Report card decoder

What your child's report card really means

From Kindergarten to Grade 9, BC report cards use four words instead of letter grades. Most parents find them confusing. Here's what each one means, when to worry, and what to ask.

What does it mean?

Tap the word on your child's report card.

Your child is just beginning to understand this part of the year's learning. They need more time and support to get there.

Official wording: “An initial understanding of the concepts and competencies relevant to the expected learning.”

Should I worry? One Emerging early in the year can be normal, especially in a new topic. If it stays Emerging over two reports, or shows up in reading or math across several areas, ask for a meeting.

What to do next

  • Ask the teacher which specific skills are behind the Emerging, and for one or two examples of your child's work.
  • Ask what support the school is giving now, and what you can do at home for 10–15 minutes a day.
  • If it hasn't moved by the next report, ask in writing for your child to be discussed by the school-based team.

Questions to ask the teacher

  • Which skills in this area is my child not yet showing?
  • Is this about understanding, or about finishing and handing in work?
  • What extra help is my child getting at school, and how often?
  • How will we both know if it's working, and when should we check in again?

Is my child on track?

These are the main things BC students learn during the year. By the end of the year, most children can do them. Tick what you've seen. Your answers stay on this device.

Math

  • Counting to 10, matching one number word to each object, and linking groups of objects to the written numbers 1 to 10.
  • Seeing small amounts at a glance, like knowing a dice face shows 5 without counting, and finding different ways to make 5 and 10 (such as 4 and 1, or 6 and 4).
  • Noticing how a group changes when you add or take away, using real objects (start with 4 blocks, what do you need to make 6?).
  • Spotting and making simple repeating patterns with two or three parts, like red, blue, red, blue.
  • Comparing things directly: which is longer, taller, heavier, or holds more.
  • Sorting shapes and objects by one feature, using position words like beside, under and on top of, and making simple picture graphs as a class.
  • Talking about whether everyday events are likely or unlikely, noticing Canadian coins, and playing store with simple prices.

Reading, writing and speaking

  • Enjoying stories, rhymes, tongue twisters and songs, and talking about the beginning, middle and end of a story.
  • Learning how books work: holding a book, reading left to right, and matching spoken words to printed words.
  • Recognizing and naming most letters, matching many letters to their sounds, and recognizing some familiar words like their own name and signs around them.
  • Playing with the sounds in words: hearing rhymes, clapping syllables, and blending sounds together (c-a-t makes cat).
  • Using pictures, patterns and memory to make sense of a story and retell parts of it.
  • Listening, taking turns and sharing ideas in conversation, and using scribbles, letter strings and drawings to share meaning in writing.

To talk about with the teacher

Anything you mark “Not yet” or “Not sure” appears here, ready for your next conference.

When to ask the school for more help

  • Emerging in the same area on two reports in a row.
  • Emerging or Developing across most of reading, writing and math.
  • By the end of Grade 1, your child still can't sound out simple words like cat or stop.
  • Your child works very hard but results don't move, or says they're "stupid" or avoids school.
  • Big differences between what your child can say out loud and what they can write or read.

Ask in writing for your child to be discussed by the school-based team. If you think your child may be far ahead instead, see how to get your child assessed for gifted in BC.

Common questions

How often will I hear about my child's learning?

At least five times a year: two written Learning Updates, two informal Learning Updates (such as a conference, phone call, email or portfolio entry), and a written Summary of Learning at the end of the year.

Is there a letter-grade equivalent for each level?

No. The Ministry doesn't publish a conversion, and the scale isn't meant to be turned into letter grades. Instead, ask the teacher which skills are behind each level.

What does a plus or minus next to a level mean?

The official scale has four levels with no pluses or minuses. If you see one, ask the teacher what it means in their class.

Can my child fail in Kindergarten to Grade 9?

Almost never. The Ministry says an F in K-9 should be extremely rare: it's only for a student who hasn't taken part in learning at all, usually because of attendance, and never for a child who is trying but struggling. A struggling child gets Emerging instead, so follow up when you see it rather than waiting.

When do letter grades start?

In Grades 10 to 12. Students get letter grades and percentages, and these marks count toward graduation and post-secondary applications.

What do the Grade 10–12 letter grades mean?

A is 86–100%, B is 73–85%, C+ is 67–72%, C is 60–66%, C- is 50–59%, and F is 0–49%. An F can only be given if the student was first given IE (Insufficient Evidence of Learning) in that course.

What else should I look for on the report?

The teacher's written comments: what your child can do, what they're working on next, and how you can help. Many reports also include your child's own reflection on core competencies, like communication and thinking, and a goal they've set.

Sources

Last checked October 2, 2026. Dates can change, so always confirm with the organizer.