Why Reporting on ICT Progress Matters
When parents read ICT report card comments, they want a clear picture of their child’s digital learning progress. They don’t need curriculum codes or technical jargon — they want to know what their child can do, where improvements have been made, and how their child can continue to grow.
High-quality comments depend on careful assessment. Teachers must first establish a starting point, track progress, and plan for progression. That means collecting evidence through individual profiles, classroom snapshots, and reflection on tasks completed. It also means rephrasing technical information into language that parents can understand.
This is why supporting teacher capability is critical. When teachers build confidence in digital fluency, they are better able to identify and describe student progress in meaningful ways. Inside the ICT in Education Teacher Academy, members learn how to plan for ICT progression and assess digital fluency effectively, making report writing a much easier and more purposeful task.
Tips for Effective Reporting
Firstly, you can’t report on progress unless you have effectively and efficiently assessed student ICT capability. To plan for progression, you must know where the students are, where they ought to be, and where they are heading next. Asking key reflective questions helps students consider the appropriateness of ICT in their situation and helps you establish a clear starting point.
While assessment is linked to forward planning and is essential from the very beginning, it is just as important to track their progress. Record keeping — through individual profiles or whole-class snapshots — ensures you capture overall coverage of ICT use and progression. This also makes it easier for you to recall which groups of students have engaged in particular activities.
When all this is done effectively, you can report student progress in ICT capability clearly and meaningfully. Parents do not usually understand curriculum terminology, level descriptors, or continua — so avoid these in reports. Instead, describe learning in language that is parent-friendly.
Other useful reporting practices include:
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Focus on what the child can do, using examples from recent learning experiences.
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Highlight special accomplishments and note any difficulties encountered.
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Frame attainment in the context of the National Curriculum, comparing to broader expectations, not just the child’s position in the class.
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Suggest how the student can improve, referencing upcoming topics or strategies for support.
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Avoid putting pressure on parents to buy resources or technology for improvement.
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Always rephrase teacher-level terminology into clear, accessible language.
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Keep reporting loosely tied to attainment levels, but without assigning explicit “levels.”
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Review your task-based assessments and the student’s portfolio to provide evidence-based comments.
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Summarise progress across the reporting period, drawing on multiple observations.
Understanding Digital Fluency Progression
Digital fluency is more than technical know-how. It combines skills (e.g., using a mouse, typing, creating a presentation) with experiences (e.g., collaborating on a digital story, coding a programmable toy, critically evaluating online information).
Across Foundation to Year 6, digital fluency develops in stages:
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Foundation – Year 2: Turning devices on/off, navigating with a mouse or touchpad, typing simple text, taking photographs, sequencing commands on programmable toys.
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Years 3–4: Typing and saving documents independently, creating presentations, experimenting with digital storytelling, using search engines, beginning coding.
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Years 5–6: Managing independent projects, creating podcasts or videos, using Word/Excel/PowerPoint proficiently, evaluating online sources, collaborating responsibly, exploring blogging or robotics.
By the end of primary school, students should be proficient in common applications, confident in creating digital artefacts, and capable of making responsible, critical decisions when using online resources. These expectations guide both assessment and reporting.
Examples You Can Use
Below is a comprehensive bank of ICT report card comments designed to save time while ensuring clarity and accuracy. These are grouped by stage, showing positive progress, extension opportunities, and areas for improvement.
Foundation – Year 2
Positive/Progress
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[Student] is learning to log in and open programs with increasing confidence.
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[Student] can use a mouse/touchscreen effectively to navigate simple tasks.
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[Student] enjoys using drawing and painting programs to express ideas.
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[Student] is able to type short words or their name with minimal assistance.
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[Student] can take digital photographs and describe what they have captured.
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[Student] demonstrates curiosity about computers and asks questions about their uses.
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[Student] shows persistence when using a programmable toy (Bee-Bot).
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[Student] works cooperatively when using digital devices with classmates.
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[Student] is beginning to explore digital storytelling tools to share ideas.
Extension
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[Student] shows creativity by combining images, sounds, and words in digital projects.
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[Student] can explain why technology is useful for particular tasks.
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[Student] is able to give clear directions when using coding toys and can help peers.
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[Student] demonstrates responsibility when handling devices and understands simple e-safety rules.
Needs Improvement
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[Student] requires more practice using the mouse/keyboard accurately.
