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St Patrick's Primary School is a Catholic education provider in Kilmore, Victoria where we work collaboratively to maximise student outcomes. Science Science provides students with opportunities to investigate, predict, experiment, observe and become aware of things in our world. Science is a Specialist subject for all of our students. Each week, classes participate in one hour of Science in our newly renovated Science room. Students will have the opportunity to explore the ever changing world around them in many ways through our hands-on Science Program. Biology, Chemistry, Physical Sciences and Earth and Space are all on the calendar ready to spark our students’ curiosity.

St Patrick's Primary School is a Catholic education provider in Kilmore, Victoria where we work collaboratively to maximise student outcomes. School Uniform At St Patrick's Primary School we value our school uniform. The school uniform should be worn as a badge of pride that creates a sense of community, identity and belonging. It also helps students "buy-in" to the school ethos of pride in your appearance, and more importantly, removes peer pressure about what clothes a student wears to school - a school uniform ensures everyone dresses the same and puts everyone on an equal footing. School uniforms can be purchased at the uniform shop (in the netball building) on Tuesdays from 8:00am to 11:00am or Thursdays from 2:30pm to 4:30pm. Uniforms can also be ordered online on the link below (select the school and use the password "kilmore"), or through Academy Uniforms , 71 Potter Street, Craigieburn (Ph: 9768 0344). A copy of the price list can be found on the button below. In addition to the uniform below, students must also have the embroidered school bag, and are required to have a library bag and art smock. For sports uniform, houses and colours are: McAuley (blue) , Morrison (green) , O'Rourke (yellow) and Chisholm (red) . The school's uniform policy can be found here: Price List Uniform and Grooming Policy Online Ordering

St Patrick's Primary School is a Catholic education provider in Kilmore, Victoria where we work collaboratively to maximise student outcomes. Principal's Welcome Welcome to St Patrick’s Primary Kilmore, a coeducational primary school situated 65km north of Melbourne’s CBD. St Patrick's is a member school of Marist Schools Australia and governed by Melbourne Archidiocese Catholic Schools Ltd (MACS). As principal, I can say it is a privilege to work alongside and serve the community of St Patrick’s Primary in Kilmore. Our school has a rich history and the parish, which was established in 1849, has shown a commitment to provide Catholic education to the families in the district for well over 120 years. St Patrick’s in an invitational community that is driven by the mission of the church. The school provides a safe, caring and supportive learning environment that is centred on the child. Situated alongside Assumption College, a college established by the Marist brothers in 1894, the two schools are committed to providing a space where students have the opportunity to thrive and to realise their potential. Like most schools, St Patrick’s is a busy, productive and inspiring place to be. The school highly values Family School Partnerships where home and school actively work together to engage our families in a shared conversation about learning. The vision for our staff as professionals is outlined in the Australian Institute of Teaching and School Leadership (A.I.T.S.L) standards and we believe in a culture of constant feedback and improvement. The AITSL standards can be found here . If you are new to our community I extend a warm welcome and thank you for trusting your child to our care. To our existing families I thank you for your generous support and ongoing understanding. I do not tire in reminding myself and our community “That it takes a village to raise a child”. Michael Bourne, Principal

St Patrick's Primary School is a Catholic education provider in Kilmore, Victoria where we work collaboratively to maximise student outcomes. Request a Prospectus Considering St Patrick's for your child? Request a prospectus to receive an electronic and/or hard copy prospectus. The booklet provides a lot of detailed information about the school to assist you in your school selection. Enrolment Criteria and Process Transition to Prep

