Licensing the report comment bank
For report-writing, MIS and school software companies: a non-exclusive licence to 39,611 report-comment sentences written for 23 curricula and frameworks, with levels, grade bands and pronoun tokens, delivered as JSON or CSV.
- 39,611 sentences in 23 packs: UK primary and secondary, EYFS, Scotland, Wales, Ontario, British Columbia, Australia, New Zealand, Cambridge Primary and Lower Secondary stages, ATL skills, EAL/ESL and US elementary, middle and high school.
- Every sentence is tagged with a skill or subject, one of four levels, a grade band and a type (observation, next step, home tip, opener, closer).
- Names and pronouns are tokens (
{Name},{they},{their}and so on) so your software can fill in he, she or they and stay grammatical. - Local spelling and school vocabulary per pack (British, Canadian, Australian, New Zealand and US English).
The sample has 14 sentences from each of the 22 packs shown on this site, all taken from sentences already published on its free pages. Use it to test import and comment composition in your product; shipping it to customers needs a licence.
Coverage
| Curriculum or framework | What it covers | Skills or subjects | Grade bands | Levels | Sentences | Owner spot-check |
|---|---|---|---|---|---|---|
| Ontario | Learning Skills & Work Habits, Grades 1-8 | 6 | Primary (Grades 1-3); Junior/Intermediate (Grades 4-8) | Excellent / Good / Satisfactory / Needs Improvement | 1,272 | 10 lines, 2026-10-12 |
| Australia | Learning Behaviours & Work Habits, Foundation-Year 6 | 6 | Foundation-Year 2; Years 3-6 | Consistently / Usually / Sometimes / Rarely | 1,261 | 20 lines, 2026-10-12 |
| ATL skills | Approaches to Learning Skills, Grades K-5 | 5 | Lower primary (K-Grade 2); Upper primary (Grades 3-5) | Extending / Consolidating / Developing / Beginning | 1,145 | 10 lines, 2026-10-12 |
| UK primary | Learning Behaviours, Years 1-6 (KS1-KS2) | 6 | Key Stage 1 (Years 1-2); Key Stage 2 (Years 3-6) | Consistently / Usually / Sometimes / Not yet | 1,234 | 10 lines, 2026-10-12 |
| US elementary | Work Habits & Social-Emotional Learning, Grades K-5 | 6 | Grades K-2; Grades 3-5 | Exceeds expectations / Meets expectations / Approaching expectations / Not yet meeting expectations | 1,234 | 10 lines, 2026-10-12 |
| UK secondary | Attitude to Learning, Years 7-11 (KS3-KS4) | 6 | Key Stage 3 (Years 7-9); Key Stage 4 (Years 10-11) | Outstanding / Good / Requires improvement / Unsatisfactory | 1,234 | 10 lines, 2026-10-12 |
| US grades 6-12 | Work Habits, Responsibility & SEL, Grades 6-12 | 6 | Middle school (Grades 6-8); High school (Grades 9-12) | Outstanding / Satisfactory / Needs improvement / Unsatisfactory | 1,234 | 10 lines, 2026-10-12 |
| EYFS | Reception & Nursery: 7 Areas + Characteristics of Effective Learning | 8 | Nursery (FS1, ages 3-4); Reception (FS2, ages 4-5) | Expected: secure and confident / Expected / Emerging: developing well / Emerging: beginning | 1,580 | 10 lines, 2026-10-12 |
| Scottish primary | Learning Skills & Dispositions, P1-P7 (Curriculum for Excellence) | 6 | P1-P3 (infant stages); P4-P7 (middle and upper stages) | Secure / Consolidating / Developing / Beginning | 1,234 | 10 lines, 2026-10-12 |
| New Zealand primary | Key Competencies, Years 1-8 (New Zealand Curriculum) | 5 | Years 1-4 (junior and middle); Years 5-8 (senior and intermediate) | Consistently / Usually / Sometimes / Not yet | 1,061 | 10 lines, 2026-10-12 |
