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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.
- In reading, a written report is likely to cover the student’s ability to read text and their ability to respond to, understand and use what they have read.
- In writing, a written report comment is likely to cover the student’s ability to write (including planning, revising, publishing) and their ability to use writing for a variety of purposes across the curriculum.
- In mathematics, we focus reporting on the student’s ability to solve number problems and their ability in a non-number related aspect of mathematics (geometry, measurement or statistics).
Written Report Comments Reading, Writing, Mathematics and Statistics By the end of year eight
| Curriculum Area
Some examples of
| Educational language rephrased as plain language
Working at Stage 2 of the ELLP
Recognises and understands a variety of content-specific vocabulary
Applies appropriate skills and technologies to locate and use a range of texts for specific purposes
- is making rapid progress in learning to read and understand English
- uses the ipad effectively for English/Arabic translations
- is reading sentences from left to right
- continues to learn her basic words and a next step is to learn key phrases
- is at the standard expected of a new English language learner.
- This year I have made really good progress. I have achieved the National Standard for Year 8. I am ready for Year 9! I had difficulty with understanding the ideas in some of the information at the beginning of term, but have got better at thinking; the thinking maps helped me. Thank you Ms Smith for showing me note-taking using the tablet. I know I need to keep working on my understanding of harder words, like technology words.
| Able to evaluate aspects of work in science and technology
- Karl chooses relevant facts to write about and links his facts carefully. He has identified that his next step is to bring together different pieces of information from his research then create his own work from these. He can identify and discuss the many improvements he has made this year. He is above the National Standard for his year.
Linking ideas within and between paragraphs
- has built on the progress he made last year and is very proud that he has now achieved the Year 7 standard
- writes with imagination and has ideas that interest his readers
- is working on getting his paragraphs to flow on sensibly
- wants to next improve his wording in graphic design projects.
Applies additive strategies flexibly to decimals and integers
Using the statistical inquiry cycle, sorts and displays data identifying patterns, variations and relationships
Finds and represents relationships in spatial and number patterns using recursive rules for non-linear relationships
Identifies and describes the features of shapes or patterns than change or do not change under transformation
- Karl understands decimals and place value and this helps him to answer problems. He uses a range of ways to work out harder problems, including division. He successfully uses information from graphs to help his problem solving and is very quick to spot any errors. His next step is to use his maths understanding more consistently in his science and technology work. Karl has achieved the National Standard for his year.
- Siobhan is working at the expected standard for her year and she can discuss the areas in which she has made the most improvements this year. She indicated that she particularly enjoys algebra and working with equations. Her next goal is to master addition and subtraction of negative and positive numbers. Siobhan is to be congratulated for the work she put into her digital maths artwork that used tessellating shapes. She successfully included her maths work as part of her art portfolio.
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