St Patrick's Primary School is a Catholic education provider in Kilmore, Victoria where we work collaboratively to maximise student outcomes. Parents at School There is strong evidence that parent engagement is associated with improvements in academic outcomes for students of all ages. It is for that reason that St Patrick's welcomes and encourages parents to be involved in the school program wherever possible Options for helping at school St Patrick's offers many options to parents, carers and indeed grandparents, who wish to help at the school and those options are not limited to within the classroom. Whilst many parents choose to help in the classroom, there are many other avenues to help in a way that is suitable and comfortable for you. Helping in the classroom - contact your classroom teacher, or go to your class page to work out when it might suit you to help in the classroom. This type of help can include reading with your child, working with small groups, changing readers with children, or just generally providing a helping hand. Parents are not expected to fulfil the role of "teacher" and any help that you can provide is absolutely welcome. Helping in specialist classes - do you have a particular interest in art, or sport, or have skills in the performing arts field like dancing, singing or playing an instrument, or maybe you can speak French? Then why not consider helping out in one of those specialist classes? Parents have a wealth of knowledge that can really be influential in a child's education and St Patrick's welcome the opportunity for parents to come to class, either as a one-off or on a regular basis, to get involved in these classes. Assisting with class excursions - every year, each class level will be involved with incursions, excursions and camps. Excursions and camps are reliant on parent participation. St Patrick's appreciate that these can be big commitments for parents and we do everything we can to make this as easy as possible for you to participate. Canteen helper - our school canteen operates Tuesday to Friday and parent helpers are an important element in ensuring that we have a canteen service for our students. Parents can contact the canteen manager, Helena Putnik, ****** to find out more about helping in the canteen. More information about the canteen can be found here . Parents and Friends events - the Parents and Friends conduct many events during the year, such as Mothers and Fathers Day breakfasts and gift stalls, a biennial fete/fair, and other events throughout the year. If you have a particular interest, or can only help out once or twice a year, these events are great opportunities for you to be involved at school. More information about the Parents and Friends can be found here . For more information about getting involved at school, information from the Department of Education can be found here . Working with Children's Checks Government regulations require that anyone that attends the school that has more than incidental contact with students must have a current and valid Working With Children's Check. If you do not hold a current Working With Children's Check, you must go online, complete the application form and then attend an Australia Post outlet to finalise the application. It will then be processed and you will be notified of the outcome. The website for applications can be found here .

St Patrick's Primary School is a Catholic education provider in Kilmore, Victoria where we work collaboratively to maximise student outcomes. School Policies Our school policies at St Patrick's Primary School are designed to provide uniformity and consistency in decisions and actions across the community. They are written documents that outline the required process or procedure within the school. Policy development is generally overseen by the Principal, as well as the executive team and leadership team and they regularly seek community views, develop policies and oversee program implementation for the school. School policies are generally reviewed on a four-year cycle to ensure their continuing relevance. MACS Care, Safety and Welfare Administration of Medication Policy Administration of Medication Procedures Anaphylaxis Management Policy for MACS schools Anaphylaxis Procedures Emergency Response to Anaphylactic Reaction Attendance Policy for MACS Schools Monitoring School Attendance Procedures Bullying Prevention Policy for MACS Schools Bullying Prevention Procedures Closed Circuit Television Policy (including CCTV Privacy Statement) Duty of Care Policy for MACS Schools Excursions, Camps and Travel Policy MACS Schools Camps Procedures MACS Schools School Excursion Procedures First Aid Policy First Aid Procedures ICT Acceptable Usage Policy Digital Tools Used By St Patrick's MACS Medical Management Policy Medical Management Procedures Modified Timteable Procedure for MACS Schools Pastoral Care Policy for MACS Schools Student Behaviour Support Policy for MACS schools Student Behaviour Support Procedures Supervision Policy Supervision for Students Procedures MACS Child Safety Policies Child Safety and Wellbeing Policy Child Safety and Wellbeing Procedures Child Safety and Wellbeing Record Keeping Procedures Child Safety Code of Conduct Child Safety Recruitment Procedures Engaging Families in Child Safety Policy PROTECT: Identifying and Responding to Child Abuse - Reporting Obligations Policy PROTECT Procedure - Informing staff of reporting obligations PROTECT Procedure - Police or Child Protection interviews at school PROTECT Procedure - Responding to all forms of child abuse PROTECT Procedure - Responding to offences under the Crimes Act 1958 (Vic) PROTECT Procedure - Responding to requests from Victoria Police and Child Protection PROTECT Procedure - Responding to student sexual offending Reportable Conduct Policy Reportable Conduct Procedures MACS Complaints Handling Complaints Handling Policy Complaints Handling Procedures School Community Safety Order Scheme Internal Review Process School Community Safety Order Review Form MACS Curriculum Curriculum, Assessment and Reporting Policy Curriculum, Assessment and Reporting Overview for Parents and Carers Assessment and Reporting Procedures Years F-6 Curriculum Procedures Years F-6 MACS Employment Code of Conduct for MACS Staff Health, Safety and Wellbeing Policy Health, Safety and Wellbeing Commitment Statement MACS Enrolment Enrolment Policy for MACS Schools Enrolment Procedures for MACS Schools Enrolment Agreement Enrolment Form Parent/Guardian/Carer Code of Conduct Student Code of Conduct Student Acceleration and Retention Policy Concessional Fee Policy Concessional Fee Program - Procedures MACS Primary Schools MACS Financial Debtor Management and Recovery Procedures MACS Governance Conflict of Interest Policy Cyber Security Policy Democratic Principles Statement MACS Governance Statement School Philosophy Statement Privacy Policy Privacy Collection Notice - Students and Parents MACS Code of Conduct for School Advisory Councils School Advisory Council Manual: For all MACS Schools School Advisory Councils Terms of Reference Working Together in Mission Whistleblower Policy MACS Suspension, Negotiated Transfer and explusion of students Suspension of Students Policy Negotiated Transfer of Students Policy Explusion of Students Policy Other School Policies Communications Policy Credit Reporting Policy Head Lice Policy School Uniform Policy Therapy Animal Policy

