physical education report card comments grade 1

Physical Education Report comments bank (file PE.4)

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Physical Education (PE) Report Statements

This page contains PE statements to help teachers complete end-of-year pupil reports. Please use our contact form if you have any useful statements we can add to our list.

6 Tips for Writing Personalized Physical Education Report Card Comments

• Phys Ed Teaching Tips

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One of my least favorite parts about being a PE teacher is writing report card comments.

My district has a very strict policy about individualizing physical education report card comments, and report card comments in general.

This makes report card comments a very busy time with having to write a minimum of 180 individualized PE report card comments.

The good thing about me having to write all these comments is that I can share my process. Here are 6 tips for making writing personalized Phys Ed report card comments quick and easy!

Are you looking for a free student report card comment handout? Click here to join the resource library.

Be Proactive Before Writing PE Report Card Comments

I’ve found that the best way to make writing Phys Ed report card comments easy is to be proactive with my assessment before I even think about writing my comments. 

Grade With Each Standard

A lot of my assessment comes from observation of my students. In a two-week unit, I typically do about 4 days of assessment. 

For each of the days, I choose a couple of general standards to focus on and let the students know ahead of time. I walk around and watch my students throughout the lesson and give them a mark. I continue to update the assessment throughout the class. 

This makes it easier for me to give students an accurate overall mark when it comes to my report cards. 

I use the marks I assign students to help when writing my comments, which I’ll talk about a bit later on in the post.

Take Cruising Notes

While I’m walking around doing my assessments I always write down some notes as well. I create my class list so that I have longer sections that I can write in.

I take notes on how my students are successful and the areas they are working on. These typically include skills, teamwork/cooperation, and participation/effort because these are the main focuses of my curriculum.

I always keep these notes handy so that if I’m not doing assessment on a particular day, I can add notes if I notice my students doing particularly well or poorly in a specific area.

Have Your Students Help Write Personalized Physical Education Report Card Comments

Okay, hear me out. I don’t mean have your students actually write their comments for you, but I find it really helpful to get their feedback about their experience in physical education.

Student Check-in

A couple of weeks before my PE report card comments are due, I give my students a check-in. 

On the check-in, I ask students what their favorite unit is. 

I ask my students about a skill they learned or use often. Then I ask students to give a specific example when they demonstrated teamwork.

My final question asks students what they want to improve.

Depending on the students, these check-ins don’t always yield amazing results, but they always give me a starting point. 

Including student voice is a great way to make physical education report card comments more personalized. It also helps prevent parent pushback because the students have a say in their PE comments.

If you’re looking for a free student check-in sheet, click here to get your download .

Digital or Physical Check-In

Depending on your class setup, you can give your student check-in physically or digitally.

If you choose to go the digital route, then I would suggest having your students do a Google Form. This way you can export the results into a spreadsheet so you can easily sort your students’ data.

If you go with a printed sheet, then make sure to keep your sheets separated by class and sorted alphabetically by last name. This makes it really easy to look through your student data while completing your Phys Ed report card comments.

Pick Your Comment Format

Once you’ve done your assessment and you have your students’ input, you’re ready to start writing your PE report card comments.

Bullet Points or Paragraphs

The first thing you’ll need to decide is if you want to use bullet points or paragraphs for your physical education report card comments. 

This is generally up to your admin. I’ve been at several schools and each admin has different requirements. If your admin doesn’t say anything when you’re starting to write comments then it’s best to ask first. 

The last thing you want is to write all of your comments and then be told you need to switch them to a different format.

This is another admin choice, but you want to check with your principal if you should be using student pronouns.

When I started teaching, I always used my students’ pronouns when writing Phys Ed report card comments. The pronouns always had to be the ones approved by the student’s parents. 

When I had students with different pronouns than their pronouns assigned at birth, I would have a conversation with the student to let them know the school protocol.

For the last couple of years, however, my school’s format has been to only use “they” and “their” for report card comments. 

These do feel a bit less personal, but it helps in a lot of ways, including making it easier to copy and paste sections of text without missing a “she” or “his”.

The last formatting issue you need to get out of the way is what names to use.

Some schools allow teachers to write their students’ nicknames or chosen names on report cards. Others require you to use their legal name. 

This can be a bit confusing if you’ve never used a student’s legal name in class, but it’s best to get the information ahead of time so you don’t have to go back and replace names later, although this is a pretty easy fix.

Focus on Standards to Write Phys Ed Report Card Comments

Now you’re all set to write your amazing and personalized physical education report card comments! 

When you’re writing your comments, focus on the standards. Look at the curriculum and take some of the direct language from it to write your PE report card comments.

In my district, we only assess based on the standards of the curriculum, so this doesn’t typically take any extra time to figure out.

What to Avoid Talking About

One area that I normally see teachers talk about when writing their PE report card comments is which units they covered during the reporting period. 

I typically stay away from this because a report card is about how well each specific student did in a class, not about the class in general.

I’ll mention a specific unit if a student had particular strengths or areas of improvement in the unit. 

Another thing that some teachers talk about is student attitude. In my district, we aren’t allowed to say anything about student attitude or even “ Student Name was a pleasure to have in the class”.

However, if your curriculum includes aspects of attitude, then feel free to add PE report card comments about this.  

Begin With Student Strengths

Start with your students’ strengths. Look back through your assessment notes and your student check-in sheets to help you with this process.

My plan of action is to look at a student’s highest overall standard mark. Then I look at the specific unit that they have the best mark in, with regards to the highest overall standard mark and I look at the notes I have written from that unit.

I use these three pieces of information to write the Phys Ed report card comment. 

For example:

“ Student Name consistently demonstrated an exceptional work ethic and level of competence during skill development processes. This was seen most evidently during our Olympic Lifting unit. Student Name showed resiliency through adapting attempts to find success with various lifting techniques.”

“ Student Name has displayed an adequate level of confidence and competence in the skill development process. This was seen most evidently during our rugby unit when they worked to learn how to do a pop pass and a spin pass with various amounts of defense.”

“ Student Name has shown growth throughout the term in their ability to perform and refine movement skills, demonstrate fair play and teamwork, and apply strategies for leading a healthy life. Student Name has worked on demonstrating teamwork and focusing on fair play. This was seen most evidently in the Aussie Rules’ Football unit when they kept a positive attitude and lifted up their teammates’ spirits.”