| Curriculum for Wales | Integral Skills, Reception-Year 6 (Curriculum for Wales) | 6 | Reception-Year 2; Years 3-6 | Consistently / Usually / Sometimes / Not yet | 1,234 | 10 lines, 2026-10-12 |
| Australian secondary | Learning Behaviours & General Capabilities, Years 7-10 | 7 | Years 7-8; Years 9-10 | Consistently / Usually / Sometimes / Rarely | 1,407 | Not yet |
| British Columbia | Core Competencies + Self-Assessment Prompts, K-9 (Proficiency Scale) | 7 | Kindergarten-Grade 3; Grades 4-9 | Extending / Proficient / Developing / Emerging | 1,407 | Not yet |
| US standards-based K-5 | Reading, Writing, Speaking & Listening, Math, Science & Social Studies, Grades K-5 | 8 | Grades K-2; Grades 3-5 | Exceeds the standard / Meets the standard / Approaching the standard / Beginning | 1,512 | Not yet |
| UK primary subjects | English, Maths, Science & Foundation Subjects, Years 1-6 (KS1-KS2) | 16 | KS1 (Years 1-2); Lower KS2 (Years 3-4); Upper KS2 (Years 5-6) | Extending / Confident / Developing / Beginning | 2,092 | Not yet |
| ATL skills ages 11-16 | Approaches to Learning + Learner Profile, Ages 11-16 | 6 | Years 1-3 (ages 11-14); Years 4-5 (ages 14-16) | Expert / Practitioner / Learner / Novice | 1,234 | Not yet |
| EAL/ESL | Listening, Speaking, Reading, Writing, Vocabulary & Grammar, Learning Behaviours, Primary & Secondary | 6 | Primary (ages 5-11); Secondary (ages 11-18) | Competent / fluent / Developing competence / Early acquisition / New to English | 1,287 | Not yet |
| Ontario subjects | Language, Mathematics, Science and Technology, Social Studies, History and Geography, Grades 1-8 | 6 | Primary (Grades 1-3); Junior (Grades 4-6); Intermediate (Grades 7-8) | Level 4 (A, 80-100%) / Level 3 (B, 70-79%) / Level 2 (C, 60-69%) / Level 1 (D, 50-59%) | 2,174 | Not yet |
| UK secondary subjects | 14 Subjects, Years 7-11 (KS3-KS4) | 14 | Key Stage 3 (Years 7-9); Key Stage 4 (Years 10-11) | Excellent / Good / Developing / Needs support | 4,216 | Not yet |
| British Columbia subjects | Descriptive Feedback for ELA, Math, Science, Social Studies, ADST, Arts Education and PHE, K-9 (Proficiency Scale) | 7 | Kindergarten-Grade 3; Grades 4-7; Grades 8-9 | Extending / Proficient / Developing / Emerging | 1,196 | Not yet |
| Scottish secondary subjects | 13 Subjects, S1-S3 Broad General Education (Curriculum for Excellence) | 13 | S1 and S2; Third year (S3) | Secure / Consolidating / Developing / Beginning | 3,928 | Not yet |
| Cambridge Primary and Lower Secondary | For Cambridge Primary and Lower Secondary, Stages 1-9: English, ESL, Maths, Science, Global Perspectives, Computing, Art & Design, Music and PE | 9 | Stages 1-3 (ages 5-8); Stages 4-6 (ages 8-11); Stages 7-9 (ages 11-14) | Extending / Secure / Developing / Beginning | 4,148 | Not yet |
| EAL/ESL (US spelling) | Listening, Speaking, Reading, Writing, Vocabulary & Grammar, Learning Behaviours, Primary & Secondary | 6 | Elementary (ages 5-11); Middle and high school (ages 11-18) | Competent / fluent / Developing competence / Early acquisition / New to English | 1,287 | Not yet |
Counts are taken from the bank files when this page is built. Curriculum and framework names describe what the sentences are written for; none of this content is endorsed by a ministry, exam board, curriculum authority or the International Baccalaureate Organization.