St Patrick's Primary School is a Catholic education provider in Kilmore, Victoria where we work collaboratively to maximise student outcomes. Social and Emotional Learning Social and emotional learning (SEL) helps students to learn and practice skills that they need to build resilience and manage their emotions and relationships with others. This may include self-awareness, self-management, social awareness, relationships skills and responsible decision-making. To provide the best opportunities for all students to achieve their full potential, Catholic school communities seek to provide a comprehensive curriculum with strong pedagogical understandings and evidence-informed practices to personalise learning and engage young people at a level appropriate to their knowledge, skill and ability. (Horizons of Hope, CEM, 2017) To do this St. Patrick’s has clear expectations in regard to the teaching of Social Emotional Learning (SEL). Each class is expected to explicitly teach SEL in a 45- 60 minute lesson per week. To do this the school uses 3 approaches including a new approach for St Patrick’s being the Resilience, Rights and Respectful Relationships (RRRR) program as the main source of content for SEL lessons. This program aims to support students develop students’ social, emotional and positive relationship skills. The RRRR program links with the Australian curriculum and ensures that students are being consistently taught the expected outcomes across their schooling at St Patrick’s. Secondly we use resources obtained from the trauma informed practices of the Berry Street Education Model particularly in the areas of self regulation and teacher instruction/ co-regulation skills. The whole school was trained in these practices over 2017, 2018 and 2019. The third source of information for the successful teaching of SEL at St Patrick’s is the use of the Zones of Regulation program. This program is utilised by many external specialists including Occupational Therapists and Speech Pathologists. St Patrick’s utilises this program to ensure that there is a common language among the school and external professionals in reference to emotions and emotional regulation tools. It supports students to hear consistently that all people have emotions, there are no good or bad emotions, and all people need tools and/ or support to regulate their emotions sometimes. The RRRR explicit learning program falls under the whole school approach of Respectful Relationships (RR). St Patrick’s is in our first Year of RR and is under the mentorship of Assumption College who also use these methodologies and the RRRR program across all year levels. St Patrick’s has combined the methodologies of Respectful Relationships and our involvement in the Berry Street Education Model to address the needs of the St Patrick’s community. St. Patrick believes in nurturing student wellbeing in order for all students to engage in their learning and inevitably flourish. The school system targets wellbeing and Social Emotional Learning at an individual, class and whole school level. “Engaged learners have a positive sense of identity, connection with their peers and community. They are invested in learning in and beyond the classroom. This enables them to flourish and grow in confidence as curious, optimistic and inspired knowledge-builders, problem-solvers, conceptual thinkers and self-motivated learners.” Horizons of Hope, CEM, 2017 Religious Education Specialist Subjects

St Patrick's Primary School is a Catholic education provider in Kilmore, Victoria where we work collaboratively to maximise student outcomes. Vision, Values and Logo A school's vision and values speak to the core of the school and what it believes in. Our logo is a well-known symbol that represents the school's history and mantra of walking in the footsteps of the Lord. School Vision St Patrick’s Primary school works in partnership with families, the parish and the community both locally and global. Together the whole school community developed its Vision statement in 2017. “St Patrick’s is a Catholic learning community. We commit to being a school where all members have an opportunity to flourish in an inclusive relational environment. We believe in developing active and curious learners. We aspire to be compassionate and responsive to the needs of all.” School Values We value celebrating Catholic traditions, engaging in dialogue and critically reflecting on faith in a contemporary context, and that social justice is an integral part of our Catholic faith. We value and nurture a caring community of staff, students and parents by promoting the values of respect, tolerance and co-operation. We value that every child at St Patrick’s should experience 12 months growth in 12 months. We value that personalised learning is embedded in our curriculum with student engagement, rigorous teaching and purposeful learning in all areas of the curriculum. We value that all students should accept responsibility for their own learning and need to develop a higher level of self-esteem which in turn will lead to resilience and empathy. We value the criteria for St. Patrick’s Primary School to be Child Safe compliant. We value a staff culture that is characterised by a shared vision and a strong sense of team work. We value the involvement of all families and community groups in the life of the school. School Logo The St Patrick's school logo is: In the Footsteps of the Lord The motto was selected after a school-wide competition was run in 1988. The competition was won by a Year 3 class (3J) after one of their families had discussed the competition around the dinner table and spoke about how at times in life Jesus may have helped and how they could live like Him, hence "In the Footsteps of the Lord". The class submitted that motto and won and it has been the school motto ever since.

