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By the end of year four

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 four   


Curriculum Area

Some examples of

education language

Educational language rephrased as plain language



Uses processing and comprehension strategies to read texts accurately.



Selects appropriate decoding strategy when encountering unknown words.


  • is working well above the year four standard
  • reads longer books over several days, remembering the main ideas
  • can quickly and accurately give information in his own words.

We will keep working on finding more than one reason for an answer, and learning how to bring different ideas together.

O Mele o se teine e galue malosi i ana meaaoga aemaise le faitaitusi.

Mele has learned some skills to read harder words and is reading a lot more words. Mele has been talking and reading to me before school and reading the books on the computer and this has helped her make faster progress. She is now at the National Standard (archived) for after three years at school.  




Creates content relevant to the curriculum task.




Can create a variety of texts in order to record and communicate ideas and information across the curriculum.


  • works hard at writing and takes great pride in publishing work
  • is able to make a story plan using pictures
  • sometimes needs support to write his ideas down on paper, and it helps if I do this for him as he says them
  • is not yet achieving the standard for his year.

His next step is to choose the ideas to include, by himself.

  • Ana listened to the kōrero of the kaumātua when they visited and, using photos of the urupā, wrote and published a really interesting account of their stories. She made her writing interesting by adding exciting words. Her writing is on her blog, and whānau and Ana’s classmates have left many positive comments. Ana is above the expected standard for her year. She has decided her next step is to research and write about whānau from the past.

Maths and




Applies knowledge of place value to combine or partition whole numbers.



Gathers and displays category and simple whole number data.



Applies basic addition and subtraction facts to combine or partition numbers, or find fractions of sets.


Su Wei:

  • has made great progress learning maths words in English
  • knows and uses her times tables and makes few errors in her addition or subtraction
  • has achieved the National Standard (archived) for her year and is working towards the end of year 5 National Standard (archived).

Her next step is to practise using Excel on the computer for her graph work.


  • has received additional mathematics support this year which has strengthened his number knowledge
  • is working at the standard for after one year at school
  • is beginning to recall addition facts to twenty
  • is now learning to count from one when adding numbers.