/* SAVE YOURSELF HOURS... /* IMPORT THESE COMMENTS INTO: SchoolReportWriter.COM /* No.1 in GOOGLE - "BEST TEACHER REPORTS APP": /* - TRUSTED by 1000s of teachers, since 2012 /* - QUICKLY create personalised reports /* - PASTE into your school system, Word etc /* - GENDER NEUTRAL option /* - DEMO video at SchoolReportWriter.COM /* FOR HELP see end of this document. /* Subjects: English, EU, Homeroom /* Author says: /* "Please use as you see fit. You may need to change tense to /* suit your school requirements. Exploratory Units for Year 6 /* are in relation to the IPC curriculum and specific to the /* units that we taught. Adapt as you need." COMMENTS: D - Reading 1=#N has established excellent skills in reading this trimester, as shown in #h response to the summative task; in this, #e mapped a story of #h choice onto Joseph Campbell's 'Hero Journey' cycle. The result provided clear evidence of comprehension and critical thinking. 2=#N has proven #h skills in reading through the summative 'Hero's Journey' task; #h response indicated clear understanding and critical thinking. 3=While #N struggled to show complete understanding in the summative reading task, #e did show competence in some areas, so this is something we can build on moving forward. Of course, regular independent reading will do a lot to develop reading skills in general and a minimum of 20 minutes per day is an achievable goal for #m. 4=#N is still developing #h reading skills in English, but the progress #h has made so far is good. Reading at least 20 minutes per day will help develop #h vocabulary and comprehension, so this should become an established habit as soon as possible. 5=#N confidently selects evidence to support #h ideas, and being able to present this clearly in #h writing is #h next learning goal. 6=In #h CSI (colour, symbol, image) literary analysis paper, #N proved #h skill in creating a clear thesis statement, selecting evidence to support the thesis and organising #h ideas effectively. COMMENTS: E - Writing 1=#N has shown particularly strong skills in writing, writing a convincing literary analysis paper on The Odyssey. At this relatively early stage of Grade 7, this is a significant achievement so #e should be congratulated on #h achievement. 2=In writing, #N has shown good ability for this stage of Grade 7. #N has demonstrated the ability to structure a literary analysis paper effectively, so #h target is to now ensure all ideas are supported with evidence and explanation. Furthermore, #e can ensure continuous progression in grammar and mechanics through regular in-class and independent study (using the NoRedInk website). 3=#N made a good start in #h writing this trimester. On the literary analysis paper for The Odyssey, #e demonstrated an awareness of the layout and primary features of such an essay. To build on this, #N should ensure that all ideas are supported with appropriate evidence and clear explanation. #N knows a continuous focus on grammar and mechanics (including independent study via NoRedInk) will do much to improve #h writing significantly. 4=#N has shown the application of #h learning to #h writing and this is to be celebrated; this was particularly evident in #h selection and explanation of evidence to support #h ideas. To move forward, #N should particularly focus on improving grammar, mechanics and an academic writing style. 5=#N has also applied learning activities to #h writing; in the CSI, #e had success in not only presenting ideas appropriately, but also in editing grammar and mechanics to ensure clear communication. #N can ensure continuous progression in grammar and mechanics through regular in-class and independent study (using the NoRedInk website). COMMENTS: ENG - Openers 1=#N enjoys discussing texts in English and #h general written work is now better organised, and structured more thoughtfully. 2=#N has been encouraged to take an active part in shared reading and writing activities as well as independent work. 3=#N has recently made good progress in this area of the curriculum, and now shows greater confidence in #h ability to express #s on paper. 4=#N's progress has been inconsistent during the course of the year. COMMENTS: ENG Next Steps Q2 1=#E is encouraged to read orally to develop more expression and fluency. 2=#E should use Achieve 3000 to practise reading with expression and at an appropriate speed. 3=#E needs to pay attention to the punctuation when #e is reading. 4=#E should read at #h just-right level to improve #h understanding of common words in English. 5=#E is encouraged to proofread and use the editor's checklist to correct #h writing. 6=#E must reread #h writing to see if #e has enough information to support #h responses or ideas. 7=#E should think of higher-order vocabulary, or "Wow words," #e could add to #h writing to create a better picture for the reader. 8=#E should use and list different sources to support ideas when writing a report. 9=#N is encouraged to use maintain consistent verb tense in #h writing. 10=#E should work on carefully choosing words that best suit the purpose of writing. 11=#E should to use provided checklists and success criteria to improve the quality of #h final projects. 12=#N is now working on adding more adjectives and adverbs for description and depth. 13=To improve further #N is encouraged to #what-to-do 14=To develop #e is encouraged to #what-to-do 15=#N is now working on checking through #h work to ensure more accuracy. 16=#N is now challenged with interweaving implicit and explicit links between sections of #h writing. 17=#N is encouraged to vary sentence length to add depth and sustain reader interest. 18=#N is also encouraged to edit and proof-read work before submitting. 19=#N is now working on using the past and present tenses correctly and improving #h vocabulary bank. COMMENTS: ENG Poetry Discuss how authors use language 1=#N can discuss and evaluate how an authors' use of language impacts the reader, and #e can convey this understanding when constructing #h own poems. 2=#N can confidently discuss and evaluate how an authors' use of language influences the reader and is now starting to use these skills in #h own poetry compositions. 3=#N can discuss how authors' use of language creates an emotional response, but #e struggles to translate this into #h own writing. 4=#E is able to discuss how authors' use of language creates an emotional response and is now working on how to translate this into #h own writing. COMMENTS: ENG Poetry Intonation, volume, movement 1=#N's use of intonation, volume, and gesture enhanced the meaning of #h poem and made it easier to understand. 2=#N used appropriate intonation, volume, and some movement and gesture to enhance the meaning of #h poem. 3=#N's poetry performance lacked a focus on intonation, volume, and gesture which reduced the impact of #h poem. More practice is needed to build the confidence needed in public performance. 4=#N enacted #h poetry performance using limited expression, gesture, and movement and this is an area #e can improve on with practice. 5=#N is also now starting to use an increasing amount of expression, gesture and movement in #h poetry performances, and this can be further enhanced with practice. 6=#N employed an impressive range of expressions, gestures, and movements in #h poetry performance and this increased the audiences' understanding of the poem. COMMENTS: ENG Poetry Odes 1=In our ode writing unit, #N's published poem still had some spelling and punctuation errors which impacted the reader's understanding to a degree and #e is encouraged to edit with scrutiny before submitting. 2=When constructing #h ode, #N mostly used the conventions of the poetic form, but #e should speak directly to the subject more explicitly to progress further. 3=In our ode writing unit, #N used some appropriate visual language but could express more figuratively to create a clear and vivid image in the reader's mind. 4=When constructing #h ode, #N used one or two examples of poetic techniques in #h poem which was encouraging to see, but more intricate poetic devices or figurative language could have enhanced the poem further still. 5=In our poetry odes unit, #N displayed real quality in #h choice of figurative and descriptive language which built clear and vivid images for the reader. COMMENTS: ENG Procedural Writing Next Steps 1=#N is encouraged to focus on using the second person pronoun more effectively in #h procedural writing. 2=Although #N has used imperative verbs correctly in #h procedural writing, #e is encouraged to work on using a variety of higher-order verbs where possible to add diversity and depth. 3=#N is now focusing on improving the structure and layout of #h procedural writing; paying particular attention to subheadings. 4=#N is now focusing on improving the structure and layout of #h procedural writing, paying particular attention to sequencing #h step-by-step instructions. 5=#N is now working on consistently using high-level time connectives in #h procedural writing. 6=#N is now looking at incorporating more descriptive adverbs into #h procedural writing to add an extra layer of detail. 7=#N could improve by adding more specific, technical vocabulary to #h procedural writing. 8=#N is now working on using asides or brackets to clarify key points in #h procedural writing. 9=#N could improve by being more specific and explicit with times, measurements and materials in #h procedural writing. COMMENTS: ENG Q4 1. Introduction sentence 1=Year 5 students studied five different English genres over the course of the year including written narratives, procedural writing, poetry, informational reports, and debating. COMMENTS: ENG Q4 10. Writing - Using Knowledge of Form and S 1=#N was able to write longer and more complex texts using a variety of forms. 2=#N established an appropriate voice in #h writing, with a focus on modifying language and tone to suit different circumstances or audiences. 3=#N was able to use vivid, figurative language and innovative expressions to add interest to #h writing. 4=#N was able to vary sentence types and structures, with a focus on using conjunctions to connect ideas, and pronouns to make links within and between sentences. 5=#N was able to identify #h point of view and other possible points of view, and determine, when appropriate, if #h own view is balanced and supported by evidence. 6=#N was able to identify elements of #h writing that needed improvement, using feedback from the teacher and #h peers, with a focus on specific features. 7=#N was able to make revisions to improve the content, clarity, and interest of #h written work, by using a variety of strategies. 8=#N was able to produce revised, draft pieces of writing to meet identified criteria based on the expectations related to content, organization, style, and use of conventions. COMMENTS: ENG Q4 11. Writing - Reflecting on Writing Skills 1=#N was able to identify what strategies #e found most helpful before, during and after writing and what steps #e could then take to improve as a writer. 2=#N was able to describe, with prompting by the teacher, how #h skills in listening, speaking, and reading help in #h development as a writer. 3=#N was able to select pieces of writing that #e thought reflected #h growth and competence as a writer and could explain the reasons for #h choices. COMMENTS: ENG Q4 12. Spelling, Punctuation and Grammar - 1 1=#N was able to write independently in full sentences, using capital letters and full stops, although #e must try and do this consistently. 2=#N displayed an excellent understanding of how to use devices to build cohesion within a paragraph and link ideas across paragraphs using adverbials of time. 3=#N was able to use a wide range of different sentence structures and understood how to use commas to clarify meaning or avoid ambiguity. 