report comments physical education

6 Tips for Writing Personalized Physical Education Report Card Comments

• Phys Ed Teaching Tips

This post may contain affiliate links. You pay the same and I get a small commission. Yay! (Please see my/our full disclosure for further information.)

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!

Leave a Reply Cancel reply

Your email address will not be published. Required fields are marked *

Save my name, email, and website in this browser for the next time I comment.

Related Post

Why you need to teach skills in physical education why you need to teach skills in physical education.

This post may contain affiliate links. You pay the same and I get a small commission. Yay! (Please see my/our full disclosure for further information.) Teaching skills in physical education

Seamlessly Integrate Technology in Physical Education Seamlessly Integrate Technology in Physical Education

This post may contain affiliate links. You pay the same and I get a small commission. Yay! (Please see my/our full disclosure for further information.) Technology is everywhere and ever-changing.

Your Guide To Preparing Your Physical Education Students for Fitness Units Your Guide To Preparing Your Physical Education Students for Fitness Units

This post may contain affiliate links. You pay the same and I get a small commission. Yay! (Please see my/our full disclosure for further information.) As Physical Education teachers, we

• Browse By Category
• View ALL Lessons
• Submit Your Idea
• Shop Lesson Books
• Search our Lessons
• Browse All Assessments
• New Assessments
• Paper & Pencil Assessments
• Alternative Assessments
• Student Assessments
• View Kids Work
• Submit Your Ideas
• Browse All Best Practices
• New Best Practices
• How BPs Work
• Most Popular
• Alphabetical
• Submit Your Best Practice
• Browse All Prof. Dev.
• Online PD Courses
• Onsite Workshops
• Hall of Shame
• Becoming a PE Teacher
• PE Articles
• Defending PE
• Substitute Guidelines
• Online Classes
• PE Research
• Browse All Boards
• Board of the Week
• Submit Your Bulletin Board
• Browse All Class Mngt
• Lesson Ideas
• New Teacher Tips
• Reducing Off-Task Behavior
• Browse All Videos
• Find Grants
• Kids Quote of the Week
• Weekly Activities
• Advertise on PEC
• FREE Newsletter

PE Central has partnered with S&S Discount Sports to provide a full range of sports and PE products for your program.

Get Free Shipping plus 15% OFF on orders over $59! Use offer code B4260. Shop Now!

• Shop Online Courses:
• Classroom Management
• Integrating Literacy & Math
• Grad Credit
• All PE Courses

• Cooperative Fitness Challenge
• Cooperative Skills Challenge
• Log It (Activity Tracker)

• Instant Activities
• Grades 9-12
• Dance of the Month
• Special Events Menu
• Cues/Performance Tips
• College Lessons
• Search All Lessons

• Paper & Pencil Assessments
• Shop Assessment

• How BP's Work

• Shop Bulletin Board Books

• Apps for PE Main Menu
• Submit Your App
• Ask our App Expert
• Active Gaming

• What is Adapted PE
• Ask Our Expert
• Adapting Activities
• IEP Information
• Adapted Web Sites
• Shop Adapted Store

• PreK Lesson Ideas
• PreK Videos
• Homemade PreK PE Equip
• Shop PreK Books

• Shop Class Mngt Products

• Search Jobs
• Interview Questions
• Interview Tips
• Portfolio Development

• Becoming PE Teacher
• Fundraising/Grants

• New Products
• T-Shirts/Accessories
• Class Management

Middle School

• High School
• Curriculums
• Limited Space

• Search Our Lessons

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

PE Central Copyright 1996-2020 All Rights Reserved

PE Central 2516 Blossom Trl W Blacksburg, VA 24060 E-mail : [email protected] Phone : 540-953-1043 Fax : 540-301-0112

Copyright 1996-2016 PE Central® www.pecentral.org All Rights Reserved Web Debut : 08/26/1996

Sign up for our free weekly newsletter and receive

physical education lesson ideas, assessment tips and more!

Your browser does not support iframes.

No thanks, I don't need to stay current on what works in physical education.

• International
• Schools directory
• Resources Jobs Schools directory News Search

PE Report Banks and Report Examples

Subject: Physical education

Age range: 11-14

Resource type: Other

Last updated

27 June 2020

• Share through email
• Share through twitter
• Share through linkedin
• Share through facebook
• Share through pinterest

This document is aimed at any teacher of Physical Education who needs to complete end of year reports. This document should help you reduce the time it takes to complete report writing as it contains the following:

Part 1- Report Banks for the following headings:

• Opening sentences/statements
• Leadership statements - Leading a warm up
• Skill Related statements
• Competition Related statements
• Progress Target statements
• Comment banks for negative reporting of students behaviour, effort and attitude towards PE

Part 2 – Report Examples

There are eleven pages containing roughly sixty different report examples, using the report banks comments as a guide.

