BC’s four-point proficiency scale is used for K–9 learning updates. It’s meant to describe where a student is in their learning, not to rank them. Your written comment is where the level comes to life. Here’s how to match your language to each level.
Emerging
What it means: the student demonstrates an initial understanding of the concepts and competencies relevant to the expected learning.
Language that fits: “is beginning to…”, “with support, can…”, “is starting to explore…”, “shows interest in…”
Remember: Emerging is not failing. It describes the start of the learning. Lead with what the student can do, however small.
Developing
What it means: the student demonstrates a partial understanding of the concepts and competencies relevant to the expected learning.
Language that fits: “is developing…”, “with growing confidence…”, “sometimes…”, “is starting to use… more consistently”
Remember: Developing is where many students are, especially early in the year. The comment should show momentum: what’s already working and the one thing that will move them forward.
Proficient
What it means: the student demonstrates a complete understanding of the concepts and competencies relevant to the expected learning.
Language that fits: “consistently…”, “independently…”, “demonstrates a clear understanding of…”, “explains…”
Remember: Proficient is the goal, and it is a real achievement. Don’t let “doing well” become a vague comment. Name what they do well, and still offer a next step.
Extending
What it means: the student demonstrates a sophisticated understanding of the concepts and competencies relevant to the expected learning.
Language that fits: “insightful…”, “makes sophisticated connections…”, “applies… in new situations”, “deepens learning for others”
Remember: Extending describes depth of understanding of the grade-level learning, not working at a higher grade. And every student deserves a next step, including the strongest ones.
Common mistakes
- The level and the comment don’t match. “Alex is doing wonderfully” next to Emerging confuses families. Make the comment explain the level.
- Comments that only work for one level. Copying a Proficient sentence for a Developing student (“consistently demonstrates…”) undermines trust in the whole report.
- No next step for strong students. Families of Extending students want to know how to keep their child growing, too.
- Too many next steps. One or two clear goals are more useful than a list of five.
A note on split classes
In a split class, each student is assessed against the learning standards for their grade. If you’re reusing a comment across both grades, double-check that the skill you name fits that student’s grade-level standards.
For ready-made sentences at every level, see the free BC comment bank, where you can filter by level. Or start with the basics in how to write report card comments.