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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 five
| Curriculum Area
Some examples of
| Educational language rephrased as plain language
Locates, evaluates and integrates information
Generates and answers questions to meet specific learning purposes across the curriculum
- has made very good progress with getting ideas from several pieces of information for his topic research
- can work out the meaning of new words, particularly when reading science and technology material
- is expert at finding ways to get the answers to questions that come from his love of basketball
- is working above the expected standard for his year.
- Congratulations Lee, you are now motoring through tasks and getting your work completed. Reading at home and in the local library has helped, and the class were really interested in your talk about how to get out e-books. You used your good reading skills when you auditioned for a part in the school play. You must have worked really hard to read and memorise the script. A next step for you is to check that the information you find on web searches is the most useful information.
Uses writing as an interactive tool for learning
Content is relevant to the curriculum task
- is making strong progress with meeting the goal of writing sentences that give a good finish to work. His next step is to work on titles.
- communicates the feelings of her characters very well through her word choice, and by writing plays for the class to perform in drama
- is working at the National Standard for year five students.
- is making great progress with her editing and proof-reading
- presented well-described research work - a good example of the extra effort she is making
- was a member of the year book team, and writes for enjoyment
- has met the Standard appropriate for her year
- is next working on writing articles to suit different readers.
Applies multiplicative strategies, and measures time
Describes locations and gives directions using grid references and points of the compass
Applies simple multiplicative strategies to combine or partition whole numbers
- Maddie has identified a number of areas she has improved this year. She loves working in her group and helping her friends when they are having problems in maths. She is especially pleased with her faster times tables speed. She can now use multiplication and division to solve problems involving fractions. She is particularly pleased that she can now add and subtract time. Maddie is meeting the expected standard for her year.
- can correctly name locations on a map using co-ordinates
- is able to multiply numbers by 10, 100, and 1000
- says her next step is to solve more difficult ‘two steps’ problems
- uses her fractions knowledge in technology
- is below the expected standard for her year and would progress more quickly by learning fast recall of times tables. Bella’s next step is to memorise the times tables.
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