Tes paid licence How can I reuse this?

Your rating is required to reflect your happiness.

It's good to leave some feedback.

Something went wrong, please try again later.

This resource hasn't been reviewed yet

To ensure quality for our reviews, only customers who have purchased this resource can review it

Report this resource to let us know if it violates our terms and conditions. Our customer service team will review your report and will be in touch.

Not quite what you were looking for? Search by keyword to find the right resource:

• dieppestaff

log in help

• Pages & Files

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

Comments ( 1 ), jack ponting said.

at 2:34 am on Sep 19, 2017

<a href=" http://www.nice.com">Nice</a> Post.

You don't have permission to comment on this page.

PBworks / Help Terms of use / Privacy policy / GDPR

About this workspace Contact the owner / RSS feed / This workspace is public

Join this workspace

Already have an account? Log in !

H oraire du Labo

Reading Levels (English)

Seuils de lectures en immersion française

Google Calendar

instructions pour laminer

Printshop 

Divisional Policies

Useful Links

Staff Email

Sub Information 2015-2016.docx

Report Cards

Report Card Support Documents

Pembina Trails

Smart Find Express

Dieppe Web Page - Educational Links

DREF - page maison

Media Centre Catalogue

Ecole Dieppe Web Page

Whale - access from home

Kombinasi Warna Ungu

Kombinasi Warna Biru

Kombinasi Warna Pink

Kombinasi Warna Hitam

Kombinasi Warna Merah

Kombinasi Warna Putih

Kombinasi Warna Cat Kamar

obat asam urat mosehat

New K-12 French immersion framework

Safe & Caring Schools   Policy

Attentes - jeux au labo , attentes - salle d'etudes, yearly events, staff handbook.

Accident Reporting Website

(username: PEMBINA TRAILS password: guju3

Belief Statement 21st Century

Blank Timetable

Halodoc Konsultasi Dokter

Firedrills 

Management of School Funds

MANITOBA TEACHERS' SOCIETY CODE OF CONDUCT WEBSITE

Mission Statements  

Nettrekker Login Info

On agit de facon respectueuse

Personal information sheet - new staff

Seva Pusat Mobil Murah

Kanzalia.com

Blog Kanzalia

Programmes d'etudes Manitoba

PUBLIC SCHOOL ACT WEBSITE

GOVERNMENT OF MB. EDUCATION WEBSITE

Staff Beliefs

Student insurance - Parent memo

Student Support Services Documents

Subject Time Allotments

Perpaduan Warna

Kombinasi Warna

Strong Beginnings Middle Years

Standard of Behaviour Pamphlet in Word

Cara Berhenti Donasi Unicef

Student Teacher Conferences

Transportation

233-ALLO (lien au site)

Professional Development

Teaching strategies.

Teaching Strategies for Classrooms

Differentiated Instruction Strategies

Document provincial pour les bulletins

Jill Eggleton Guided Reading

http://www.youtube.com/watch?v=kmv7b_UqbFY&safe=active  Video

Literacy  

http://www.youtube.com/embed/4tEXThA2rug?rel=0

https://www.youtube.com/watch?v=KYrA5z15-VY

Reading Assessment Video   

-  BC writing continuum

- http://www.edu.gov.on.ca/eng/curriculum/elementary/writing18ex.pdf

- Beaumont's writing continuum 

  Math

Math & Smartboard Webinars

Bairdmore math website 

Power of Ten

Divisional Middle Years Math Wiki

Divisional Early Years Math Resources

Marvelous Math Mondays

Reglettes - Qualitative

Reglettes - blog 

Reglettes - jeu

TFO - Répertoire des ressource

Les grilles sur la communication orale .

  Ipad apps @ Dieppe

Curriculum 21

Sciences Humaines

Sites a visiter pour Sc Humaines

Recent Activity

Easy Report Cards

Report Cards Made Easy!

• Report Card Comment Ideas

Find Comments Report Card Writing Center

• Report Card Writing Center
• Member Dashboard
• Add Students, Notes & Comments
• Bookmark Content
• Download Report Card Comments
• Download our App
• Contact / FAQs
• Become a VIP Member

Find Comments

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

Related Content

Download our list of report card comments.

Download a copy of our report card comments that you can print and use as a guide for completing your report card comments

Download our App!

Take Our Survey

Context here. Take our Survey

Help make our website better so we can offer you more content and features. Take our Survey

• Try for free

Report Card Comments & Phrases for Kindergarten

Wondering how and what to write for report card comments for kindergarten?

Help make the kindergarten grading and evaluation process easier with this selection of editable, categorized comments .

