Personalised Learning and Assessment at Evelyn Scott School
At Evelyn Scott School, our learning model is built on the Australian Curriculum and driven by a personalised, project-based approach. We recognise that every learner has unique strengths, interests, and prior knowledge, and we use this to guide our teaching and assessment practices.
Personalised Learning Pathways
Instead of a one-size-fits-all approach, teachers use the Australian Curriculum’s Achievement Standards to identify each learner’s current level of understanding. This allows us to co-design meaningful learning experiences that may integrate content from multiple year levels, ensuring that all learners—whether they are working towards, at, or beyond the expected standard—are appropriately challenged and supported.
Assessment is embedded within learning, taking place in real-world, interdisciplinary projects where learners apply their skills in meaningful contexts. Teachers guide learners in unpacking Learning Intentions, making their learning transparent and empowering them to take ownership of their progress.
Assessment and Reporting
Assessment at Evelyn Scott School is continuous and multi-faceted, incorporating a mix of formative and summative approaches:
- Ongoing Feedback: Learners receive real-time, constructive feedback from teachers and peers, allowing them to refine their work and deepen their understanding.
- Self-Reflection and Goal Setting: Learners engage in reflective practice, tracking their growth and setting personalised learning goals.
- Integrated Assessment: At key points in the learning cycle, teachers provide holistic feedback on achievement using multiple sources of evidence to build a complete picture of learner progress.
Reporting and Communication with Families
We believe in fostering strong partnerships with families to support learner success. Reporting at Evelyn Scott School includes:
- Informal Reporting: Ongoing conversations between teachers, learners, and families are encouraged whenever needed. Parents are welcome to book meetings with teachers to discuss their child’s progress.
- Formal Reporting:
- Term 1: Parent-Teacher Conversations to establish relationships and discuss learning goals. Learners in Years 7-10 receive a Mid-Semester Progress Report.
- Term 2: A comprehensive Semester 1 Report, aligned with the Australian Curriculum’s A-E Achievement Standards and a detailed learner Progress Report including learner self reflection.
- Term 3: learner-Led Conferences, where learners reflect on their learning journey and present their progress to teachers and families. A Mid-Semester Report is provided for Years 7-10.
- Term 4: A full Semester 2 Report, including A-E grades and a summary of progress across all areas of learning including learner self reflection..
In addition to these reporting structures, learners in Years 7, and 9 participate in NAPLAN. Additionally, reports from Years 9 and 10 contribute to the formal Year 10 certificate.
A Future-Focused Model for Learning
At Evelyn Scott School, assessment is more than a score—it’s a tool for growth. Our approach ensures that every learner has the support and agency to drive their learning forward, equipping them with the skills and confidence to succeed in an ever-changing world.