Reporting in plain language helps parents and whānau to be well informed, to make sense of their child’s progress and achievement, and to be more able to support learning at home. Plain language written reporting is free of specific education language, as it is language that is understood easily. It is language that helps support respectful and trusting relationships between students, parents and whānau.
Written Report Comments Reading, Writing, Mathematics and Statistics After two years at school
| Curriculum Area
Some examples of
| Educational language rephrased as plain language
Makes appropriate choices of text for independent reading
Uses intonation and phrasing
Locates information that is explicitly stated in the text
Notices complex punctuation and phrasing
Responds to ideas in the text
- has made very good progress. He enjoys choosing and reading picture books and reading these to his friends.
- varies his voice to make his reading sound interesting, and knows to take a breath at a full stop. His next step is to pause at commas.
- is now close to the expected standard for after two years at school.
Well done for reading to Mum, and for learning your words.
- Kelly recognises the main ideas in stories or articles. She confidently explains her ideas about characters or events. She listens well to the views of others and can change her opinion if necessary. She has decided that her next step is to work on answering questions by finding information from more than one place in the book. She could show you how she does this at home. Kelly continues to make great progress and has achieved above the expected standard.
Uses planning strategies to organise ideas and turn ideas
into connected sentences
Uses simple sentences, and some ideas that relate to our curriculum topic
Uses appropriate structural features
- can put her ideas into order before she writes
- thinks carefully about her choice of words to make her writing interesting
- is making sound progress with writing, especially with using joining words (e.g. and, then, because)
- has met the expected National Standard.
Her next step is to give some extra information about her ideas.
- is making good progress and is able to draw a picture including her ideas. Her next step is working on making a plan with words.
- is working with the teacher on varying the beginning of sentences using time language like ‘next’, ‘after’, and ‘later’
- has nearly met the National Standard for after two years at school.
Applies skip-counting and simple partitioning of whole numbers
Uses simple grouping strategies to combine and partition numbers
Uses equal sharing to find fractions of sets, and measure duration
- Susie is working at the standard for her year. She counts in 2s (i.e. 2, 4, 6, 8) and is learning to count in 5s. She can use halving of objects as a way to share evenly. Susie enjoys copying and also making new patterns, using shapes and other objects. Susie can add 53+ 3 by counting on (i.e. 53 then 54, 55, 56).
- has exceeded the standard for after two years at school
- quickly understands new ideas, and enjoys helping and sharing learning with the class
- has made strong progress with counting to and from 100
- can say the time to quarter and half hours
- makes good guesses about the numbers on the dice when we roll these in class.