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[Student] finds it challenging to stay focused during digital tasks.
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[Student] needs reminders to save and retrieve work consistently.
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[Student] often needs encouragement to complete tasks independently.
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[Student] requires guidance in using technology appropriately and responsibly.
Years 3–4
Positive/Progress
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[Student] confidently types, saves, and retrieves digital work.
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[Student] demonstrates creativity when designing digital presentations.
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[Student] collaborates effectively with peers on group ICT projects.
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[Student] uses search engines with some success to find information online.
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[Student] can program simple sequences with coding software or toys.
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[Student] enjoys experimenting with different tools and programs.
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[Student] takes pride in producing neat and organised digital work.
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[Student] shows enthusiasm when learning new computer skills.
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[Student] demonstrates problem-solving skills when using unfamiliar software.
Extension
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[Student] is beginning to evaluate which digital tool is most suitable for a task.
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[Student] can insert images, tables, and links into documents with independence.
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[Student] demonstrates leadership when supporting peers with technical issues.
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[Student] experiments with advanced features in presentation and word processing software.
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[Student] shows interest in extending coding knowledge beyond classroom expectations.
Needs Improvement
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[Student] sometimes rushes tasks, leading to careless digital errors.
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[Student] requires more practice with file management and saving work in the correct location.
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[Student] finds it challenging to edit or reformat digital work accurately.
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[Student] needs encouragement to critically think about the accuracy of online information.
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[Student] often becomes distracted during ICT lessons and requires reminders to stay on task.
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[Student] needs to take greater care in handling digital devices responsibly.
Years 5–6
Positive/Progress
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[Student] demonstrates independence in planning and completing digital projects.
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[Student] uses Word, Excel, and PowerPoint effectively to support learning.
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[Student] creates engaging digital artefacts such as podcasts, animations, or videos.
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[Student] applies critical thinking to evaluate the reliability of websites.
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[Student] demonstrates persistence in solving technical challenges.
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[Student] collaborates effectively with peers to research, plan, and present digital work.
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[Student] publishes work responsibly, demonstrating safe and ethical use of ICT.
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[Student] shows confidence in navigating multiple programs and applications.
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[Student] demonstrates creativity when designing digital content.
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[Student] applies logical reasoning when coding or programming.
Extension
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[Student] independently explores advanced technologies such as robotics, coding, or blogging.
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[Student] is confident in using higher-level features of spreadsheets and presentations.
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[Student] takes initiative in leading group ICT projects and supports peers with technical skills.
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[Student] demonstrates a sophisticated understanding of digital terminology and concepts.
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[Student] applies digital tools across different subject areas with creativity and innovation.
Needs Improvement
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[Student] requires further practice in managing files and folders systematically.
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[Student] sometimes struggles to balance creativity with technical accuracy.
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[Student] needs encouragement to edit and proofread digital work before submission.
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[Student] benefits from support in applying formulas and graphs in spreadsheets.
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[Student] requires reminders to reference digital sources correctly.
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[Student] needs to develop greater confidence when presenting digital projects to peers.
Why Teacher Capability is the Key
Strong ICT report card comments don’t come from guesswork — they come from clear understanding of digital fluency and progression. Teachers who strengthen their own ICT capability can assess more effectively, plan with progression in mind, and report with confidence.
That’s why the ICT in Education Teacher Academy provides professional growth pathways, assessment strategies, and classroom resources to help teachers scale up their skills. When educators grow, so do their students — and the quality of reporting improves alongside capability.
Supporting Teacher Capability Leads to Better Reporting
Writing high-quality ICT report card comments starts with teacher capability. When educators develop confidence and skill in digital fluency, they are better prepared to plan progression, assess effectively, and clearly communicate student growth to families. Stronger teacher capability leads directly to stronger student capability — and that means better reporting.
The ICT in Education Teacher Academy is designed to support teachers on this journey. Members gain access to detailed lesson plans, assessment tools, and professional learning pathways that build ICT confidence step by step. As teachers grow in their ability to integrate and assess ICT, they also strengthen the accuracy and clarity of their ICT report card comments.
You don’t have to do this alone. For just $20 AUD per month, you can trial the membership and access the resources you need to support your professional growth and your students’ digital learning. The result? More meaningful, parent-friendly ICT report card comments that reflect genuine student progress.