2015

Millicent North Primary

School
Mid Year Report
RS
Sarah
Lanyon
Reception

Australian Curriculum Reception

English
By the end of the Foundation year, students use predicting and questioning strategies to make meaning from texts. They
recall one or two events from texts with familiar topics. They understand that there are different types of texts and that
these can have similar characteristics. They identify connections between texts and their personal experience. They read
short, predictable texts with familiar vocabulary and supportive images, drawing on their developing knowledge of
concepts about print and sound and letters. They identify the letters of the English alphabet and use the sounds
represented by most letters. They listen to and use appropriate language features to respond to others in a familiar
environment. They listen for rhyme, letter patterns and sounds in words.
Students understand that their texts can reflect their own experiences. They identify and describe likes and dislikes about
familiar texts, objects, characters and events. In informal group and whole class settings, students communicate clearly.
They retell events and experiences with peers and known adults. They identify and use rhyme, letter patterns and sounds
in words. When writing, students use familiar words and phrases and images to convey ideas. Their writing shows
evidence of sound and letter knowledge, beginning writing behaviours and experimentation with capital letters and full
stops. They correctly form known upper and lowercase letters.

Teacher Comment
RS has good ideas to share but is sometimes not confident to speak to the class. She has to practice projecting her voice
more as often she talks very quietly and it is difficult to understand her thoughts and feelings. RS can listen to instructions
and respond to other peoples points of view. This was evident when she gave informed feedback to her peers oral
presentation. She is beginning to use familiar words from her sight word list to write short texts to express her ideas and
personal experiences. RS can identify all of her Jolly Phonic sounds. She can spell some familiar sight words, three letter
and two letter word blends accurately. She can sound out and identify the letter patterns in words, e.g. c-a-t is cat, it is the
at family. RS can discriminate between a beginning, middle and end sound in words. She can read short texts
confidently and is beginning to predict words using picture and text cues.
RS has excellent hand control; she can write her letters on the line. At one stage her writing was very small, but she is
now forming her letters at an appropriate size.
Reading Level: 5

Effort

Mathematics
By the end of the Foundation year, students make connections between number names, numerals and quantities up to
10.
They compare objects using mass, length and capacity. Students connect events and the days of the week. They explain
the order and duration of events. They use appropriate language to describe location. Students count to and from 20 and
order small collections. They group objects based on common characteristics and sort shapes and objects. Students
answer simple questions to collect information.
Teacher Comment
RS can name numbers sequentially to 20. A goal for next term will be to count backwards from any given point from 20
fluently. RS can read, make and order collections of numbers to 20. She demonstrated her knowledge of this when she
had to explain her understanding of a given number using numbers, pictures and words. She can subitise numbers to 6
and is learning to count on from a given number. RS can make repeating patterns and can identify them by size, colour,
shape and letters. She can classify and sort objects and explain the reason for her classification. She is learning to use
positional language to explain where numbers are on a grid. (e.g.: before, after, between). RS can read information from
picture and human graphs; this was evident when the children had to identify the class favourite number.
Effort

South Australian Curriculum Year Reception

Effort

Physical Education/ Health

Design & Technology

Visual Arts

History/ Geography
Science

Capabilities
Shows organisational skills

Listens attentively

Concentrates on tasks

Uses time effectively

Deals with conflict

appropriately
Bounces back from setbacks
Able to solve minor personal
problems

Shows initiative
Shows appropriate yard
behaviour
Follows requests and
instructions
Knows and accepts
consequences of actions

Willing to take risks

Has clear and legible
presentation

Has a positive attitude

Is confident

Works independently

Co-operates in group work

Shows respect for property

Seeks help when needed

Responds to suggestions for

improvement

Applies problem solving

strategies

General Comment from Teacher

RS participates in all activities in a quiet and composed way. She is a reliable member of the class and can
always be depended upon to take on extra duties responsibly.
RS is becoming more animated as time goes by. She will now initiate conversations with adults and will ask
questions if she is unsure or if a problem needs to be solved.
RS is respectful of others; she works cooperatively with her peers in either small group or whole group situations.
RS is attentive and involves herself in class discussions however she needs to speak louder as it is often difficult
to hear what she is saying.
RS takes pride in her book work, her writing is very neat and she sets her work out well. She is very creative; her
drawings display a lot of detail.
RS is to be congratulated for her outstanding work. She is always keen and enthusiastic to learn and shows a
genuine desire to do her best.

Keep up the great work RS!

Days absent:
Teacher Signature

Days late:
Principal Signature