NSW report comments: English — examples + next steps (K–6)

How English is reported in NSW primary schools

English is reported as one key learning area with a single overall A–E achievement grade (plus an optional effort rating of High, Satisfactory or Low) and one teacher comment. Kindergarten reports use effort and descriptive comments only — no A–E grades.

There is no requirement to quote syllabus outcome codes in K–6 reports. Describe what the student can do in plain English; keep outcome references in your marking, not on the report.

How to personalise quickly

• Name the text type or reading behaviour (narrative, informative, persuasive, fluency, comprehension).
• Include one concrete piece of evidence from the semester (running record, writing sample, discussion).
• State the next step as a strategy the student (and parent) can act on.

Reading and viewing example comments

Examples

• "[Student] reads confidently with good comprehension and enjoys discussing texts with classmates. She uses a range of strategies, including rereading and chunking, to work out unfamiliar words. To extend her reading, [Student] is encouraged to explain how characters’ motives develop across a chapter."
• "[Student] identifies the main idea in familiar texts and answers literal questions using evidence from the text. He is developing confidence making inferences about why events happen. Next steps include pausing to summarise each section and explaining how he knows."
• "[Student] recognises how text features such as headings, diagrams and captions support meaning in informative texts. She is building fluency and is beginning to read with appropriate phrasing. Continued daily reading at home will support her progress."

Writing example comments

Examples

• "[Student] writes engaging narratives with a clear beginning, middle and end. He plans ideas before writing and chooses vocabulary that suits his audience. To improve his writing, [Student] is encouraged to reread his drafts and check punctuation and sentence structure using a simple editing checklist."
• "[Student] organises ideas into paragraphs and includes relevant details that support the purpose of the text. She is developing confidence using varied sentence beginnings and linking words to connect ideas. Next steps include building topic vocabulary for informative writing."
• "[Student] writes simple sentences that convey meaning and is beginning to use capital letters and full stops consistently. With guidance, he expands his ideas by adding descriptive detail. Regular short writing practice will help build his skills and confidence."

Speaking and listening example comments

Examples

• "[Student] listens respectfully, contributes ideas to class discussions and builds on the points of others. She presents information clearly to a small group using some topic vocabulary. Next steps include speaking audibly and using notes to structure longer presentations."
• "[Student] follows instructions carefully and is developing confidence asking questions to clarify understanding. He responds appropriately to the ideas of others during partner work. To extend his oral language, [Student] is encouraged to share his thinking in full sentences during group discussions."

EAL/D learners in English comments

For students learning English as an additional language or dialect, describe progress against their EAL/D learning phase (Beginning, Emerging, Developing or Consolidating) and the language focus for the semester, rather than comparing them to the class.

Examples

• "[Student] is developing functional English and participates in classroom activities with growing confidence. She uses visual supports and key vocabulary to understand texts and writes simple sentences with support. Continued practice with topic vocabulary and daily reading will support her English development."