Data format
One record per sentence, as a JSON array or a CSV file with a header row (UTF-8, New Zealand packs use te reo Māori macrons). Fields:
| Field | Meaning |
|---|---|
id | Stable id: pack/skill:line |
pack | Pack code, one per curriculum or framework |
curriculum | Curriculum, framework or region the pack is written for |
framework | What the pack covers |
locale | Language tag; spelling and school vocabulary follow it |
skill_code | Skill, competency or subject code (GEN for openers and closers) |
skill_name | Skill, competency or subject name |
type | observation, next_step, home_tip, opener or closer |
period_code | Report period for openers and closers (ANY fits every period); empty otherwise |
period_name | Report period name |
level_code | Attainment or effort level code from the pack's own scale (ALL for home tips, which fit any level) |
level_name | Level name |
level_rank | Level position on a common scale, 4 = highest, 1 = lowest |
band_code | Grade band code (A = written for every band in the pack) |
band_name | Grade band name |
text | The sentence, with placeholder tokens |
placeholders | Tokens used in the sentence (space-separated in the CSV) |
Placeholder tokens: {Name} {They} {they} {them} {Their} {their} {theirs} {themself} {Subject}. Composition is up to your software; a typical report combines one opener, one observation per rated skill or subject, a next step for the weakest area and one closer. A small reference composer (the one behind the comment picker) can be supplied.
Example records
Three records per pack from the sample, shown as stored, with tokens.
| Curriculum | Skill or subject | Level | Type | Band | Text |
|---|---|---|---|---|---|
| Ontario | Responsibility | Excellent | observation | Primary (Grades 1-3) | {Name} brings back {their} home reading book and log on the right day each week without being asked. |
| Ontario | Organization | Excellent | next_step | Primary (Grades 1-3) | A next step for {Name} is to make {their} own picture plan for a building or art project and follow it to the end. |
| Ontario | Openers and closers | Excellent | opener | All bands in this pack | {Name} shows excellent learning habits through careful work, responsible choices and steady effort. |
| Australia | Effort and Engagement | Consistently | observation | Foundation-Year 2 | At show and tell, {Name} speaks with confidence and asks classmates thoughtful questions about the items they bring. |
| Australia | Organisation | Consistently | next_step | Foundation-Year 2 | {Name} is ready to take on the role of tray checker, helping classmates sort their books at pack-up time. |
| Australia | Openers and closers | Consistently | opener | All bands in this pack | {Name} approaches learning calmly, works hard and treats others with respect. |
| ATL skills | Thinking Skills | Extending | observation | Lower primary (K-Grade 2) | {Name} invents imaginative stories and games during play, confidently inviting friends to add their own ideas to the plan. |
| ATL skills | Thinking Skills | Extending | next_step | Upper primary (Grades 3-5) | During our next long group inquiry, {Name} can challenge {themself} to connect learning from several subjects to one real-world issue. |
| ATL skills | Openers and closers | Extending | opener | All bands in this pack | {Name} brings energy and thoughtful questions to our classroom and takes real ownership of {their} learning. |
| UK primary | Attitude and Engagement | Consistently | observation | Key Stage 1 (Years 1-2) | Show and tell is a highlight for {Name}, who asks classmates interesting questions about what they have brought in. |
| UK primary | Independence | Consistently | next_step | Key Stage 1 (Years 1-2) | To stretch {them} further, {Name} could write longer stories independently, checking each sentence along the way. |
| UK primary | Openers and closers | Consistently | opener | All bands in this pack | A thoughtful and hard-working member of the class, {Name} approaches each task with real care. |
| US elementary | Effort and Participation | Exceeds expectations | observation | Grades K-2 | At centers, {Name} works with energy and care, and {their} finished pages are neat and complete. |
| US elementary | Organization and Work Completion | Exceeds expectations | next_step | Grades K-2 | A next step for {Name} is to help a new classmate learn the morning unpacking routine. |