4=#N has developed #h understanding of how to add prefixes and suffixes to different words and how to vary #h sentence structure. COMMENTS: ENG Q4 13. Spelling, Punctuation and Grammar - 2 1=#N was able to spell a range of words accurately, including those with silent letters and words which are homophones. 2=#N was able to add prefixes and suffixes appropriately. 3=#N used dictionaries effectively to check the spelling and meaning of words. 4=#N could find alternative words using a thesaurus and was able to use the first three or four letters of a word to check spelling and meaning in a dictionary. 5=#N could plan #h writing carefully and gave due consideration to audience and purpose. 6=#N planned #h writing by noting and developing initial ideas and then drawing on reading and research where necessary. 7=#N could discuss how authors had developed characters and settings in relation to what #e had read, listened to or seen performed. 8=#N was able to select appropriate grammar and vocabulary to change and enhance the meaning of #h writing. 9=#N displayed the ability to create atmosphere in #h writing, using dialogue to convey character and advance the action. 10=#N demonstrated that #e understood a text by effectively précising long passages of writing. 11=#N understood the need for cohesion and used a wide range of devices to link ideas within and across paragraphs. 12=#N used organisational techniques, such as bullet points, headings and underlining to structure #h writing. 13=#N was able to assess #h peers’ writing critically and could suggest changes to vocabulary, grammar, and punctuation to enhance the quality of a piece of text. 14=#N consistently used grammatically accurate tense and subject-verb agreements in #h written work. 15=#N recognised the differences between formal and informal uses of language and chose #h level of formality accordingly. 16=#N was able to proofread #h own work for spelling and punctuation errors. 17=#N performed #h own compositions to an audience, and used appropriate intonation, volume, and movement to ensure that the meaning was clear. 18=#N used appropriate vocabulary and structures for formal speech and writing. 19=#N displayed a good awareness of grammatical terminology and used an impressive range of vocabulary when talking about #h work. 20=#N punctuated #h work accurately and used a range of techniques. #E understood why and how punctuation such as hyphens, bullet points, commas, colons, and parenthesis should be used. COMMENTS: ENG Q4 14. SPaG - Applying Knowledge of Language 1=#N was able to spell familiar words correctly. 2=#N was able to spell unfamiliar words using a variety of strategies that involve understanding sound-symbol relationships, word structures, word meanings, and generalizations about spelling. 3=#N was able to confirm spellings and word meanings or word choice using a variety of resources appropriate for the purpose. 4=#N was able to use punctuation appropriately to help communicate their intended meaning, with a focus on the skilful and appropriate use of commas. 5=#N was able to use punctuation appropriately to help communicate their intended meaning, with a focus on the accurate and appropriate use of direct speech. 6=#N was able to use parts of speech correctly to communicate their meaning clearly, with a focus on the correct use of common, proper, and abstract nouns. 7=#N was able to proof-read and correct #h written work using guidelines developed with peers and the teacher. 8=#N was able to use a range of appropriate elements of effective presentation in finished assignments, including information report writing, narrative recounts, and constructing debating arguments. 9=#N was able to produce submitted assignments that met identified criteria based on the expectations related to content, organization, style, use of conventions, and use of presentation strategies. COMMENTS: ENG Q4 15. Oral Communication - Listening to under 1=#N was able to identify a range of purposes for listening in a variety of situations, formal and informal, and set goals related to specific listening tasks. 2=#N demonstrated an understanding of appropriate listening behaviour by adapting active listening strategies to suit a variety of situations, including working in groups. 3=#N was able to identify a variety of listening comprehension strategies and use them appropriately before, during and after listening in order to understand and clarify the meaning of oral instruction and texts. 4=#N was able to demonstrate an understanding of the information and ideas in oral texts by summarising important ideas and citing a variety of supporting details. 5=#N was able to make inferences about oral texts using stated and implied ideas in the texts as evidence. 6=#N was able to extend #h understanding of oral texts by connecting the ideas in them to #h own knowledge, experience, and insights. 7=#N was able to analyse oral texts and explain how specific elements in them contributed to meaning. 8=#N was able to identify the point of view presented in oral texts and asked questions to identify missing or possible alternative points of view. 9=#N was able to identify a range of presentation strategies used in oral texts and analysed their effect on the audience. COMMENTS: ENG Q4 16. Oral Communication - Speaking to Commun 1=#N was able to identify a variety of purposes for speaking. 2=#N was capable of demonstrating an understanding of appropriate speaking behaviour in a variety of situations, including paired sharing, dialogue, and small group discussions. 3=#N was able to communicate orally in a clear, coherent manner, presenting ideas, opinions, and information in a readily understandable form. 4=#N was able to use appropriate words and phrases from the full range of #h vocabulary, including stylistic devices suited to the purpose, to communicate their meaning accurately and engage the interest of #h audience. 5=#N was able to identify some vocal effects, including tone, pace, pitch, and volume and a variety of sound effects, and use them appropriately to help communicate their meaning. 6=#N was able to identify a variety of non-verbal cues, including facial expressions, gestures, and eye contact, and use them in oral communications, to help convey #h meaning. COMMENTS: ENG Q4 17. Oral Communication - Reflecting on Oral 1=#N was able to identify, in conversation with #h teacher and peers, what strategies #e found most helpful before, during, and after listening and speaking and what steps #e can take to improve #h oral communication skills. 2=#N was able to identify, in conversation with #h teacher and peers, how #h skills as a viewer, representer, reader, and writer helped #m improve #h oral communication skills. COMMENTS: ENG Q4 18. Improvement pt 1 - General 1=#N could focus on re-drafting and re-editing some work before submitting. 2=#N’s imaginative writing shows some interesting ideas, but #e should give careful thought to clarity in #h writing. 3=#N is encouraged to pay attention to the style and structure of #h writing to ensure it is correct for the proposed audience. 4=#N shows that #e understands what #e is reading through intonation, tone and volume which has been rewarding to see, but #e is still encouraged to read more English fiction over the summer break. 5=#N’s imaginative writing shows some interesting ideas and is usually coherent and well-structured, but #e is encouraged to focus on giving clarity and making the meaning clear in #h writing. 6=One area to work on for #N is to think critically about #h project work and re-draft before submission to ensure #e is always delivering #h highest-quality work. COMMENTS: ENG Q4 19. Improvement pt 2 - General 1=To improve further #N is encouraged to reread the text when the meaning is unclear. 2=#N should now pay more attention to text features such as subtitles, captions and layout in #h informational report writing. 3=#N is encouraged to use #h notes to distinguish between narrative and non-fiction texts. 4=An area of development for #N is to apply language patterns to unfamiliar words by looking at the classroom word wall. 5=#N is encouraged to use the wall charts in the classroom to help with understanding how to up-level their sentences for additional detail and fronted adverbials. 6=#N is encouraged to ask more questions as #e reads to make sure #e understands the key points contained in the text. 7=#N is encouraged to create a summer reading list of appropriate and interesting books for #h independent summer reading challenge. 8=#N should identify strategies #e found helpful before, during, and after reading. 9=#N should make connections to #h own life when #e reads new material. 10=#N should think of personal connections to increase understanding when reading. 11=#N should use reading comprehension strategies to improve understanding #? 12=#N is encouraged to express #h opinions about what #e has read. 13=#N must give evidence from the text when expressing opinions about what #e reads. 14=#N should read orally to develop more expression and fluency. 15=#N is encouraged to broaden #h interests by reading different authors or genres. 16=#N is encouraged to use the meaning of the passage to help solve unfamiliar words. 17=#N must check more often to make sure #e understands what has been read. 18=#N should make connections to the text when #e reads. 19=#N is encouraged to brainstorm and make lists in order to generate writing ideas. 20=#N is encouraged to organise ideas using #? before writing. COMMENTS: ENG Q4 2. Reading - General 1 1=#N was able to make predictions about a range of stories and discuss the feelings of various characters. #E has developed #h understanding of how to justify #h opinions by using evidence from a text. 2=#N was able to retrieve key details and quotations from fiction and non-fiction texts to demonstrate an understanding of character, events, and information. 3=#N has made excellent predictions about a range of stories and discussed the feelings of various characters. #E was also able to use evidence from the text to justify #h inferences. 4=#N was able to make developed inferences drawing on evidence from the text and accurately and selectively summarised main ideas, events, and characters. 5=#N was able to summarise a story, giving the main points in sequence. 6=#N has made plausible predictions about the plot of unknown stories, using the text and other book features. 7=#N was able compare similarities and differences between texts in terms of characters, settings, and themes. COMMENTS: ENG Q4 20. Improvement pt 3 - General 1=#N is encouraged to proofread and use the editor's checklist to correct #h writing. 2=#N must reread #h writing to see if #e has enough information to support #h ideas. 3=#N must spend more time brainstorming ideas in order to generate original topics. 4=#N should use a thesaurus, dictionary, or other sources to improve word choice. 5=#N should use a wider variety sources to support ideas when writing an informational report. 6=#N is encouraged to keep working on maintaining a consistent verb tense in #h writing. 7=#N must pay closer attention when using commas (give e.g.). 8=#N must use more descriptive words in #h writing in order to convey deeper meaning. 9=#N is encouraged to use quotation marks correctly, particularly in #h first-person recounts. 10=#N should learn to spell unfamiliar words using strategies, such as ... 11=#N should use word wall and theme lists to confirm spelling of grade level words. 12=#N must use the provided checklist and success criteria to improve #h final draft. 13=#N should draw on personal experience to improve understanding when listening. 14=#N is encouraged to use appropriate punctuation and to write more detailed sentences in paragraphs. 