Academic Achievement and Improvement Remarks for Kindergarten Students

Positive Comments:

• ____________ has made solid progress in [reading/writing/math] and is performing [at grade level/above grade level] benchmarks. Good job!
• ____________ is an attentive student who has shown regular improvement in [reading/writing/math] skills since [his/her] last report card.
• ____________ works hard in class and has excellent [reading/writing/math] skills for [his/her] age. [He\she] enjoys [these/this subject(s)]. Please encourage [him/her] to use these skills at home!
• ____________ enjoys school and [his/her] enthusiasm is reflected in the quality of work [he/she] does in class and at home. [He/she] is a great student!
• ____________ has shown remarkable progress in [reading/writing/math] and consistently exceeds grade-level expectations. Keep up the excellent work!
• ____________ demonstrates a strong grasp of [reading/writing/math] concepts and consistently applies them in class. [He/She] is a dedicated learner who consistently strives for improvement.

Needs Improvement Comments:

• ____________ is making progress in [his/her] core subjects but is having some difficulty with _________. I am not concerned about this at the moment, and believe that with continued hard work [he/she] will see improvement quickly.
• I am concerned with ___________’s academic progress, and would like to schedule a conference with you to discuss how best to support [his/her] efforts both in school and at home.
• ____________ is an enthusiastic learner who enjoys school. [He/she] is having some difficulty with [reading/writing/math] - please continue to review with [him/her] nightly.
• ____________ has continued to struggle with [reading/writing/math], despite additional in-class and at-home support. I would like to schedule a conference with you to discuss benchmark testing and possible specialist support.
• ____________ is working hard in all core subjects but is facing challenges with ___________. I am confident that with targeted support and continued effort, [he/she] will make significant progress in this area.
• I have concerns about ___________'s academic progress, particularly in [reading/writing/math]. It would be beneficial to schedule a meeting to discuss strategies and interventions to help [him/her] improve in these areas both at school and at home.

Looking for more report card comment examples?

Download or purchase over 90+ pages of grading comments examples, tips, and advice for managing student grades.

Language and Literacy Skills Remarks for Kindergarten Students

• ____________ demonstrates a strong vocabulary and uses a variety of words to express ideas and thoughts. Well done!
• ____________ shows enthusiasm for reading and actively participates in shared reading activities. Keep up the great work!
• ____________ has made significant progress in letter recognition and is starting to blend sounds to read simple words. Excellent effort!
• ____________ enjoys writing and is beginning to use punctuation marks and capital letters correctly. Keep practicing!
• ____________ consistently demonstrates a love for books and actively engages in independent reading. Keep up the great reading habits!
• ____________ shows great improvement in phonics skills and is now able to decode and blend more complex words. Well done on your progress!
• ____________ is still developing phonemic awareness skills and needs additional support to identify and manipulate sounds in words.
• I would like to see ____________ demonstrate more confidence in reading aloud and taking risks in sounding out unfamiliar words.
• ____________ needs to work on letter formation and improving handwriting legibility. Consistent practice at home will help.
• ____________ is struggling with comprehending longer texts and needs more practice in summarizing and retelling stories.
• ____________ shows improvement in recognizing letter sounds, but still needs practice in blending them together to read words fluently.
• I encourage ____________ to expand [his/ her] vocabulary by using more descriptive words in [his/her] writing and speaking.

Math Skills Remarks for Kindergarten Students

• ____________ demonstrates a solid understanding of basic math concepts, such as number recognition, counting, and basic addition/subtraction. Well done!
• ____________ shows enthusiasm for math and actively engages in hands-on activities and problem-solving tasks. Keep up the great work!
• ____________ has made significant progress in understanding and applying math skills, such as identifying shapes, sorting objects, and recognizing patterns. Excellent effort!
• ____________ enjoys exploring numbers and is beginning to understand basic math operations, such as adding and subtracting small quantities. Keep practicing!
• ____________ consistently demonstrates a strong foundation in math skills and applies them in various real-life situations. Keep up the great math abilities!
• ____________ shows great improvement in math skills and is now able to solve simple word problems and use basic math vocabulary. Well done on your progress!
• ____________ is still developing a solid understanding of basic math concepts, such as number recognition and counting. Additional practice and reinforcement at home will be beneficial.
• I would like to see ____________ demonstrate more confidence in solving math problems independently and applying math skills in different contexts.
• ____________ needs to work on developing a stronger grasp of basic math operations, such as addition and subtraction. Consistent practice and support at home will help.
• ____________ is struggling with understanding and applying more complex math concepts, such as measurement and time. Additional guidance and targeted practice will be beneficial.
• ____________ shows improvement in math skills, but still needs practice in solving word problems and explaining math thinking. Continued practice and support will help strengthen these areas.
• I encourage ____________ to expand [his/her] math vocabulary and use more precise math language when explaining math concepts and reasoning.

