Kindergarten (Year 1 and Year 2)
Ontario Kindergarten Communication of Learning
One comment box for each of the four strands of the 2026 Ontario Kindergarten curriculum, each with key learning, growth in learning and a next step, in three tones so a thriving child and a child just settling in each get a comment that fits.
What it covers
- The four strands of The Ontario Curriculum, Kindergarten, 2026, in its A to D order: Foundations of Language and Mathematics, Problem Solving and Innovating, Self-Regulation and Well-Being, and Belonging and Contributing
- One box per strand, the way the Communication of Learning is organised, each drafting key learning, growth in learning and a next step for that strand, with its own character limit
- The previous format, three boxes for key learning, growth and next steps across all strands, is still one click away
- Coding, investigating and designing; social skills such as taking turns and making friends; identity, community, caring for nature and responding to art
- Three tones per strand: confident, growing, and beginning with support
- Next steps that include simple ideas families can try at home
- Not included: the initial observations report and the Catholic religious and family life education section
Tone choices
- Confident: Confident and consistent
- Growing: Growing steadily
- Beginning: Beginning, with support
Report boxes
- Foundations of Language and Mathematics: key learning, growth in learning and next steps in learning
- Problem Solving and Innovating: key learning, growth in learning and next steps in learning
- Self-Regulation and Well-Being: key learning, growth in learning and next steps in learning
- Belonging and Contributing: key learning, growth in learning and next steps in learning
Also available: Three boxes by section (previous format)
Key learning, growth in learning and next steps as three boxes, each with a sentence from every strand. For a board template that still uses them.
- Key learning: key learning
- Growth in learning: growth in learning
- Next steps in learning: next steps in learning
A sample comment
Drafted by the write page for a made up student, Maya, with a mix of tone choices.
Strands in this pack
| Strand | What it is about | Sentences |
|---|---|---|
| Foundations of Language and Mathematics | Talking and listening, early reading and writing, stories, counting, patterns, sorting, shapes and measuring.For example: Theo recognizes many letters, especially those in his name, and is learning the sound each one makes. | 57 |
| Problem Solving and Innovating | Giving and following step by step directions, predicting and testing, designing and improving, and exploring the world outside.For example: Theo follows two or three step directions in movement games and is beginning to put the steps of a routine in order. | 54 |
| Self-Regulation and Well-Being | Getting along with others, managing feelings and attention, routines, healthy habits, and large and small muscle skills.For example: Theo is learning to recognize his feelings and, with a reminder, can use a strategy to calm down. | 72 |
| Belonging and Contributing | Identity, family and traditions, the class and wider community, caring for nature, and making and responding to art.For example: Theo feels comfortable in our classroom and talks with educators about family members and favourite things at home. | 57 |
Use it
Open the write page, add your class, choose Kindergarten, and pick a tone for each student. Every comment is a draft you can edit.
Foundations of Language and Mathematics
Maya can copy a simple repeating pattern and is learning to make new patterns. Maya now recognizes more letters and is beginning to match some letters with the right sounds. Maya is encouraged to practise letter sounds through games, songs and rhymes.
Problem Solving and Innovating
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.
Self-Regulation and Well-Being
Maya enjoys active play and is building balance and coordination on the climber and in the gym. Maya is staying with activities longer and can now complete a simple puzzle or building project. Maya is encouraged to invite a new classmate to play at least once a day.
Belonging and Contributing
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.