15=#N is also encouraged to ask questions while reading to improve comprehension skills. 16=#N is encouraged to explore topics of personal interest through a variety of resources. 17=#N is encouraged to read on a daily basis and use reading strategies and examine context when encountering difficult words. 18=#N is encouraged to develop #h oral vocabulary. 19=#N is encouraged to participate during group discussions. 20=#N should read a wider variety of materials, including non-fiction. COMMENTS: ENG Q4 21. Improvement pt 4 - General 1=#N is encouraged to continue to read and draw conclusions from challenging material for pleasure, information, and vocabulary building. 2=#N is encouraged to complete further reading around the subject area to deepen #h subject knowledge. 3=#N is encouraged to organise #h notes to ensure they are easily accessible and useful in a practical manner. 4=#N is encouraged to be more vocal during class discussions. 5=#N is encouraged to attempt daily homework to the best of the #h ability. 6=#N is encouraged to consistently complete all assignments and homework and submit within the timeframe given. 7=#N is encouraged to refer to #h class notes in different units and topics to help make connections. COMMENTS: ENG Q4 3. Reading - General 2 1=#N has achieved full fluency in #h reading and has good expression when reading aloud. 2=#N was able to create varying atmospheres when reading aloud, by varying pace and intonation and it has been noticeable how much more pleasure #e now derives from #h books. 3=#N read fluently and independently in class and showed good expression and understanding. #E has an affinity with books and enjoyed reading silently. 4=#N can use very descriptive words in #h own writing and often picked them up from the books #e had read. 5=#N's reading has progressed well this year and #e read a wide variety of books with improved expression and good fluency. 6=#E achieved full fluency in #h reading and has good expression when reading aloud. 7=#E selected and evaluated information from a wide range of reference materials, and this was evident in the progression of #h report writing. 8=#N read independently and displayed good expression and understanding. #E showed obvious enjoyment in reading and chose a wide range of appropriate texts. 9=#N read fluently and with appropriate expression in literacy circles in the classroom. #E also derived pleasure from an increasingly wide range of books. 10=#N demonstrated a good level of fluency when reading. #E read with understanding and enjoyed using reference books. 11=In poetry lessons, #N commented critically on the overall impact of a poem and exhibited how the language and themes had been developed. 12=#N became a competent reader over the course of the year and is starting to enjoy more demanding books. #E often read silently, with sustained concentration. 13=#N demonstrated a good level of reading fluency, and #e put expression into #h voice. In the second semester, #N read a wider range of texts and #N’s enthusiasm for books grew substantially. 14=#E read independently and showed good understanding of how to use descriptive words in #h own writing; often utilising vocabulary accumulated from the books #e had read. 15=#N's displayed good progress in #h reading this year. #E read a variety of books and styles with a growth in #h expression and an increased fluency. 16=#N displayed a developing interest in reading; and read a range of more challenging books this semester. 17=#E now enjoys reading more demanding books. 18=#E has really improved #h reading this year. #E chose a range of more demanding and interesting texts. This variety of styles subsequently lead to a maturity in #N's written work and vocabulary choice. COMMENTS: ENG Q4 4. Reading - Reading for Meaning 1=#N was able to read a variety of texts from diverse cultures, including literary texts. 2=#N was able to identify a variety of purposes for reading and chose reading materials appropriate for those purposes. 3=#N was able to identify a variety of reading comprehension strategies and used them appropriately before, during, and after reading to understand texts in more detail. 4=#N demonstrated understanding of a variety of texts by summarising important ideas and citing supporting details. 5=#N was able to use stated and implied ideas in texts to make inferences and construct meaning. 6=#N was able to extend #h understanding of texts by connecting the ideas in them to #h own knowledge and experience. 7=#N was able to analyse texts and explain how various elements in them contributed to the meaning that the author was attempting to create. 8=#N was able to make judgements and draw conclusions about the ideas and information in texts and cite stated or implied evidence from the text to support #h views. 9=#N was able to identify the point of view presented in texts, ask questions to identify missing or possible alternative points of view, and suggest some possible alternative perspectives. COMMENTS: ENG Q4 5. Reading - Understanding Form and Style 1=#N was able to analyse a variety of text forms and explain how their particular characteristics helped communicate meaning, with a focus on literary texts such as short stories, and informational texts such as report writing. 2=#N identified a variety of organisational patterns in a range of texts and explained how they helped readers understand the implications contained within the writing. 3=#N was able to identify a variety of text features and explain how they helped readers understand texts. 4=#N was able to identify various elements of style, including word choice and the use of similes and metaphors, and explain how they helped communicate meaning. COMMENTS: ENG Q4 6. Reading - Reading with Fluency 1=#N was able to fluently read and understand most words in common use. 2=#N was able to predict the meaning of, and rapidly solve, unfamiliar words using semantic and syntactic cues. 3=#N was able to read appropriate texts with expression and confidence, adjusting reading strategies and #h reading pace to match the form and purpose. COMMENTS: ENG Q4 7. Reading - Reflecting on Reading Skills a 1=#N was able to identify the strategies #e found most helpful before, during, and after reading and explained in discussion with the teacher and #h peers how #e used these and other strategies to improve as a reader. 2=#N was able to explain in conversations with the teacher and peers, how #h skills in listening, speaking, writing, viewing, and representing helped #h make sense of what #e reads. COMMENTS: ENG Q4 8. Writing - General 1=#N was able to write confidently and competently about personal experiences. 2=#N was able to change #h style of writing to suit the audience. #E produced fluent and interesting narrative and descriptive writing. #H work showed the development of an author’s voice and #h creative writing was always very imaginative. 3=#N’s imaginative writing was well structured and full of original ideas. #E was able to plan and produce detailed descriptions and explanations. #H written work has showed a good understanding of the topics covered in class. 4=#N displayed the ability to write detailed stories including story elements such as setting, dialogue and characterisation. 5=#N evidenced that #e was able to link ideas across paragraphs to write a story with a logical sequence of events, a creative resolution, and a suitable ending. 6=#N confidently varied the main features of #h story structure to suit the type of story #e was writing. 7=#N used paragraphs and appropriate vocabulary to mark significant changes of events or time. 8=#N was able to write an effective information text using sub-headings, charts, and labels to guide the reader. 9=#N organised #h writing well and used transition and conjunction words and phrases effectively. 10=#N regularly used interesting and varied vocabulary. 11=#N consistently used adjectival and adverbial phrases appropriately to make #h writing livelier and more interesting. 12=#N punctuated #h writing accurately, using capital letters, full stops, exclamation marks and commas appropriately. 13=#N's stories were well planned and imaginative. 14=#N's imaginative writing was full of original ideas and #e used an exciting range of vocabulary. 15=#N wrote fluently, with considerable thought and inventiveness. 16=#N was able to check through #h work to ensure a high level of accuracy. 17=#N's written work was coherently structured and carefully thought out. 18=#N has a lively imagination, and this was particularly displayed in #h Big Writing pieces. COMMENTS: ENG Q4 9. Writing - Developing and Organising Cont 1=#N was able to identify the topic, purpose, and audience for a variety of writing forms. 2=#N generated ideas about the potential topic and identified those most appropriate for the purpose. 3=#N gathered information to support #h ideas for writing and used a variety of strategies and resources. 4=#N was able to sort and classify ideas and information for #h writing in a variety of ways. 5=#N displayed excellent skill in #h writing and was able to identify and order the main ideas and supporting details in longer form writing and essays. 6=#N was able to determine, whether the ideas and information #e had gathered were relevant, appropriate, and adequate for the purpose. COMMENTS: ENG Re - Summarising 1=#N is consistently able to summarise the main ideas drawn from more than one paragraph, identifying key details that support the main ideas. 2=#N is sometimes able to summarise the main ideas drawn from more than one paragraph, identifying key details that support the main ideas. 3=N is rarely able to summarise the main ideas drawn from more than one paragraph. #E has difficulty identifying key details that support the main ideas. COMMENTS: ENG Re 5.02 Recommending books 1=#N is able to recommend books that #e has read to peers, giving valid reasons for these choices. 2=#N is able to recommend books that #e has read to peers, giving average reasons for these choices. 3=#N is able to recommend books that #e has read to peers, giving limited reasons for these choices. COMMENTS: ENG Re 5.09 Evaluate authors language 1=#E is beginning to discuss how authors use language to have an emotional impact on the reader. However, #e still needs further to practice evaluating language choices and their meaning. 2=#E can discuss and evaluate how authors use language, including figurative language, and #e can usually describe the impact these language choices have on the reader. 3=#E can discuss and evaluate how authors use language, including figurative language. #E can clearly describe the impact these language choices have on the reader and can even utilise these skills in #h own writing. COMMENTS: ENG Re 5.10 Language contributes meaning 1=During our reading activities, #e is beginning to identify how language, structure and presentation contribute to meaning. However, #e still has some trouble applying this to #h own writing. 2=During our reading activities, #e is starting to identify how language, composition and presentation contribute to meaning. #E is now working on applying this to #h own writing. 3=During our reading activities, #e can identify how language, structure and presentation contribute to meaning. #E is beginning to apply this knowledge to #h own writing. 4=During our reading activities, #e can identify how language, structure and presentation contribute to meaning. #E can also successfully apply this knowledge to #h own writing. COMMENTS: ENG SL 5.02 Asking relevant questions 1=#N consistently asks relevant questions to extend #h understanding and knowledge. 2=#N usually asks relevant questions to extend #h understanding and knowledge. 