Art and Creativity Remarks for Kindergarten Students

• ____________ demonstrates a strong sense of creativity and imagination in [his/her] artwork. [He/She] enjoys exploring different materials and techniques.
• ____________ shows great enthusiasm for art activities and is always eager to experiment with colors and textures.
• ____________ consistently produces artwork that is unique and showcases [his/her] individuality. [He/She] is not afraid to take risks and try new approaches.
• ____________ pays attention to details and takes pride in [his/her] artwork. [His/Her] pieces often display a high level of craftsmanship.
• ____________ effectively uses various art mediums to express [his/her] ideas and emotions. [His/Her] artwork is visually engaging and thought-provoking.
• ____________ shows a natural talent for art and consistently produces visually appealing and imaginative artwork.
• ____________ is encouraged to take more risks and explore different art techniques. [He/She] tends to stick to familiar styles and materials.
• ____________ needs guidance in developing [his/her] fine motor skills for more precise artwork. Encouraging [him/her] to practice control and attention to detail would be beneficial.
• ____________ sometimes struggles with following instructions in art projects, resulting in incomplete or messy artwork. Encouraging [him/her] to listen carefully and follow step-by-step instructions would help improve [his/her] work.
• ____________ would benefit from experimenting with a wider range of art materials and techniques to expand [his/her] creativity and artistic expression.
• ____________ needs to work on focusing on the task at hand during art activities, as [he/she] can become easily distracted and rush through [his/her] work.
• ____________ is encouraged to put more effort into completing [his/her] artwork. [He/She] sometimes shows a lack of commitment and may need reminders to finish [his/her] projects.

Fine Motor Skills Remarks for Kindergarten Students

• ____________ demonstrates excellent fine motor skills, showing precision and control when handling small objects and tools. [He/She] can manipulate small items with ease.
• ____________ has made significant progress in developing fine motor skills, such as cutting, coloring, and writing. [He/She] can now complete tasks that require good hand-eye coordination.
• ____________ shows great dexterity and coordination in [his/her] fine motor activities. [He/She] can complete intricate tasks with ease and accuracy.
• ____________ is still developing fine motor skills and may need additional practice and support to improve [his/her] handwriting and control when using small tools.
• I encourage ____________ to work on strengthening [his/her] fine motor skills, such as using scissors and holding a pencil correctly. Consistent practice at home will help improve [his/her] control and precision.
• ____________ needs to focus on developing better control over [his/her] fine motor movements, such as coloring within the lines and using proper grip while writing. Continued practice and guidance will support [his/her] progress in this area.

Gross Motor Skills Remarks for Kindergarten Students

• ____________ demonstrates excellent gross motor skills, showing coordination and control in activities such as running, jumping, and throwing. [He/She] participates actively and confidently in physical activities.
• ____________ has made great progress in developing gross motor skills. [He/She] is now able to perform more complex movements, such as skipping and hopping on one foot. Well done!
• ____________ shows enthusiasm and skill in various gross motor activities. [He/She] can maintain balance and coordination while participating in games and sports.
• ____________ is still developing gross motor skills and may need additional practice and support to improve [his/her] coordination and balance. Encouraging participation in physical activities at home would be beneficial.
• I encourage ____________ to work on strengthening [his/her] gross motor skills, such as running, jumping, and catching. Continued practice and engagement in physical activities will help improve [his/her] overall coordination.
• ____________ needs to focus on developing better control over [his/her] gross motor movements, such as skipping and throwing. Targeted practice and guidance will support [his/her] progress in this area.

Work Habit Remarks for Kindergarten Students

• ____________ has made great progress in improving [his/her] work habits, and is now submitting work that is grade-level appropriate. Great job!
• ____________ has excellent work habits and always completes [his/her] work and other tasks on time and with great care. [He/she] is a great model for other students in our class!
• ____________ works very well independently, is enthusiastic and conscientious, and submits neat, correct, and high-quality work every time. Awesome job!
• ____________ consistently demonstrates excellent work habits and takes pride in completing assignments to the best of [his/her] ability. [He/She] is always focused, and attentive, and ensures that [his/her] work is neat and accurate.
• ____________ has shown tremendous growth in [his/her] work habits throughout the year. [He/She] consistently demonstrates a strong work ethic, takes initiative, and goes above and beyond in completing tasks. [His/Her] dedication and commitment to quality work are commendable.
• ____________ does mostly good work, but [he/she] is not consistent. We will continue to work on helping [him/her] submit [his/her] best work every time - please continue with the great support at home!
• As discussed in previous meetings, ___________’s work habits still require continued support and attention to get [him/her] to an acceptable level.
• ____________ is struggling with completing work and other tasks on time and without assistance. {He/she] is easily distracted and has difficulty staying on task when this happens.
• ____________ generally does quality work, but is sometimes too focused on getting [his/her] independent work done too quickly, which leads to issues with accuracy and unnecessary errors. Please help to reinforce a careful and focused work pace at home.
• ____________ needs help to finish independent assignments. [He/she] has made progress in managing time and making serious efforts, but needs continued support in this area to develop the skills necessary for doing great work on [his/her] own.

