Understanding Saskatchewan report cards
In Saskatchewan, each school division decides how its report cards look and what the levels are called. Most Kindergarten to Grade 9 report cards describe how your child is doing on the outcomes in the Saskatchewan Curriculum using about four levels, often with written comments and learning goals.
The four levels
BeginningLevel 1 of 4
Official meaning: The student is at the start of learning the outcomes and shows an initial understanding, usually with a lot of support.
In plain words: Just getting started with this idea. Short, regular practice with lots of support helps most.
ApproachingLevel 2 of 4
Official meaning: The student is working towards the outcomes and shows a partial understanding that is still growing.
In plain words: Understands parts of it and is building confidence. Keep practising the tricky parts.
MeetingLevel 3 of 4
Official meaning: The student meets the outcomes for the grade and shows a solid, consistent understanding.
In plain words: Has it! Meeting is the goal for every outcome. Mixed review now and then keeps it strong.
ExemplaryLevel 4 of 4
Official meaning: The student goes beyond the outcomes for the grade and applies the learning with confidence, even in new situations.
In plain words: Applies it confidently, even in new or harder situations. Try challenge mode and real-life problems.
Source: Saskatchewan school division reporting practice; check your division's report card for its exact words.
What else is on the report card
Your division sets the words
There isn't one province-wide scale. Divisions use labels such as Beginning, Approaching, Meeting and Exemplary (or Exceeding). The idea is the same: where your child is on the outcomes right now.
Outcomes and indicators
Teachers report on the outcomes in each subject. Each outcome has indicators, which are examples of what a student might show when they are meeting it.
Reports go home a few times a year
Many divisions send progress reports or report cards two or three times a year, with parent-teacher conferences and student-led conferences in between.
Broad areas of learning and cross-curricular competencies
Saskatchewan's curriculum also looks at broad areas of learning (lifelong learners, sense of self and community, and engaged citizens) and four cross-curricular competencies. Teachers often comment on them separately from subject marks.
Provincial assessments are separate
The province is rolling out provincial assessments in English language arts and mathematics in some grades. They are separate from report cards.
Common questions
Is “Beginning” a failing level?
No. It means your child is early in learning that outcome. It's common at the start of a unit and tells you where extra practice and support will help.
What does “Meeting” mean?
Meeting means your child is doing what is expected for the grade on that outcome. It's the goal for every outcome.
What's the difference between Meeting and Exemplary?
Exemplary means your child goes beyond what is expected, applying the learning confidently and flexibly. It isn't expected in every area.
My division uses different words. Does Gradelings still help?
Yes. Gradelings shows practice on four steps, from Beginning to Exemplary, which line up with the levels most divisions use. Match them to your division's words with your child's teacher.
Does Gradelings give a report card level?
No. It shows how practice is going so you can see strengths and next steps. Your child's teacher decides their level on the report card.
How can I help at home?
Ask your child's teacher which outcomes to focus on, then use short, regular practice (10 to 15 minutes). Celebrate effort and progress, not just results.