Northern Territory Achievement Scale

Northern Territory Achievement Scale Overview

The Northern Territory Department of Education requires every school—urban, regional, and very remote—to submit two written reports each year aligned to the Australian Curriculum and the Territory's five-point A–E scale. This refreshed 2025 guide breaks the requirements into clear paragraphs so you can move efficiently from evidence to comment, even while juggling SAIS entries, One Plans, and community partnerships.

Core Reporting Requirements

Confirm you have evidence for each mandatory element before drafting: they underpin compliance audits and build family trust.

Written reports twice yearly – End of Semester 1 and Semester 2 for every student.
A–E achievement scales – Applied to Years 1–10, with word equivalents for Transition/Year 1 where approved.
Australian Curriculum alignment – Reference v9.0 content descriptors or NT Curriculum Framework outcomes.
Culturally responsive assessment – Adapt evidence and commentary to respect local contexts, especially in remote communities.
Plain-language communication – Ensure accessibility for families who speak multiple first languages.

Territory-specific realities include supporting highly mobile students, collaborating with Aboriginal elders, and maintaining continuity when learners move between communities mid-term.

The NT Five-Point Achievement Scale

Use these shared descriptors during moderation so every judgement is defensible.

A — Excellent Achievement

Consistently exceeds expectations and demonstrates sophisticated understanding, independently extending learning beyond curriculum requirements.

B — Good Achievement

Shows thorough understanding of most concepts, applying skills across familiar and new contexts with high-quality work samples.

C — Sound Achievement

Meets year-level expectations with sound understanding and applies skills reliably in familiar situations.

D — Limited Achievement

Demonstrates developing understanding and requires teacher support to apply skills; work meets minimum requirements and highlights areas for explicit teaching.

E — Very Limited Achievement

Shows emerging understanding with significant gaps, signalling the need for targeted intervention and documented adjustments.

Early Years (Transition – Year 2)

Capture the whole child by weaving observational evidence, family voice, and cultural context into your comments.

School readiness – Celebrate routines, independence, and engagement in play.
Play-based assessment – Use learning stories and anecdotal notes to evidence progress.
Social development – Reference collaboration, resilience, and communication skills.
Cultural connection – Highlight the use of local languages, stories, and community knowledge.

Partner with families so reporting remains two-way; invite context or home learning examples that support on-balance judgements.

Diverse Learning Needs Across the Territory

Comments must reflect inclusion, Two-Way learning, and personalised support.

Indigenous Education

Cultural context integration – Embed local knowledge and perspectives in your evidence.
Community partnership – Co-design goals with families and elders.
Two-way learning – Balance Western curriculum outcomes with cultural protocols.
Appropriate assessment – Adapt tasks and commentary to remain culturally safe.

EAL/D Learners

Language development support – Reference the EAL/D Learning Progression in comments.
Modified assessment – Adjust expectations to match English proficiency levels.
First language recognition – Celebrate multilingual strengths and community literacies.
Progress-focused reporting – Track growth in both language acquisition and curriculum content.

Students with Disability

Personalised goals – Align commentary with adjustments documented in One Plans.
Appropriate accommodations – Note supports that enable equitable participation.
Alternative reporting – Use modified scales when A–E judgements aren't suitable.
Collaborative planning – Include therapists, support staff, and families in review cycles.

Writing Culturally Responsive NT Comments

Aim for 60–90 words per subject that balance achievement, engagement, and next steps. Use this consistent structure:

Achievement overview – State the grade and summarise current performance.
Evidence snapshot – Reference a concrete task, project, or observation.
Skill development – Highlight capabilities such as collaboration or problem-solving.
Learning engagement – Reflect attendance, effort, or community participation.
Future learning – Offer a clear next step with suggested supports.

Mention local contexts—ranger programs, homelands learning, community festivals—to help families see how classroom progress connects with Country.

Moderation, Assessment, and Systems

Distance shouldn't dilute quality. Build in collaboration and smart tooling.

Quality Assurance

School-based moderation – Schedule virtual or face-to-face sessions for shared judgements.
Cluster networks – Connect with neighbouring schools for calibration.
Remote support – Tap into Department webinars and Teams channels.
Cultural validation – Invite community input when reporting on sensitive topics.

Assessment Approaches

Observational assessment – Essential for early childhood and practical learning.
Performance tasks – Capture evidence during hands-on or outdoor learning experiences.
Portfolio assessment – Keep artefacts to maintain continuity for transient learners.
Community-based assessment – Recognise knowledge demonstrated on Country or through cultural projects.

System Essentials

Ensure your reporting platform:

Works offline for low-connectivity communities.
Handles privacy requirements in small cohorts.
Supports multiple languages or translated summaries.
Integrates attendance and wellbeing data for early intervention.

Common NT Reporting Challenges

Use these quick fixes when the workload spikes late in Term 4.

Geographic isolation – Share exemplars via Teams and store them in a shared moderation library.
High mobility – Keep running records so transitions between schools stay seamless.
Cultural appropriateness – Co-write tricky comments with Aboriginal educators to ensure the right tone.

Support for NT Teachers

Reach out early if you need clarification or extra moderation support:

NT Department of Education – Policies, templates, and Territory-wide professional learning.
Regional offices – Local staff who understand community contexts.
Indigenous education units – Cultural expertise, language resources, and community liaison.
Remote school support teams – On-the-ground coaching, curriculum resources, and digital access help.

For specific Northern Territory reporting guidance, visit the NT Department of Education website or contact your regional education office for culturally responsive support.

Northern Territory Achievement Scale