Victorian Grading Scale Explained: Five-Point System, Levels & Grades
What every level of Victoria's five-point achievement scale means, from Excellent to Not Shown — with clear examples for F–10 teachers and parents.
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What is the Victorian Five-Point Scale?
Every Victorian school report must include a five-point scale rating for each curriculum area taught. It rates the quality of a student's achievement relative to the expected standard—not effort, participation, or attitude.
The scale sits alongside two other mandatory components (teacher judgement and progress indication) and gives parents a quick, consistent read on how their child is tracking.
Important: Victoria uses four different five-point scales
Victorian schools choose from four scale types depending on the learning area and purpose:
- Age-related scale (mandatory for English, Mathematics, Science where applicable): Well above / Above / At / Below / Well below age-expected standard
- Learning goals scale: Excellent / Good / Satisfactory / Needs Improvement / Not Shown
- Learning dimensions scale: Excellent / Good / Satisfactory / Needs Improvement / Not Shown
- EAL expected progress scale: Progress rating that accounts for individual factors
This article focuses on the learning goals/dimensions scale (Excellent through Not Shown). For English, Mathematics, and Science, you must use the age-related scale—see our Victorian Five-Point Scales Resource for the complete guide to all four scales.
The Three Mandatory Components
For every curriculum area taught, Victorian reports must include these three components. Think of them as three layers of the same picture.
Teacher Judgement
A numerical score on the Victorian Curriculum continuum (e.g., Level 4, 7.5, F.5). This is your holistic, evidence-based judgement of where the student sits against the curriculum standards—not just their last test.
Progress Indication
A text description showing growth since the last report. Parents see where their child started and where they are now along the continuum.
Five-Point Scale
A rating of achievement quality: Excellent, Good, Satisfactory, Needs Improvement, or Not Shown. Applied to every curriculum area taught.
Understanding Each Scale Level (Learning Goals Scale)
Below is a plain-English breakdown of each level for the learning goals/dimensions scale (Excellent through Not Shown), with sample report comments so you can see how the descriptor translates into something a parent actually reads.
Excellent
Example comment
[Student] demonstrates exceptional understanding of decimal concepts, confidently applying place-value knowledge to solve multi-step problems involving fractions and percentages (Level 5.5). They synthesise information from multiple sources and evaluate solutions with mathematical precision. [Student] consistently demonstrates leadership during collaborative tasks, explaining their reasoning clearly to peers.
Good
Example comment
[Student] demonstrates thorough understanding of decimal concepts, applying place-value knowledge to solve problems involving fractions and percentages with increasing confidence (Level 5.0). They select appropriate strategies and explain their reasoning clearly. To extend, [Student] should practise applying these skills to unfamiliar real-world contexts.
Satisfactory
Example comment
[Student] demonstrates sound understanding of decimal concepts, applying place-value knowledge to solve routine problems involving fractions (Level 4.5). They use familiar strategies accurately in supported contexts. To develop further, [Student] should focus on connecting mathematical concepts to real-world situations and explaining their reasoning to others.
Needs Improvement
Example comment
[Student] is developing their understanding of decimal concepts and can apply place-value knowledge to some routine problems with teacher support (Level 4.0). They are beginning to use fractions to represent parts of a whole. To support progress, [Student] would benefit from regular practice with concrete materials and number-line activities to build confidence with decimal notation.
Not Shown
Example comment
[Student] has had limited opportunity to demonstrate achievement this semester. They have participated in classroom activities when present, and their teacher has observed emerging skills in number concepts. To support [Student] going forward, we are implementing targeted intervention strategies and will reassess progress in the next reporting period.
Foundation (Prep) Reporting
Foundation students use the same five-point scale, but the focus is on developmentally appropriate progress—play-based learning, social development, and early literacy and numeracy foundations.
What changes at Foundation level
- Assessment: Primarily observational evidence and portfolio samples
- Focus: Growth in literacy and numeracy foundations, not content mastery
- Reporting: Detailed, parent-friendly explanations of developmental progress
- Communication: Conversational tone that reflects the child's learning journey
Students with Diverse Learning Needs
English as an Additional Language/Dialect (EAL/D)
EAL/D students are assessed against the Victorian Curriculum EAL standards alongside the mainstream curriculum. Reports show progress in both English language development and curriculum achievement—so parents can see how their child is growing in language skills as well as content knowledge.
Students with Disability
Students working towards outcomes below their year level may be reported against adjusted learning goals outlined in their Individual Education Plan (IEP). The five-point scale can be applied to these personalised goals to show progress against individual achievement standards.
Writing Comments That Match Your Scale Rating
Your written comment must justify the five-point scale rating you've given. If a student is rated “Good,” the comment should describe above-standard achievement—not sound-but-unremarkable work.
A simple three-part structure
Achievement
What the student knows and can do at this point.
Progress
Growth since the previous reporting period.
Next Steps
One or two specific areas for future development.
Quality checklist
- Use specific examples of student work
- Reference Victorian Curriculum achievement standards
- Include both strengths and areas for improvement
- Maintain a positive, constructive tone
- Provide actionable feedback that parents can understand
Common Mistakes with the Five-Point Scale
Confusing “Good” with “Satisfactory”
These are distinct levels. Good means above expected standard.Satisfactory means meeting expected standard. A student working at the level you'd hope for at this point in the year is Satisfactory, not Good.
Using A-E language
The Victorian five-point scale is not the same as the NSW A-E scale. Avoid phrases like “C-grade work” or “D-level achievement” in your comments. Use the Victorian descriptors: Excellent, Good, Satisfactory, Needs Improvement, Not Shown.
Rating effort rather than achievement
The five-point scale rates what the student has learned, not how hard they tried. A student who puts in enormous effort but hasn't yet met the standard is rated “Needs Improvement,” not “Good.” Effort can be acknowledged in your comment, but it doesn't change the scale rating.
Forcing a bell curve
The distribution of ratings should reflect actual student performance, not a predetermined percentage. If most of your class is working above standard, they should all be rated “Good” or “Excellent.”
Moderation and Consistency
Consistent teacher judgement across a school requires regular moderation. Compare student work samples against curriculum standards as a team, and discuss where the boundaries between scale levels sit for your year level and subject.
Victorian reporting integrates directly with curriculum planning through the Victorian Curriculum website, ensuring assessment tasks relate directly to achievement standards.
For comprehensive guidance on Victorian reporting requirements, visit the Victorian Department of Education website.
The Age-Related Scale (English/Maths/Science)
For English, Mathematics, and Science (where applicable), Victorian schools must use the age-related five-point scale. This scale rates achievement relative to the expected standard for the student's age level:
Key distinction: The age-related scale compares achievement to age-expected standards, while the learning goals scale (covered in detail above) compares progress toward specific learning goals. For complete guidance on when to use each scale, see our Five-Point Scales resource page.
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