Each of these examples focuses on a specific standard that students are either strong in or have shown growth in throughout the reporting period. I also try to give a specific example from a unit that I can highlight for the student and their parents.

If you aren’t sure of a specific example to give, look back at the students’ check-in form for ideas.

What If You Don’t Know a Student’s Strength?

There are some students who choose to sit out for most of our classes and it can feel really hard to find a positive thing to say about them. 

One thing that I often do is use a similar idea from the examples above, but switch up the vocabulary. 

For example, instead of saying: 

“ Student Name consistently demonstrated an exceptional work ethic and level of competence during skill development processes.”, 

I might say:

“ Student Name occasionally demonstrated a basic work ethic and level of competence during some skill development processes”

“ Student Name demonstrated a simplistic level of competence during skill development processes in our volleyball unit ”.

By switching the frequency and accuracy of your chosen standard, you can adapt a comment that you already wrote to more correctly fit a student at a different level.

Whatever you do, make sure you include something positive about each student. I typically try to include 3 sentences, or bullet points, relating to a student’s strengths.

Include Areas of Improvement

Report cards are often called progress reports, so it’s important to remember to include ways that students can improve when writing your physical education report cards.

Try to make sure that your improvement comments still have an air of optimism to them. We want to make sure that our students are encouraged to improve as opposed to feeling defeated.

I tend to list 1 to 2 improvements for my students. 

Some examples of areas of improvement that I use are:

“ Student Name will experience greater success as they work to more fully participate in all activities, approach new learning activities with enthusiasm, and strive to involve themselves in gameplay.” 

“ Student Name will experience greater success as they work to demonstrate positive communication with their peers, limit distractions, and work to improve their leadership skills by being a positive role model to their peers.

What If There Aren’t Obvious Improvements?

Just like with strengths, there should always be areas of improvement.

The first thing I change is that I say the student will experience “even further” or “even greater” success to show to their adults at home that they’re already doing an amazing job. This is just so they can get even better.

Then I typically focus on the student working on their leadership and citizenship skills. Once they have everything else covered, one of the best ways to improve themselves further is to help build their peers up.

Here is an example:

“ Student Name will experience even further success as they work to develop their citizenship skills. This can be accomplished through supporting peers in their learning processes, encouraging classmates, and showing initiative.”

There you have it!

My tips for making writing physical education report card comments easy. Don’t forget to get your student check-in sheet by clicking here so that you have one less thing to worry about and one more thing to make writing your PE report card comments easier.

Let me know what your tips and strategies for writing PE report card comments are by sending me a message over on Instagram @teachingpak .

Have fun out there!

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Report Cards for Physical Education

The following are report cards that physical education teachers have submitted that allow them to show how their students are being graded and making progress towards becoming skilled movers for the rest of their lives. If you have a report card you want to share please submit it here or contact us at [email protected] with questions.

Submit Your Physical Education Report Card

• Katherine Gallegos Elementary (Los Lunas, NM) K-4 Report Card
• Sir John A. Cumber Primary School (West Bay, Grand Cayman) Grades K-2 Progress Report
• Potterville Elementary School (Potterville, MI) K-4
• Central Cass Middle School PE Report Card

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168 Sample Report Card Comments (Plus a Printable Version)

Help has arrived just in time for report cards!

Each progress report and report card provides an opportunity for you to give parents insight into their child’s performance beyond a letter or numerical grade for conduct or academics. Parents want to know how their child is doing, but they also want to know that you get their child. Report cards also help students understand what they are doing well … as well as areas where they could improve. The best way to get these points across is via meaningful comments. Need help? We’ve got dozens of sample report card comments below that are sorted for students at every level: emerging, developing, proficient, and extending standards, plus comments that address behavior, social skills, and more.

Get a free Google Slide version of these comments by submitting your email.

Tips for report card comments

Before using the list below, it’s important to know that teacher comments should be accurate, specific, and personal. The comments below are structured to allow you to fill in the blank for a particular subject or behavior, and then expand the comment. Sometimes you might require an action like a meeting with the parent. Other times you may be encouraging the student to do something in school or at home to improve on a skill or get more practice. Either way, these sample report card comments will establish the how that attaches to the what of any number or letter grade you are documenting.

Sample report card comments for students with emerging skills

It’s often difficult to know the cause of why a student’s skills are still emerging. In these situations, parents can often help you get to the bottom of it. Be specific about areas of difficulty in these comments, and don’t be afraid to ask for a parent’s help. Here are some ideas:

• Your student could use some extra practice in [subject]. Please have them study [skill] for [time] each night.
• Your student hasn’t yet had the chance to master [specific skill]. Review sessions are available [time frame].
• Your student may need additional assistance with [skill/subject]. Completing classwork and homework is the first step to improving.

• Your student needs more practice with [specific skill]. Please check that they have completed their homework each evening.
• We will continue focusing on reinforcing your student’s positive efforts.
• Your student should put more effort into [subject area] to avoid incorrect or incomplete assignments.
• Your student would benefit from more active participation in small-group activities.
• This semester/trimester, I would like your student to work on …

Sample report card comments to encourage a follow-up phone call

We can think of many situations where a report card comment can be the first step in scheduling a phone call or meeting to discuss a concern. Write something positive about the child’s personality while requesting a parent meeting or phone call. Some examples are:

• Your student is always respectful, but I am concerned about their work. When can we meet?
• Your child is inquisitive and engaged in class, but they have quite a bit of missing work. Please call me to discuss some strategies.
• Your child has a wonderful sense of humor/is helpful/is kind but fails to turn in their assignments. Let’s meet to come up with a plan to move forward.

• Let’s work on strategies that will help your student follow through on their assignments.

