QLD Report Card Comments: A–E Levels

The QLD A–E scale at a glance

Queensland reports Years 3–10 achievement against the Australian Curriculum achievement standards using the five-level A–E scale (Years 1–2 use a separate descriptive scale, and Prep uses the five-point Prep scale). Pick the words in your comment to match the level, so that a parent reading a “C” sees language that fits sound, age-appropriate achievement.

• A — Very High Achievement: significantly exceeds the standard.
• B — High Achievement: performs above the standard with confidence.
• C — Sound Achievement: meets the standard consistently.
• D — Limited Achievement: below the standard, with evidence of growth.
• E — Very Limited Achievement: well below the standard and needs targeted support.

A — Very High Achievement: example comments

Examples

• "[Student] demonstrates a sophisticated understanding of persuasive texts and independently crafts arguments supported by well-chosen evidence. Their reading responses show insight into the author’s purpose. Next steps include experimenting with rhetorical devices for effect."
• "[Student] applies number and algebra knowledge to unfamiliar problems and justifies their reasoning with clear mathematical language. They generalise patterns and test their own conjectures. Extension tasks involving multi-step investigations will keep them challenged."

B — High Achievement: example comments

Examples

• "[Student] writes confidently for a range of purposes and explains how language choices affect the reader. Their work is well organised and mostly accurate. Next steps include revising drafts to sharpen vocabulary and vary sentence structure."
• "[Student] solves problems accurately using efficient strategies and explains their thinking clearly. They are developing the ability to apply these skills to unfamiliar contexts. Practice with open-ended investigations will deepen their reasoning."

C — Sound Achievement: example comments

Examples

• "[Student] demonstrates a sound understanding of the year-level English standard. They write well-structured narratives and read familiar texts with understanding. Next steps include adding more descriptive detail and checking punctuation when editing."
• "[Student] meets the expected standard in Mathematics, solving familiar problems using appropriate strategies. They explain their working with some prompting. Regular practice with multiplication facts and worded problems will consolidate their skills."

D — Limited Achievement: example comments

Examples

• "[Student] is developing their understanding of the English standard and works best with teacher support. They can write short texts with a clear purpose but need prompting to organise ideas and correct punctuation. A small-group focus on sentence structure and daily reading will help them progress."
• "[Student] is working towards the Mathematics standard. They use concrete materials to solve simple problems and are developing fluency with addition and subtraction facts. Short, regular practice with number facts will build their confidence."

E — Very Limited Achievement: example comments

Examples

• "[Student] is beginning to develop foundational English skills and requires significant support to complete tasks. They recognise some familiar words and write with adult help. Targeted phonics and sentence work, both at school and at home, will support their next steps."
• "[Student] is at an early stage of developing the Mathematics standard and needs significant support to complete tasks. They count small collections using materials. A focused program in number recognition and counting will be the priority for next term."

How to tell the levels apart

• A vs B: A is independent, sophisticated and applied to unfamiliar contexts; B is confident and thorough but still has room to extend.
• B vs C: B shows depth beyond the expected standard; C shows consistent, age-appropriate achievement in familiar contexts.
• C vs D: C works independently at the standard; D needs teacher support to meet it.
• D vs E: D shows measurable growth towards the standard; E needs targeted intervention and foundational skills.

Tips

• Use moderation with colleagues to check your “C” is the same as theirs.
• Even at A, include a next step — extension is a next step.
• At D and E, lead with what the student can do before the support they need.