Personality and Attitude Remarks for Kindergarten Students

• ____________ is thoughtful, pleasant, curious, and a hard worker. [He/she] enjoys school and is a great classmate. Great job!
• ____________ shows interest in and enthusiasm for school, [his/her] classmates, and learning and applying new skills and concepts. [He/she] is a joy to have in class.
• ____________ enjoys participating in class activities, working in groups, and helping others. [He/she] adds a lot to the personality of our classroom and is well-liked by other students.
• ____________’s attitude toward school and [his/her] classmates has improved dramatically since the last reporting period. Thank you for being so helpful!
• ____________ consistently demonstrates a positive attitude towards school, showing enthusiasm and a genuine love for learning. [He/She] approaches challenges with a positive mindset and is always willing to help and support classmates.
• ____________ displays a friendly and respectful demeanor towards peers and teachers. [He/She] actively contributes to a positive classroom environment by being kind, considerate, and inclusive towards others. [His/Her] positive attitude is contagious and helps create a welcoming atmosphere for everyone.
• ____________ is struggling with consistency in [his/her] attitude in school. While [he/she] is very good at [behavior/attitude], [he/she] sometimes struggles with [behavior/attitude]. We will continue to work on this, and your assistance would be greatly appreciated.
• ____________ needs to be encouraged to participate more in class activities and group work. [He/she] has progressed with this since the beginning of the year, but has more work to do.
• ____________ is struggling with consistently following classroom rules, especially those having to do with [behavior/attitude/norm]. I am confident that with ongoing support and reminders, [he/she] will quickly improve this area.
• ____________ has continued to struggle with adapting to classroom rules and routines. I would like to schedule a conference with you to discuss how we can work together to improve [his/her] behavior.
• ____________ is having difficulty demonstrating consistent positive behavior and attitude in school. While [he/she] is capable of showing [behavior/attitude], [he/she] sometimes struggles with [behavior/attitude]. Continued support and assistance from both home and school will be beneficial in helping [him/her] improve in this area.
• ____________ needs encouragement to actively participate in class activities and group work. Although there has been progress since the beginning of the year, [he/she] still has room for improvement. Continued practice and support will help [him/her] become more engaged in these activities.

Social-Emotional Skills Remarks and Comments for Kindergarten Students

• ____________ manages and regulates [his/her] emotions appropriately and responds well to feedback.
• ____________ is very good at finishing things that [he/she] starts and seeing them all the way through to the end result.
• ____________ communicates very effectively with classmates, teachers, and other staff members.
• ____________ is dependable, responds well to direction and coaching, and follows through on [his/her] commitments to [him/her]self and others.
• ____________ is responsible and accountable for [his/her] work, behavior, and communication both inside and outside the classroom.
• ____________ is always looking for ways to be helpful to other students and members of the school community.
• ____________ works very well with classmates and others on group projects and activities, and is comfortable being a leader.
• ____________ relates well to others and is appreciative of different perspectives, experiences, and circumstances.
• ____________ struggles with managing [his/her] emotions appropriately and could benefit from additional support in this area.
• ____________ has difficulty staying focused and may need reminders to stay on task during class activities.
• ____________ has shown inconsistent problem-solving skills and would benefit from strategies to help [him/her] approach challenges more effectively.
• ____________ has difficulty taking responsibility for [his/her] actions and may need guidance in understanding the consequences of [his/her] choices.
• ____________ has trouble working cooperatively with peers and may need support in developing positive collaboration skills.
• ____________ has difficulty following classroom rules and would benefit from consistent reminders and reinforcement of expectations.

Featured Kindergarten Resources

Related Resources

About the author

Contributor

About stephen.

