Te Kete Ipurangi Navigation:

Te Kete Ipurangi
Communities
Schools

Te Kete Ipurangi user options:


You are here:

By the end of year six

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 six  

            

Curriculum Area

Some examples of

education language

Educational language rephrased as plain language

Reading

 

Selects appropriate strategies for different reading purposes

 

 

 

Understands and recognises the differences between figurative and literal meanings of phrases

Maia:

  • has achieved the end of Year 6 Standard and is now working towards the end of Year 7 National Standard
  • can locate facts and figures quickly
  • can scan a large amount of material efficiently to find information
  • uses information in texts to understand new words
  • writes interesting reviews of the novels she reads for pleasure
  • is making very good progress reading more complex material when researching information.
  • Annie really enjoys working with her new classmates and works well on group tasks. As we discussed, her poor attendance is a problem; she is away several days a week.  In class we are working on improving her understanding of the information she reads, carefully looking for clues to see what the author is meaning.  Annie has not as yet achieved the expected standard for her year.  At home, continue to encourage Annie to read for at least twenty minutes each night.
Writing

Knowledge and skills of diverse phoneme-grapheme relationships and spelling rules and conventions

 

 

Can independently write texts, choose language and structures appropriate for their audience

Teri:

  • is working toward the end of Year 7 National Standard and testing shows that she is a very capable student
  • has not made as much progress this year as in previous years as discussed at our meeting; her lateness is still a concern
  • is school spelling bee champion – she has a sound understanding of most spelling rules
  • really enjoys science and her writing in this subject is thoughtful.
  • Amereta is a careful worker who likes to spend a great deal of time planning her work, so it is good to see the success she has had with a faster pace.  She is very close to meeting the end of year 5 Standard.  Amereta has made a good start on her next goal of using exciting words in the pamphlet she is designing for her market stall.  

Maths and

Statistics

 

Performs mixed operations using addition and subtraction as inverse operations

 

Gathers or accesses multivariate category and whole-number data

 

Applies additive strategies to decimals

 

Creates or identifies nets for rectangular prisms and other simple solids

Oliver

  • works out answers to problems accurately using his knowledge of addition and subtraction
  • continues to make very good progress with understanding the features of two and three dimensional shapes
  • is at National Standard for the end of year 6
  • identified that his next step is to improve on simplifying and rounding decimals.
  • Findlay has made progress this year with learning to add decimal numbers, and he can now add sums of money.  He was able to use these skills working on his enterprise inquiry.  With extra help from the teacher Findlay can draw outlines for solid shapes, and he takes care to make his models accurately, like the stars he made for the Matariki display.  He is working below the expected standard for his year.