In Irish Medium schools, the information in the annual report can be provided in English or in Irish.
The Key Stage 3 annual report to parents should:
- provide meaningful information to parents about their child’s progress in every aspect of the curriculum; and
- meet the statutory reporting regulations - The Education (Pupil Reporting) Regulations (Northern Ireland) 2009
The reporting regulations state that the annual report should:
- be signed by the Principal;
- be received by parents by 30th June;
- include a statement where a pupil has been exempted from any part of the curriculum or assessment arrangements in that school year; and
- include any qualification, award or certificate gained by the pupil, including any credit awarded towards an approved qualification.
Pupils with severe learning difficulties (SLD) can be reported on using whichever set of report headings the school and parents feel are most appropriate for their children.
Teachers can choose to use comment banks when reporting. However, comments should be personalised for each pupil.
Information in the Annual Report on Pupils in Key Stage 3
The annual report to parents should provide information about the pupil’s progress in relation to:
- Communication (taking account of his achievement in the Language and Literacy area of learning);
- Using Mathematics (taking account of his/her achievement in the Mathematics and Numeracy area of learning); and
- Using Information and Communications Technology.
The annual report should include brief particulars of the pupil’s achievement in any other area of learning or activity which forms part of his curriculum including:
- Thinking Skills and Personal Capabilities (Other Skills)
- Thinking, Problem-Solving and Decision Making
- Self Management
- Working with Others
- Managing Information
- Being Creative
- Modern Languages
- The Arts
- Environment and Society
- Science and Technology
- Learning for Life and Work
- Physical Education
- Religious Education (optional)
- Interests and Strengths
- Focus for Development
- Any further Optional Content
Key Stage 3 Statutory Assessment and Reporting Progress in the Cross-Curricular Skills
The Key Stage 3 assessment arrangements became statutory in 2012/2013 requiring all post-primary schools to use the Levels of Progression to assess pupils in the Cross-Curricular Skills in Years 8, 9 and 10.
Reporting Progress in Years 8 and 9
In years 8 and 9 teachers should give qualitative comments about the pupil’s progress in each of the Cross-Curricular Skills (no numerical level is required).
Reporting Progress at the End of Year 10
At the end of year 10 for the Cross-Curricular Skills of Communication and Using Mathematics teachers should provide written comments in the report about the pupil’s progress plus the level that the pupil has achieved (and Using ICT from 2016/2017).
End of Key Stage 3 Reporting: Additional Information
Schools should also include the following additional information in the Year 10 annual report:
- a statement of the level of progression expected for a pupil at the end of that key stage in each Cross-Curricular Skill.
- a statement of the percentage of pupils registered at the school and in the final year of that key stage and not exempted from assessment in that Cross-Curricular skill:
- attaining the expected level or above in that Cross-Curricular Skill.
- working towards the level expected for a pupil at the end of that key stage, but who have not yet attained that level in that Cross-Curricular Skill.
- a statement of the percentage of pupils in the final year of that key stage exempted from assessment in that Cross-Curricular Skill.
Key Stage 3 Reporting Progress in the Thinking Skills and Personal Capabilities
Teachers are required to report on the pupil’s progress in each of the five strands of the Thinking Skills and Personal Capabilities (called “Other Skills” in the Regulations) for pupils in Years 8, 9 and 10.
The Thinking Skills and Personal Capabilities should be reported within a subject context. This is in keeping with teachers using an infused approach to teaching skills and capabilities alongside subject knowledge and understanding.
All subject teachers have a responsibility for enabling pupils to acquire and develop the Thinking Skills and Personal Capabilities. However, teachers do not have to assess and report on all of them within their subject. Rather, schools should decide and agree which of the five strands of the Thinking Skills and Personal Capabilities each subject will assess and report on.