This content is part of official issued curriculum applicable to all curriculum documents, Grades 1 to 12. Educators must also review the curriculum context information specific to their curriculum.
Reporting Student Achievement
Elementary
Three formal report cards are issued in Ontario’s publicly funded elementary schools, as described below.
The Elementary Progress Report Card shows a student’s development of learning skills and work habits during the fall of the school year, as well as the student’s general progress in working towards achievement of the curriculum expectations in each subject (reported as “progressing very well”, “progressing well”, or “progressing with difficulty”).
The Elementary Provincial Report Card shows a student’s achievement at specific points in the school year. The first Provincial Report Card reflects student achievement of the overall curriculum expectations introduced and developed from September to January/February of the school year, as well as the student’s development of learning skills and work habits during that period. The second reflects achievement of curriculum expectations introduced or further developed from January/February to June, as well as further development of learning skills and work habits during that period. The Provincial Report Card for Grades 1–6 uses letter grades; the report card for Grades 7 and 8 uses percentage grades.
Secondary
The Provincial Report Card, Grades 9–12, shows a student’s achievement at specific points in the school year or semester. There are two formal reporting periods for a semestered course and three formal reporting periods for a non-semestered course. The reports reflect student achievement of the overall curriculum expectations, as well as development of learning skills and work habits.
Communication with parents and students
Although there are formal reporting periods, communication with parents and students about student achievement should be continuous throughout the year or course, by a variety of means, such as parent-teacher or parent-student-teacher conferences, portfolios of student work, student-led conferences, interviews, phone calls, checklists, and informal reports. Communication about student achievement should be designed to provide detailed information that will encourage students to set goals for learning, help teachers to establish plans for teaching, and assist parents in supporting learning at home.