Sample report card comments about (negative) behavior

Parents want to know how their child has behaved, even if they are not surprised by the behavior. Behavior can be even more difficult to write about than academics. Be careful to avoid personal attacks or statements that can make the parent or child feel judged. For difficult behaviors, stick to statistics and/or basic descriptions. Try things like:

• Your student struggles with [DESIRED behavior]. We will continue to work on this behavior at school.
• Your child struggles with [UNDESIRABLE behavior] and needs to focus on [DESIRED behavior].
• When your student is focused, they are a pleasure to have in class. Let’s meet to discuss strategies to keep them on track.
• Your student often struggles to focus in class, which harms their ability to engage well with class activities and assignments.
• [Student] is working on independent work production and staying on task.
• [Student] often struggles to focus in class, which impacts their ability to engage in class activities.
• I encourage [student] to use time wisely to finish tasks in a timely manner.
• I encourage [student] to be more responsible in completing tasks without frequent reminders.
• I encourage [student] to show that they are properly engaged in learning by improving quality of work and use of class time. Please support this at home by [idea here].
• Your student needs to slow down in order to produce quality/carefully done work.

• Your student needs to follow classroom rules more closely throughout the school day.
• Your student has exhibited [UNDESIRABLE behavior]. We will continue to reinforce appropriate behaviors.
• Your student exhibited [UNDESIRABLE behavior] [this many] times this quarter. Let’s work to reduce the incidence of this behavior to [goal] times.
• [Student] is encouraged to demonstrate more responsible attitudes and behaviors in the classroom.
• [Student] is working on using appropriate language at all times.
• [Student] requires encouragement to listen attentively during group instruction.
• [Student] requires frequent reminders to remain attentive during instruction.
• [Student] is working on voicing feelings and opinions and listening to others.

Sample report card comments for students with developing skills

For students who are still developing, focus on any improvement while also providing suggestions to keep the momentum going. Try these comments:

• Your student has come so far in [subject]! Focusing on [important skill] is the next step.
• Your student has made so much progress! They still struggle with [important skill], so that should be our next focus.
• Your child has done well, but I am concerned that their lack of [listening/focus/motivation] has contributed to a lower grade than I know they could achieve.
• Let’s work on motivating your student to reach their potential.
• I would like to see your student pay closer attention to [subject/topic] in order to get a better grade.

• If your student works as hard on [important skill] as they have worked on [improved subject], then they will be caught up in no time!
• Your child is very engaged during whole-group [subject instruction] but struggles to work independently.
• Your student’s persistence is exemplary.
• When motivated, your child does well on class assignments. We need to extend that motivation further.
• Your child has improved significantly but still needs to slow down and check their work to make sure that all answers are correct.
• Your student is struggling to understand new concepts in [subject]. Paying closer attention to the assigned reading and class lecture would be beneficial.
• The hard work is paying off! Let’s keep it up when we start working on [next skill].
• Your child is enthusiastic but still doesn’t understand [topic]. Additional work on this topic would be incredibly helpful.

• Your child requests a great deal of adult assistance when completing school work. Let’s work on encouraging independent work.

Sample report card comments for students with proficient skills

Let the parent know all the positives about their child and perhaps encourage students to dig just a little bit deeper.

• Your student comes to school each day prepared to work hard.
• I appreciate that your student does their best every single day.

• Your student is an enthusiastic member of the class and shows a willingness to learn.
• I enjoy how invested your child is in their learning.
• I appreciate your child’s dedication to their studies in my class.
• Not only is your student strong academically, but they are also a leader in the classroom.
• I appreciate that your student is always committed to doing their best.
• Your student understands the material well. Let’s find a way to help them shine.
• Your child has the potential to be at the top of the class.
• With a little more effort, your child could move up to the advanced group in [the subject where effort is lacking].

• Your child puts in great work in [preferred subject]! If they apply those skills to [non-preferred subject], there’s no stopping them.
• Your child excels at applying what they learn in the classroom to real-world and real-life situations. With a little more work, they could really go far!

Sample report card comments for students with advanced skills

Positive behaviors deserve just as much (if not more) attention as negative behaviors. These comments can be the most fun to write. Begin with a simple stem and then fill in the personal details that will make the parent smile. Example sentence starters are:

• Your child exhibits exceptional focus and diligence in their work.
• Your student is excellent at taking ownership of their learning.
• I appreciate that your child is committed to doing their best.
• Your student seeks new challenges.
• Your child has a fantastic work ethic.
• Your child exceeds expectations on a regular basis.
• Your student avoids careless errors through attention to detail.

• Your child sets high standards for themself and achieves them.
• Teaching your child is always an adventure! I love it when they …
• Your child conducts themself with maturity.
• Your child is able to focus and stays on task during independent work times.
• Your student uses instincts to deal with matters independently and in a positive way.
• I have enjoyed your child’s sense of humor in our classroom, as well as …
• Your child has an impressive understanding and knowledge about their interests.

Sample report card comments to showcase students’ strengths

Students who excel at helping out others deserve to have their skills mentioned in comments!

• [Student] is confident, positive, and a great role model for their classmates.
• [Student] is a valuable part of class. They are among the first to help and mentor classmates.
• [Student] has shown an ability to set goals and work to achieve them.
• [Student] is engaged and able to set their own learning targets.
• [Student] is an active participant. They listen attentively and make an effort to avoid distractions that could disrupt their learning.
• [Student] is accountable for their actions and takes opportunities to improve.
• [Student] relates well to classmates and appreciates peers’ perspectives.
• [Student] demonstrates emotional maturity and responds appropriately to feedback.
• [Student] always looks for ways to be helpful in the classroom.
• [Student] is dependable and reliable and follows through on commitments.
• Your student relates well to classmates and is appreciative of different perspectives and experiences.

• It is a joy teaching your student! I can always count on them to …
• Your child makes the classroom a brighter place. They often …
• Your student’s conduct is exemplary. They …
• Your student works well with classmates and often takes a leadership role.
• Not only is your child a strong student, but they are also a wonderful human being.
• Your student displays good citizenship by assisting other students.
• Your child demonstrates responsibility daily by caring for the materials in our classroom conscientiously.
• Your child is exceptionally organized and takes care of their things.
• Your child is thoughtful and kind in their interactions with others.
• Your student plans and carries out group activities carefully.
• Your child is a very special student and one that I will never forget. I will miss them next year!

While all of these comments can supplement the grades on a report card, you don’t have to wait to use them. Sending notes home between progress reports and report cards with little comments like these can bolster the parent-teacher relationship. Write them in communication folders or on postcards for that extra school-home connection.

