S1-S2 English Report Comments (Scotland)

English covers listening and talking (discussion, presentations, judging spoken and media texts), reading (reading strategies, finding information, and analysing fiction, non-fiction, poetry, drama and Scottish texts) and writing for different purposes, with spelling, punctuation and grammar.

Below are 13 sample sentences for S1-S2: two strengths and one next step for each of the 4 comment levels (Secure / Consolidating / Developing / Beginning), plus a tip for families. They are a small selection from the 288 English sentences in the full pack. Copy one, then add a detail only you know about the student.

Jump to: Secure · Consolidating · Developing · Beginning · Writing tips

Student name Pronouns

Fills in the name and pronouns on this page. Nothing is sent anywhere.

Secure S

Strengths

Using reading strategies such as skimming, scanning and predicting independently, [Name] finds information quickly and works out unfamiliar words from context.
[Name] explores layers of meaning in unfamiliar poems, commenting perceptively on imagery, sound and structure.

Next steps:

Keeping a short reading log in the jotter, with a sentence on each writer's style, will help [Name] build a wider and more adventurous range of reading.

Consolidating C

Strengths

Using skimming and scanning, [Name] finds key information in a text efficiently and is increasingly independent at working out new words from context.
[Name] reads poems with understanding and can comment on the poet's use of imagery and word choice, often with a well-chosen example.

Next steps:

Reading a wider range of texts, including poetry, plays and non-fiction, will help [Name] apply familiar reading skills to new kinds of writing.

Developing D

Strengths

Reading strategies such as skimming and scanning are becoming more familiar to [Name], who sometimes uses context clues to work out new words.
[Name] gives a personal response to poems, picking out a striking image and suggesting why the poet might have chosen it.

Next steps:

Choosing a wider range of books, including some non-fiction and poetry, and talking about them with others, will build [Name]'s reading habits.

Beginning B

Strengths

Using headings, pictures and the first line of each paragraph, [Name] is beginning to predict what a new text will be about.
[Name] talks about poems read in class and, with a list of mood words, is beginning to describe the mood a poem creates.

Next steps:

Using a word bank of common techniques, such as simile and alliteration, will help [Name] start to spot and name them in reading.

Support at home

In an everyday conversation, asking your child for an opinion and a reason to support it gives useful practice in discussion and persuasive writing.

How to write English comments for S1-S2

Name the text type and the reading skill together, such as explaining a character's motive in the class novel or finding evidence in a non-fiction article, so parents and carers can see what the pupil does with a text.
Writing in S1 and S2 builds on primary work. Pick one craft feature the pupil controls in their own pieces, such as paragraphing, varied sentence openings or punctuated dialogue, and one feature to practise next.
Listening and talking is easy to leave out. If you heard the pupil build on a classmate's point in a group discussion or give a short talk, mention it, and suggest a small step such as speaking from notes rather than a script.

Watch out: Avoid reducing the comment to spelling and punctuation. Pair any accuracy target with a reading, writing or talking strength, such as how the pupil builds atmosphere in a story or backs up a point with evidence.

The four levels describe how secure, accurate and independent the learning is in what has been taught, never a CfE level. Secure suits detailed, accurate work applied to unfamiliar tasks; Consolidating suits a sound grasp with occasional guidance; Developing suits sometimes, or with a model or worked example; Beginning names what is starting to show and the support that helps. Show the level through the work rather than writing the level word.

What English covers

In these comments, English covers these behaviours:

listening and talking: discussion, presentations, listening for information and judging the reliability of spoken texts
reading: uses reading strategies, finds and uses information, and understands, analyses and evaluates fiction, non-fiction, poetry and drama, including Scottish texts
writing: creates and organises texts for different purposes and audiences, including imaginative, personal, persuasive, discursive and critical writing
tools for writing: spelling, punctuation, grammar, vocabulary and sentence variety
explains a writer's techniques with evidence from the text

More Scottish secondary subjects comments

How these sentences were made, and what has been checked: About these comments.