• Nebraska Medicine
• Current Students
• Faculty & Staff
• Chinese (Simplified)
• Myanmar (Burmese)
• Powered by Google Translate

UNMC physical therapy earns NU teaching award

• Written by Melissa Lee, University of Nebraska System, and UNMC strategic communications
• Published May 15, 2024

Faculty and staff of the UNMC College of Allied Health Professions' physical therapy program: From left, first row is staff, Marcela Williams, Mary Wood, Megan Krenzer, Michelle Hawkins. Faculty are, second row, Tessa Wells, DPT, Betsy Becker, DPT, PhD, Dawn Venema, PhD; third row, Patricia Hageman, PhD, Nikki Sleddens, PhD; fourth row, Sara Bills, DPT, Kathleen Volkman, MS, Kellie Gossman, DPT; fifth row, Megan Frazee, DPT, Ka-Chun (Joseph) Siu, PhD, Grace Johnson, DPT, Joseph Norman, PhD (retired), Elizabeth Wellsandt, DPT, PhD; sixth row, Stacie Christensen, DPT, Mike Rosenthal, DSc, Mike Wellsandt, DPT. Not pictured, Laura Bilek, PhD, Teresa Cochran, DPT, Kyle Meyer, PhD, Kaitlyn Uwazurike, DPT.

University of Nebraska Interim President Chris Kabourek announced Tuesday that the physical therapy department at UNMC is the recipient of the 2024 University-wide Departmental Teaching Award.

The UDTA, one of the President’s Excellence Awards , is the University of Nebraska’s most prestigious honor for departmental excellence in teaching. Since 1993, the UDTA has recognized departments or units within the university system that have made unique and significant contributions to NU’s teaching efforts and demonstrated outstanding commitment to the education of students at the undergraduate, graduate or professional levels.

Honored departments are selected by a committee of faculty members from across the university. The award includes a $25,000 prize to be used as the department sees fit, for example for travel to a conference, instructional equipment or improvements to classroom space.

“Being selected for the 2024 University-wide Departmental Teaching Award underscores our team’s dedication to high-quality education,” said Betsy Becker, DPT, PhD, chair of the UNMC College of Allied Health Professions Department of Health & Rehabilitation Sciences, director of the physical therapy program and associate professor. “As a team, we navigate challenges, striving for excellence. I’m proud of our contributions and positive impact.”

Said Kabourek, “The fundamental mission of the University of Nebraska is to provide outstanding education to our students. The faculty and staff of UNMC’s physical therapy department are answering that call every day. The department has been a pioneer since its earliest days, leading the way in offering high-quality, accessible physical therapy education that meets workforce and health care needs across our state.

“We are a healthier and stronger state thanks to the physical therapy department’s commitment to excellence and innovation. I’m honored to publicly celebrate their extraordinary impact on many generations of students and on the well-being of our communities and all Nebraskans.”

Housed within UNMC’s College of Allied Health Professions, the physical therapy department offers a three-year professional curriculum leading to a Doctor of Physical Therapy degree. It is the only public program in Nebraska for the professional education of physical therapists, serving a crucial workforce need for the state. It currently is home to about 15 FTE faculty and 200 students and last year celebrated 50 years of graduates.

The quality of teaching is reflected in student outcomes: A 97% licensure exam pass rate for the Class of 2022-23 and a 99% graduation rate. More than 60% of recent graduates are employed in Nebraska, many of them in rural areas, helping address a growing demand for physical therapists as the population ages and more job opportunities are created.

The department is committed to serving the entire state, educating future physical therapists at UNMC’s Omaha campus as well as at the Health Science Education Complex on the University of Nebraska at Kearney campus, ensuring a strong workforce pipeline for Nebraska’s urban and rural communities alike. The physical therapy department also participates in the Kearney Health Opportunities Program (a partnership with UNK) and the Rural Health Opportunities Program (a partnership with the Nebraska state colleges), pathway programs that encourage students from rural areas to practice in rural Nebraska after they graduate.

Faculty have been leaders in adopting new technologies to enhance their teaching, including simulation experiences that allow students to practice in realistic, hands-on clinical scenarios. The department also supports its students outside the classroom, for example with a “buddy” program that pairs incoming students with upper-class mentors on their first day of class to ensure they have peer support throughout their course of study.

Additionally, faculty, staff and students are actively engaged in serving the community, participating in programs that provide affordable health care to Nebraskans in need, volunteering to offer companionship to Nebraskans with long-term conditions such as multiple sclerosis or spinal cord injury, and working with UNMC’s Munroe-Meyer Institute to create mobility devices for children with movement limitations.

“I would like to thank Interim President Kabourek and the selection committee for this prestigious recognition of our outstanding physical therapy program,” said Kyle Meyer, PhD, dean of the UNMC College of Allied Health Professions. “The award reflects the program’s commitment to providing an extraordinary educational experience for students, as well as a commitment to advancing the field of physical therapy for the patients and communities our faculty and graduates serve.”

UNMC Chancellor and incoming University of Nebraska President Jeffrey P. Gold, MD, congratulated Drs. Becker and Meyer on the award.

“Under the leadership of Dr. Meyer and Dr. Becker, the physical therapy program at UNMC will only continue to excel,” he said. “This honor is richly deserved, and we are proud of their work, as well as the impact of that work here in Nebraska and beyond.”