Sample report card comments to highlight positive behavior

Sometimes you’ll have a lot to say about a student’s positive behaviors. Parents love to hear that their kids are model citizens. Here are comments that communicate all the good behaviors you see in class.

• [Student] works well with classmates on group work and often takes a leadership role.
• [Student] shows a positive attitude when working with peers. They take and give suggestions and directions effectively.
• [Student] excels at applying what they learn to real-world situations.
• It is a pleasure to have [student]’s enthusiasm and maturity in class.
• [Student] is an enthusiastic member of class and shows a willingness to learn.
• [Student] shows responsible behavior, works well in a group, and shows appreciation for classmates’ efforts.

• [Student] is focused during class activities and participates in discussions.
• [Student] works on independent work with focus and confidence.
• [Student] has overcome big challenges this year.
• [Student] follows directions promptly and accurately.
• [Student] transitions easily between classroom activities without distraction.
• [Student] is polite and uses good manners in the classroom.
• [Student] responds appropriately when corrected.
• [Student] takes classroom jobs seriously and demonstrates responsibility when completing them.

Sample report card comments for math

Providing specific information about how a child is doing in core subjects helps parents know exactly what to expect on the grades portion of the report card. And providing a positive statement about a subject can help you lead into a statement about what the child needs to work on.

• [Student] has a good understanding of math concepts taught this year. They continue to complete work correctly and enjoy math activities.
• [Student] has a positive attitude toward math but has trouble in a few key areas [list here]. Practicing every night at home will help them improve in these areas.
• [Student] demonstrates a good understanding of math concepts and communicates clearly and with strong justification.
• [Student] seems to need continuous encouragement in math. They continue to struggle with foundational math concepts for [grade level].

• [Student] is having a difficult time with certain concepts in math. Areas in need of extra work include [list here].
• [Student] is struggling to maintain pace in math. They could benefit from [practice activity here].
• [Student] is easily distracted during math and this impacts their learning.
• [Student] does well on math assignments but struggles with tests. Please make sure they study and prepare for tests as they approach.

Sample report card comments for reading and writing

Just like with math, it’s good to comment on the specific aspects of academics that students are doing well and those that they can work on. Use these comments to explain where a student is in their reading and writing progress.

• [Student] has made great improvements in [spelling, comprehension, reading] and could use support in [spelling, comprehension, reading]. Please reach out if you need supplemental learning materials to use for practice at home.
• [Student] always puts effort into their writing work.

• [Student] is able to take new skills and apply them to writing assignments.
• [Student] is able to offer responses to text and supports ideas with sound reasoning and examples.
• [Student] reads with fluency and comprehension.  
• [Student] is working on reading fluency. They would benefit from reading aloud at home.
• [Student] is able to understand and discuss text read aloud.
• [Student] consistently reads grade-level material.
• [Student] is able to choose books to read that they really enjoy.
• [Student] uses editing skills to edit writing to improve grammar and punctuation.
• [Student] organizes writing well and organizes thoughts into complete paragraphs.

• [Student] is able to analyze character actions and story plots and make inferences from what they read.
• [Student] is thoughtful and insightful in class discussion and written work. They express their ideas clearly.

Sample report card comments about social skills

As much as school is about academics, parents also worry about social skills and how their child is doing in terms of fitting in, making friends, and managing social situations. For some kids, this will be a strength and for some it will be an area of focus, but make sure to include whatever information parents need to know.

• [Student] has made many friends in the classroom.
• [Student] is well liked by classmates.
• [Student] treats other students with empathy and fairness.

• [Student] handles disagreements with peers appropriately.
• [Student] appears comfortable in new situations.
• [Student] chooses to spend free time with friends.

Sample report card comments about communication

Communication is another important skill that students are learning and honing in school that you can report on. Particularly for kids whose communication skills are either a strength or something they need help with, a comment about this can be very helpful to parents.

• [Student] has a well-developed vocabulary.
• [Student] expresses their ideas clearly.
• [Student] has a vibrant imagination and uses their imagination in storytelling and writing.
• [Student] always participates in whole-group discussions.
• [Student] can make a logical and persuasive argument in oral discussion or in writing.

• [Student] listens to the comments and ideas of others without interrupting.
• [Student] is working on participating in class. Please encourage them to raise their hand or engage in group discussion.
• I would love to hear from [student] more. Please encourage them to participate in class.
• [Student] is working on using their words to solve problems/communicate well with peers.

Sample report card comments about group work

Group work gets at a child’s ability to work with peers, solve problems, and communicate. It’s also often a barometer for social skills. Giving comments about group work can tell parents a lot about how their child is able to succeed in teamwork and if there are any red flags.

• [Student] offers constructive suggestions to peers.
• [Student] accepts recommendations of peers and acts on them when appropriate.
• [Student] takes various roles in group work as assigned or as needed.
• [Student] welcomes leadership roles in groups.
• [Student] shows fairness in distributing group tasks.
• [Student] plans and carries out group activities carefully.

• [Student] works democratically with peers.
• [Student] encourages peers during group work.
• [Student] is working on accepting their share of the work during group assignments.

Sample report card comments about time management

Managing time is a skill that gets more and more important as kids move through school, and it is something that all parents can help with at home. Help parents know how their child is doing managing time with these comments.

• [Student] approaches classroom assignments, tasks, and group work in an organized way.
• [Student] is on time and prepared for class each day.
• [Student] works at an appropriate pace.
• [Student] is able to pace their work for long-term assignments.

• [Student] completes makeup work in a timely fashion.
• [Student] is working on using time wisely.
• [Student] is working on managing time, especially when there are multiple tasks to complete during a work period.
• [Student] is working on organizing their materials and using organization to support work completion.

Sample report card comments about work habits

Same as time management, comments about work habits are helpful for parents because they explain how a student is approaching their work and how their academics are impacted because of these habits.

• [Student] is self-motivated.
• [Student] exceeds expectations with the quality of their work.
• [Student] readily grasps new concepts or ideas.
• [Student] produces neat and careful work.