St Patrick's Primary School is a Catholic education provider in Kilmore, Victoria where we work collaboratively to maximise student outcomes. Student Leadership At St Patrick's leadership is about motivating, influencing and directing people to work together to achieve goals in accordance with the school's values and beliefs. It is important for students to experience school leadership opportunities in order to learn how to build relationships, define their identity and achieve tasks effectively. It also provides an opportunity to learn to identify and display effective communication and interpersonal skills. St Patrick's Primary School is very proud of our student leaders. These students are ambassadors who embody our school values and motto. The school offers both formal and informal leadership opportunities to our students. We hope that all of our students would think of themselves as leaders through modelling appropriate behaviour to others, helping students that need assistance, and generally exhibiting traits that walk "In the Footsteps of the Lord". However, we also have formal leadership positions, and our Year 6 students have the most significant roles to place in these positions, including School Captains, House Captains and other student leaders. School Captains School Captains are the most significant student leaders in the school. They take an active role in all aspects of the school community and work with others to achieve the best possible outcomes. They are approachable, reliable and trustworthy, and their duties involve communication with staff and students, public speaking at assemblies, school events and other community events. School Captains are positive role models for all students with regards to behaviour and presentation. House Captains A House Captains' role is to encourage all students to participate in House activities. They coordinate House events, such as the Houes points system, House lunches, and leading their respective houses in various whole-school events such as the athletics carnival. House captains are approachable and reliable and demonstrate enthusiasm for their House, thereby encouraging students to get involved in a range of school activities. Student Leaders Student leadership is open to any student in Year 6. Outside of School and House Captains, there are a range of other leadership roles, such as for ICT, Media, French, Science, Art, Library, Academic and more. The leadership group is elected from the Year 5 students during their time in Term 4. Students nominate for two leadership positions and then prepare and present a speech that is given to the Year 5 students, as well as the Year 5 staff and members of the leadership team. Students and staff vote for their preferred candidates and the ultimate decision rests with the School Principal and Deputy Principal.