Members of the physical therapy department will be honored along with other President’s Excellence Awards recipients at the Aug. 8 Board of Regents meeting.

10 comments

What a great team! Well deserved and congratulations!

Cheering for our outstanding colleagues and friends in Physical Therapy for educational excellence. Congratulations to all!

Congratulations to the PT program and CAHP on earning this award! This is well-deserved recognition for your commitment to excellence in education.

Congratulations, team! Well deserved recognition for your incredible work.

Congratulations and well deserved.

Congratulations to all physical therapy department at UNMC, Great Team work keep it up!!

Congratulations, colleagues! A well-deserved honor.

Congrats to the CAHP’s dedicated PT staff and faculty on this well-deserved recognition!

The PT team is incredible! Well deserved.

Congratulations PT faculty and staff! What a wonderful honor to be recognized across the NU system for your work and dedication to the quality education of physical therapy students!

Leave a comment Cancel reply

Your email address will not be published. Required fields are marked *

Save my name and email in this browser for the next time I comment.

This site uses Akismet to reduce spam. Learn how your comment data is processed .

•   Weather

Search location by ZIP code

Police called to germantown high school for student fight.

The fight broke out just before 7:45 a.m. Friday during a physical education class

• Copy Link Copy {copyShortcut} to copy Link copied!

GET LOCAL BREAKING NEWS ALERTS

The latest breaking updates, delivered straight to your email inbox.

Police responded to Germantown High School Friday morning for a report of a fight between students.

According to an email sent from the Germantown High School principal to parents, the fight broke out at 7:43 a.m. during a physical education class.

According to the email, Joel Farren, the principal, responded to the gym when he heard about the fight. Farren then called 911. Germantown police responded to the high school and resolved the issue in a few minutes.

Germantown High School said the school could not share further details because the incident involved students.

"[W]e want to reassure you of our swift response and strong partnership with the Germantown Police Department," the email said. "Their immediate response was instrumental in resolving the issue quickly and effectively."

12 News reached out to the Germantown Police Department to learn more about the incident and the department's response.

This is a developing story. 12 News will update this story as more information becomes available.

TOP STORIES

• Milwaukee shooting: 3-year-old boy recovering, mother pleads for information
• Milwaukee restaurateur indicted on sex trafficking, child pornography charges
• Sade Robinson's family was notified of human arm found in Illinois
• First-of-its-kind surgery saves giraffe at Milwaukee County Zoo

• New Physical Education Course, Featuring Dr. Anissa Reilly

by Acellus Academy | May 20, 2024 | Newsletter | 0 comments

Acellus Academy is excited to announce the new  Physical Education   course available for   high school   students as an elective. The course is designed to present students with an understanding of physical fitness and an opportunity to get hearts pumping. 

Acellus Academy is excited to bring this course to families, as it not only teaches important health information but incorporates workouts that students can follow along with. The course kicks off with an introduction to Physical Education, safety practices, muscular strength, flexibility, and cardiovascular endurance.

Submit a Comment Cancel reply

Your email address will not be published. Required fields are marked *

Save my name, email, and website in this browser for the next time I comment.

Recent Posts

• New Course Announcement: American Sign Language (ASL)
• Join Us for Science L!VE On-Site!
• Join a Solar Eclipse Watch Party
• Plan a Solar Eclipse Watch Party

Blog The Education Hub

https://educationhub.blog.gov.uk/2024/05/16/new-rshe-guidance-what-it-means-for-sex-education-lessons-in-schools/

New RSHE guidance: What it means for sex education lessons in schools

R elationships, Sex and Health Education (RSHE) is a subject taught at both primary and secondary school.  

In 2020, Relationships and Sex Education was made compulsory for all secondary school pupils in England and Health Education compulsory for all pupils in state-funded schools.  

Last year, the Prime Minister and Education Secretary brought forward the first review of the curriculum following reports of pupils being taught inappropriate content in RSHE in some schools.  

The review was informed by the advice of an independent panel of experts. The results of the review and updated guidance for consultation has now been published.   

We are now asking for views from parents, schools and others before the guidance is finalised. You can find the consultation here .   

What is new in the updated curriculum?  

Following the panel’s advice, w e’re introducing age limits, to ensure children aren’t being taught about sensitive and complex subjects before they are ready to fully understand them.    

We are also making clear that the concept of gender identity – the sense a person may have of their own gender, whether male, female or a number of other categories   – is highly contested and should not be taught. This is in line with the cautious approach taken in our gu idance on gender questioning children.  

Along with other factors, teaching this theory in the classroom could prompt some children to start to question their gender when they may not have done so otherwise, and is a complex theory for children to understand.   