• [Student] checks work thoroughly before submitting it.
• [Student] pays attention to work and submits work that does not have errors.
• [Student] is working on producing neat work.
• [Student] is working on checking work thoroughly before submitting it.
• [Student] is working on submitting work that does not have errors. They frequently require additional review to ensure that all errors are corrected.

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Grade Scale Descriptors / Sample Qualifiers

4-Thorough understanding and in-depth application of concepts and skills

• ·         Routinely makes connections to similar concepts and/or skills
• ·         Understands all or nearly all concepts and/or skills
• ·         Applies concepts and/or skills creatively to own life and to support new learning

3-Very good understanding and application of concepts and skills

• ·         Often makes connections to similar concepts and/or skills
• ·         Understands most  concepts and/or skills
• ·         Sometimes applies concepts and/or skills to own life and to support new learning

2-Basic understanding and application of concepts and skills

• ·         Occasionally makes connections to similar concepts and/or skills
• ·         Understands many  concepts and/or skills

1-Limited understanding and application of concepts and skills

• ·         Rarely makes connections to similar concepts and/or skills
• ·         Understands some key concepts and/or skills

Sample Grade Level Indicators for PE & HE

Grade 1 Movement

• Identify and demonstrate basic movement skills in activities and recognize the need for practice and patience
• Recognize terms and use basic biomechanical and movement concepts and a variety of activities
• Follows the basic rules and strategies when participating in games/activities
• Understand the meaning of sharing, respect, honesty, and other positive behaviours in games
• Apply basic movement skills when participating in games/activities
• Recognize importance of safety concerns and behaviours (e.g. rules, signals, routines) when participating in games/activities

Grade 1 Fitness

• Recognize that vigorous activity is important for health and fitness development  
• Understand the location of main internal body parts and recognize the physical changes in the body during physical activity  
• Participate in games/activities at a level that contributes to personal fitness and enjoyment  

Grade 1 Healthy Lifestyles

Safety:  Identify safe and unsafe situation and ways to prevent harm;

Follow safety rules and routines

Personal & Social Management:

Recognize positive attributes;

Recognize factors affecting goal attainment; Identify steps to decision making;

Discuss responsibility and irresponsibility;

Identify ways to get along with others;

Identify ways of dealing with anger; Identify ways of minimizing and resolving conflicts;

Identify avoidance and refusal strategies

Healthy Lifestyles:

Identify daily habits that contribute to health;

Understands growth development and care of teeth;

Recognize food guide rainbow and the role of food;

Identify helpful and harmful substances at home and school

Grade 2 Movement

• Observe, name, demonstrate, and develop basic movement skills (i.e. transport,  manipulation, and balance skills)
• Recognize and use basic biomechanical and movement concepts and a variety of activities
• Demonstrate knowledge of basic rules and strategies when participating in games/activities
• Identify game situations where sharing, respect, honesty, and other positive behaviours are required
• Recognize safety concerns and act safely (e.g. rules, signals, routines) when participating in games/activities

Grade 2 Fitness

• Recognize the purpose of a proper warm up  
• Determine own degree of exertion when participating in physical activities  

Grade 2 Healthy Lifestyles

Safety:  Identify safe and unsafe situation and ways to prevent harm and help others;

Personal and Social Management:          

Recognize everyone is unique;

Recognize that time effort and cooperation are needed to achieve simple health goals;

Ways to show personal responsibility;

Decisions have consequences;

Identify respectful behavior;

Positive communication skills;

Ways to express feelings appropriately;

Identify causes of stress and ways to reduce

Identify daily health habits and responsibilities for healthy living;

Identify common illnesses and diseases and ways to prevent them;

Assess personal dental care habits;

Identify benefits and opportunities to be physically activity;

Understand impact of technology and physical activity;

Differentiate between “everyday” and “sometime” foods and function of food;

Identify basic body changes; Describe how living things reproduce and care for young; Uses appropriate language

Grade 3 Movement

• Understand and demonstrate, correct movement skills and patterns movement skills (i.e. transport,  manipulation, and balance skills)
• Understand that personal attitudes affect successful skill development
• Recognize and use basic biomechanical and movement concepts in various activities
• Demonstrate an understanding of rules, vocabulary and strategies when participating in games/activities
• Understand the effect of positive and negative behaviours in games
• Apply basic movement skills competently when participating in games/activities
• Recognize safety concerns and act safely (e.g. rules, signals, routines, techniques) when participating in games/activities

Grade 3 Fitness

• Recognize activities and exercises that contribute to health-related fitness  
• Recognize the need for vigorous activity to strengthen the body  
• Understand basic heart physiology and the effects of short-term exercise on the body  
• Recognize the purpose of a proper warm up    
• Maintain participation in activities at a level that contributes to personal fitness and enjoyment  
• Record participation in daily activities to determine physical activity level  

Grade 3 Healthy Lifestyles

Safety:  Identify safe and unsafe situation and ways to prevent harm and help others (violence, bullying); Identify key people who provide safety services; Follow safety rules and routines

Show consideration;

Differentiate between short and long-term goals;

Explore steps in decision-making;

Respecting others; personal responsibility to collaboration and teamwork;

Appropriate and inappropriate communication; Recognize importance of friends;

Anger triggers and management; Identify steps and skills in conflict resolution;

Recognize verbal and non-verbal behaviours that are assertive

Identify and describe dangers of substance use in the community

Grade 4 Movement

• Understand the main features of mature basic movement skills
• Understand that the development of movement skills in all aspects is uniquely individual
• Understand movement and biomechanical concepts related to a variety of activities
• Identify the five fair play ideals
• Demonstrate and apply basic movement skills proficiently when participating in games/activities

Grade 4 Fitness

• Recognize the health-related fitness components  
• Understand the role of aerobic and stretching exercises in cooling down after vigorous exercise  
• Discuss how setting goals and developing strategies are important to fitness development  
• Maintain regular continuous participation in activities at a level that contributes to personal fitness and enjoyment  
• Determine ways to monitor heart rate  
• Determine and record fitness results to monitor progress towards fitness goals  

Grade 4 Healthy Lifestyles

Safety:  Identify responsibilities associated with safety (prevention, protection, persuasion);

Follow safety rules and routines;

Identify common injuries and ways to provide help (first aid)

