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Report card comment examples by year level (Foundation to Year 10)

Thirty model comments for Australian report season, sorted by year level and subject. Each one names a specific skill, gives one clear next step and avoids the phrases parents have read a hundred times.

9 min read · Updated 10 October 2026 · Use as models, or with ChatGPT, Claude, Gemini or your school's approved AI tool

Use these as models, not copy-and-paste text. Parents compare reports, and the comments that land are the ones that could only be about their child. Swap in what you actually saw in class, match your school's achievement wording, and keep each comment to the length your school asks for.

What every good comment does

• Names a specific skill, not a trait. "Uses paragraphs to organise ideas" beats "is a good writer".
• Gives evidence: a task, a unit or something you observed.
• Has one next step the student can act on, and sometimes one way home can help.
• Matches the grade. The comment and the achievement level should tell the same story.

[Name] marks where the student's name goes. Adjust pronouns to suit.

Foundation (Prep, Kindergarten, Reception, Pre-primary)

English: reading

[Name] has made a confident start to reading this year. [Name] now recognises most letter sounds and can blend them to read simple words such as 'cat' and 'sun'. [Name] loves sharing picture books and talks about the characters with enthusiasm. A next step is to practise common sight words so short sentences can be read more smoothly. Ten minutes of reading together each night will make a real difference.

English: writing

[Name] is beginning to write simple sentences to share ideas, using known sounds to spell new words. [Name]'s recount of our excursion showed events in a clear order. [Name] is now learning to leave spaces between words and start each sentence with a capital letter, which will make writing easier for others to read.

Mathematics

[Name] counts confidently to 20 and matches numbers to collections of objects. During hands-on activities, [Name] sorts shapes and describes them using words such as 'corners' and 'sides'. A next step is to count on from a given number rather than starting from one each time, which will support early addition.

Settling in and social skills

[Name] has settled well into school routines and is building friendships in the classroom and playground. [Name] follows instructions, takes turns in group games and is proud to help pack up. With continued encouragement to ask for help when unsure, [Name] will grow even more confident with new tasks.

Years 1 and 2

English: reading

[Name] is reading levelled texts with growing fluency and uses expression when reading aloud. When [Name] meets an unfamiliar word, [Name] sounds it out and checks that it makes sense. To build comprehension, [Name] is encouraged to retell the main events of a story in order and explain why a character acted the way they did.

English: writing

[Name] writes imaginative stories with a clear beginning, middle and end, and has started using describing words to help readers picture the setting. Spelling of common words is mostly accurate. A next step is to reread each sentence after writing it, checking for missing words and full stops.

Mathematics: at the expected level

[Name] has a sound understanding of place value to 100 and can split two-digit numbers into tens and ones. [Name] solves addition problems using strategies such as counting on and doubles. Next term, practising subtraction facts to 20 until they can be recalled quickly will help [Name] tackle larger problems.

Mathematics: working towards the expected level

[Name] is developing an understanding of numbers to 100 and works best with hands-on materials such as counters and ten frames. With support, [Name] can add two small numbers and explain the strategy used. Daily practice counting forwards and backwards by ones and tens, at school and at home, will build confidence and accuracy.

Science

[Name] showed real curiosity during our unit on living things, observing plants in the school garden carefully and recording them in labelled drawings. A next step is to use these observations to explain what plants need to grow and stay healthy.

Years 3 and 4

English

[Name] reads a range of texts independently and can identify the main idea and supporting details in informative texts. In writing, [Name] organises persuasive pieces into paragraphs with a clear position. To strengthen this further, [Name] should support each argument with a specific example or piece of evidence.

English: a reluctant writer

[Name] brings strong ideas to class discussions and gives thoughtful answers about the texts we read. Getting these ideas onto the page is an area for growth. Using a simple planning frame before writing has helped, and [Name] is encouraged to keep using it so longer writing tasks feel more manageable.

Mathematics: at the expected level

[Name] confidently uses multiplication facts to solve problems and explains strategies clearly to classmates. In our measurement unit, [Name] accurately measured and compared lengths in metres and centimetres. A next step is to estimate before calculating, then use the estimate to check answers in multi-step problems.