The facts about biological sex and gender reassignment will still be taught.  

The guidance for schools also contains a new section on transparency with parents, making it absolutely clear that parents have a legal right to know what their children are being taught in RSHE and can request to see teaching materials.   

In addition, we’re seeking views on adding several new subjects to the curriculum, and more detail on others. These include:   

• Suicide prevention  
• Sexual harassment and sexual violence  
• L oneliness  
• The prevalence of 'deepfakes’  
• Healthy behaviours during pregnancy, as well as miscarriage  
• Illegal online behaviours including drug and knife supply  
• The dangers of vaping   
• Menstrual and gynaecological health including endometriosis, polycystic ovary syndrome (PCOS) and heavy menstrual bleeding.  

What are the age limits?   

In primary school, we’ve set out that subjects such as the risks about online gaming, social media and scams should not be taught before year 3.   

Puberty shouldn’t be taught before year 4, whilst sex education shouldn’t be taught before year 5, in line with what pupils learn about conception and birth as part of the national curriculum for science.  

In secondary school, issues regarding sexual harassment shouldn’t be taught before year 7, direct references to suicide before year 8 and any explicit discussion of sexual activity before year 9.  

Do schools have to follow the guidance?  

Following the consultation, the guidance will be statutory, which means schools must follow it unless there are exceptional circumstances.   

There is some flexibility w ithin the age ratings, as schools will sometimes need to respond to questions from pupils about age-restricted content, if they come up earlier within their school community.   

In these circumstances, schools are instructed to make sure that teaching is limited to the essential facts without going into unnecessary details, and parents should be informed.  

When will schools start teaching this?  

School s will be able to use the guidance as soon as we publish the final version later this year.   

However, schools will need time to make changes to their curriculum, so we will allow an implementation period before the guidance comes into force.     

What can parents do with these resources once they have been shared?

This guidance has openness with parents at its heart. Parents are not able to veto curriculum content, but they should be able to see what their children are being taught, which gives them the opportunity to raise issues or concerns through the school’s own processes, if they want to.

Parents can also share copyrighted materials they have received from their school more widely under certain circumstances.

If they are not able to understand materials without assistance, parents can share the materials with translators to help them understand the content, on the basis that the material is not shared further.

Copyrighted material can also be shared under the law for so-called ‘fair dealing’ - for the purposes of quotation, criticism or review, which could include sharing for the purpose of making a complaint about the material.

This could consist of sharing with friends, families, faith leaders, lawyers, school organisations, governing bodies and trustees, local authorities, Ofsted and the media.  In each case, the sharing of the material must be proportionate and accompanied by an acknowledgment of the author and its ownership.

Under the same principle, parents can also share relevant extracts of materials with the general public, but except in cases where the material is very small, it is unlikely that it would be lawful to share the entirety of the material.

These principles would apply to any material which is being made available for teaching in schools, even if that material was provided subject to confidentiality restrictions.

Do all children have to learn RSHE?  

Parents still have the right to withdraw their child from sex education, but not from the essential content covered in relationships educatio n.  

You may also be interested in:

• Education Secretary's letter to parents: You have the right to see RSHE lesson material
• Sex education: What is RSHE and can parents access curriculum materials?
• What do children and young people learn in relationship, sex and health education

Tags: age ratings , Gender , Relationships and Sex Education , RSHE , sex ed , Sex education

Sharing and comments

Share this page, related content and links, about the education hub.

The Education Hub is a site for parents, pupils, education professionals and the media that captures all you need to know about the education system. You’ll find accessible, straightforward information on popular topics, Q&As, interviews, case studies, and more.

Please note that for media enquiries, journalists should call our central Newsdesk on 020 7783 8300. This media-only line operates from Monday to Friday, 8am to 7pm. Outside of these hours the number will divert to the duty media officer.

Members of the public should call our general enquiries line on 0370 000 2288.

Sign up and manage updates

Follow us on social media, search by date, comments and moderation policy.

Physical Education Report comments bank (file PE.6)

File description

Free Teacher Reports App ▸ YouTube Demo

***** 4.9/5 - 386 teacher reviews (Google, Facebook, Tes.com)

School Report Writer dot COM was created by Linden Rowland in 2012 and has been continuously developed in consultation with thousands of teachers around the world. Recently we launched our industry-leading, gender-neutral option that automatically corrects the grammar.

 B     B     C  TV presenter, Jonathan Hare, Rough Science/Hollywood Science, interviews the app developer .

Feedback and support Always happy to help

[email protected] Notes: • we usually reply the same day, often within an hour . • add this address to your contacts, check your spam folder. • if emailing from a school, your firewall may block our replies. Try a personal email account or message us via facebook or twitter .