Awareness of factors affecting self-esteem / confidence;

Identify goal setting process; identify steps in decision-making and problem-solving;

Identify appropriate social behaviours;

Identify positive communication skills;

Identify characteristics and behaviours of emotions and strategies for dealing with them, including grief/loss and stress

Identify importance of practicing daily health habits;

Identify ways to manage environmental conditions affecting health;

Identify the structure and function of teeth;

Describe feelings associated with physical activity participation;

Determine the impact of technology on physical activity;

Demonstrate and understanding factors affecting healthy eating

Grade 5 Movement

• Detect, analyze and correct errors in basic movement skills
• Perform basic and combined movement skills, and apply biomechanical principles to control movement in various environments
• Demonstrate and apply knowledge of terminology, rules, and effective strategies when participating or officiating games/activities
• Understand the role of teamwork and fair play in physical activities
• Understand risks and act safely when participating in activities using equipment and in different environments

Grade 5 Fitness

• Identify health-related fitness components and exercise/activity examples  
• Identify long-term benefits of moderate to vigorous activities  
• Recognize heart-related terminology in an exercise/activity context and describe long and short term effects  
• Understand the factors affecting fitness development  
• Identify and demonstrate proper exercise techniques  
• Use various heart rate monitoring methods before after and during continuous activities to determine heart-rate zones  
• Determine and record fitness results to monitor progress and revise fitness goals  

Grade 5 Healthy Lifestyles

Safety:  Identify safety concerns in the community or media;

Describe ways of responding to environmental dangers;  

Identify community supports for safety and health;

Examples of and ways to stay safe from abuse (verbal, physical and sexual), bullying and harassment

Identify how self-concept and feelings are affected;

Understand the importance of personal responsibility and group goals;

Identify the influences of self and others on decision-making;

Describe behaviours that show respect for others and their cultures;

Review verbal and non-verbal factors affecting communication; Identify qualities for friendship building;  Identify components of anger management strategies; Identify causes of conflict and show strategies for their resolution;

Identify and assess strategies for preventing or avoiding unwanted situations

Examine dental health practices and services;

Describe the influences on and effects of medicinal and non-medicinal substances;

Describe the structure and function of the reproductive and endocrine systems;

Identify pubescent changes (physical, social-emotional) and hygiene practices;

Describe the influences of heredity;

Identify influences on sexuality and gender roles;

Identify characteristics and effects of HIV and AIDS

Grade 6 Movement

• Recognize the use of similar movement skill patterns in different physical activities
• Adapt game rules, use terminology, identify strategies of games/activities
• Identify examples of teamwork and fair play in games
• Perform variations and purposeful use of movement skills, and apply biomechanical principles to control movement when using equipment and in various environments
• Understand risks and act safely when participating in activities using equipment and in different environments.

Grade 6 Fitness

• Identify health and skill related fitness components  
• Identify main bones of the skeleton and effects of exercise and inactivity on bones  
• Identify proper and harmful exercise techniques  
• Recognize and use behaviours that encourage effort and participation  
• Engage in activities that improve all fitness components and demonstrate proper techniques while doing so  
• Determine and compare personal heart rates to target zones  
• Use multiple strategies to determine, organize and record  fitness results and monitor progress to revise fitness goals  

Grade 6 Healthy Lifestyles

Safety:  Identify safety concerns in the community while caring for others;

Understanding of basic injuries and first-aid procedures;

Understand ways of seeking help for an injured person

Describe influences on the development of identity, confidence and self-efficacy;

Revise short and long-term health and academic goals;

Describe personal and social factors influencing decision-making;

Identify communication styles;

Demonstrate interpersonal skills for friendship building and inclusion;

Describe strategies for sharing, expressing and help-seeking for feelings and emotions;

Describe the stages of stress and traits and strategies conducive to handling stress

Relate the importance of adolescent health practices;

Identify practices and policies supporting healthy schools and communities;  

Recognize the physical and social-emotions benefits of daily activity;

Influences on decision-making relative to active living;

Identify food choices that support healthy active lifestyles;  

Develop a personal action plan for active healthy living

Grade 7 Movement

• Recognize the characteristics of similar movement skill patterns used in different physical activities
• Understand importance of following rules, game specific terminology,  and offensive and defensive strategies in games
• Understand difference between fair play and unethical behaviours in games
• Design and perform movement sequences
• Determine risks and responsibilities, devise and follow  rules, routines, and procedures for safe participation in physical activities

Grade 7 Fitness

• Understand which activities develop particular health-related fitness components  
• Understand the benefits of physical activity for optimal health and fitness  
• Identify major muscle groups used in exercise and activity and describe the long and short term effect of exercise and inactivity on the muscle system  
• Understand and explain the FITT principle  
• Explain the purpose of a warm-up and cool-down for activity  
• Explain how personal factors and interests affect activity choices  
• Demonstrate behaviours that contribute to personal fitness goals  
• Understand the relationship between rate of perceived exertion and target heart-rate zones  
• Use multiple strategies to determine, record,  organize and chart fitness results to determine effects of participation and training on progress towards  fitness goals  

Grade 7 Healthy Lifestyles

Safety:  Follow safety rules and routines;

Describe ways of responding to community dangers and ways to get help;

Describe situations of physical, verbal, emotional and sexual abuse and strategies to avoid or address them

Sense of belonging; Identify positive social behaviours for dealing with change; Identify communication styles and leadership qualities; Identify opportunities to make friends;

Identify and managing obstacles to goal achievement; Describe mental skills for success; 

Explain benefits of decision-making process to improve health;

Identify anger management skills; Describe influences of conflict on personal behaviour and development; Review conflict management strategies;

Describe avoidance/refusal strategies for dealing with dangerous situations

Explain differences between use and abuse of medicinal and non-medicinal substances;

Identify influences on and consequences of substance use and abuse;

Describe the reproductive system and process; Explain fertilization myths and foetal development;

Describe role of endocrine system in puberty and the related emotional changes on well-being;

Influences and considerations for responsible decision-making related to sexual health

Grade 8 Movement

• Understand how rules affect safety, game specific terminology and common strategies used in games/activities
• Understand expectations for personal and group conduct in games
• Perform combinations and purposeful use of movement skills, and apply biomechanical principles to control movement when using equipment and in various environments