Mathematics: working towards the expected level

[Name] can represent halves, quarters and eighths using diagrams and is beginning to compare them. Recall of multiplication facts is still developing and slows [Name] down in division tasks. Regular practice of the 3, 4 and 6 times tables will help [Name] work more quickly and accurately.

HASS

In HASS, [Name] researched the history of our local area using photographs and an interview, and presented the findings clearly to the class. [Name] asks thoughtful questions about the past. A next step is to note where each piece of information came from, so sources can be compared.

Years 5 and 6

English: narrative writing

[Name] writes engaging narratives with original ideas and vivid characters. Paragraphing has improved noticeably this term, making [Name]'s writing easier to follow. The next step is to slow down at the editing stage: rereading for punctuation and varied sentence openings will lift the quality of [Name]'s work even further.

English: reading and analysis

[Name] reads widely and can infer a character's motives using evidence from the text. In class discussions, [Name] builds respectfully on other students' ideas. To extend this, [Name] is encouraged to explain how an author's word choices create a particular effect on the reader.

Mathematics: above the expected level

[Name] works fluently with decimals and percentages and applies them to real-world problems, such as calculating discounts and comparing prices. [Name] is ready for open-ended problems with more than one solution, and for explaining the reasoning behind each approach in writing.

Mathematics: working towards the expected level

[Name] has made steady progress this semester, particularly with written methods for addition and subtraction. Multiplying and dividing larger numbers remains a challenge. Breaking problems into smaller steps and checking each one has helped, and [Name] should keep using this approach with growing independence.

Science

[Name] designed a fair test to investigate how surface type affects how far a toy car travels, correctly identifying what to change and what to keep the same. Results were recorded accurately in a table. A next step is to suggest reasons for unexpected results and how the investigation could be improved.

Year 6 leadership and transition

[Name] has been a dependable Year 6 leader, supporting younger students at lunchtime and organising equipment for sport. [Name] manages time well and completes tasks to a high standard. As high school approaches, continuing to ask questions when work is unclear will be a valuable habit.

Years 7 to 10

Secondary comments are usually shorter and subject-specific. Lead with the skill, then the one change that will lift the grade.

English (Year 8)

[Name] produced thoughtful analytical writing on the class novel, using quotations to support most points. Essays would be strengthened by explaining how each quotation proves the point, rather than letting the quotation speak for itself.

Mathematics (Year 9)

[Name] solves linear equations accurately and graphs them correctly on the Cartesian plane. Assessment results were affected by incomplete working in longer questions. Showing every step will help [Name] earn method marks and find errors more easily.

Science (Year 7)

[Name] works safely and carefully in practical lessons and contributed well to the group investigation on separating mixtures. To improve, [Name] should write conclusions that link results directly back to the aim and hypothesis.

History (Year 10)

[Name] has developed a sound understanding of the causes of the Second World War and its impact on Australia. Source analysis is improving; the next step is to evaluate each source's reliability by considering who created it, when, and why.

HPE

[Name] shows strong skills and good sportsmanship in team games and encourages teammates to take part. In theory lessons, [Name] would benefit from bringing the same commitment shown in practical sessions to written tasks.

Digital Technologies

[Name] wrote a working program that uses loops and conditions to sort user input, and tested it carefully. The next step is to add comments to the code so that others can follow the logic, and to plan with an algorithm before coding.

Turn your own notes into comments like these

Writing thirty comments from scratch is where report season eats your weekends. Jot 3–4 dot points per student using a code instead of a name, then use this prompt to draft comments in the same style as the examples above.

You are helping a [Year level] teacher in Australia write report comments.

Write a [70]-word comment for each student code below.
Each comment: one specific strength, one clear next step, plain language parents understand.
Only use my notes. Do not invent achievements, behaviours or grades.
Write [Name] where the student's name goes. Don't start two comments the same way.
Avoid: "a pleasure to teach", "a valued member of the class", "should be proud".

S1 – [achievement level] – [strength] – [next step]
S2 – [achievement level] – [strength] – [next step]

For the full workflow, including batching, matching your school's achievement scale and checking the output, read how to write report card comments with AI. For effort, organisation and behaviour comments, see learning behaviour comments and positive phrasing.

Common questions

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