3=#N rarely asks relevant questions to extend #h understanding and knowledge. COMMENTS: ENG SL 5.07 Spoken language to hypothesise 1=#N has difficulty using spoken language to develop understanding through inferences or hypotheses when discussing topics, mentor texts or student work. 2=#N is able to use spoken language to develop understanding through inferences or hypotheses when discussing topics, mentor texts or student work. 3=#N is able to use spoken language to develop understanding through clearly articulated inferences or hypotheses when discussing topics, mentor texts or student work. COMMENTS: ENG SL 5.08 Speaking audibly and fluently 1=#N has an excellent command of English and consistently speaks audibly and fluently. #E regularly displays the ability to speak Standard English using appropriate formal language for a specific purpose. 2=#N has a good command of English and usually speaks audibly and fluently in class. #E can identify the difference between formal and informal vocabulary and has shown the ability to explain how different words could be used in different contexts. 3=#N sometimes struggles to speak audibly and fluently in class and is encouraged to use relevant strategies to build #h vocabulary. COMMENTS: ENG SL 5.09 Debate skills 1=In classroom debates, #e has displayed some knowledge of a scientific issue (renewable energy) through speech, gesture, and rhetorical strategies. #N has shown that #e can adapt to different roles and scenarios but has struggled to maintain a coherent argument on the debate topic. 2=In classroom debates, #e has shown knowledge and insight into a scientific issue (renewable energy) through deliberate choices of speech, gesture, and rhetorical strategies. #N has also shown that #e can adapt to different roles and scenarios and sustain a coherent argument on different topics. 3=In classroom debates, #e has shown a depth of knowledge and insight into a scientific issue (renewable energy) through strong choices of speech, gesture, and rhetorical strategies. #N has also shown that #e can adapt to different roles and scenarios and sustain a powerful argument on different topics. COMMENTS: ENG SPG 5.11 Dictionary 1=#N is effectively able to use a dictionary to find the correct definition and spelling of a word. 2=#N is sometimes able to use a dictionary to find the correct definition and spelling of a word. 3=#N is beginning to understand how to correctly use a dictionary to find the correct definition and spelling of a word. 4=#E is able to use a dictionary or thesaurus independently and efficiently to check spelling, meaning or synonyms for relevant words. COMMENTS: ENG SPG 5.16 Using semi-colons, colons or dashes 1=#N can effectively use semi-colons, colons or dashes to mark boundaries between independent clauses. 2=#N can sometimes use semi-colons, colons or dashes to mark boundaries between independent clauses. 3=#N rarely uses semi-colons, colons or dashes to mark boundaries between independent clauses COMMENTS: ENG Wr 5.01 Knowing audience 1=#N is successfully able to identify the audience for the purpose of the writing, selecting the appropriate form and including the correct grammatical features. 2=#N is able to identify the audience for the purpose of the writing, however; #e sometimes makes mistakes selecting the appropriate form and including the correct grammatical features. 3=#N has difficulty identifying the audience for the purpose of the writing, often making mistakes selecting the appropriate form and including the correct grammatical features. COMMENTS: ENG Wr 5.03 Appropriate grammar 1=#N's writing still lacks some clarity due to grammatical errors. But #e has made efforts to broaden #h written vocabulary, which has helped to enhance meaning in #h writing. 2=#E can usually select appropriate grammar and vocabulary to bring clarity and enhanced meaning to #h writing. 3=#N consistently selects appropriate grammar and vocabulary which adds clarity and enhanced meaning to #h writing. COMMENTS: ENG Wr 5.04 Recounts/narratives 1=#N needs to focus on developing #h characters. To do this #h should make #h characters more realistic by considering the historical elements of the character, and then matching that with realistic thoughts, feelings, and actions. 2=#N has created some interesting characters, though they could be developed further. To hold the interest of the reader #h should focus on making the character realistic by thinking of thoughts, feelings, and actions. Considering the historical elements of the character can also add depth to a character. 3=#N has created well-developed characters with skilfully integrated dialogue. #H has smoothly incorporated factual information and thoughts, feelings, and actions which helped maintain the reader's interest in the character. COMMENTS: ENG Wr 5.06 Assessing writing 1=#E is beginning to assess #h own work and that of #h peers; however, #e still needs to make more of an effort to carefully edit #h work before submission. 2=#E can proofread and assess #h own work and that of #h peers. #E then tries to improve #h work through careful editing. 3=#E can successfully assess #h own work and that of #h peers. #E uses these assessments to improve #h work through careful editing. COMMENTS: ENG Wr 5.08 Consistent Tense 1=#N struggles with the consistent and correct use of tenses throughout a piece of writing. #E is encouraged to proofread #h writing to help catch these types of mistakes. 2=#N generally uses the correct tense consistently throughout a piece of writing but #e is encouraged to continue to proofread #h written work before submitting to help eradicate any small inconsistencies. 3=#N needs to put greater focus on maintaining the past tense throughout #h writing. 4=#N can usually maintain the past-tense throughout #h writing. 5=#N has mastered the use of past-tense in #h writing. And has shown a good understanding of past-perfect and past-perfect continuous. COMMENTS: English - Reading (2) 1=#E is reading more fluently as a result of regular practice, and enjoys reading more demanding books. #E can talk about what #e has read, showing a depth of understanding. 2=#E is expected to read a variety of materials and reads fluently, with appropriate expression. 3=#E improvement in reading has been excellent and #e is now more confident and enjoying books. 4=#E is beginning to introduce expression into the way #e reads. #E prefers reference books to story books, and particularly enjoys silent reading. 5=#E reads books and poems with an increased confidence in #h abilities. 6=#E, at times, can be a reluctant reader and therefore has been encouraged to look for books which interest #m. #E is now more willing to talk about the texts #e reads. 7=#E is now more confident about #h ability in English and enjoys reading a wider range of books. 8=#N's reading has improved and #e is more aware of the value of books. 9=In #h reading, #e shows increasing fluency but should try to take more notice of punctuation. This will help to improve #h understanding of the text. Generally, #e is beginning to make good progress but #e now needs to read more challenging books. 10=#E is a reluctant reader and needs encouragement to become interested in books. If #e is to improve #e must read more regularly at home. COMMENTS: English - Reading (3) 1=#E is reading more fluently as a result of regular practice, and enjoys reading more demanding books. #E can talk about what #e has read, showing a depth of understanding. 2=#E is expected to read a variety of materials and reads fluently, with appropriate expression. 3=#E improvement in reading has been excellent and #e is now more confident and enjoying books. 4=#E is beginning to introduce expression into the way #e reads. #E prefers reference books to story books, and particularly enjoys silent reading. 5=#E reads books and poems with an increased confidence in #h abilities. 6=#E, at times, can be a reluctant reader and therefore has been encouraged to look for books which interest #m. #E is now more willing to talk about the texts #e reads. 7=#E is now more confident about #h ability in English and enjoys reading a wider range of books. 8=#N's reading has improved and #e is more aware of the value of books. 9=In #h reading, #e shows increasing fluency but should try to take more notice of punctuation. This will help to improve #h understanding of the text. Generally, #e is beginning to make good progress but #e now needs to read more challenging books. 10=#E is a reluctant reader and needs encouragement to become interested in books. If #e is to improve #e must read more regularly at home. COMMENTS: English - Writing (1) 1=#E writes well-structured stories; #e use of interesting detail and expressive words means that #h creative writing involves the reader. 2=#E writes stories with feeling and expression, and is willing to draft and redraft them, when appropriate. #E has a lively imagination. 3=#E forms #h handwriting joins correctly, and #h work is invariably well presented. 4=#E general written work is coherently structured and well executed. 5=#E is developing a solid understanding of the rules of grammar and punctuation. #H stories are usually nicely planned and imaginative. 6=#E has made good progress during the Literacy Hour; #h story writing is more descriptive and increasingly well plotted. 7=#E is able to write independently, in complete sentences, using capital letters, full stops and question marks; and can spell most common words. 8=#E produced a beautifully presented and well crafted letter during Literacy work. 9=#E can revise and redraft #h own work, using a dictionary as necessary. 10=#E reads fluently and with appropriate expression. #H imaginative writing has some interesting ideas and #e gives careful thought to making the meaning clear. 11=#E is willing to listen to advice and this has led to a wider use of adjectives and descriptive phrases in #h work. 12=#N's imaginative story work is full of original ideas and #e uses a good range of vocabulary. 13=#N's handwriting is well-formed and accurately joined. 14=#E has a generally accurate grasp of sentence punctuation; writing fluently, with considerable thought and inventiveness. However, #e still needs to check through #h work before handing it in to eliminate preventable errors. 15=#E writes with confidence, and #h stories are now more detailed and descriptive. #E tends to set #h ideas down in a colloquial fashion, but is becoming more aware of when to use formal language. 16=#E writes imaginatively, though #h work is usually concise. #E needs to introduce more descriptive phrases in order to hold the reader's attention. #N's handwriting is much neater, and more legible. #E must remember to join. 17=#E has a lively writing style and is often quite imaginative. #H use of more advanced punctuation can, at times, be erratic. 18=#E has tried hard to grasp the basics of sentence punctuation. While #e still has difficulties with commas and quotation marks, #e seems generally secure about full stops and the use of capitals. #H story writing needs greater use of descriptive words and phrases. 19=When writing, #e uses sentence punctuation accurately, and is beginning to introduce descriptive phrases. 20=When asked to present #h thoughts on paper, #e is less expressive, though the amount #e writes has increased dramatically over the year. #E is very slow when writing stories, and although #e has good ideas, #h stories are never very long. COMMENTS: English - Writing (2) 1=#E handwriting is invariably neat, though it can become untidy during creative writing. 2=#E is starting to use descriptive words in #h own writing, picking them up from the books #e has read. Though #e still needs to develop #h stories further, by adding greater detail. 3=This year in story writing, #e has developed imaginative plots, but they do occasionally lack a clear structure. 