St Catherine’s School’s reporting and feedback process is aligned to our character dispositions – bold, independent, resilient, and creative, our Teaching and Learning Framework, our Thinking Agenda, Learner Competencies and Learning Behaviours.

At St Catherine’s, our intention is to give student feedback that is timely, purposeful, includes feedback and feed forward comments and clearly shows students where they need to improve in their learning.  

Our feedback is continuous and focuses on the teacher and students working in partnership to develop students’ skills, knowledge, and competencies in all subjects.  

We aim to focus on how the learner thinks in our feedback, that comments on our eight Learner Competencies identified in our Teaching and Learning Framework. Through feedback that explicitly focuses on the Framework, contains intentional comments on student thinking using rubrics, Learning Behaviours and criteria, our students clearly understand the feedback and can act on it to improve. 

How does St Catherine’s give feedback?  

• Written feedback on class tasks and assessments  
• Parent-Teacher-Student Conferences 
• Grades  
• Verbal feedback through one-on-one meetings and consultations with students  
• Peer feedback on tasks through collaboration  
• Portal feedback  
• Learning Behaviours that focus on Learner Competencies  
• Rubrics that align to comments  

Learning Behaviours 

The Learning Behaviours are reported across three indicators: organisation for learning, engagement in learning and attitude to learning. These new Behaviours are aligned to our Learner Competencies and represent the expected behaviours and competencies displayed by all students in all learning environments. The Learning Behaviours rubric will be reported on every Term on mystcatherines, allowing parents to understand how their daughter is developing in their Learning Behaviours.  

The rubric continuum is across five areas: 

Emerging, Developing, Establishing, Proficient and Accomplished. The revised language reflects our whole-school approach on developing learners who are Bold, Creative Independent and Resilient, building their capacity for Self-Efficacy, Agency, Inquiry, and Collaboration just to name a few Competencies.  

The students work in partnership with their teachers to understand the Learning Behaviours, develop their learning and reflect on them in their end of Semester Student Reflections. Through the Academic Advisory Program, students are writing their own individual learning goals that explicitly focus on the expected Competencies. 

Online Parent-Teacher-Student Conferences 

The Senior School teachers look forward to meeting with all parents and students in the upcoming online Parent-Teacher-Student Conferences.  

We encourage all students to attend these online interviews with their parents as we work in partnership to develop all students’ learning. These conferences will take place on Wednesday 15 and 22 March from 4.00pm until 8.00pm. All parents have been emailed instructions on how to book. 

I encourage all parents to access mystcatherines to read feedback on each subject.