St Patrick's Primary School is a Catholic education provider in Kilmore, Victoria where we work collaboratively to maximise student outcomes. Anti-bullying Bullying is a global problem that is not confined to schools. It is something that people of all ages, with all backgrounds, and in any social, educational or workplace environment may witness, be subjected to, or participate in, at any time in life. What is bullying? The national definition of bullying for Australian schools was developed by the Safe and Supportive School Communities Working Group . This national group includes all state, territory and federal education departments, as well as national Catholic and independent schooling representatives. The definition of bullying has been developed as part of the National Safe Schools Framework and can be found on the Australian Government's Student Wellbeing Hub. Bullying is an ongoing misuse of power in relationships through repeated verbal, physical and/or social behaviour that causes physical and/or psychological harm. It can involve an individual or a group misusing their power over one or more persons. Bullying can happen in person or online, and it can be obvious (overt) or hidden (covert). Bullying of any form or for any reason can have long-term effects on those involved, including bystanders. Single incidents and conflict or fights between equals, whether in person or online, are not defined as bullying. What is NOT bullying? Behaviours that do not constitute bullying include: mutual arguments and disagreements (where there is no power imbalance ) not liking someone or a single act of social rejection one-off acts of meanness or spite isolated incidents of aggression, intimidation or violence. However, these conflicts still need to be addressed and resolved. Types of bullying. There are three types of bullying behaviour: Verbal bullying which includes name calling or insulting someone about physical characteristics such as their weight or height, or other attributes including race, sexuality, culture, or religion Physical bullying which includes hitting or otherwise hurting someone, shoving or intimidating another person, or damaging or stealing their belongings Social bullying which includes consistently excluding another person or sharing information or images that will have a harmful effect on the other person. If any of these behaviours occur only once, or are part of a conflict between equals (no matter how inappropriate) they are not bullying. The behaviours alone don't define bullying. Verbal, physical and social bullying can occur in person or online, directly or indirectly, overtly or covertly. Setting – in person and online Bullying can happen in person or online settings. Online bullying is sometimes called cyberbullying. Verbal, physical and social bullying can happen in person . Verbal and social bullying can happen online , as can threats of physical bullying. Specific features of online settings create additional concern for students, parents and carers, and teachers. For example, bullying someone online can potentially have an enormous audience. Research shows that children who are bullied online are often also bullied in person. This means that effectively dealing with online bullying means looking at other situations as well. Means – direct and indirect Bullying can be by direct or indirect means. Direct bullying occurs between the people involved, whereas indirect actions involve others, for example passing on insults or spreading rumours. Indirect bullying mostly inflicts harm by damaging another's social reputation, peer relationships and self-esteem. Visibility – overt and covert Bullying can be easy to see, called overt, or hidden from those not directly involved, called covert. Overt bullying involves physical actions such as punching or kicking or observable verbal actions such as name-calling and insulting. Overt, direct, physical bullying is a common depiction of bullying. (This is sometimes called 'traditional bullying'). But overt physical bullying may not be the most common type of bullying. Covert bullying can be almost impossible for people outside the interpersonal interaction to identify. Covert bullying can include repeatedly using hand gestures and weird or threatening looks, whispering, excluding or turning your back on a person, restricting where a person can sit and who they can talk with. Covert social or verbal bullying can be subtle and even sometimes denied by a person who claims they were joking or 'just having fun'. Some bullying is both covert and indirect, such as subtle social bullying, usually intentionally hidden, and very hard for others to see. This type of bullying is often unacknowledged at school, and can include spreading rumours, threatening, blackmailing, stealing friends, breaking secrets, gossiping and criticising clothes and personalities. Indirect covert bullying mostly inflicts harm by damaging another's social reputation, peer relationships and self-esteem, that is, through psychological harm rather than physical harm. Harm – physical and psychological Bullying has the potential to cause harm (although not all unwanted actions necessarily cause harm). The physical harm caused by some types of bullying is well recognised. More recently, research has confirmed that short and long term psychological harm can result from bullying. This includes the harm to a person's social standing or reducing a person's willingness to socialise through bullying (particularly covert social bullying). In fact, just the fear of bullying happening can create distress and harm. The ongoing nature of bullying can lead to the person being bullied feeling powerless and unable to stop it from happening. The effects of bullying, particularly on the mental health and wellbeing of those involved, including bystanders, can continue even after the situation is resolved. Roles in bullying The roles within bullying are: as the person being bullied as the person bullying someone else as a person who witnesses bullying happening or knows about someone being bullied. A student who is bullied in one context may do the bullying in another, and a student who sees bullying in one context may be bullied in another, as individual students may take on different roles in bullying on different days, in different circumstances or with different peers. Being bullied Bullying is not a harmless part of growing up. The most obvious and immediate effect is reducing students' participation, learning and enjoyment of school. Other impacts include physical health complaints and fatigue, mental health impacts such as depression and anxiety, and social implications including self-doubt and reluctance to participate in group activities. Many students who are bullied online are also bullied in person. Just as bullying in person can cause harm, being bullied online can lead to social, psychological and educational issues. Some research into the impacts later in life has suggested that online bullying leads to more significant negative impacts, but research asking students directly what they think at the time found the majority considered bullying in person to be more harmful. The most significant negative impacts have been reported in students who have been subject to direct and relational forms of bullying. Bullying can create high levels of social anxiety and a sense of loss of dignity and 'agency'. Agency is the sense of control a person has over what happens to them and their life, and their ability to make choices. Feeling powerless and unable to stop the bullying can lead to lasting harm. Feelings of anxiety, fear and distress about being excluded and being treated with contempt can continue away from the school setting for students who experience bullying in person or online. Bullying others The impact for students who bully others depends on whether the bullying is short-term or persists over years. Some students engage in bullying for a short time only and then stop either because they realise it is inappropriate or the school supports them to learn more appropriate behaviour . A small group of students continue to bully others over many years. Students who persistently bully others have been found to have later issues in mental health and educational outcomes, as well as showing criminal and anti-social behaviour . These outcomes do not necessarily mean their bullying behaviour results in the later outcomes and the criminal behaviour. It is possible something else in the child's attributes, environment or experience contributes to both. However, these later outcomes suggest that persistent bullying is an important warning sign of ongoing problems. Schools and parents/carers need to support those who bully others to learn more appropriate ways to get on with others and deal with conflict and social challenges. Being a bystander Students who see bullying happening can also experience negative impacts. Many students who are bystanders to bullying feel distress and anxiety about seeing something they consider to be wrong. Students can also feel distress about not knowing what to do. Students may be concerned about their own safety or potential loss of social status. They may be afraid of being bullied themselves if they say something. Students who see bullying happening to others may also doubt whether they are generally safe at school. Research shows that frequent bullying and reports by students of feeling unsafe at school are closely linked. Feeling unsafe can have a negative impact on learning and participating for all students. Some researchers suggest that bystanders are key to stopping bullying, but these students are also part of the peer group and there may well be issues for them if they speak up. Students weigh up a number of factors to decide if they should intervene, including their relationship with those involved, the apparent seriousness and impact, whether they think someone else should intervene, and their opinion of the person being bullied. More information The information provided here has come from the "Bullying, No Way!" website. For more information on bullying, please head to their website, which can be found here . St Patrick's Positive Relationships Policy can be found here , and our Cyber Safety Policy can be found here . St Patrick's have also run a number of forums on bullying and cyber safety and they can be found here: BULLYING CYBERSAFETY