4=#N's written work is becoming more organised, showing greater attention to detail. #E produces work that is accurately punctuated, and has been encouraged to redraft #h writing in order to develop #h thoughts. 5=#E is developing a better understanding of the rules of grammar and punctuation, and has clear handwriting. 6=#N's written work is now better organised and structured more thoughtfully. 7=#E use of punctuation is good, but further work on apostrophes is required. #N's handwriting is clear, and #e has made a good start with cursive script. 8=#E is able to write independently, and use full stops and capital letters but not always accurately. Therefore, #e needs to spend more time revising and redrafting #h work. 9=#E has tried hard to grasp the basics of sentence punctuation. Though #e still has difficulties using commas and quotation marks, #e seems generally secure about full stops and capitals. 10=#E is starting to produce writing that uses complete sentences, and #h spellings are more accurate. However, #e must read #h work through to check that the grammar and punctuation makes sense. 11=#E produces writing that is generally well punctuated. #N's handwriting has shown some recent improvement but #e needs to continue to practise #h letter joins. 12=#N's handwriting has recently improved but #e will need to practise #h letter joins. 13=#N's handwriting has made some progress but #e must practise #h letter formation. 14=#E is beginning to join #h handwriting, but still requires further practice. 15=#N's handwriting has improved recently. 16=#E has made a good attempt to form #h handwriting correctly and now takes a lot more care with #h presentation of work. #E is often keen to write #h thoughts and ideas down on paper, and is starting to organise #h writing more effectively. #H grasp of basic punctuation is not yet secure, but #e is making good progress. 17=#E wrote a super newspaper article, after listening very carefully during the Literacy Hour. 18=#E improved handwriting has led to #h feeling more confident about #h own writing; and resulted in longer, more detailed pieces of work. 19=#E is writing more, and is keener to express #h point of view on paper, but it does take a long time for #m to work through a task. 20=#E has a good use of sentence punctuation, though more work is needed, especially on the use of speech marks. #H handwriting is clear, and #e has made a good start with cursive script. COMMENTS: English - Writing (3) 1=#E has tried hard to master the basics of sentence punctuation, though #e tends to write slowly, and sometimes does not finish #h work in the time available. At times, #e will lack control over #h handwriting and this means #h letter formation is poor. 2=#N's handwriting is more controlled, and #e makes a good attempt to spell simple words correctly. #E writes in basic, often short, sentences. Longer sentences with more detail should be #N's aim next year. 3=#H imaginative work has some good ideas but #e needs to develop #h vocabulary. 4=#H handwriting is gradually improving and #e generally presents #h work well. Though #e will need further practise joining letters. 5=#N's handwriting has improved though it is still over-large and uncontrolled at times. 6=#N's handwriting has improved, but #e must join more. 7=#H stories show a better use of punctuation and a greater awareness of setting and plot. 8=#H has made some progress in written English this year. #E is now writing stories of greater length, but still without consistent punctuation. 9=#H presentation has improved over the year, and #h writing is more legible. 10=#H handwriting is neater and less inconsistent. 11=At present #h general writing lacks consistency. For example, #N's stories are without substantial content, and poorly punctuated. #E therefore needs to appreciate that #h English work will only improve if #e pays close attention to what #e is being taught. 12=#E has gaps in #h knowledge, due to extended absences, and will need considerable reinforcement of basic skills if #e is to improve on #h current level of literacy. 13=#E is producing writing that uses complete sentences, and #h punctuation is more accurate. #E writes slowly and this means that, at times, #e does not get through all that #e needs to. 14=To improve #h writing, #N needs to organize and plan #h stories before writing. COMMENTS: English 2b 1=#N can write a story in order, describing either #h characters or the setting. 2=#E knows some ways to show that #h writing is non-fiction. 3=#E can use vocabulary that helps organise #h writing, e.g. next, then, after, first. 4=#E can use detail to make #h writing interesting for the reader. 5=#N sometimes uses interesting vocabulary for effect. 6=#E can write a simple sentence to describe a person or thing using interesting words. 7=In non-fiction #e chooses words carefully to explain or describe. 8=#E can use different, simple connectives such as, because, so. 9=#E often knows when to write in the past or present tense. 10=#E sometimes uses question marks and exclamation marks. 11=All #h upper and lower case letters are the correct size and shape. 12=#E can spell most words with one syllable. 13=#E uses #h sounds to help #h spell longer words with more than one syllable. COMMENTS: English 3a 1=#N can structure a story clearly, e.g. beginning, problems, resolution, ending. All sections are linked together and well paced. 2=#E can develop #h main characters through description and/or dialogue and create interaction between the characters. 3=#E can describe #h story settings in some detail using all #h senses. 4=In non-fiction #e has an introduction, conclusion and ordered sections. 5=#E can use interesting and imaginative language to help the reader understand my characters or events. 6=#H chooses a style of writing that will interest the reader e.g. through use of specific detail or humour. 7=#E can describe how an action is performed using adverbial phrases e.g. The snake slithered along the ground stealthily. 8=#E can choose and use verbs, adjectives and adverbs together to make #h writing interesting and imaginative. 9=In non-fiction writing #e makes effective use of technical or specific vocabulary. 10=#E can use some complex sentence structures to add extra information. 11=#E use a new line when each character speaks and speech marks to show dialogue. 12=#N can use commas in lists and most of my punctuation is correct. 13=#H can use an apostrophe for omission e.g. don't, can't, it's. COMMENTS: English 3b 1=#N always uses the first person (I, we) and third person (he, she, it, they) in the right places. 2=#E sometimes uses different tenses to write about what might happen. 3=All the events in #h stories are linked to each other. 4=When #e changes events, setting or time in my stories #e uses paragraphs. 5=#E can describe how the narrator or characters react to events in my stories. 6=In non-fiction #e always writes a simple introduction and conclusion. 7=#E can use precise words which are lively and imaginative, to amuse, frighten etc. 8=#E can use sentences with a wider variety of connectives e.g. however, whilst, whenever, therefore. 9=In non-fiction the first sentence of each section will say what #e is writing about. 10=#E full stops, capital letters, exclamation marks, and question marks are mostly accurate. 11=#E can use speech marks to indicate beginning and end of direct speech. 12=#N can spell common words with one or more syllables correctly. 13=#H handwriting is neat and always joined. 14=#N can spell words with more than one syllable containing common prefixes and suffixes correctly. 15=#E can use #h knowledge of spelling patterns, suffixes and prefixes to help #m spell new words with more than one syllable. COMMENTS: English 3c 1=#N always uses the past tense when writing a story. 2=#N always uses the present tense when characters are speaking. 3=#H can develop description of characters by including speech, feelings or emotion using interesting vocabulary. 4=#E can use interesting ways to describe setting so the reader can imagine it. 5=#N can write details of events to entertain or amuse my audience or create tension. 6=In non-fiction writing #e groups similar information together. 7=#E is beginning to use paragraphs, bullet points or headings to separate sections in #h writing. 8=#E can use noun phrases, e.g. the golden haired #b or adverbs e.g. slowly. 9=#N often chooses words for variety and which add interest and detail. 10=#E is beginning to use different ways to start #h sentences to make them more interesting. 11=#E can sometimes use question marks and exclamation marks in the right place. 12=#N can use speech marks to show when a character is speaking e.g. "Hello" said Bob. 13=#H handwriting is neat and usually joined. 14=#N can spell many words correctly which have more than one syllable. COMMENTS: English 4a 1=#H ideas and material are developed through imaginative detail. 2=#E is able to show feelings through the images #e develops rather than by a direct statement. 3=Through the pace and the settings in #h writing, #e is able to create mood and atmosphere. 4=#H characters' dialogue and reported speech help to move #h stories on. 5=#E understands that viewpoints need to be consistent and #e is beginning to do this in #h writing. 6=#E select and uses the appropriate language and presentational features to clearly establish context and purpose. 7=#E I am able to adapt #h writing to suit a particular audience. 8=#E is beginning to use literacy features, such as personification, alliteration and idioms, effectively in #h writing. 9=#E can structure #h writing appropriately in a range of genres. 10=#H is able to use a range of techniques to engage the reader. 11=#E is able to choose appropriately between standard English, colloquialism or dialect, according to the formality of the writing. 12=#H writing is organised into a planned and coherent series of paragraphs. 13=#E can use a wide and varied range of connectives. 14=#E can use a wide range of connectives, such as furthermore, nevertheless, on the other hand, to clarify the relationship between ideas. 15=#E can position a clause to achieve a specific effect. 16=#E can use a full range of punctuation appropriately. 17=#E is able to use precise and adventurous vocabulary for effect. 18=#E am able to use a range of styles of handwriting for different purposes. COMMENTS: English 4b 1=Within paragraphs, #N can develop sequences of events around a main sentence. 2=#E can link characters actions to key events. 3=#E can use relationships between sections or paragraphs to give structure to the whole text. 4=In non-fiction #N can balance #h main points and information as appropriate to the purpose. 5=In non fiction #h can reflect on the main points in #h conclusion. 6=#E can adapt the form and presentation of my writing for a specific readership. 7=#E can use some devices such as simile, metaphor, alliteration, personification for a specific purpose. 8=#E can use a wide range of interesting verbs and make good use of adverbs for precision. 9=#E can use a range of simple and complex sentences are to create effect or extend meaning. 10=#H can adapt #h sentence structure to support a clear account of events in #h stories. 11=#E can use expanded phrases and clauses to express #h ideas. 12=#N always use of commas to mark phrases or clauses. 13=#E is starting to use a wider range of punctuation e.g. brackets, dashes or colons, semi-colons, ellipses. COMMENTS: English 4c 1=#N change time and place in #h stories to help shape the story and guide the reader through the text. 2=#E sometimes link #h paragraphs together effectively. 3=#H characters will talk and act together as they would in real life. 4=#E uses #h setting to create the mood of the story. 