| US elementary | Openers and closers | Exceeds expectations | opener | All bands in this pack | Classmates look up to {Name}, who models respect, focus and responsible choices across the school day. |
| UK secondary | Engagement and Effort | Outstanding | observation | Key Stage 3 (Years 7-9) | {Name} readily puts up a hand to share ideas, and {their} answers are detailed, confident and well explained. |
| UK secondary | Independent Study | Outstanding | next_step | Key Stage 3 (Years 7-9) | Writing quiz questions from each knowledge organiser and testing family members at home would stretch {Name} further. |
| UK secondary | Openers and closers | Outstanding | opener | All bands in this pack | {Name} arrives at tutor time punctually, fully prepared and ready to make the most of the day. |
| US grades 6-12 | Engagement and Effort | Outstanding | observation | Middle school (Grades 6-8) | {Name} gives full effort in every class period, from core classes to electives, and takes each assignment seriously. |
| US grades 6-12 | Work Completion and Time Management | Outstanding | next_step | Middle school (Grades 6-8) | {Name} might join a club or competition built around long-term projects, such as a robotics team or a writing contest. |
| US grades 6-12 | Openers and closers | Outstanding | opener | All bands in this pack | {Name} takes full ownership of {their} learning and reliably meets every deadline with care. |
| EYFS | Communication and Language | Expected: secure and confident | observation | Nursery (FS1, ages 3-4) | During choosing time, {Name} talks through {their} plans for play and describes what {they} might build or make. |
| EYFS | Personal, Social and Emotional Development | Expected: secure and confident | next_step | Nursery (FS1, ages 3-4) | To build on this, {Name} could have a go at fastening buttons on the dressing-up clothes and then show a friend the trick. |
| EYFS | Openers and closers | Expected: secure and confident | opener | All bands in this pack | A confident and caring member of our class, {Name} joins in readily and helps others when they need it. |
| Scottish primary | Curiosity and Enthusiasm | Secure | observation | P1-P3 (infant stages) | {Name} confidently links phonics and sounds to words {they} can spot around the classroom, on signs and at home. |
| Scottish primary | Creativity and Problem Solving | Secure | next_step | P1-P3 (infant stages) | On the carpet, {Name} could be asked to show the class a second way to solve a problem and explain why it works. |
| Scottish primary | Openers and closers | Secure | opener | All bands in this pack | A thoughtful and reliable member of our class, {Name} applies {their} learning skills confidently in many different situations. |
| New Zealand primary | Thinking | Consistently | observation | Years 1-4 (junior and middle) | In reading groups, {Name} readily makes predictions and gives a reason from the pictures or words for each one. |
| New Zealand primary | Thinking | Consistently | next_step | Years 5-8 (senior and intermediate) | {They} could take on a debating or student council role, where weighing up arguments will stretch {their} reasoning further. |
| New Zealand primary | Openers and closers | Consistently | opener | All bands in this pack | A thoughtful and organised learner, {Name} sets an excellent example for {their} classmates. |
| Curriculum for Wales | Ambition and Engagement | Consistently | observation | Reception-Year 2 | At show and tell, {Name} is reliably curious and has a question ready for each classmate who brings something in. |
| Curriculum for Wales | Creativity and Innovation | Consistently | next_step | Reception-Year 2 | As helper of the day, {Name} could show classmates a new way to use the making materials in the provision areas. |
| Curriculum for Wales | Openers and closers | Consistently | opener | All bands in this pack | In every area of learning, {Name} sets an excellent example through {their} focus, kindness and determination. |
| Australian secondary | Effort and Engagement | Consistently | observation | Years 7-8 | {Name} joins in house activities and class challenges with enthusiasm and encourages classmates to have a go as well. |
| Australian secondary | Organisation and Work Completion | Consistently | next_step | Years 7-8 | As a next step, {Name} could start a weekly study plan to prepare for the larger tasks and exams of the later years. |
