The short version: a good Semester 2 comment names one or two specific strengths from this year, one next step for next year and one small thing to do at home or over the holidays, in plain Australian English. It should agree with the grade: a C means working at the expected standard, so say that, rather than "excellent" (which reads like an A) or "needs to try harder" (which reads like a D). Write about the child's own progress, never compared with classmates.
What the rules say
| Rule | What it requires | Source |
|---|---|---|
| How often | A written report to each person responsible for the student at least twice a year. Most schools report at the end of Semester 1 (Term 2) and Semester 2 (Term 4). | Australian Education Regulations 2023 (Cth), s 59 |
| Plain language | The report must be easy to understand. Victoria spells it out: all content, including comments, in plain English. | s 59; Victorian Department of Education, reporting requirements (updated 4 August 2026) |
| Grades | Years 1 to 10: each subject graded A, B, C, D or E, or an equivalent five-point scale, against national standards. | s 59 |
| First year of school | NSW: A–E grades are not required in Early Stage 1 (Kindergarten); reports can describe progress through teacher comments. Victoria: a five-point rating for every curriculum area from Foundation, including Foundation levels A to D. | NSW Curriculum, reporting and using grades; Victorian reporting requirements |
| Peer group | Section 59 also asks for achievement relative to the student's peer group. Schools handle that in the report format (or on request), not in your comment. Keep the comment about this child. | s 59; your school's policy |
States, sectors (government, Catholic, independent) and schools decide how to apply these, so your school's template, character limit and style guide come first.
What each state calls the first year of school
| State or territory | First year of school | Next year |
|---|---|---|
| New South Wales, ACT | Kindergarten (Early Stage 1 in the NSW syllabus) | Year 1 |
| Victoria, Queensland, Tasmania | Prep | Year 1 |
| South Australia | Reception | Year 1 |
| Western Australia | Pre-primary (Kindergarten is the year before) | Year 1 |
| Northern Territory | Transition | Year 1 |
| Australian Curriculum | Foundation | Year 1 |
Families know their state's name, so use it. The builder below has all six.
Make the comment agree with the grade
The most common complaint from Australian families isn't a harsh comment. It's a comment that doesn't match the letter next to it. Here is what each grade means on the NSW common grade scale (other states use similar wording), and how a comment at that level sounds.
| Grade | NSW descriptor | What the comment should say | Example (Year 4 maths) |
|---|---|---|---|
| A | Extensive knowledge and understanding of the content; can readily apply it | Applies skills to new or harder problems; explain how | "Jack applies his multiplication facts to multi-step problems and explains why his strategy works." |
| B | Thorough knowledge and understanding; a high level of competence | Secure and accurate, with a stretch next step | "Jack solves multiplication problems accurately. A next step is choosing the most efficient strategy." |
| C | Sound knowledge and understanding of the main areas of content | Working at the expected standard. Say so plainly | "Jack is working at the expected standard in maths. He solves multiplication problems using arrays and known facts." |
| D | Basic knowledge and understanding; achieved a limited level | What he can do, the one gap that matters most, and the help in place | "Jack adds and subtracts confidently and is now learning his 3, 4 and 6 times tables, with daily practice in class." |
| E | Elementary knowledge and understanding in few areas of the content | A real strength, a clear plan, and an invitation to talk | "Jack counts by 2s, 5s and 10s and is building his multiplication facts in a small group. I'd welcome a chat about how we can practise together." |
A D or E comment should never be the first time a family hears there's a problem. If the grade will surprise them, call or meet before reports go home. For more wording at that level, see comments for struggling students.
Australian wording, not American
Most comment banks online are American. Before you paste one into your report system, swap these:
| US | Australia |
|---|---|
| first grade, third grade | Year 1, Year 3 |
| math | maths |
| quarter, report card | term or semester, report |
| practicing, organized, color, behavior, recognize | practising (verb), organised, colour, behaviour, recognise |
| recess, summer vacation | recess and lunch, the summer holidays |
| period, grade (punctuation) | full stop |
| middle school | high school (from Year 7 in every state) |
| Mom | Mum, or better, "at home" (you don't know who reads it) |
Leave syllabus codes and achievement-standard language out of the comment ("MAE-RWN-01", "working towards the achievement standard in AC9M2N01"). The grade already carries that; the comment is where a parent finds out what it means for their child.
Free Foundation comment builder (Prep, Kindergarten, Reception, Pre-primary, Transition)
Set a level for the two or three skills you want to mention: Strength, On track or Next step. Add one moment you noticed if you have one, then press Write comment. If it runs over your character limit, it drops the optional sentences first. You can edit the result and check it again, or paste a comment from ChatGPT, Gemini, Claude or a colleague into the box at the bottom and check that. It runs entirely in your browser: nothing you type is sent or stored, and it's gone when you close the page.
