[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-1-en-105":3,"doc-seo-161686-105":53,"doc-detail-161686-en":126},{"code":4,"msg":5,"data":6},0,"success",[7,14,19,24,29,34,39,44,49],{"id":8,"doc_module":9,"doc_module_name":10,"category_name":11,"show_sort_weight":12,"slug":13},11,1,"Template","Presentations",90,"presentations",{"id":15,"doc_module":9,"doc_module_name":10,"category_name":16,"show_sort_weight":17,"slug":18},12,"Resumes",80,"resumes",{"id":20,"doc_module":9,"doc_module_name":10,"category_name":21,"show_sort_weight":22,"slug":23},14,"Invoices",70,"invoices",{"id":25,"doc_module":9,"doc_module_name":10,"category_name":26,"show_sort_weight":27,"slug":28},15,"Posters",60,"posters",{"id":30,"doc_module":9,"doc_module_name":10,"category_name":31,"show_sort_weight":32,"slug":33},16,"Social Media",50,"social-media",{"id":35,"doc_module":9,"doc_module_name":10,"category_name":36,"show_sort_weight":37,"slug":38},17,"Forms",40,"forms",{"id":40,"doc_module":9,"doc_module_name":10,"category_name":41,"show_sort_weight":42,"slug":43},18,"Letters",30,"letters",{"id":45,"doc_module":9,"doc_module_name":10,"category_name":46,"show_sort_weight":47,"slug":48},21,"Paper Templates",5,"papers-templates",{"id":50,"doc_module":9,"doc_module_name":10,"category_name":51,"show_sort_weight":4,"slug":52},158,"General","general-158",{"code":4,"msg":54,"data":55},"ok",{"site_id":56,"language":57,"slug":58,"title":59,"keywords":60,"description":61,"schema_data":62,"social_meta":119,"head_meta":121,"extra_data":123,"updated_unix":125},105,"en","examples-for-reporting-on-modern-languages-k6","Examples for reporting on Modern Languages K–6","","Guidance and sample reporting examples for schools on how to report modern languages learning outcomes to parents in K–6. It explains that reporting should align to syllabus outcomes taught and assessed within the reporting period, without prescribing a single mandated format. It also notes program-length considerations, the use of the Modern Languages K–10 Syllabus for planning and assessment, and the need to keep teacher workload manageable. Includes achievement-grade style examples for multiple stages.",{"@graph":63,"@context":118},[64,80,101],{"@type":65,"itemListElement":66},"BreadcrumbList",[67,71,74,77],{"item":68,"name":69,"@type":70,"position":9},"https://docshare.wps.com","Home","ListItem",{"item":72,"name":10,"@type":70,"position":73},"https://docshare.wps.com/template/",2,{"item":75,"name":51,"@type":70,"position":76},"https://docshare.wps.com/template/general/",3,{"item":78,"name":59,"@type":70,"position":79},"https://docshare.wps.com/template/examples-for-reporting-on-modern-languages-k6/161686/",4,{"url":78,"name":59,"@type":81,"image":82,"author":87,"headline":59,"publisher":90,"fileFormat":93,"inLanguage":57,"description":61,"dateModified":94,"datePublished":95,"encodingFormat":93,"isAccessibleForFree":96,"interactionStatistic":97},"DigitalDocument",{"url":83,"@type":84,"width":85,"height":86},"https://docshare.wps.com/thumbnails/examples-for-reporting-on-modern-languages-k6/161686.png","ImageObject",442,249,{"name":88,"@type":89},"วิน","Person",{"url":68,"name":91,"@type":92},"DocShare","Organization","application/vnd.openxmlformats-officedocument.wordprocessingml.document","2026-09-20","2026-08-30",true,{"@type":98,"interactionType":99,"userInteractionCount":73},"InteractionCounter",{"@type":100},"ViewAction",{"@type":102,"mainEntity":103},"FAQPage",[104,110,114],{"name":105,"@type":106,"acceptedAnswer":107},"What should schools report for Modern Languages K–6 to parents?","Question",{"text":108,"@type":109},"Schools report syllabus outcomes that are taught and assessed during the reporting period, using examples that reflect those achievements and next steps.","Answer",{"name":111,"@type":106,"acceptedAnswer":112},"Is there one prescribed format for language reports in NSW public schools?",{"text":113,"@type":109},"No. Schools create their own format in partnership with parents, carers, and the school community while meeting curriculum and reporting expectations.",{"name":115,"@type":106,"acceptedAnswer":116},"How do schools decide whether to include language reporting when programs are shorter?",{"text":117,"@type":109},"Schools report when they offer a languages program of 2 or more hours per week; for shorter programs, they choose whether to report on languages.","https://schema.org",{"og:url":78,"og:type":120,"og:title":59,"og:site_name":91,"og:description":61},"article",{"robots":122,"canonical":78},"index,follow",{"doc_id":124,"site_id":56},161686,1788107212,{"code":4,"msg":5,"data":127},{"doc_id":124,"user_id":128,"nickname":88,"user_avatar":129,"doc_module":9,"category_id":50,"category_name":51,"doc_title":59,"doc_description":61,"doc_content":130,"file_id":131,"file_url":132,"file_type":133,"file_size":134,"view_count":73,"is_deleted":4,"is_public":9,"is_downloadable":9,"audit_status":9,"page_count":20,"language":135,"language_code":57,"site_id":56,"html_lang":57,"table_of_contents":136,"faqs":137,"seo_title":138,"seo_description":61,"update_tm":125,"read_time":47},2336475104736,"https://ap-avatar.wpscdn.com/avatar/22000c4c5e0e5b17e70?x-image-process=image/resize,m_fixed,w_180,h_180&k=1786591360781797222","Examples for reporting on Modern Languages K–6\nThese examples illustrate options schools can use to report to parents on languages. NSW public schools plan their languages curriculum carefully, reporting only on syllabus outcomes taught and assessed during the reporting period.