Report comments
Parents and carers want to know what was taught and how well their child has learnt it, where improvement is needed and next steps in learning.
Report comments should be written in plain English, providing a clear picture of the student’s progress and achievement against clearly defined syllabus standards.
Comment guidelines
Teachers’ comments describe the student’s knowledge and skills as evidence of their academic progress. Comments should avoid discussing behaviour unless it is directly relevant to areas of strength, development or commitment to learning.
Written comments must be based on evidence collected across the reporting period that supports the overall judgement and grade assigned to the student.
Comments should include:
- personalised, constructive statements
- the student’s achievement and progress (overall or in specific tasks)
- effort and participation in the KLA/subject/course
- at least one area for improvement and how it can be achieved.
Comments should:
- use the student’s official given name
- provide specific, relevant information about the student
- use plain English and avoid syllabus-specific jargon
- be written in clear and concise language
- be written in the third person and start with a positive comment
- reflect the student’s A–E grade or equivalent
- highlight the knowledge the student has demonstrated and the specific skills they have developed
- offer positive, actionable guidance on how the student can improve
- avoid making predictions about future performance; use words like ‘could’ or ‘may’ instead of ‘should’ and 'will'.
The department’s Content style guide can support writing conventions and help develop best practice when writing and reviewing report comments.
Report comments should be at least three sentences long, with a recommended maximum of 150 words . Short sentences of 15–20 words ensure clarity and readability. Long sentences can make it harder for parents and carers to understand the message.
While NSW EduChat can assist with some aspects of workload efficiency for teachers, reports must adhere to the existing assessment and reporting guidelines to ensure accuracy, alignment with curriculum and a personalised approach reflective of each student's progress. The professional judgement of teachers remains paramount in delivering high-quality, meaningful and personalised student reporting. Teacher judgements about student achievement should be based on quality evidence including results from formative and summative assessments as well as teacher observations.
Audience
Report comments should be addressed to the parent or carer, not the student, and written in a formal tone. While maintaining a positive perspective, comments should clearly communicate where improvement is needed. Avoid first-person phrases such as “Congratulations, Dari!” in closing sentences.
Comment banks or pre-prepared comments
The use of comment banks and pre-prepared comments is a school-based decision. However, report comments must reflect an informed, individualised professional judgement about the student’s strengths and areas for development. Personalised comments ensure reports are meaningful and relevant to each student.
Reviewing comments
Schools may establish internal processes to review reports before they are distributed to parents and carers. These processes should clearly define the role of the reviewer in the reporting process. Reports do not need to undergo a ‘buddy-check’.
Comment samples
General comment samples
Sample one
Kobi is motivated and hardworking. He enjoys both academic and social aspects of school. Kobi works well independently and with others. He contributes thoughtful ideas in class discussions. Kobi is learning to take turns when speaking. He takes pride in his work and completes tasks to a high standard.
In history, Kobi made valuable contributions during our unit on ‘Australia as a Nation’. He wrote detailed responses about continuity and change. In science, he conducted experiments to explore how heating and cooling affect materials. Kobi demonstrated a clear understanding of these concepts. Next semester, he is encouraged to use scientific terms when recording his findings.
Kobi has shown leadership and responsibility as a Student Representative Council member. He is an active member of the Environmental Team, the Aboriginal education group and the 3–6 Choir. Kobi's involvement reflects our school values of community and responsibility.
Sample two
Emily works well with others and is building confidence in completing tasks independently. She has made progress in asking for help when needed and is improving her ability to stay focused on tasks.
In creative arts, Emily demonstrated growing ability to analyse artworks. She identified how artists use colour, line, shape and texture. In science, she designed and constructed a bridge using cardboard and glue. Emily evaluated how her design met the goals of the task. She suggested adding ramps to improve its functionality, showing her problem-solving skills.
Emily excelled in public speaking. She confidently presented her speech, ‘If I Were My Brother For The Day" in the Stage 2 finals. She displayed teamwork and commitment as a member of the junior girls soccer team. Emily continues to develop as a focused and independent learner. She is encouraged to apply her teamwork and problem-solving skills across all subjects.
Renae is a motivated student who has achieved strong results in all assessment tasks. Her project on natural disasters showed her ability to combine information from a variety of sources. She used visuals, including graphs and diagrams, to support her findings. To improve her writing, Renae should incorporate more subject-specific vocabulary. This can be completed as part of her editing process.
Amir demonstrates safe practices when creating and producing design solutions in the workshop. He understands the design process and is developing his skills in technical drawing. He is happy to help classmates and offers ideas in class discussions. Amir finds it challenging to follow detailed instructions. He did not complete his project on time or with the detail required. Amir needs to concentrate and focus on teacher instructions during practical lessons.
Primary example
This sample report comment shows how a Year 5 teacher has addressed the reporting requirements by incorporating the English as an additional language/dialect (EAL/D) English language proficiency framework in the general comment section of the report.
Mabior’s English language skills have been assessed at the Developing phase. To help him learn English, the school provides bilingual books and word walls to support his understanding of new topics. He also works with a buddy during reading and writing lessons, which helps him learn new words and understand tasks. This term, Mabior’s English has improved steadily. He can now follow instructions and explanations more easily. He is also learning new words to describe events and give short, prepared speeches.
Secondary example
This sample comment demonstrates how a science teacher has reported a Stage 4 EAL/D student’s English language progress in science. The overall EAL/D phase was reported on in the first page of the report.
Idaa’s English language in science has progressed. She regularly uses topic vocabulary to explain her ideas and her sentences show increases confidence, correct grammatical structure and mostly accurate use of subject-specific vocabulary. To support Idaa’s English language development in the classroom, she has been provided with diagrams, flowcharts and modelled texts which support her to understand and make connections between key ideas and topics. Idaa has a bilingual dictionary which helps her connect and clarify key words and concepts in her first language to her study of English language.
Primary
This sample comment shows how a teacher can effectively report on the adjustments provided to support a student with disability in a primary school setting.
Blake is enthusiastic and has developed greater confidence in PDHPE this semester, especially when working in a group. He has improved his flexibility, strength and coordination. These skills were evident during his class performance at the whole-school assembly. Blake was also successful when competing in district shot put and discus events.
Blake demonstrated skills in research, planning, and presenting in his "Staying active every day" project. He can use the speech-to-text tool on his iPad to organise and share his ideas clearly. This tool has helped Blake to work more independently and confidently.
In the playground, Blake is beginning to use strategies to manage his emotions. Moving to a quiet zone may help him pause and reset before responding to situations.
Secondary
This sample comment demonstrates how a teacher could report on the adjustments made to support a student with disability in the secondary setting.
Adelaide has shown consistent effort and application in science this semester. She has investigated ‘Chemical Change and Ecology’ and made a positive start in her student research project. She has a good understanding of the concepts. This includes the properties of different elements and the physical states of matter. With support, Adelaide can safely conduct an experiment and report her findings.
She should continue to use Auslan to support her understanding of concepts. This is particularly important at times where she finds verbal conversations exhausting. Adelaide reads for meaning and seeks support with vocabulary as required. Adelaide would benefit from continuing to build her knowledge of scientific terms.
Paulina collaborates effectively with peers to complete tasks to a high standard in the kitchen environment. She has demonstrated her outstanding knowledge of hygiene and safety standards, and coffee preparation and assists her peers while serving coffee. Paulina needs to keep working on developing her skills in planning the order of her food preparation, as this will assist her in achieving a more efficient delivery. She has completed the written components of the course to a satisfactory standard, however, needs to ensure she includes all relevant information to reflect her industry knowledge.