| Australian secondary | Openers and closers | Consistently | opener | All bands in this pack | Courteous, focused and well prepared, {Name} sets an excellent example for {their} peers. |
| British Columbia | Communicating | Extending | observation | Kindergarten-Grade 3 | At show and share, {Name} tells the class about {their} item in an organized way, with a beginning, a middle and an end. |
| British Columbia | Collaborating | Extending | next_step | Kindergarten-Grade 3 | During outdoor learning, {Name} could be the group leader who checks that every friend has a turn to add an idea. |
| British Columbia | Openers and closers | Extending | opener | All bands in this pack | {Name} consistently brings fresh ideas, careful listening and kindness to our classroom community. |
| US standards-based K-5 | Reading: Foundational Skills | Exceeds the standard | observation | Grades K-2 | With silent e words and vowel teams such as "cake," "rain" and "boat," {Name} reads accurately and applies the patterns to new words with confidence. |
| US standards-based K-5 | Reading: Comprehension | Exceeds the standard | next_step | Grades K-2 | {Name} is ready to explore longer picture books and early nonfiction, using captions and labels to teach a classmate new facts. |
| US standards-based K-5 | Openers and closers | Exceeds the standard | opener | All bands in this pack | Across all subjects, {Name} makes thoughtful connections, such as linking a science idea to a book we read together. |
| UK primary subjects | Reading | Extending | observation | KS1 (Years 1-2) | {Name} retells familiar stories in the right order, using the language of the book and describing how the story begins, builds and ends. |
| UK primary subjects | Art and Design | Extending | next_step | KS1 (Years 1-2) | A next step is to mix secondary colours using different amounts of each primary colour and talk about how the new colour changes. |
| UK primary subjects | Openers and closers | Extending | opener | All bands in this pack | In every subject, {Name} explains {their} reasoning clearly and can often see more than one way to approach a question. |
| ATL skills ages 11-16 | Communication | Expert | observation | Years 1-3 (ages 11-14) | In group roles such as spokesperson, {Name} reports the group's ideas accurately and confidently to the whole class. |
| ATL skills ages 11-16 | Social | Expert | next_step | Years 1-3 (ages 11-14) | A next step is for {Name} to help plan a group service activity in the community, coordinating tasks across a larger team. |
| ATL skills ages 11-16 | Openers and closers | Expert | opener | All bands in this pack | Across varied tasks, {Name} manages {their} learning confidently and reflects carefully on what works best. |
| EAL/ESL | Listening | Competent / fluent | observation | Primary (ages 5-11) | {Name} enjoys jokes and riddles told in class, including ones that depend on a word having two meanings. |
| EAL/ESL | Speaking | Competent / fluent | next_step | Primary (ages 5-11) | During talk partner time, {Name} could summarise a partner's point before adding a response that agrees, challenges or develops the idea. |
| EAL/ESL | Openers and closers | Competent / fluent | opener | Secondary (ages 11-18) | In subject lessons, {Name} reads textbooks, follows lab instructions and writes up findings in clear, accurate English. |
| Ontario subjects | Language | Level 4 (A, 80-100%) | observation | Primary (Grades 1-3) | {Name} blends and segments sounds with ease to read and spell unfamiliar words, including longer words with common vowel patterns. |
| Ontario subjects | Language | Level 4 (A, 80-100%) | next_step | Intermediate (Grades 7-8) | Planning a digital campaign on a school issue, {Name} can use a checklist to confirm the intended audience, protect privacy and keep each message respectful. |
| Ontario subjects | Openers and closers | Level 4 (A, 80-100%) | opener | All bands in this pack | {Name} asks insightful questions that move our class discussions forward and help classmates see ideas in new ways. |
| UK secondary subjects | English | Excellent | observation | Key Stage 3 (Years 7-9) | In units on pre-1914 literature, {Name} draws on the historical background taught in class to explain characters' choices with real insight. |
