At Deutsche Schule Melbourne (DSM), we value transparency and informed conversations about student learning. National standardised assessments such as NAPLAN can provide useful snapshots of achievement at a particular moment in time. In a bilingual immersion context, however, it is essential that these results are interpreted within the broader educational framework in which our students learn.
DSM is a fully bilingual German – English school. In the early years of schooling, approximately 80% of instruction is delivered in German. By Year 3, DSM students have therefore experienced significantly less formal English instructional time (around 70%) than students in most Australian schools with whom NAPLAN results are compared.
At the same time, our students are developing reading and writing skills in two languages, while most students nationally focus on literacy in only one. For this reason, English-only and point-in-time assessments such as NAPLAN do not always capture the full scope of our students’ literacy development, particularly in the early primary years.
As a small school, DSM has relatively small year-level cohorts, which can lead to greater year-to-year variation in aggregated results compared with larger schools. Outcomes may also be influenced by the composition of individual cohorts, including the proportion of students with additional learning needs.
When results are analysed in depth, students without additional learning needs consistently perform at expected or strong levels. For this reason, NAPLAN data is never considered in isolation, but always alongside a wider range of evidence about student progress and wellbeing.
One of the strongest indicators of the effectiveness of our bilingual program is performance over time. In Year 5, DSM students complete VERA (Vergleichsarbeiten), a standardised assessment used across German schools. Year after year, our students perform consistently well and above average
in this assessment.
Importantly, they do so in German, while also meeting learning expectations in English. This means DSM students demonstrate age-appropriate academic skills in two languages, compared with comparison cohorts who are typically assessed in only one. This dual achievement is a clear indicator of the lasting benefits of high-quality bilingual education.
NAPLAN data is reviewed annually by our English faculty and school leadership team. Where potential areas for improvement are identified, they inform curriculum planning, teaching approaches and targeted student support. This reflective process is embedded in our culture of professional learning and continuous school improvement.
Developing strong foundations in English literacy remains a priority at DSM, alongside advanced academic German, intercultural understanding and the cognitive benefits that come with bilingual learning.
NAPLAN represents one snapshot of learning at a specific point in time. At DSM, student progress is understood through a much broader lens — including classroom-based assessments, bilingual benchmarks, international and German-based comparisons, and long-term learning outcomes.
Seen in this wider context, DSM students consistently demonstrate that bilingual education does not limit learning — it enhances it. Biliteracy is not acquired incidentally; it requires commitment, effort, resilience and curiosity. We are deeply proud of the achievements our students make on this journey.
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