Grade 8 Fitness

• Understand the importance of  health-related fitness components to a balanced fitness plan  
• Identify primary action of major muscles and muscle groups and joints involved and explain the effects of use and overuse  
• Explain and apply the FITT principle to the development of the health-related fitness components  
• Explain the three stages of activity specific warm-ups and provide examples of each stage  
• Participate in continuous aerobic activities in target heart-rate zone  
• Assess, record,  organize and chart fitness results to determine effects of participation and training on progress towards  fitness goals  

Grade 8 Healthy Lifestyles

Evaluate laws and policies that promote personal and community safety;

Identify basic injuries and first-aid procedures;

Ability to access valid health information, products and services  

Examine effects of stereotyping and ways to promote acceptance;

Develop self-monitoring strategies and analyze influences on goal setting;

Describe social factors affecting decision-making and the taking of personal responsibility; Identify roles and responsibilities for developing positive relationships;

Identify stages of grieving;

Explain the stress response;

Examine the effect of coping and relaxation strategies on the body  

Health habits and their effect on body systems;

Physical activity related to sustainable development;

Impact of technology on health;

Evaluate information on healthy body weight and body image;

Apply Sport nutrition principles;

Personal action plan for active healthy living  

Comment Stems – Physical Education

GLO 1 - Movement

(NAME) has a (thorough, very good, basic, limited) understanding of (basic movement, movement development, activity-specific movement) in (activities/sports/games).

Skills (Acquisition/Application)

(NAME) is (routinely, often, occasionally, rarely) able to use (basic movement skills) effectively in (practice situations, individual/dual activities, group/team activities, alternative pursuits, rhythmic activities, gymnastic-type activities).

GLO 2 – Fitness Management

(NAME) has a (thorough, very good, basic, limited) understanding of (fitness components, fitness benefits, fitness development).

(NAME) (routinely, often, occasionally, rarely) engages in (active participation, aerobic capacity, heart rate monitoring, fitness assessment and analysis).

GLO 3 – Safety – Physical Activity

Knowledge Strand A

(NAME) shows a (thorough, very good, basic, limited) understanding of (physical activity risk management).

Skills (Acquisition/Application) Strand A

(NAME) (routinely, often, occasionally, rarely) follows (physical activity safety).

Comment Stems – Health Education

GLO 3 – Safety – Self and Others

Knowledge Strand B

(NAME) shows a (thorough, very good, basic, limited) understanding of (safety of self and others).

Skills (Acquisition/Application) Strand B

(NAME) is (routinely, often, occasionally, rarely) able to demonstrate (first aid).  

GLO 4 – Personal and Social Management

(NAME) has a (thorough, very good, basic, limited) understanding of (personal development, social development, mental-emotional development).

Skills (Acquisition)

(NAME) (routinely, often, occasionally, rarely) demonstrates (personal development, social development, mental-emotional development).  

GLO 5 – Healthy Lifestyle Practices

(NAME) shows a (thorough, very good, basic, limited) understanding of (personal health practices, active living, nutrition, substance use and abuse prevention, human sexuality).

Skills (Application)

(NAME) is (routinely, often, occasionally, rarely) able to apply (decision-making/problem –solving skills) to (physical activity/healthy lifestyle practices).

Sample Comments

Sample 1 – Grade 1

Movement                          3

Fitness Management     3

Healthy Lifestyles             3                              Strengths             Challenges           Next Steps

{Name} has a very good understanding of rules and game strategies used in group activities .  {He/She} explores basic movement skills (e.g., kicking, throwing, catching, running) in a variety of simple movement experiences .    {Name} often engages in physical activities that contribute to {his/her} skill/fitness development and enjoyment .  {He/She} is hesitant at times to try new activities so {he/she} will have more opportunities to participate in small group activities to help {him/her} feel more comfortable.  {Name} has a very good understanding of ways of getting along with others in school and in the school yard .

Sample 2 – Grade 2

Movement                          4

Fitness Management     4

{Name} has a thorough understanding of rules and strategies used in group games .  {Name} is routinely able to use basic movement skills (e.g., kicking, throwing, catching, running) in a variety of activities.   {Name} routinely engages in physical activities that contribute to {his/her} skill/fitness development and enjoyment .  {He/She} at times requires reminders to participate safely in the gym.  Listening carefully to all directions will help {him/her} be more successful. {Name} has a very good understanding of responsible social behaviours.

Sample 3 – Grade 3

Movement                          2

Fitness Management     2

{Name} has a basic understanding of rules and terminology used in cooperative group games .  {He/She} attempts to use basic skills (e.g., kicking, throwing, catching, running) in lead-up games .  {Name} periodically engages in physical activities that contribute to {his/her} fitness development .  {Name} is encouraged to choose activities that {he/she} enjoys participating in.    {Name} has a very good understanding of the decision-making and problem-solving process and is using them when working with others.

Sample 4 – Grade 4

Movement                          1

Fitness Management     1

Healthy Lifestyles             2                              Strengths             Challenges           Next Steps

{He/She} is learning how to transfer simple game strategies to new activities .  {Name} has a limited understanding of rules and terminology used in sport –related games and activities . From time to time {He/She} is able to use basic skills (e.g., kicking, dribbling, trapping, volleying, bumping and serving) effectively in soccer and volleyball activities and games .  Practicing these basic movement skills alone or with a partner will help {him/her} be more successful.  {Name} seldom engages in physical activities that contribute to {his/her} fitness development .  {Name} is encouraged to choose activities that {he/she} enjoys participating in.  {Name} has a limited understanding of the decision-making and problem-solving process . {He/she} will have more opportunities to practice these skills during class time.

Sample 5 – Grade 5

{Name} has a very good understanding of rules and terminology used in sport-related activities . {He/She} is often able to use basic skills (e.g., kicking, dribbling, trapping, volleying, bumping and serving) effectively in soccer and volleyball lead-up games .  {Name} is beginning to understand game strategies and is encouraged to practice playing both offensive and defensive positions in new activities.  {Name} often engages in physical activities that contribute to {his/her} fitness development .  {Name} has a very good understanding of the decision-making and problem-solving process .