\nLanguages are reported in schools that offer a languages program of 2 or more hours per week. Schools with shorter programs choose whether to report on languages.\nThe \u0013 HYPERLINK \"https://curriculum.nsw.edu.au/learning-areas/languages/modern-languages-k-10-2022/overview\" \u0014Modern Languages K–10 Syllabus\u0015 must be used for planning, programming, assessment and reporting.\nThe department does not prescribe a set format for reporting. To meet their unique context and the needs of their students, schools create their own format in partnership with parents, carers and the school community.\nWhen designing the languages section of reports to parents, schools should ensure teacher workload is manageable.\nThese examples for reporting on Modern Languages K–6 will be updated as needed, following any new guidelines on \u0013 HYPERLINK \"https://curriculum.nsw.edu.au/assessment-and-reporting/reporting-and-using-grades\" \u0014Reporting and Using Grades\u0015 from the NSW Education Standards Authority (NESA) and updates to the NSW Department of Education’s policy on \u0013 HYPERLINK \"https://education.nsw.gov.au/policy-library/policies/pd-2005-0290\" \u0014Curriculum planning and programming, assessing and reporting to parents K–12\u0015.\n\u000f\nEarly Stage 1 – example 1\nTable \u0013 SEQ Table \\* ARABIC \u00141\u0015 – [Language] – achievement grade: Meeting expectations\nTheodore expresses his feelings with ease and clarity in [Language]. He recognises and repeats new words, pronouncing them correctly. Simple classroom routines in [Language] are understood and followed. To improve, Theodore should work on listening carefully to understand the texts read in class.\u000f\nEarly Stage 1 – example 2\nTable \u0013 SEQ Table \\* ARABIC \u00142\u0015 – [Language] – achievement grade: B\nTheodore’s strengths in [Language] include:\ngreeting and farewelling others\nrecognising and reproducing sounds\ncreating pictures to model words.\nTheodore’s goal for [Language] is to answer questions to show understanding of a text.\n\u000f\nStage 1 – example 1\nTable \u0013 SEQ Table \\* ARABIC \u00143\u0015 – [Language] – achievement grade: C\nCaitlin actively participates in class discussions and is becoming more confident in simple conversations with peers about her family. She confidently exchanges greetings and describes both people and objects. Caitlin is working towards the goal of responding to questions in [Language], using modelled vocabulary and phrases.\n\u000f\nStage 1 – example 2\nTable \u0013 SEQ Table \\* ARABIC \u00144\u0015 – [Language] – achievement grade: B\nCaitlin’s strengths in [Language] include:\nhaving simple 2-way conversations about herself and her surroundings\nunderstanding and answering questions about a [Language] text read aloud\nfollowing a sequence of instructions to complete a task.\nCaitlin’s goal for is to present an object or news item with descriptions in [Language].\n\u000f\nStage 2 – example 1\nTable \u0013 SEQ Table \\* ARABIC \u00145\u0015 – [Language] – achievement grade: A\nFatima describes herself in conversations and pronounces [Language] words correctly. She answers questions using specific information, showing a solid understanding of the text. Writing diary entries about herself, Fatima uses simple grammar patterns and modelled sentences. She reads information on simple topics fluently and easily, demonstrating a solid understanding of [Language].\nTo further improve, Fatima's goal is to share detailed information about herself, use a wider range of vocabulary to understand and respond to more complex texts, and write more detailed and informative texts about her surroundings.\n\u000f\nStage 2 – example 2\nTable \u0013 SEQ Table \\* ARABIC \u00146\u0015 – [Language] – achievement grade: B\nFatima’s strengths in [Language] include:\nasking and answering questions about people, places and things using rehearsed language\nexpre","cbCaifQn0wnzCCK4","https://ap.wps.com/l/cbCaifQn0wnzCCK4","docx",342625,"English","# Overview\n## Reporting principles for parents\n## Planning and assessment requirements\n# Reporting examples by stage\n## Early Stage 1 - example 1\n## Early Stage 1 - example 2\n## Stage 1 - example 1\n## Stage 1 - example 2\n## Stage 2 - example 1\n## Stage 2 - example 2\n## Stage 3 - example 1\n## Stage 3 - example 2","[{\"question\":\"What should schools report for Modern Languages K–6 to parents?\",\"answer\":\"Schools report syllabus outcomes that are taught and assessed during the reporting period, using examples that reflect those achievements and next steps.\"},{\"question\":\"Is there one prescribed format for language reports in NSW public schools?\",\"answer\":\"No. Schools create their own format in partnership with parents, carers, and the school community while meeting curriculum and reporting expectations.\"},{\"question\":\"How do schools decide whether to include language reporting when programs are shorter?\",\"answer\":\"Schools report when they offer a languages program of 2 or more hours per week; for shorter programs, they choose whether to report on languages.\"}]","Examples for reporting on Modern Languages K–6 | DOCX"]