| UK secondary subjects | Science | Excellent | next_step | Key Stage 3 (Years 7-9) | Building on secure graph skills, {Name} should start drawing lines of best fit and using them to describe relationships between variables precisely. |
| UK secondary subjects | Openers and closers | Excellent | opener | All bands in this pack | Thoughtful, ambitious and independent, {Name} produces work that goes well beyond what the lesson asks. |
| British Columbia subjects | English Language Arts | Extending | observation | Kindergarten-Grade 3 | After listening to a story, {Name} retells it in order with rich detail and can explain why the main character made an important choice. |
| British Columbia subjects | Social Studies | Extending | next_step | Grades 4-7 | As a next step, {Name} could research how an issue from our social studies learning, such as resource use or human rights, affects people today and propose a realistic plan of action. |
| British Columbia subjects | Openers and closers | Extending | opener | All bands in this pack | Learning in our class is richer for {Name}'s thoughtful questions and the connections {they} can draw between topics. |
| Scottish secondary subjects | English | Secure | observation | S1 and S2 | Using reading strategies such as skimming, scanning and predicting independently, {Name} finds information quickly and works out unfamiliar words from context. |
| Scottish secondary subjects | Sciences | Secure | next_step | S1 and S2 | Rearranging unfamiliar formulae independently, checking each result with units and explaining why it is sensible would stretch {Name} further. |
| Scottish secondary subjects | Openers and closers | Secure | opener | All bands in this pack | {Name} has a thorough command of the topics covered and applies learning confidently in unfamiliar contexts. |
| Cambridge Primary and Lower Secondary | English | Extending | observation | Stages 1-3 (ages 5-8) | To spell new words, {Name} segments them into sounds independently, and many tricky words are spelt correctly in {their} own writing. |
| Cambridge Primary and Lower Secondary | English as a Second Language | Extending | next_step | Stages 4-6 (ages 8-11) | Working out the meaning of an unfamiliar word from the sentence around it, then explaining which words gave the clue before checking a dictionary, would deepen {Name}'s reading. |
| Cambridge Primary and Lower Secondary | Openers and closers | Extending | opener | All bands in this pack | {Name} asks questions in {Subject} that deepen {their} understanding and move discussions forward. |
How the sentences were made and checked
- AI-drafted from a written style guide per pack: the skills and sample behaviours, the level scale, grade bands, local spelling and vocabulary, and words that are not allowed at each level.
- Independently AI-edited, line by line, by a separate model pass that removes vague, repetitive, unsupported or age-inappropriate wording.
- Machine-checked: grammar and spelling (LanguageTool), pronoun agreement for he, she and they, level-word rules (for example no "consistently" at the lowest level) and near-duplicate detection.
- Owner spot-checks on 11 of the 22 packs on this site (10 to 20 sentences read per pack, no edits needed). The other packs have not had this check yet; the coverage table says which.
The sentences were not written by practising teachers, and no school, ministry or curriculum body has reviewed them. They are starting points for a teacher to edit, and your product should present them that way.
Licensing options
- Data feed: versioned JSON or CSV files, with a change log for each update.
- White-label inside your report software: shown under your brand, as a comment bank teachers pick from or as the source for your own comment generator.
- Per-curriculum or full bank: license only the packs for your markets, or all of them.
- Annual, non-exclusive licence. No pupil data ever comes to us: the sentences run inside your product.
Pricing: annual licences start from €12,000 per year for one curriculum; multi-curriculum and full-bank terms are quoted on request. A paid 60-day pilot for one curriculum (€2,500) is available if you want to test it with your users first.
Contact
Adam Hale, independent author of these report-comment banks: adam.hale@atomicmail.ai. Tell me which curricula and which product you have in mind, and I can send a larger sample for those packs.