It flags labels ("lazy", "immature"), verdicts ("behind", "can't", "never"), comparisons with other children, diagnosis or support-plan words, family details, jargon parents won't know (CVC, phonemic, standards codes), placeholders left in, mixed he/she pronouns from a copied comment, a missing next step or home tip, stock phrases, your character limit, and curly quotes or dashes that some report systems turn into "?". It's a word check: you know the child, it doesn't.
Report comments for Years 1 to 6
Each band has strengths (for an A or B), on-track lines (for a C) and next steps for English, maths, and learning and wellbeing. Mix and match: a strength, one on-track line if it fits, a next step, then a home tip and a close. Swap in your student's name and pronouns, and check each one against what you actually saw. The examples are illustrations, not about real children.
Years 1–2
| Area | Comment |
|---|---|
| English | Strength Ruby reads new books aloud fluently, sounding out unfamiliar words and self-correcting when something doesn't make sense. |
| Strength Ruby retells a story in order and explains why a character acted the way they did. | |
| Strength Ruby writes several connected sentences with capital letters, full stops and interesting word choices. | |
| On track (C) Ruby uses letter sounds and blends to read most words in our levelled books. | |
| On track (C) Ruby writes simple sentences about familiar topics and is starting to use full stops consistently. | |
| On track (C) Ruby spells many common words correctly and has a good go at sounding out longer ones. | |
| Next step A next step for Ruby is reading the tricky high-frequency words (such as "said", "was" and "come") without stopping to sound them out. | |
| Next step A next step for Ruby is rereading her writing to check each sentence starts with a capital letter and ends with a full stop. | |
| Next step A next step for Ruby is forming letters the correct size and sitting them on the line. | |
| Maths | Strength Ruby counts forwards and backwards from any number to 120 and skip counts by 2s, 5s and 10s. |
| Strength Ruby explains her thinking clearly when solving addition and subtraction problems. | |
| Strength Ruby understands place value and can partition two-digit numbers in different ways. | |
| On track (C) Ruby adds and subtracts within 20 using objects, number lines and known facts. | |
| On track (C) Ruby recognises and names coins and notes and is learning to count small amounts of money. | |
| On track (C) Ruby tells the time to the half hour on an analogue clock. | |
| Next step A next step for Ruby is recalling the addition facts to 10 quickly, so she can use them in bigger problems. | |
| Next step A next step for Ruby is counting on from the larger number instead of starting again from one. | |
| Next step A next step for Ruby is checking her answers make sense, using objects or a drawing. | |
| Learning and wellbeing | Strength Ruby settles quickly to tasks and keeps going when something is tricky. |
| Strength Ruby is a kind classmate who includes others in games at lunch and recess. | |
| On track (C) Ruby follows class routines and is becoming more independent with her belongings. | |
| On track (C) Ruby is learning to take turns and listen to others during group work. | |
| Next step A next step for Ruby is asking for help when she is stuck, rather than waiting. | |
| Next step A next step for Ruby is bringing her home reader back each day, so we can change it often. |
Years 3–4
| Area | Comment |
|---|---|
| English | Strength Jack reads a wide range of texts and makes thoughtful inferences about characters' feelings and motives. |
| Strength Jack writes engaging narratives with a clear beginning, problem and resolution. | |
| Strength Jack plans and delivers short presentations confidently, speaking clearly to the class. | |
| On track (C) Jack uses paragraphs to organise his ideas and is varying how his sentences begin. | |
| On track (C) Jack reads aloud with expression and uses punctuation to guide his pace. | |
| On track (C) Jack writes persuasive texts with a clear position and reasons to support it. | |
| Next step A next step for Jack is using evidence from the text to support his answers to comprehension questions. | |
| Next step A next step for Jack is editing his work for spelling and punctuation before handing it in. | |
| Next step A next step for Jack is choosing precise verbs and adjectives to make his writing more vivid. | |
| Maths | Strength Jack recalls multiplication facts quickly and uses them to solve problems with larger numbers. |
| Strength Jack represents fractions on a number line and compares them with confidence. | |
| Strength Jack chooses efficient strategies for mental calculations and explains why they work. | |
| On track (C) Jack solves addition and subtraction problems with numbers into the thousands. | |
| On track (C) Jack measures length, mass and capacity using metric units. | |
| On track (C) Jack reads and creates simple tables and column graphs. | |
| Next step A next step for Jack is recalling the multiplication facts for 3, 4, 6, 7, 8 and 9 without counting up. | |