5=In non-fiction #e uses introductory phrases to start new sections and paragraphs. 6=#E engages the reader by helping them to feel moods and feelings in #h stories. 7=#E engages the reader by adding or emphasising details. 8=#E can maintain the viewpoint of #h narrator and characters. 9=#E always includes imaginative detail and precise vocabulary for effect. 10=#E can use adverbial phrases to engage as well as inform. 11=#E can use complex sentence structure and a wider range of sentence connectives to develop meaning e.g. also, besides, even though, never the less, despite. 12=#N can use a mixture of compound, complex and simple sentences to good effect. 13=#H sometimes use commas to mark phrases or clauses. 14=#E can use the apostrophe for omission and possession e.g. the #b's coat, the teachers' staff room, can't, won't, it's. COMMENTS: English 5c 1=#N is able to weave dialogue, action and description through #h stories. 2=Through careful selection of words and sentence structure #N is able to avoid repetition and superfluous statements. 3=When writing non-fiction, #e is confident in the structure and information #e needs to convey. 4=#E is beginning to elaborate upon #h viewpoints. 5=#N can use flashbacks and time shifts confidently in #h narrative writing, signalling them clearly. 6=#E beginning to create subordinate plots to be woven into #h main plot. 7=In #h non-chronological writing, #e introduces, develops and concludes paragraphs appropriately. 8=In #h closing statements, #e is able to refer back to the starting points. 9=#H paragraphs are varied in length and structure. 10=#H final paragraphs offer an appropriate summary or appeal to the reader. 11=#E is able to use modal verbs in sentences. (the #b should be, would be, could be). 12=#E can use a full range of punctuation to convey and clarify meaning. 13=#N uses punctuation for effect. 14=#H writing includes a range of figurative language to enhance narrative. COMMENTS: English Term 2 Opening 1=#N has had #adj second semester. This term the students in year 6 have been learning about fantasy and fairytales, starting with the novel Skellig where they looked at the elements that make up a fantasy story, and have now moved on to studying fairy tales through the play adaptation of The Amazing Maurice and (his) Educated Rodents. 2=#N has had #adj second semester. This term the students in year 8 have been learning about speeches and poetry, looking at what makes a speech persuasive before writing their own speeches, and have now moved on to studying ghost poetry, learning about poetic techniques and how to write interesting description. 3=#N has had #adj second semester. This term the students in year 9 have been learning about Gothic literature and human trafficking, starting with various excerpts of famous Gothic texts before creating their own Gothic stories, and have now moved on to researching and understanding the problems of human trafficking through producing their own videos on the topic. 4=#N has had #adj second semester. This term the students in year 10 English Language have been reviewing how to prepare for their exams next year, while continuing to develop their writing skills and starting their second pieces of coursework, where they are expected to produce detailed descriptions of a scene. 5=#N has had #adj second semester. This term the students in year 10 English Literature have been studying the poetry anthology they will be writing about in their exams in year 11, while also reviewing exam writing skills and considering how to apply the poetic techniques they are learning about to their own writing. 6=#N has had #adj second semester. This term the students in year 11 English Language have been reviewing how to prepare for their exams later this year, while continuing to develop their writing skills and refining their coursework portfolios, which will be completed before the end of this term. COMMENTS: EU DA Communicate Geo 3.24 1=#N, with support, can communicate simple geographical knowledge and information. #E does not demonstrate a complete understanding of concepts or give accurate and detailed information when asked questions. 2=#N is able to communicate geographical knowledge in different ways. #E shows understanding of some concepts when questioned, although some guidance is needed to develop accuracy and detail. 3=#N is able to work independently or as part of a group, and use different methods to communicate #h understanding of concepts and accurate geographical knowledge. COMMENTS: EU DA Geo Source of evidence 3.14 1=#N is able to identify, with some support, one source of evidence needed to answer geographical questions. #E sometimes finds it difficult to do this independently. 2=#N can independently identify one or more sources of evidence needed to answer geographical questions. #E can suggest appropriate collection and recording methods, but requires some support with #h investigation. 3=#N can independently identify one or more sources of evidence needed to answer geographical questions. #E can suggest appropriate and accurate collection and recording methods. COMMENTS: EU FF 3.2a Posing Scientific Questions 1=#N is able to conduct scientific investigations independently, posing good scientific questions that can be investigated, based upon #h knowledge and past experience. 2=#E has shown #e is able to pose relevant scientific questions, although #e sometimes requires assistance to ensure they are questions that can be investigated effectively. 3=#N is aware that scientific investigations arise from questions that require answering, but #e has difficulty generating the questions independently. However, #e can investigate questions posed by others. COMMENTS: EU FF 3.2a Posing Scientific Questions - Next Step 1=During investigations, #e needs to make sure that #e knows that a question is being answered and what that question is. This can help #m build a clearer understanding of a good scientific question. 2=#E should try thinking of one question that #e would like to know about. Discuss this question with friends or classmates and ask whether you can actually carry out the investigation and how you might do this. This can help #m build a clearer understanding of a good scientific question. 3=#E should try explaining to another child or #h teacher the reasons behind #h choice of question. This can help #m build a clearer understanding of a good scientific question. COMMENTS: EU FF 3.2b Creating an Investigation 1=#E is able to suggest ways in which an investigation might take place. #H suggestions are linked to the question posed and resources and equipment available, but #e needs help most of the time to design an investigation that can be carried out. #E knows about 'fairness' in investigations but doesn't always include it in #h thinking. 2=Whilst needing occasional help to clarify points, #e can design an investigation that is clearly linked to the question posed and that takes into account resources and equipment. #E is able to identify elements of 'fairness' on #h own. #E is able to see that #h methods have 'pluses' and 'minuses' either on #h own or when discussed with them. 3=#E is able to design practical investigations in a way that takes into account the range of equipment and resources available and the nature of the question posed. #E is able to ensure 'fairness' in respect of at least one variable. #E is also able to justify the strengths and weaknesses of #h chosen methods. 4=#N recognises the need for fair tests by describing, or showing in the way #e performs a task, how to vary one factor whilst keeping others the same. COMMENTS: EU FF 3.2b Creating an Investigation - Next Steps 1=#E needs to try and be as clear as possible about the question #e want to answer and the kind of investigation it requires to answer it. For example: Does it need measurement? What kind of measurement? What level of accuracy does the measurement need to be at? 2=#E should try and justify #h investigations before #e begins. #E do this formally or informally but you should structure #h justification: This is what I am going to do. This is the equipment I am going to use. This is how I am going to use it. This is why I think the investigation is as fair as possible. This is why I think it will answer the question for me. These are the problems we might encounter. After conducting the investigation, you should review your justification. COMMENTS: EU FF 3.2c Measurements/Observations 1=#E knows that measurement is important in investigations. #E carries out these measurements without always being accurate and without checking them through replication unless reminded by someone else. 2=#E is aware of the importance of measurement in investigations. #E usually tries to be accurate, but not always with success. #E only occasionally replicates these measurements on #h own volition. With occasional help, #e can begin to see the patterns that emerge from different observations. 3=#E makes accurate observations and measurements using a variety of recording equipment. #E is able to see where patterns exist in the different observations #e has made. 4=#N makes accurate observations and measurements using a variety of recording equipment. #E is able to see where patterns exist in the different observations #e has made. 5=#N is aware of the importance of measurement in scientific investigations. #E tries to be accurate, but not always with success. With occasional help, #N can begin to see patterns that emerge from different observations. 6=#N knows that measurement is important in scientific investigations. #E does not always make sure that #h measurements are accurate. 7=#N selects suitable equipment to use and makes a series of observations and measurements that are adequate for the task. 8=#N is beginning to repeat observations and measurements and to offer simple explanations for any differences encountered. COMMENTS: EU FF 3.2c Measurements/Observations - Next Steps 1=#E can try discussing the results of their measurements with classmates. Are they finding different results? What does this mean you have to do? Being critical and careful is a crucial skill in becoming a better science practitioner. COMMENTS: EU FF 3.2d Findings and Conclusions 1=#N draws conclusions that are consistent with the evidence and is beginning to relate these to scientific knowledge and understanding. 2=#N draws conclusions that are consistent with the evidence #e discovers and is now working on relating these findings to scientific knowledge and understanding. 3=#N draws conclusions that are consistent with the evidence #e has gathered and is now working on how to relate these findings to scientific knowledge and understanding. COMMENTS: EU FF 3.2d Findings and Conclusions - Next Steps 1=#E has used a range of basic scientific equipment and has learnt the importance of making careful measurements during an experiment. 2=#E has carefully used a range of basic scientific equipment and has become more accurate when making measurements during an experiment. 3=#E understands the concept of fair testing and applies this during practical work. 4=#E is beginning to understand the concept of fair testing and is starting to apply this during practical work. 5=#E has extended #h understanding of fair testing and is competent in applying this during practical work. 6=#E has discussed the concept of fair testing and is learning to apply this during practical work. 7=#E is capable of drawing appropriate conclusions from the experiments #e has conducted but needs to work on relating this to #h scientific knowledge. 8=#E now needs to develop the ability to draw appropriate conclusions from the experiments carried out and relate #h findings to the scientific concepts learnt. 