Self-Management and Resilience Report Comments, Years 9-10 (Australia)
Self-Management and Resilience, from the Personal and Social capability, covers recognising and managing emotions and stress, persevering with hard work, bouncing back from setbacks, setting and reviewing goals, and adapting to change such as new subjects, relief teachers or camps.
Below are 13 sample sentences for Years 9-10: two strengths and one next step for each of the 4 comment levels (Consistently / Usually / Sometimes / Rarely), plus a tip for families. They are a small selection from the 173 self-management and resilience sentences in the full pack. Copy one, then add a detail only you know about the student.
Jump to: Consistently · Usually · Sometimes · Rarely · Writing tips
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Consistently C
Strengths
- [Name] approaches new experiences such as work experience or a new elective with enthusiasm and adapts quickly to fresh expectations.
- In reviewing a completed task, [Name] identifies specific strengths and a precise area to work on next.
Next step
- [He/She/They] could mentor a younger student through a first major assessment task, sharing practical ways to manage nerves.
Usually U
Strengths
- [Name] has mostly adapted well to the higher expectations of Years 9 and 10 and is adjusting study habits to suit.
- [Name] generally keeps track of [his/her/their] progress and is open to adjusting goals when needed.
Next step
- After each major task, [Name] could write a short reflection on what helped and what to adjust before the next one.
Sometimes S
Strengths
- Adjusting to the higher workload of Years 9 and 10 is a work in progress for [Name], who at times needs support to plan around it.
- When prompted, [Name] can reflect on completed work and identify one thing that went well.
Next step
- When an outcome is disappointing, [Name] could meet with the teacher to identify one practical change for the next task.
Rarely R
Strengths
- The increased workload of Years 9 and 10 has been challenging for [Name], and taking things one step at a time with staff support is helping.
- [Name] can identify one thing that went well in a task when supported, and is working towards naming a next step.
Next step
- Asking for help early when an exam or major task feels stressful would give [Name] time to prepare with support.
Support at home
- If a change is coming up, such as a camp or a new elective, talking about what to expect can help your child feel prepared.
How to write self-management and resilience comments for Years 9-10
- In Years 9 and 10, describe how the student manages the pressure of exams and larger tasks: preparing early, keeping perspective or seeking support. Keep any wellbeing detail for a direct conversation with the family.
- Resilience in older students shows in the response to a disappointing result. Describe what the student did next, such as asking for feedback or changing their study approach, rather than the result itself.
- Goals for older students can link to elective choices, subject selection for senior years or work experience. Suggest a goal the student sets and reviews each term, rather than one written for them.
Watch out: Avoid describing emotional states with clinical-sounding labels. Report what you observe, such as pausing to reset before a test, plus the support in place, and leave sensitive wellbeing matters to a conversation with the family and wellbeing team.
Let frequency words carry the rating. Consistently suits reliably, independently or without being asked; Usually suits generally or with few reminders; Sometimes suits at times or when prompted. For Rarely, describe what is emerging and the support that helps, such as weekly check-ins with the year adviser. Show the behaviour you saw rather than restating the rating.
What Self-Management and Resilience covers
In these comments, self-management and resilience covers these behaviours:
- recognises and manages emotions and stress
- perseveres with challenging work and bounces back from setbacks
- sets goals and reflects on progress
- adapts to change and new situations
More Australian secondary comments
- Effort and Engagement, Years 9-10
- Organisation and Work Completion, Years 9-10
- Independent Learning, Years 9-10
- Critical and Creative Thinking, Years 9-10
- Collaboration and Communication, Years 9-10
- Respect and Responsibility, Years 9-10
- Self-Management and Resilience, Years 7-8
- Opening and closing sentences
- All Australian secondary skills and grade bands
- Build a comment with the comment picker
How these sentences were made, and what has been checked: About these comments.