Understanding the A–E Reporting Scale in Australian Schools

The A–E reporting scale is one of the most familiar parts of school reporting in Australia, but it is also one of the most misunderstood.

For many parents, the biggest confusion is what the grades actually mean. For many teachers, the challenge is making clear, defensible judgements that are aligned to the curriculum rather than just a collection of raw marks.

In Years 1 to 10, schools are generally required to report student achievement using A, B, C, D, E or an equivalent five-point scale. In practice, that means the grades need to be clearly defined against learning standards and used to communicate how a student is achieving in the subjects they study.

What the A–E scale actually means

The A–E scale shows how a student's achievement compares with the expected standard for their year level.

A simple way to understand it is:

• A means the student is achieving well above the expected standard
• B means the student is achieving above the expected standard
• C means the student is achieving at the expected standard
• D means the student is achieving below the expected standard
• E means the student is achieving well below the expected standard

This is the key idea that schools need parents and carers to understand.

The scale is not meant to label a student as good or bad at school. It is meant to communicate how their demonstrated learning compares to the standard expected at that point in time.

Why a C grade is a positive result

One of the most important messages for families is that a C grade is a positive result.

A C means the student has met the expected standard for their year level. It means they have demonstrated the knowledge, understanding, and skills that are considered sound for that stage of learning.

That matters because the expected standard rises every year.

So if a student receives a C in one year and then another C the following year, that does not mean they have stayed still. It means they have continued to meet a new and more demanding standard.

This is one of the biggest misunderstandings around school reports. Many parents see C as average in a negative sense, when in curriculum terms it actually means the student is where they are expected to be.

What teachers use to make A–E judgements

In Australian Curriculum planning, the strongest basis for reporting is the achievement standard.

Achievement standards describe the quality of learning students should typically demonstrate by the end of the year level or band. That makes them the clearest reference point for deciding whether achievement is above, at, or below the expected standard.

Teachers do not usually determine A–E grades from a single test result alone. Instead, they make an on-balance judgement using the body of evidence available.

That evidence may include:

• Assessment tasks
• Observations
• Classwork
• Work samples
• Quizzes or tests
• Practical or oral tasks
• Monitoring across the semester

This is why good reporting depends on more than just a markbook. The grade should reflect the quality of learning a student has demonstrated over time.

Are A–E grades based on raw percentages?

Not necessarily.

A–E reporting is not the same thing as simply converting percentages into grades.

Some schools may use marks as part of their evidence, but the reporting judgement still needs to be grounded in the learning standard being assessed. That means the most important question is not just, "What percentage did the student get?" but "What does the evidence show about the student's achievement against the expected standard?"

This is a much more defensible and curriculum-aligned way to report.

Do all schools use exactly the same A–E labels?

Not always.

National reporting requirements allow schools to use A to E or an equivalent five-point scale. That means some schools or systems may use different labels, provided the scale is clearly defined against specific learning standards.

For example, a school might use wording such as:

• Outstanding
• High
• Sound
• Basic
• Limited

The important point is not the label itself. The important point is that the reporting scale is clear, consistent, and tied to the standard of learning expected.

How often do schools report?

For Years 1 to 10, reports must generally be provided to parents and carers at least twice a year.

Schools and systems may include additional information alongside the grade, such as teacher comments, learning behaviours, effort, attendance, or progress updates, but the achievement reporting requirement remains an important part of formal reporting.

Why achievement standards matter so much in reporting

Achievement standards matter because they help teachers make reporting judgements that are aligned to the curriculum.

They provide the clearest reference point for deciding whether a student is:

• Exceeding the expected standard
• Meeting the expected standard
• Working below the expected standard

This is also why marking guides matter so much.

If the assessment and marking guide are not clearly aligned to the achievement standard, the final reported grade becomes harder to defend. A strong marking guide makes it easier for teachers to explain why a student received a particular level of achievement.

Common misunderstandings about A–E reporting

There are a few common misconceptions that cause confusion.

"A C means my child is only average"

Not in a negative sense. A C means the student is meeting the expected standard for their year level.

"A lower grade means my child is not trying"

Not necessarily. A grade reflects demonstrated learning against the standard. It does not automatically explain effort, confidence, attendance, or support needs.

"Teachers just average the marks and assign a grade"

Not when reporting is done well. Good reporting uses an on-balance judgement based on evidence against the relevant learning standard.

"All schools define A–E in exactly the same way"

No. There is a national requirement for A–E or an equivalent five-point scale, but systems and schools may define and allocate grades using their own approved frameworks.

How TeaCheese helps with A–E reporting

TeaCheese helps teachers create stronger A–E reporting foundations by starting with the achievement standard and building assessment tools from there.

TeaCheese generates marking guides aligned to the intended learning and uses the 4Cs marking guide creation approach:

• Curriculum
• Cognitive verbs
• Context
• Complexity

This helps teachers create clearer, curriculum-aligned performance descriptors across the five-point scale.

That matters because the quality of the marking guide directly affects the quality of the final reporting judgement. When criteria are clear and aligned, A–E decisions become more consistent, more transparent, and easier to defend.

Why this matters for teachers and parents

A–E reporting is not just about filling in a report card.

For teachers, it is about making accurate and fair judgements based on evidence. For parents, it is about understanding how their child is progressing in relation to the expected standard.

When schools explain the scale clearly, and when assessment is aligned to achievement standards, reporting becomes much more meaningful.

It also helps reduce one of the most common sources of tension in reporting conversations, which is misunderstanding what a C grade actually represents.

Final thoughts

The A–E reporting scale in Australian schools is designed to communicate student achievement clearly against expected learning standards.

The most important thing to remember is that a C grade is a sound, positive result. It means the student has met the expected standard for that year level.

For teachers, the strongest way to make A–E judgements is to start with the achievement standard, use quality assessment evidence, and apply marking guides that clearly describe the standard of learning being demonstrated.

That is what makes reporting more accurate, more understandable, and more defensible.

Frequently asked questions

Is A–E reporting mandatory in Australian schools?

For students in Years 1 to 10, schools are generally required to report achievement using A to E or an equivalent five-point scale that is clearly defined against learning standards.

What does a C grade mean on a school report?

A C means the student has met the expected standard for their year level. It is a positive result.

Are A–E grades based only on test scores?

No. Teachers usually make an on-balance judgement using a range of evidence collected over time.

Do all schools use the same A–E descriptors?

Not exactly. Schools may use A to E or an equivalent five-point scale, as long as it is clearly defined against learning standards.

How does TeaCheese help with A–E reporting?

TeaCheese helps teachers build curriculum-aligned marking guides from achievement standards using the 4Cs marking guide creation approach, which supports clearer and more defensible A–E judgements.