DPA explanation

Academic Progress Reports Explained

As a general rule, students will progress towards higher levels of the New Zealand Curriculum as they progress through their learning. Students progress towards key milestones and these milestones are tracked and monitored as students progress. When you review this information it is important to remember that some students do not fit this pattern of progression and all students progress at different rates. It is expected that the following pattern of progression would apply.

Curriculum Levels

Student progress is reported against curriculum levels that align with Learning Area learning objectives as outlined in the New Zealand Curriculum.

This diagram shows how curriculum levels typically relate to years at school. Many students do not, however, fit this pattern. They include those with special learning needs, those who are gifted, and those who come from non English-speaking backgrounds. Students learning an additional language are also unlikely to follow the suggested progression: level 1 is the entry level for those with no prior knowledge of the language being learned, regardless of their school year.

Sub-levels are reported to show in a simple way how well a student is progressing through the (macro level) learning at the reporting time. We report three sub-levels of progression within the curriculum level – developing, proficient, adaptive. Sub-levels are organised into three levels of progression:

These results are a summary of academic achievement. Progress is reported against curriculum levels that align with Learning Area (subject) learning objectives. Students are measured against the New Zealand Curriculum, utilising curriculum and sub levels to signal the depth of thinking and understanding. This is one of the ways that we share achievement and progress with parents and whanau.