What changed in 2026
The 2016 Kindergarten Program used four frames, and many templates had three boxes, key learning, growth and next steps, each covering every frame. The 2026 curriculum names four strands in A to D order, and the ministry's Communication of Learning page organises the report by those four areas. That means four shorter comments, one per strand. If your board template still has three boxes, the write page keeps that format too.
The shape of one strand comment
- Key learning. The most important thing the child knows or can do in this strand right now, with one example you saw.
- Growth in learning. What has changed since the last report or since September: a skill that is new, steadier, or used in more places.
- Next step. One thing to work on next, small enough to start this week, with a way a family can help at home.
Example comments by strand
These are examples, drafted by the Comment Desk write page for made up children: Maya at confident, Theo at growing, Sam at beginning with support. The detail that makes a comment true is yours to add.
A. Foundations of Language and Mathematics
Talking and listening, early reading and writing, stories, counting, patterns, sorting, shapes and measuring.
Maya counts objects accurately well beyond ten and can tell which group has more or fewer. Maya has grown as a reader and now chooses books independently and talks about favourite parts. Maya will benefit from chances to write for real purposes, such as lists, cards and signs for play.
Theo talks about pictures in books and can tell what happened at the start and end of a familiar story. He has started to notice shapes in the classroom and can name a circle, square and triangle. Next, Theo can try labelling drawings with letters, saying each word slowly to hear the sounds.
Sam is beginning to recognize some letters, including the first letter of their name. Sam has started to show interest in letters, especially the ones in their own name. Sam is encouraged to find the letters of their name in books and around the classroom.
B. Problem Solving and Innovating
Giving and following step by step directions, predicting and testing, designing and improving, and exploring the world outside.
Maya uses a wide range of materials creatively and can explain why she chose each one for her creation. She has grown in explaining her thinking and now uses words, drawings and models to share ideas. She can build on this strength by working with a partner to plan, build and improve a shared creation.
Theo is learning to keep trying when a tower falls or a ramp does not work the way he planned. Theo now notices changes outdoors, such as puddles drying or leaves changing colour, and wonders aloud about the reasons. A next step for Theo is to talk about a plan before building and check whether it worked afterward.
Sam explores materials with all the senses and is beginning to show curiosity about new objects. Sam has started to explore new areas of the classroom and is trying a wider range of materials. Sam is encouraged to explore new materials and areas of the classroom with an educator nearby.
C. Self-Regulation and Well-Being
Getting along with others, managing feelings and attention, routines, healthy habits, and large and small muscle skills.
Maya takes turns easily, shares materials and can settle a small disagreement with a friend using calm words. Over the term, Maya has widened her circle of friends and now plays with many different classmates. Maya is encouraged to try new physical challenges, such as skipping or catching a smaller ball.
Theo is developing control with scissors, glue and drawing tools, and enjoys practising at the art table. Theo has made new friends this term and is beginning to join in shared games and pretend play. At home, families can support independence by letting Theo practise zipping a coat and putting on boots.
Sam is beginning to name feelings such as happy, sad and angry, and needs an educator's help to calm down. Sam is showing early interest in drawing and playdough, which is helping to build hand strength. As a first step, Sam can follow one part of the daily routine, such as hanging up their backpack, independently.
D. Belonging and Contributing
Identity, family and traditions, the class and wider community, caring for nature, and making and responding to art.
Maya speaks proudly about her family, languages and traditions, and listens with interest to how other families celebrate. Since the start of the year, Maya has grown into a leader who welcomes new classmates and helps newcomers feel at home. Maya will benefit from opportunities to share her culture and traditions with the class.
Theo is gaining confidence to try new activities and is proud to show educators what he can do. Theo has become more comfortable joining group activities and now shares ideas more often during circle time. A next step for Theo is to share an idea or experience during circle time with the whole group.
With support, Sam is starting to share simple ideas about family and home with an educator. They are beginning to join small group activities for short periods, especially when the activity is hands on. They can explore paint, clay and musical instruments freely, with an educator naming what they are doing.
Worked example: from draft to finished comment
Theo's strand A draft above could describe any child growing steadily. Add one thing you saw:
At our pretend grocery store, Theo counted out play coins for each item and wrote price tags with the numbers 1 to 10. Theo talks about pictures in books and can tell what happened at the start and end of a familiar story. He has started to notice shapes in the classroom and can name a circle, square and triangle. Next, Theo can try labelling drawings with letters, saying each word slowly to hear the sounds.
The new sentence is evidence for the key learning, names a play context the family will recognise, and stays inside strand A.
Common mistakes
- Writing about every strand in every box. Keep each box to its own strand.
- Grading. The Communication of Learning describes learning; it has no marks or levels to justify.
- Listing activities ("enjoys the sand table") instead of what the child learned there.
- A next step that is really a concern ("needs to listen better") with no first step attached.
- Three next steps in one strand. One that the child and family can act on is enough.
- The same sentence for half the class.
Write yours
On the write page, choose the Kindergarten pack and pick a tone per strand. Each child gets four boxes, no sentence repeated across the class. See the Kindergarten pack and Communication of Learning explained.
Last reviewed 26 September 2026. Comment Desk is not affiliated with any school board or ministry.