Sample 6 – Grade 5

{Name} has a thorough understanding of rules and terminology used in sport-related activities . {He/She} is routinely able to use basic skills (e.g., kicking, dribbling, trapping, volleying, bumping and serving) effectively in soccer and volleyball lead-up games .  {He/She} can transfer game strategies to new activities.  {Name} routinely engages in physical activities that contribute to {his/her} fitness development .  {Name} at times performs fitness exercises incorrectly.  Working with a partner will help him/her with this. {Name} has a very good understanding of the decision-making and problem-solving process .

Sample 7 – Grade 5

{Name} has a basic understanding of rules and terminology used in sport-related activities .   {He/She} is occasionally able to use basic skills (e.g., kicking, dribbling, trapping, volleying, bumping and serving) effectively in soccer and volleyball lead-up games .  Practicing these skills on a more regular basis will help {him/her} be more successful.   {Name} is inconsistent with (his/her) engagement in physical activities that contribute to {his/her} fitness development .  {Name} has a very good understanding of the decision-making and problem-solving process and uses them during group work.

Sample 8 – Grade 5

{Name} has a thorough understanding of rules and terminology used in sport-related activities . {He/She} is routinely able to use basic skills (e.g., kicking, dribbling, trapping, volleying, bumping and serving) effectively in soccer and volleyball lead-up games .  {He/She} can transfer game strategies to new activities.  {Name} occasionally engages in physical activities that contribute to {his/her} fitness development .  {Name} is encouraged to choose activities that {he/she} enjoys participating in .  {Name} has a very good understanding of the decision-making and problem-solving process .

Sample 9 – Grade 6

{Name} has a thorough understanding of rules and terminology used in sport-related activities . {He/She} is routinely able to use basic skills (e.g., kicking, dribbling, trapping, volleying, bumping and serving) effectively in soccer and volleyball activities and games .  {He/She} can transfer game strategies to new activities.  {Name} inconsistently engages in exercises and physical activities designed to improve and maintain personal fitness .  {Name} is encouraged to choose activities that {he/she} enjoys participating in.  {Name} has a very good understanding of the decision-making and problem-solving process . {He/she} should continue practicing and refining these skills throughout the day.

Physical Education Comments

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As every teacher knows, report card comments are a critical part to each student's evaluation and assessment —and now one knows your students better than you.

Report card comments help parents to understand where their child is growing or struggling as a student. Are there things that their child excels at or struggles with? The valuable information you provide can help the parent address any challenges their child may be struggling with in the classroom. They can also be used to praise a child's accomplishments and hard work, giving that student the encouragement they deserve.

Our editors gathered hundreds of report card comments, phrases, and ideas for teachers to better evaluate student progress, communicate more effectively, and work more efficiently.

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Report Card Comments & Phrases—Personality & Attitude

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Report Card Comments & Phrases for ESL Students

Report Card Comments for Language Arts and Reading

Report Card Comments for Math

Report Card Comments & Phrases—Work and Study Habits

Report Card Comments & Phrases—Science

Report Card Comments & Phrases — Character and Social/Emotional Traits

Handwriting Report Card Comments & Phrases

Report Card Comments & Phrases—Social Studies

Positive Descriptions of Student Behavior

Report Card Comments & Phrases for Preschool

Report Card Comments & Phrases—Citizenship

Report Cards: Advice for Parents

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Guidelines for Behavioral Observations

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Enjoys participating in physical activities, performance indicators - keywords.

• consistently participates
• recognizes the use of
• wrote a developed descriptive text
• is astute in using
• is articulate and thoughtful when writing
• describes the process
• uses primary and secondary sources to
• consistently follows detailed instructions
• is exemplary
• uses reading strategies successfully
• with minimal coaching
• usually participates
• gave some details
• regularly participates
• is proficient in
• regularly follows detailed instructions
• usually follows detailed instructions
• requires coaching
• generally participates with prompting
• with coaching, participates
• coaching was needed
• is developing
• experienced difficulty
• required support to organize information
• with prompting

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Elementary Progress Report Card Bank

The Progress Report Card is an opportunity to focus on the growth and the progress your students are making toward the overall expectations. The emphasis is on assessment for, and as, learning. Teachers will report student progress by checking one of the indicators that most accurately reflects student progress in relation to the overall curriculum expectations through the lens of the "achievement chart" categories. For example, the progress report card provides these indicators:

• Progressing with Difficulty
• Progressing Well
• Progressing Very Well

Comments on the Progress Report Card will provide parents with personalized, clear, and meaningful feedback. Teachers will use the following three guiding questions to frame their comments for parents:

• What were students expected to learn?
• How do I know they learned it?
• What will we do to support continued learning?

The Progress Report Card comments included in this bank are a compilation of comments written and used by teacher members. The comments provided cover only a few grade levels, but you are encouraged to adapt them as you feel necessary to your grade level and subject area. OECTA’s report card bank will continue to grow to include comments in all grade levels. We welcome future submissions of progress report card comments. OECTA cannot make any assertions that these comments will be acceptable at every board or school, and encourages teachers to refer to your local Growing Success policies before preparing your own comments.

Suggestions for Writing Comments

• Clearly state the subject (e.g., In Math...)
• Use the language of learning goals from your class to help make comments parent-friendly
• Personalize your comments by making reference to a project/task
• Use clear and specific feedback based on success criteria that students used in class when describing next steps
• In most boards, teachers are only required to comment on Language and Math
• French /Native Language (as applicable), and they are not required to report on all subject areas, but check with your board and school to determine local variations to this practice.
• When the Progressing with Difficulty box is checked on any subject area a comment is expected
• Develop a repertoire of verbs and descriptors that help to clarify comments in language that are parent-friendly. See below for a list of sample words:
• Understands
• Beginning to
• Demonstrates

Areas for Improvement

• Needs to practice
• Needs to broaden
• Needs to consider
• Needs to refine
• Needs to revise
• Would benefit from
• Needs to connect
• Needs to improve
• Needs to develop
• Needs to understand
• Needs to attempt
• Needs to use
• Has difficulty
• Needs to focus on
• Needs to increase
• Continue to
• Try to improve
• Work towards
• Be supported by