9=#E can relate the findings from experiments to #h scientific knowledge and can try to explain why #e got the results #e did. 10=#E has learnt to try and relate the results from experiments to #h scientific knowledge. 11=#E has learnt to try and relate the results from experiments to #h scientific knowledge and is beginning to do this successfully. 12=#N is working on incorporating more scientific vocabulary into #h report write-ups. COMMENTS: EU FF 3.2e Recording Findings 1=#N knows that recording #h work is important, but does so in a way that doesn't make it clear to #s or others what #h has done. Appropriate scientific vocabulary is rarely used. 2=#N knows that there are different ways in which #e can record each stage of what #e has done and usually chooses appropriately. Even so, the presentation does not always make clear what #e has done. #N is now showing an increasing use of scientific vocabulary. 3=#N records #h work in ways that enable each part of the process to be clear, including, where necessary, detailed plans. #E chooses from a range of graphs, tables and charts in #h work. These are supported by illustrations of key aspects of the work. The language that is used in any supportive writing uses scientific vocabulary where appropriate. 4=#E presents observations and measurements clearly, using tables and bar charts but now needs to work on deeper conclusions that evaluate the successes of #h experiment. 5=#N presents observations and measurements clearly, using tables and bar charts. 6=#N is beginning to plot points to form simple graphs and use these graphs to point out and interpret patterns or trends in data. 7=#N records observations and measurements systematically and presents data as line graphs. 8=#N records #h work in ways that enable each part of the process to be clear, including, where necessary, detailed plans. #H chooses from a range of graphs, tables and charts in #h work. These are supported by illustrations of key aspects of the work. The language used in any supportive writing uses scientific vocabulary where appropriate. 9=#N knows that there are different ways in which #e can record each stage of the scientific process - and usually chooses appropriately. However, #h presentation does not always make #h findings clear and #e is now working on producing more constructive conclusions. #N is showing an increasing use of scientific vocabulary where appropriate which is pleasing to see. 10=#N knows that there are different ways in which #e can record each stage of what #e has done and usually chooses appropriately. Even so, the presentation does not always make clear what #e has done. #N is showing an increasing use of scientific vocabulary where appropriate. 11=#N knows that recording #h work is important but does so in a way that does not make clear to #s or others what #e has done. Sometimes the use of graphs, tables and charts is not included in their final piece of work. Appropriate scientific vocabulary is rarely used throughout their scientific investigations. COMMENTS: EU FF 3.2e Recording Findings - Next Steps 1=#E should try developing a structure through which #h can think about how to record #h research. So: What is it most important things for me to record? What is it most important for other people to know? What is the best medium to record this? How can I make the information clear to people? Being critical and careful in your presentation is a fundamental part of good scientific practice. 2=#E should study the criteria contained in the task rubrics before beginning a recording task. What do I need? What am I being graded on? These are important questions a student should keep in mind when creating work. COMMENTS: EU FF Next Steps 1=#N is encouraged to continue referring to success criteria and checklists to help #m complete academic tasks to the best of #h ability. 2=#N is encouraged to refer to success criteria and checklists to help #m complete academic tasks to the best of #h ability. 3=#N is encouraged to challenge #s to dig deeper into #h learning, ensuring their scientific question is something that can be tested in the classroom. 4=#N needs to acquire scientific vocabulary and use it in both oral and written responses. 5=#N needs to describe #m observations more fully and link them clearly to the purpose of the experiment. 6=#N needs to ensure that #h hypothesis is directly linked to #h scientific question and follows the given sentence stem (If...then...because...) 7=#N is encouraged to work through the scientific process patiently and carefully, documenting #h thinking and steps, just as scientists do. 8=#N is showing an increasing use of scientific vocabulary where appropriate which is pleasing to see. COMMENTS: EU FF Openers 1=#N has approached all aspects of our Forces unit with enthusiasm and interest. 2=#N has approached all aspects of our Forces unit work with interest and enthusiasm. 3=#N really enjoys science and has approached all aspects of our Forces unit with interest and enthusiasm. 4=#N has really enjoyed all aspects of the science work we have covered this semester and is developing good investigational techniques. 5=#N has really enjoyed our Forces unit and is developing good investigational techniques. 6=#N has shown an interest in the areas we have covered in science. 7=#N has a questioning and inquisitive mind and offered many suggestions and ideas in class discussions relating to our Forces unit. 8=#N has shown a real interest in the material we have covered in science and is developing good investigational techniques. COMMENTS: EU FF Science Discussion 1=#E has good scientific knowledge and is willing to share this with others during class discussions. 2=#E participates well during class discussions and can always be relied on to share scientific ideas and suggestions. 3=#E has a broad knowledge of science and can always be relied on to offer ideas and suggestions during class discussions. 4=#E has excellent scientific knowledge and is willing to share this with others during class discussions. 5=#E has very good scientific knowledge, but sometimes lacks the confidence to share this with the class during discussions. 6=#E has good background science knowledge, and uses this effectively in relation to our learning. COMMENTS: EU FF Science Group Work 1=#N has shown a sensible, mature approach to group-work, uses equipment carefully and records observations accurately. 2=#E works very well as a member of a group and uses equipment and materials in a sensible and responsible manner. 3=#E works well as a member of a small group and has had experience of using basic scientific equipment. 4=#E works reasonably well as part of a small group, but must try to keep #h concentration on the task in hand. 5=#E works co-operatively in a group situation, uses equipment maturely, and has learnt to make careful and accurate measurements. 6=#E is getting better at working co-operatively in a small group but sometimes needs to remember to listen carefully to others' suggestions and ideas. COMMENTS: EU FF Science Level 5 1=#N identifies the key factors that need to be considered in contexts that involve only a few factors. 2=Where appropriate, #e makes predictions based on scientific knowledge and understanding. 3=#E selects apparatus for a range of tasks and uses it with care. 4=#N makes a series of observations or measurements with precision appropriate to the task. 5=#N is beginning to repeat observations and measurements and to offer simple explanations for any differences encountered. COMMENTS: EU FF Science Write Up 1=#N's scientific written work always meets a very good standard and #e has learnt to organise it a logical way - using charts and graphs where appropriate. 2=#N's written work in science has improved significantly over the course of our Forces unit and #e is now being more careful to organise #h work in a logical way. 3=#N's written work in science has got much better over the year and #e has learnt to be more careful to organise #h work in a logical way. 4=#N's written work in science is always of an excellent standard and #e has learnt to organise #h work in a logical way, using charts and graphs where appropriate. 5=#N's written work is becoming more carefully organised and #e is beginning to use charts and graphs where appropriate. 6=#N has improved #h scientific methodology by organising it in a more logical way, including charts and graphs where appropriate. However, #e must pay further attention to the depth of #h conclusion so that it reflects #e findings more fully. COMMENTS: EU FF Scientific Concepts 1=#E grasps new scientific concepts quickly and then can use these to try and explain the results of experiments. 2=#E generally understands new scientific concepts and is beginning to be able to use these to explain the results of experiments. 3=#N generally understands new scientific concepts well but now needs to work on using these concepts to explain the results of experiments. 4=#E generally understands new scientific concepts well and is beginning to be able to use these to explain the results of experiments. 5=#E generally understands new scientific concepts well. 6=#E always understands new scientific concepts well. 7=#E generally understands new scientific concepts quickly. 8=#E tries hard to understand new scientific concepts and now needs to use #h knowledge to try and explain the results of #h experiments. 9=#E needs careful explanations to learn new scientific concepts but always tries hard to understand. COMMENTS: EU FF Scientific Process - Opener 1=#N has shown consistent growth in clarity of thought, specificity and awareness of the steps involved in documenting the scientific process during our Fascinating Forces unit. 2=#N's motivation to succeed allows #h to think critically during inquiries. 3=#N is showing an increasing ability to think like a scientist and is able to ask relevant questions, hypothesise, record data and state conclusions. 4=#N is beginning to show #e can think like a scientist and is able to ask relevant questions, hypothesise, write a detailed methodology and draw appropriate conclusions. 5=#N enjoyed partner work and hands-on problem solving as we studied the scientific process in our Fascinating Forces unit. 6=#N excitedly delved into the ways scientists think and how they show their understanding. 7=#N realised that #e is a scientist and that the information that #e gathers can help #h to understand the world further. COMMENTS: EU GBB 3.17 Be able to place events 1=#N is still learning how to place key events and figures into a chronological framework. 2=#N is able to place key events and figures into a chronological framework with some assistance from #h teacher. 3=#N has done an excellent job of placing key events and figures into a chronological framework COMMENTS: EU GBB 3.6 Factual knowledge 1=#N has demonstrated some knowledge of the basic ideas, beliefs, attitudes and experiences of the people in the past with some help from the teacher. To deepen this knowledge, #e should research using higher-quality sources of information. 2=#N has exhibited some factual knowledge related to our history unit. To deepen this knowledge, #e should research using higher-quality sources of information. 3=#N has demonstrated suitable knowledge of several ideas, beliefs, attitudes, and experiences of people in the past. 4=#N has exhibited the essential knowledge related to our history unit. To deepen this knowledge, #e should research using higher-quality sources of information. 5=#N has exhibited a substantial breadth and depth of knowledge related to our ancient history unit. For further improvements in this area, #e should make an effort to read historical texts outside of school. 