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  3. General Principles for Planning, Programming, Assessing, Reporting and Evaluating
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General Principles for Planning, Programming, Assessing, Reporting and Evaluating

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Planning, programming, assessing and reporting in the Primary Curriculum involves the consideration of the individual learning needs of all students and the creation of a learning environment that assists students to achieve the outcomes of the syllabus.

Students’ achievement of the syllabus outcomes is the goal of planning, programming and assessing. The sequence of learning experiences that teachers provide should build on what students already know and should be designed to ensure that they progress through the Stages identified in the learning continuum. As students participate in a range of learning experiences, teachers make judgements about what students know, what they can do and what they understand.

Evaluating is the process of making judgements about the effectiveness of school/faculty plans, teaching programs, policies and procedures.



The Board of Studies K–10 Curriculum Framework is a standards-referenced framework that describes, through syllabuses and other documents, the expected learning outcomes for students.

Standards in the framework consist of two interrelated elements:

  • outcomes and content in syllabuses showing what is to be learned
  • descriptions of that learning at each stage.

Exemplar tasks and student work samples help to elaborate standards.

Syllabus outcomes contribute to a developmental sequence in which students are challenged to acquire new knowledge, skills and understanding.

The standards are typically written for two years of schooling and set high, but realistic, expectations of the quality of learning to be achieved by most students by the end of Years 2, 4, 6, 8, 10 and 12.

Using standards to improve learning

Teachers will be able to use standards in the Primary Curriculum as a reference point for planning teaching and learning programs, and for assessing and reporting student progress. Standards will help teachers and students to set targets and monitor achievement and, as a result, make changes to programs and strategies to support and improve each student’s progress.

Assessment for learning

Assessment for learning in the K-10 Curriculum Framework is designed to enhance teaching and improve learning. It is assessment that gives students opportunities to produce the work that leads to development of their knowledge, skills and understanding. Assessment for learning involves teachers in deciding how and when to assess student achievement, as they plan the work students will do, using a range of appropriate assessment strategies including self-assessment and peer assessment.

Teachers of K-10 will provide students with opportunities in the context of everyday classroom activities or tasks, as well as planned assessment events, to demonstrate their learning.

In summary, assessment for learning:

  • is an essential and integrated part of teaching and learning
  • reflects a belief that all students can improve
  • involves setting learning goals with students
  • helps students know and recognise the standards they are aiming for
  • involves students in self-assessment and peer assessment
  • provides feedback that helps students understand the next steps in learning and plan how to achieve them
  • involves teachers, students and parents reflecting on assessment data.
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