The Lakes South Morang College Newsletter COLLEGE REPORT
NAPLAN 2026 – PRELIMINARY DATA AND NEXT STEPS Our school has now received the preliminary NAPLAN 2026 data for Years 3, 5, 7, and 9. While these early insights are valuable, our leadership and teaching teams are currently engaging in deeper analysis to understand emerging patterns, areas of strength, and opportunities for targeted improvement. It is important to note that this work remains ongoing, as the full NAPLAN 2026 reporting package—including the Individual Student Reports (ISRs)—will not be released until early Term 3. Once the finalised data set is available, we will be able to complete a comprehensive whole‐school review, triangulating NAPLAN results with classroom assessments, teacher judgements, and our internal monitoring tools. This will support more precise planning for Semester 2 and ensure that our interventions and curriculum adjustments are well aligned to student needs. SECONDARY CAMPUS – CATS, SACS, AND MID‐SEMESTER EXAMINATIONS Across Years 7–10, students have been completing Common Assessment Tasks (CATs) across all learning areas. These assessments provide consistent evidence of student achievement against the Victorian Curriculum standards and play an important role in Semester 1 reporting. Teachers have worked collaboratively to ensure CATs are rigorous, aligned to curriculum expectations, and support differentiated teaching based on student learning needs. For senior students, Semester 1 has been a significant assessment period, with VCE students finalising School- Assessed Coursework (SACs) for Units 1 and 3. These assessments provide authenticated evidence of achievement and help prepare students for the demands of Units 2 and 4. Teachers have continued to support students through targeted feedback, revision activities, and opportunities to strengthen key skills. Looking ahead, students in Years 10–12 will undertake Mid- Semester Examinations from 9–15 June, providing an opportunity to assess cumulative learning and develop examination skills. The assessment cycle concludes on 16 June with the General Achievement Test (GAT) for students studying a Year 12 VCE subject. The GAT supports quality assurance and assessment processes across the VCE and students have been preparing through focused instruction in writing, reasoning, and problem-solving.
PRIMARY CAMPUS – LITERACY AND NUMERACY PROGRESS On the Primary Campus, our focus on early intervention and high-impact instruction continues to strengthen student outcomes. This semester, our literacy intervention programs, MiniLit and MacqLit, have successfully commenced for students from Prep to Year 4. These evidence-based programs provide structured, systematic support for students requiring additional assistance in foundational reading skills. Early feedback from teachers and intervention staff has been highly positive, and we look forward to monitoring the progress of participating students throughout the year. In Numeracy, Primary teachers have continued to refine the instructional focus introduced last year, with strong results emerging across classrooms. Through the consistent implementation of explicit teaching strategies, rich mathematical tasks, and guided practice opportunities, students are developing greater confidence and capability in Mathematics. This work has been further strengthened by the introduction of our Numeracy Assessment Schedule, which provides a consistent, school-wide approach to monitoring student progress. The schedule enables teachers to identify misconceptions earlier, respond more precisely to student needs, and track growth over time, making it a key component of our ongoing Primary School Improvement Agenda. SEMESTER 1 REPORTS – RELEASE DATES To support families in accessing timely and comprehensive information about student progress, the following reporting timelines have been confirmed: Reports for Prep through to Year 10 students will be available on Friday 4th July Reports for Year 11 and 12 students will be available in Week 1 of Term 3. LOOKING AHEAD As Semester 1 draws to a close, our focus remains on maintaining consistent assessment practices that support student learning across all year levels. Through NAPLAN, Common Assessment Tasks (CATs), School-Assessed Coursework (SACs), intervention programs, and Mid-Semester Examinations, we have developed a strong understanding of student progress to inform Semester 1 reporting and Semester 2 planning. Across both campuses, staff continue to demonstrate a strong commitment to high-quality teaching and assessment, ensuring every student from Prep to Year 12 is supported to achieve success.
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