| Next step A next step for Jack is reading word problems carefully to work out which operation is needed. | |
| Next step A next step for Jack is showing his working, so he can find and fix errors. | |
| Learning and wellbeing | Strength Jack takes responsibility for his learning and sets thoughtful goals. |
| Strength Jack works well with a range of classmates and listens to other points of view. | |
| On track (C) Jack completes set tasks in the time given and is becoming more organised. | |
| On track (C) Jack contributes ideas to class discussions when invited. | |
| Next step A next step for Jack is starting tasks promptly and using the time in class well. | |
| Next step A next step for Jack is sharing his ideas in class discussions, even when he isn't sure of the answer. |
Years 5–6
| Area | Comment |
|---|---|
| English | Strength Aanya analyses how authors use language and structure to create meaning, using quotes as evidence. |
| Strength Aanya writes well-structured persuasive and informative texts for different audiences. | |
| Strength Aanya leads group discussions respectfully and builds on others' ideas. | |
| On track (C) Aanya summarises the main ideas of a text and identifies the author's purpose. | |
| On track (C) Aanya uses a range of sentence structures and punctuation, including commas in complex sentences. | |
| On track (C) Aanya plans her writing and revises it after feedback. | |
| Next step A next step for Aanya is explaining how a piece of evidence supports her point, rather than only quoting it. | |
| Next step A next step for Aanya is proofreading for spelling patterns and homophones (such as "their", "there" and "they're"). | |
| Next step A next step for Aanya is varying her vocabulary to suit a formal audience. | |
| Maths | Strength Aanya solves multi-step problems with decimals, fractions and percentages, explaining each step. |
| Strength Aanya uses efficient written methods for multiplication and division, including with larger numbers. | |
| Strength Aanya applies her understanding of area, volume and angles to practical problems. | |
| On track (C) Aanya adds and subtracts decimals and converts between fractions, decimals and percentages. | |
| On track (C) Aanya interprets data in tables and graphs and draws sensible conclusions. | |
| On track (C) Aanya uses the four operations accurately with whole numbers. | |
| Next step A next step for Aanya is estimating first, to check whether an answer is reasonable. | |
| Next step A next step for Aanya is recalling multiplication and division facts quickly, which will make written methods faster. | |
| Next step A next step for Aanya is explaining her reasoning in words as well as numbers. | |
| Learning and wellbeing | Strength Aanya is a positive role model for younger students and shows real leadership. |
| Strength Aanya manages her time well on longer projects and meets deadlines. | |
| On track (C) Aanya works independently and asks questions to clarify tasks. | |
| On track (C) Aanya is building good study habits ready for the step up to high school. | |
| Next step A next step for Aanya is breaking big assignments into smaller steps with a plan. | |
| Next step A next step for Aanya is checking feedback and acting on it in the next piece of work. |
Semester 2 closing sentences
The last sentence of an end-of-year report looks ahead to next year and the summer holidays. Pick one that's true for the child:
- Ruby should be proud of everything she has achieved this year. Enjoy a restful summer break, and I look forward to hearing about Year 3.
- Thank you for your support at home this year. Ruby is ready for the step up to Year 2.
- It has been a pleasure watching Jack's confidence grow this year. Have a safe and happy holiday.
- Jack has worked hard all year and is well prepared for Year 5. Over the holidays, reading together for ten minutes a day will keep those skills fresh.
- Thank you for a wonderful year. I know Aanya will bring the same curiosity to high school.
- Aanya has made strong progress since Term 1. Keep up the home reading over the break, and enjoy the summer.
- Next year, Jack can keep building on this by practising times tables in the car or at dinner, a few minutes at a time.
- Jack has been a kind and reliable member of our class. I wish him every success in Year 4.
- Well done on a big year, Ruby. Have a happy and restful break with your family.
- Thank you for working with me this year. Aanya finishes the year confident and ready for what comes next.
Three complete Semester 2 comments
Ruby has had a wonderful year in Year 1 and has grown so much in confidence. In English, Ruby reads new books aloud fluently, sounding out unfamiliar words and self-correcting when something doesn't make sense. In maths, she adds and subtracts within 20 using number lines and known facts, which is right where she should be at the end of Year 1. A next step for Ruby is recalling the addition facts to 10 quickly. Over the holidays, quick games with dice or cards will help. Thank you for your support at home this year. Ruby is ready for the step up to Year 2.