St Patrick's Primary School is a Catholic education provider in Kilmore, Victoria where we work collaboratively to maximise student outcomes. Language - French St Patrick's offers the study of French language and cultre to our students. French is a major language spoken across five continents, and the official language in 29 countries. It is also one of six official languages of the United Nations. The French language also aligns St Patrick's with one of the languages taught at Assumption College. Gabby- Alliance Française French Poetry competition finalist, 2021 Students interact with the teacher and their peers using simple language and gestures for exchanges such as greetings, farewells, and for talking about self and family. They participate in group activities through song, rhyme, games and transactions. Students also have the opportunity to participate in the state-wide Alliance Française French Poetry competition. They develop a curiosity for French culture and traditions, and compare cultural differences. The study of a second language contributes to the overall education of students, enhancing communication, cross-cultural understanding, cognitive development, literacy (in both English and French) and general knowledge. Have a look at this video to see what French looks like at St Patrick's:

St Patrick's Primary School is a Catholic education provider in Kilmore, Victoria where we work collaboratively to maximise student outcomes. NAPLAN St Patrick's participates in the annual NAPLAN testing for Years 3 and 5. NAPLAN is conducted online during May each year. It tests a variety of literacy and numeracy skills and is just one of many assessments that St Patrick's uses throughout the year to judge a student's academic progress. NAPLAN (National Assessment Program - Literacy and Numeracy), is an annual assessment for all students in Years 3, 5, 7 and 9. It tests the types of skills that are essential for every child to progress through school and life. The tests cover skills in reading, writing, spelling, grammar and punctuation, and numeracy. The assessments are undertaken every year in the second full week in May. The test is administered by the Australian Curriculum, Assessment and Reporting Authority (ACARA), which is the independent statutory authority responsible for the overall management of the Australian National Assessment Program, in collaboration with representatives from all states and territories and non-government school sectors. NAPLAN is made up of tests in four areas: reading writing language conventions (spelling, grammar and punctuation); and numeracy. NAPLAN test results provide information on how students are performing in the areas of literacy and numeracy and support improvements in teaching and learning. The data from NAPLAN test results gives schools and systems the ability to measure their students’ achievements against national minimum standards and student performance in other states and territories. Reports on individual student performance are provided to all students and parents/carers by the states and territories. NAPLAN results are also reported nationally through summary results released in August and a full national report released in December. Whilst St Patrick's Primary School actively participate in the NAPLAN testing, it is not seen by the school as a be-all-end-all test, as it is just part of an ongoing testing regime that the school does to keep close check of student's performances. Parents and students should be aware that an unexpected result in a NAPLAN test is unusual, but should it occur, the school will work with the student and family to identify what may have contributed to the results. For more information on NAPLAN, go to the Victorian Curriculum and Assessment Authority website here or the Australian Curriculum, Assessment and Reporting Authority website here . *Source: www.nap.edu.au