ACT Achievement Scale and Reporting

The Australian Capital Territory Education Directorate oversees student reporting for all ACT schools. ACT schools use the Australian Curriculum with a five-point A-E achievement scale, emphasizing high-quality teaching and learning with a focus on student achievement and wellbeing.

ACT Reporting Framework

Core Requirements

All ACT schools must provide:

Written reports twice yearly - Comprehensive student progress updates
A-E achievement scales - Five-point rating for all learning areas
Australian Curriculum alignment - Achievement against national standards
Student growth information - Progress since previous reporting
Future learning recommendations - Next steps for development

ACT Priorities

Student wellbeing - Holistic approach to education
Inclusive education - Support for diverse learning needs
Early intervention - Identifying and addressing learning gaps
Parent partnership - Collaborative approach to student success

ACT Five-Point Achievement Scale

A - Excellent Achievement

The student demonstrates exceptional understanding of concepts and applies sophisticated skills across diverse contexts. Achievement significantly exceeds expected standards, showing consistent excellence, independent learning, and extension beyond curriculum requirements.

B - Good Achievement

The student demonstrates thorough understanding of most concepts and applies skills effectively in various situations. Achievement consistently exceeds expected standards with high-quality work showing depth of understanding and strong analytical abilities.

C - Sound Achievement

The student demonstrates sound understanding of key concepts and applies skills in familiar contexts. Achievement meets expected standards for their year level, with work of appropriate quality that shows satisfactory progress against curriculum outcomes.

D - Limited Achievement

The student demonstrates basic understanding of main concepts and applies skills with support. Achievement is below expected standards, meeting minimum requirements but showing limited depth of understanding that requires additional support.

E - Very Limited Achievement

The student demonstrates elementary understanding of concepts and requires significant support to apply skills. Achievement is well below expected standards, indicating substantial gaps in understanding that require targeted intervention and support.

Early Years (Kindergarten - Year 2)

Kindergarten

ACT Kindergarten reporting emphasizes:

Play-based learning - Investigation and exploration
School readiness skills - Social and academic preparation
Early literacy and numeracy - Foundational skill development
Wellbeing and engagement - Positive approach to learning

Early Primary Assessment

Developmental focus - Age-appropriate assessment methods
Ongoing observation - Regular monitoring of progress
Parent communication - Regular updates and partnerships
Growth tracking - Documenting learning over time

ACT Diverse Learning Support

Students with Disability

ACT schools provide Individual Learning Plans (ILPs) for students with disabilities:

Personalised learning goals - Tailored to individual needs
Curriculum adjustments - Modified assessment approaches
Support accommodations - Ensuring access and participation
Progress monitoring - Regular review and updates

EAL/D Students

English as an Additional Language/Dialect learners receive:

Language development programs - Targeted English acquisition
Content and language integrated learning - CLIL approaches
Culturally responsive teaching - Valuing linguistic diversity
Modified assessment - Appropriate to language proficiency

Gifted and Talented Students

Extension and enrichment opportunities include:

Curriculum differentiation - Advanced content and skills
Enrichment programs - Beyond classroom learning
Acceleration options - When developmentally appropriate
Talent development - Nurturing specific abilities

Writing ACT Report Comments

ACT Comment Guidelines

ACT report comments should:

Reference specific Australian Curriculum achievement standards
Provide concrete examples of student learning and progress
Include next steps for improvement and support
Maintain positive, constructive tone focused on growth
Use clear, accessible language for parents and students

Comment Structure

Achievement Summary: Performance against curriculum standards
Learning Examples: Specific evidence of student progress
Skill Development: Progress in key skills and processes
Learning Behaviours: Engagement and approach to tasks
Future Goals: Next steps for learning and support

ACT Context Features

Focus on student wellbeing and engagement
Emphasis on growth mindset and resilience
Integration of digital literacy skills
Consideration of Canberra's educational context

ACT Assessment and Moderation

Quality Assurance

School-based moderation - Teacher collaboration and consistency
Cluster moderation - Between local schools
System validation - Education Directorate oversight
Professional development - Ongoing assessment training

Assessment Principles

Educative assessment - Learning-focused evaluation
Authentic tasks - Real-world application
Multiple measures - Various assessment types
Student agency - Involvement in assessment processes

ACT System Integration

Reporting Platforms

ACT schools use systems that support:

Comprehensive reporting against Australian Curriculum
Digital portfolio development
Parent communication and engagement
Data analysis for school improvement

Data Management

Collection and analysis of achievement data
Tracking student growth over time
Identification of learning trends and patterns
Reporting to school community and system

ACT-Specific Features

Wellbeing Integration

ACT reports incorporate student wellbeing indicators alongside academic achievement, reflecting the territory's holistic approach to education.

Digital Learning

Assessment and reporting practices emphasize digital literacy and the use of technology to enhance learning and demonstrate understanding.

Inclusive Practices

Strong focus on inclusive education with assessment practices that accommodate diverse learning needs and backgrounds.

Common ACT Reporting Challenges

High Parent Expectations

Managing expectations in a highly educated community where many parents have strong opinions about educational standards and assessment practices.

System Consistency

Ensuring consistent assessment and reporting standards across government and non-government schools while respecting school autonomy.

Wellbeing Integration

Balancing academic achievement reporting with wellbeing indicators in ways that are meaningful and actionable for parents and students.

ACT Support and Resources

ACT teachers can access support through:

ACT Education Directorate - Policies and professional learning
Catholic Education Office - Support for Catholic schools
Association of Independent Schools - Resources for independent sector
Professional associations - Subject-specific networks and expertise

For comprehensive ACT reporting guidelines and resources, visit the ACT Education Directorate websiteor contact the relevant education authority for your school sector.

ACT Achievement Scale and Reporting