Jack has worked hard this semester and his times tables have come a long way. He measures length, mass and capacity confidently using metric units, and his persuasive writing now has a clear position and reasons to support it. Jack is working at the expected standard in maths. A next step for Jack is reading word problems carefully to work out which operation is needed. At home, a few minutes of times tables in the car or at dinner will make a real difference. Jack has been a kind and reliable member of our class. I wish him every success in Year 5.
Aanya has been a positive role model for younger students this year and shows real leadership as a house captain. She analyses how authors use language and structure, using quotes as evidence, and her informative writing is well structured for its audience. A next step for Aanya is explaining how a piece of evidence supports her point, rather than only quoting it. Aanya manages her time well on longer projects, which will serve her well in Year 7. Thank you for a wonderful year. I know Aanya will bring the same curiosity to high school.
Writing a whole class with ChatGPT, without sharing student data
Check your school or department's AI policy first: some systems only allow approved tools (NSW schools have NSWEduChat, for example). Never paste names, health information, support plans or family details. Use codes, then paste in:
Write Semester 2 report comments for a Year 3 class in Australian English. For each student: - 1 or 2 specific strengths from this year - 1 next step for next year - 1 small activity for home or the summer holidays - a warm closing sentence that looks ahead to Year 4 Rules: plain English a parent understands, no syllabus codes. The comment must agree with the grade I give (A = applies skills readily to new problems, B = thorough and accurate, C = working at the expected standard, D = basic understanding with support in place, E = elementary understanding; say what the student CAN do first). Never compare with other students. No labels like lazy, and no "always" or "never". Australian spelling (maths, practise, organised, colour, behaviour). Under 600 characters each. Use the code I give, not a name. Vary the wording. Notes: S1 (she) English B: fluent reader, good inferences; next: paragraphs. Maths C. S2 (he) Maths D: confident adding; next: 3, 4, 6 times tables. Kind, helpful. S3 (they) English A: vivid narratives, edits carefully. Maths B.
Then read every comment, swap the codes for names and make sure each grade and comment still agree. For the full method, see how to write report comments with ChatGPT without sharing student data. For more wording by subject, the US/UK guides on maths, reading and writing, behaviour and work habits and science and HASS have builders: set their wording to UK for Year levels and Australian-style spelling.
Common questions
How often do Australian schools have to send reports?
At least twice a year, under section 59 of the Australian Education Regulations 2023. Most schools report at the end of Semester 1 and Semester 2. The report must be easy to understand and, for Years 1 to 10, give an A–E grade (or equivalent five-point scale) for each subject.
Do Foundation or Kindergarten students get A to E grades?
The Commonwealth A–E rule covers Years 1 to 10. NSW says A–E grades aren't required in Early Stage 1, where teacher comments can describe progress. Victoria requires a five-point rating from Foundation. Follow your state and sector's policy.
What does a C grade mean?
On the NSW common grade scale, a sound knowledge and understanding of the main areas of content: the expected standard. Say so in the comment, because many families read C as average or poor.
How long should a report comment be?
Follow your school's limit; many report systems allow somewhere between 400 and 1,000 characters per comment. Four to six short sentences is usually enough.
Can I use ChatGPT to write report comments?
Only within your school or department's AI policy, with codes instead of names and no sensitive details. Read and edit every comment before it goes into the report system.
Let your AI draft them from your notes
The free Teacher Skills pack turns ChatGPT, Gemini or Claude into a report-comment assistant that follows the strength, next step, home tip pattern, matches your school's length, uses placeholders instead of names, and checks every comment for vague or repeated phrases before showing it to you. Tell it you teach in Australia and it uses Australian spelling and Year levels. Setup takes about five minutes, with no coding.
Set up Teacher Skills free Pro: feedback, quizzes, newsletters, relief plans (£12)
Teacher Skills Pro is £12 / $15 / €14 one-off. It adds class newsletters, quizzes, feedback on anonymised work, relief teacher plans and incident write-ups.
Rather have them all in one printable file? The report comment bank puts 575+ lines into an editable Word file and a PDF for £4 / $5. Its UK edition uses Year levels and the same spelling as Australian schools (with Nursery and Reception for the early years).
Report templates, character limits, grading scales and AI rules vary by state, sector and school; follow yours. Sources, checked 29 October 2026: Australian Education Regulations 2023 (Cth) s 59 (legislation.gov.au, F2023L01020); NSW Curriculum, "Reporting and using grades" (curriculum.nsw.edu.au); Victorian Department of Education, "Reporting student achievement: reporting requirements" (updated 4 August 2026). This guide was written by an AI agent (Claude); if an Australian teacher would phrase something differently, please open an issue.