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‘Attitudes to Learning’ (ATL) Reporting

Semester Two Reports 2016

Reports will be uploaded to Compass Tuesday 13th December.

In 2015 Rosebud Secondary College introduced new ‘Attitudes to Learning’ (ATL) reporting. These reports use the coloured ATL reporting grid for interim reports.

The ATL grid is divided into two, three or four sections depending on the student’s year level and course under the headings of: Organisation, Collaboration, Communication and Personal Learning. Within each of these areas there are a range skills that are assessed. These are the ATL skills. Each skill has a detailed explanation that aligns with many of the key 21st Century Learning Skills.

The aim of these reports is to develop a range of criteria that are linked to learning and skills required in the workplace. These reports give meaningful information to the student by identifying strengths and areas for improvement in their learning. The common clarifications sheet at the back of the report is designed to facilitate conversation and reflection on how to improve.

The semester reports include an updated ATL grid and a summary sheet that details each student’s level of achievement against the AusVELS (Australian Victorian Essential Learning Standards) and progress in learning. These are all represented in easy to read colour charts or scales.

These semester report changes were introduced at the end of 2015 and are intended to shift the focus away from achievement at ‘expected’ levels and instead to look at individual learning progress in each subject. In Years 7-10 subject areas have identified between two and four key skills required for learning. The student’s learning progress against these has been indicated on a five-point scale that ranges from ‘No progress’ to ‘Very good progress’. In Year 11 we have recorded how much progress the student has made in the subject as a whole, plus at Years 10-11 we have indicated whether or not the student has passed the subject by meeting each of the required outcomes and the senior school attendance requirement of 85%. In VCAL each student’s learning progress has been assessed against employability skills, which reflects the focus on vocational learning in this program. In addition, student achievement against the VCAL outcomes has also been recorded.

Students in Years 9B-12 are also required to sit an end of semester examination for most subjects. The purpose of these examinations is twofold. First, in Years 9B-10, we want to assess student preparedness to undertake VCE studies. In Year 11 (VCE), we want to give students an authentic opportunity to practice their examination skills as they work towards taking their final examinations in Year 12. These examinations are scored in a variety of ways, depending upon the preferred method used within the subject area. In order to give a clear indication of the level of understanding the student has demonstrated on the examination, we have developed an examination scale to show this. This scale ranges from ‘Did not sit’ to ‘Very good’ and is explained in the document ‘Full explanation of new reporting’ linked below.

Another change you may notice is the absence of teacher comments from the end of semester report. This is for a number of reasons. Principally, we believe the quality of information these reports now include about student learning and progress is greatly improved. We’re able to show much more with the graphics than we could say before with a limited number of words. Plus, we can present a clear and consistent message about what’s important for learning across all subjects. Secondly, we want these reports to present a picture of where a student is at in their learning at a given point in time. They do not signal the ‘end’ of learning. Instead they are a tool for students and their families to use to reflect upon and set learning goals together for the next steps in the child’s education. Finally, we want to empower our students to put in their ‘Best Effort’ and take ownership of their learning. Students receive continual and detailed feedback on their learning throughout the semester. This feedback is task specific and focused on improvement. Good learners already know what they need to work on because they are engaged in the learning process.

Examination scores will be published on the Compass portal, which is designed to compliment our new reporting system.

We hope you are able to use these reports to engage in meaningful and constructive conversations with your child/ren about their learning. Please take the time to read through the rest of the information below to help you make the most of the information presented in the reports.

Semester report- how to use (99 KB)

See a sample of an interim report

Interim report Year 7-9 (402 KB)

See annotated samples of a semester report

Attitudes to Learning (ATL) grid (455 KB)

Subject specific with progress scales (264 KB)

The new semester reports
There are three different report types as they reflect slightly different focuses. Your child will receive one of the following reports:
o Year 7-9 semester report
o Year 9B & senior semester report
o VCAL semester report

Watch this video to find out more about these changes in relation to Attitudes to Learning (ATLs).

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