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Determining, responding to, and describing student progress and achievement across the curriculum

Image taken from Page 5 of Assessment for Learning Local Curriculum Guide

Select the image to view at full size.

This resource aims to support teachers to deepen their understanding of assessment for learning principles and practices in their classrooms with a particular emphasis on measuring, responding to, and reporting progress and achievement across the curriculum.

The Leading Local Curriculum Guide series has been developed to steer review of your curriculum, assessment, and design decisions as you strengthen your local curriculum, respond to progress, and reinforce learning partnerships with parents and whānau. 

As schools go about the process of curriculum design and review this diagram shows how local curriculum weaves the elements of the national curriculum framework within contexts that provide rich learning opportunities, to provide a coherent pathway that supports teachers to be responsive to all learners for the classroom curriculum.

Whilst the guides are intended primarily for curriculum leaders to help with planning and school review, we've taken the following question from the Assessment for learning guide to steer deeper thinking for teachers, as well as leaders, around progress and achievement across the curriculum:

How well can we locate a student’s performance across the breadth of the curriculum and along the continuum of curriculum levels? 

Accessed from: Leading Local Curriculum Guide series – Assessment for Learning 

Focus questions to guide you to answer the above question: 

  • How do we ensure that we provide rich learning tasks across the breadth of the curriculum that are differentiated, to ensure that progress made is appropriate for curriculum expectations for learners?
  • How do we know students have made expected progress across all learning areas?
  • How do we describe this progress to students and parents?

Describing progress

How do we describe progress to students and parents?

When we are asked to describe progress to students and parents we need to consider each student’s achievement and progress and be clear in indicating how this compares with curriculum expectations. We also need to be clear about next learning steps and how they are shared in clear and precise ways.


When considering how to best describe progress to your students and their whānau:

  • Record (in a table) what progress information is shared, with whom, when, and how. Compare your decisions with those of other colleagues and discuss. 
  • Create a template for sharing information for learning about progress and achievement with students and their whānau that informs learning (assessment for learning) and builds partnerships.
  • Explore what good practice in building relationships with parents and whānau looks like by reading and discussing these school stories

Planning examples

School stories