking help when needed.”
b. “Jan listens carefully to feedback and is beginning to apply it to improve their work.”
c. “Paul demonstrates strong organisational skills and consistently meets deadlines.”
d. “Amy is responsive to teacher feedback and uses it constructively to improve performance across subjects.”
3. General Capabilities
a. “John is learning to take responsibility for their learning and shows increasing independence in completing tasks.”
b. “Sierra enjoys working with others and contributes ideas in group settings.”
c. “Lulu works effectively both independently and as part of a team, showing a strong sense of self-direction.”
d. “Finn collaborates respectfully and is open to others’ perspectives during group activities.”
4. Strength in Learning
a. “Harrison is developing resilience and continues to try, even when faced with challenges.”
b. “Maddy uses questioning to deepen their understanding and shows a willingness to explore new ideas.”
c. “Adam demonstrates strong perseverance and uses a range of strategies to solve problems.”
d. “Andrea reflects on their thinking and is beginning to connect prior knowledge with new learning.”
5. Growth Mindset
a. “Christian is learning that mistakes help us grow and is developing confidence in trying new things.”
b. “Amanda celebrates effort and is proud of their progress.”
c. “Ellie embraces challenges and views setbacks as opportunities to learn and improve.”
d. “Adrian is developing a strong growth mindset and takes responsibility for their learning journey.”
6. Social Skills
a) “Drew demonstrates strong social skills and interacts positively with peers during both structured and unstructured play.”
b) “Victoria is inclusive, kind, and enjoys building friendships through cooperative activities and group games.”
c) “Ali show empathy and a willingness to resolve conflicts respectfully, making him a valued friend within the class.”
d) “Chris is developing confidence in social situations and is beginning to build meaningful friendships.”
7. Leadership skills
a) “Christian displays strong leadership qualities and is often seen taking initiative within the classroom.”
b) “Amy is reliable, organised, and consistently offer help to both peers and teachers.”
c) “Richard’s positive attitude and sense of responsibility sets a great example for others.”
d) “Angela is developing leadership skills and willingly takes on responsibilities with enthusiasm.”
8. Future Learning
a) “As Jack continues his learning journey, focusing on further developing his independence and confidence in unfamiliar situations will support his ongoing growth.”
b) “Continued encouragement to take on new challenges will help Lana thrive academically and socially.”
c) “Moving forward, Joshua would benefit from continued opportunities to extend his leadership and collaborative skills, as well as deeper engagement with more complex learning tasks to foster critical thinking.”
d) “In future learning, Sarah is encouraged to build on her strong foundation by setting personal goals, embracing feedback, and applying a growth mindset to all areas of learning.”
1. Introduction: An opening statement that summarises the student’s approach to the semester
a. “Roger has made an excellent transition to Senior School.”
b. “Claudia has made a positive start to her Junior School studies.”
c. “Francis has found some elements of being a part of our community challenging this semester.”
d. “Philomena has been reserved in her approach to school this semester.”
2. Manner/Demeanour/Approach: A statement about the student’s general manner, behaviour and approach to Homeroom/House Group and/or school generally.
a. “He has been a polite and well organised student…
b. “She has been punctual each morning and has worn her uniform neatly at all times…”
c. “He has not always managed to make it to Homeroom/House Group on time and has needed to be reminded on numerous occasions about meeting the uniform expectations…”
3. Participation/Contribution: A statement regarding the student’s involvement in Homeroom/House Group. Particular topics may be mentioned during this section.
a. “…and has been an excellent contributor during our Homeroom/House Group sessions, in particular through sharing his informed and passionate thoughts around our First Nations peoples during Reconciliation Week.”
b. “Claudia has participated respectfully during our Homeroom /House Group sessions, especially when sharing about her own experiences; this has been appreciated by the group.”
c. “Francis has, at times, contributed well to our Homeroom /House Group discussions, however, on other occasions he has needed some prompting with regards to respectful listening.”
d. “She has listened respectfully during our Homeroom /House Group discussions, but has been reluctant to offer her thoughts on any of the various topics we have discussed, which include faith, vaping, coping strategies, reconciliation and indigenous issues, and mental health.”
4. Involvement in House or College events: Make a note of any contributions during the semester if applicable.
a. “It has been great to see Roger get involved in our Homeroom/ House events, representing Burrows in Basketball, Netball and Synchronised Swimming.”
b. “Claudia was a valuable member of our Large Ensemble at the House Music Carnival, and has also represented the College in the successful Senior Netball Team. It has been wonderful to see her involved in these activities.”
5. Encouragement: A statement of encouragement, either by way of affirming a behaviour or disposition, or suggesting an area of focus for the student.
a. “I encourage Roger to continue with his diligent and enthusiastic approach to both his studies and extracurricular pursuits.”
b. “I encourage Claudia to continue sharing her insights during our Homeroom /House Group sessions as they are helping to build a great culture amongst her peers.”
c. “I encourage Francis to be more mindful of how his involvement during Homeroom/House Group can affect the culture of the group, in both positive and disruptive ways.”
These Assessment and Reporting Guidelines provide a shared framework to support consistent, transparent, and effective practices across the College. By aligning assessment with curriculum outcomes and ensuring clear communication with students and families, we promote student growth, engagement, and achievement.
All staff are encouraged to use these guidelines as a foundation for professional judgment, collaboration, and ongoing reflection in their teaching and reporting practices. Together, we uphold a culture of excellence, care, and continuous improvement in learning.