Continuous Reporting
Continuous reporting is where a student’s task marks, areas of learning grades and individual feedback will be available when results are returned to students. At Lakes, parents receive a personalised notification to indicate an assessment task has been returned. Throughout the year, parents will be able to view:
- Individual assessment marks
- Individual task teacher feedback
- Overall grades for your child for the areas of learning
- Progressive achievement
- Other information as pertinent for different age groups (e.g. their child’s position in the cohort across tasks)
As a Learning Power school, Lakes puts particular emphasis on the core dispositions that often underpin success and motivation. Philosophically, there is a shared understanding that the most important priority for every child should be in the development of healthy learning habits, effective study strategies and positive attitudes around learning. More than individual marks, these dispositions are seen as the most important learning attributes that help to engender lifelong attitudes around learning and success.
As such, our commitment to continuous reporting features the release of learning disposition ratings from our teachers, as early as possible each semester, which focus explicitly on Guy Claxton’s 4Rs of learning:
- Relational means learning well with others. This includes listening, cooperating, showing respect and contributing positively to group work and class discussions.
- Resourceful means using different strategies to learn. This includes being organised, planning ahead, asking good questions, knowing how the brain works, and trying different ways to solve problems.
- Resilient means persevering with learning, even when it feels challenging. Resilient learners stay calm and focused, manage distractions and learn from mistakes.
- Reflective means thinking about learning. Reflective learners set goals, consider what helped them succeed, seek feedback, adapt and aim to keep improving.
The continuum of these learning dispositions is formulated in developmentally appropriate ways for each age and stage, while remaining inherently consistent from Kindergarten to Year 12. This ensures a coherent learning philosophy across the school, with shared language, values, and dispositions that deepen over time as students mature. While behaviours evolve in complexity and independence, the underlying expectations remain constant, supporting continuity, clarity, and purposeful growth throughout a student’s learning journey.