6=#N has demonstrated an abundance of knowledge of a variety of complex ideas, beliefs, and attitudes and experiences of people in the past. To improve still further, #e should make an effort to read historical texts outside of school. COMMENTS: EU GBB Knowledge 1=#N has demonstrated some knowledge of the basic ideas, beliefs, attitudes and experiences of the people in the past with some help from the teacher. To deepen this knowledge, #e should research using higher-quality sources of information. 2=#N has demonstrated suitable knowledge of several ideas, beliefs, attitudes, and experiences of people in the past. 3=#N has demonstrated an abundance of knowledge in a variety of complex ideas, beliefs, attitudes and experiences of people in the past. COMMENTS: EU GBB NEXT STEPS 1=For #N to improve in EU #e needs to check the validity of their sources before using the information in classwork. 2=To improve #h EU work, #e is encouraged to ensure the information #e is presenting is historically accurate and fits within the time period being studied. 3=For continued improvement in EU, #N should not only evidence what #e has learned, but challenge #s to expand into more complex ideas and beliefs in #h research. 4=To improve in EU #N needs to demonstrate #h learning in #h own words when reporting research. 5=#N needs to expand on #h learning in more detail to improve in EU. COMMENTS: EU GBB Sources 1=#N was able to use some sources to find information and answer questions about the past. #E had some difficulty finding quality sources on their own. 2=#N was able to use a variety of sources to find relevant information and answer questions about the unit of study. 3=#N was able to use a wide range of sources to find relevant information and answer questions about the past. COMMENTS: EU GBB T2 Thermopylae Intro 1=You have written an exciting story, #N. 2=You have written a great recount, #N. 3=Your story about the battle of Thermopylae was fascinating and thrilling. 4=You have put a lot of effort into this story, #N 5=You have included many elements of good fiction writing here, #N 6=You have included some elements of good fiction writing here, #N COMMENTS: EU GBB T2 Thermopylae recount feedback 1=Sometimes you switch from the past tense into the present tense. Recounts should stay in the past tense (unless it is a flashback or dialogue) 2=You need to proofread your work for spelling and tense and focus on practicing your past tense irregular verbs. 3=You need to include more descriptive elements . Try to use more 5 senses description and powerful adjectives, verbs, and adverbs. 4=Try reading your work out loud and seeing how it sounds. Then try using grammarly.com to check your work for spelling and grammar errors. But make sure you take a note of what grammarly is having to fix a lot (for example irregular past tense spelling) so you can practice that skill. COMMENTS: EU GBB Timeline 1=#N is sometimes able to place events, people and changes of the past in sequential order with some help from the teacher. 2=#N is able to place events, people and changes of the past into a chronological framework with little help from the teacher. 3=#N is able to place events, people and changes of the past into a chronological framework independently. COMMENTS: EU GG Globalisation and Trade 1=For our Going Global unit, #N researched globalisation and trade but the final written reports lacked detail and clarity of thinking. 2=For our Going Global unit, for example #N researched and produced detailed and easy to understand reports on globalisation and trade. 3=For the "Going Global" unit, for example, #N produced well researched, and thoughtful informational reports relating to globalisation and trade. COMMENTS: EU GU 3.3 Gather Evidence 1=#N has used strong research skills by gathering evidence from a variety of sources. 2=#N has gathered evidence from a variety of sources to deepen #h research. 3=#N also showed #e was able to gather evidence from a variety of sources to deepen #h research. 4=#N needs to focus on gathering evidence from more sources to deepen #h research. 5=#N is now working on gathering evidence from a wider variety of sources to increase the authenticity of #h research skills. 6=Throughout the unit, #N evidenced that #e could gather evidence from a variety of sources to deepen #h research. COMMENTS: EU GU 3.4 Evidence vs Opinion 1=#N is able to decipher between evidence and opinion and choose research sources accordingly. 2=#N knows the difference between evidence and opinion and usually chooses reliable sources. 3=#N still has some trouble choosing reliable research sources and telling the difference between evidence, opinion and unreliable sources. COMMENTS: EU GU Identifying Changes 1=During our 'Growing Up' unit, #N was able to identify the physical, emotional, and social changes that occur during puberty. 2=During our 'Growing Up' unit, #N was able to identify most of the physical, emotional, and social changes that occur during puberty. 3=At the end of our 'Growing Up' unit, #N was able to display an excellent knowledge of the changes we experience during puberty as well as a good understanding of genetics and the endocrine system. COMMENTS: EU GU Next Steps 1=Going forward, #e is encouraged to ensure all classwork and assignments are completed using the success criteria, by the agreed-upon timelines. 2=Going forward, #e is encouraged to use the strategies learned in class to distinguish between reliable and unreliable sources when researching. 3=To further improve, #e is encouraged to use a variety of resources when researching and to cross-reference the validity of the information found. 4=To further improve, #e is encouraged to cross-check the validity of the information #e has found before using it in #h reports. 5=#N is encouraged to refer to success criteria and checklists to help #m complete academic tasks to the best of #h ability. 6=#N is encouraged to continue referring to success criteria and checklists to help #m complete academic tasks to the best of #h ability. 7=For continued improvement in EU, #N should start to draw from a wider range of sources and evidence. 8=To improve in EU, #N needs to spend more time thinking through #h answers more carefully before presenting them. 9=To improve in EU, #N should try to explain and qualify #h ideas in more detail. 10=To improve in EU, #N needs to make a greater effort to use #h own words when reporting research. 11=For #N to improve in EU #e needs to begin to take greater responsibility for #h own research. 12=To improve #h EU work, #e should move from describing to explaining in #h answers. 13=#N now needs to review #h understanding of how our bodies change during puberty and the roles certain body systems play in these changes. COMMENTS: EU GU Puberty Kit 1=#N was able to identify difficulties and plan strategies for managing the changes that occur during puberty. 2=#N was able to identify some of the difficulties and plan strategies for managing the changes that occur during puberty. 3=#E also showed that #e could identify difficulties and plan strategies for managing the changes that occur during puberty. COMMENTS: EU Q4 1. Introduction to the units 1=Year 5 students studied five EU units over the course of this academic year including ancient Greece and Rome in the Great, the Bold and the Brave, physics and scientific methodology in Fascinating Forces, life changes and biology in Growing Up, and globalisation and economic trade in Going Global. 2=Year 5 students studied five EU units over the course of this academic year. 3=Year 5 students studied five EU units over the course of this academic year and covered subjects ranging from ancient history to economics and globalisation. COMMENTS: EU Q4 10. U4b Unit that X excelled in - GG Pt 2 1=#N also showed insight and a real depth of knowledge in how trading between countries works. 2=#N also showed that #e was adept at recalling a great number of facts and relevant information associated with the geographical features of different countries. 3=#N also effectively participated in a range of conversations about the equality of Fair Trade and shared insightful opinions on paying farmers a fair wage. 4=#N also showed that #e was capable of building on other's ideas, in relation to how Ecotourism can be beneficial for all and could express #h own thoughts clearly and persuasively. 5=#N was also an active participant in small group discussions about global issues and showed #s capable of gathering the groups’ consensus when feeding back to the rest of the class. 6=#N was also an active participant in large group discussions and regularly offered considered ideas and opinions that were relevant to the topic of discussion. 7=#N also showed #s capable of listening to the ideas, opinions, and comments of others without interrupting and then formed #h own opinion and response as a result. 8=#N also responded appropriately to #h peer's comments during partner/turn-and-talk time. 9=#N also used proper and technical vocabulary to add accurate and appropriate detail to activities involving globalisation and trade. 10=#N also showed great skill in recalling and sharing the origins of many different foods in relation to food miles. 11=#N also worked incredibly diligently on all assessment tasks and incorporated a high level of technical vocabulary in #h chocolate report/global issues report. COMMENTS: EU Q4 12. Improvement Pt 1 1=#N is encouraged to look at multiple reliable sources when researching before deciding which pertinent information to include in a research report. 2=#N is encouraged to clarify #h evidence in report writing to distinguish it from #h opinions. 3=Next time, #N is encouraged to reference sources used in #h research. 4=For further sustained progress #N needs to maintain this level of excellence for all classwork assigned. 5=#N is encouraged to gather #h evidence from as many different sources as possible in future reports. 6=#N has a huge capacity for retaining and passionately explaining and #e is encouraged to maintain this level of application next year. 7=#N is encouraged to focus on promptly submitting the high-quality work #e has shown #e is capable of. 8=#N is encouraged to think critically about potential solutions to some of the problems #e highlighted. 9=#N is encouraged to think deeply about key topics, such as Fair Trade or global brands, and to rationalise how and why they relate to globalisation. 10=#N is encouraged to ensure #e references all sources in future reports. 11=#N is encouraged to read more non-fiction books of interest over the summer to add further factual depth to #h understanding. 12=#N is encouraged to work more independently as #e progresses and gains confidence. 13=#N found it challenging to submit project work on time and this is a key area for #m to work on going forward. 14=A small area for #N to work on is to ensure evidence is more interwoven with the narrative of the argument rather than presenting the advantages/disadvantages. 15=#H report on #? contained a sound premise and the challenge #? was an interesting angle but #N still needs to work on researching and re-writing evidence in #h own words. 16=#N is encouraged to re-draft and edit all work before submission to ensure small mistakes are eradicated. 17=#N should maintain this passion and love for detail in the future. 18=With increased reading around the subject and engagement in class #N could improve significantly. 19=#N is encouraged to keep perspective when researching and presenting arguments to ensure #e doesn’t lose sight of the bigger picture. 20=#N is encouraged to ensure that #e uses a variety of sources when collecting evidence and to reference these more explicitly. COMMENTS: EU Q4 13. Improvement Pt 2 1=To improve #N should try to be more proactive in classroom discussions, instead of waiting to be asked #h opinion. #E usually demonstrates a good understanding and insight, and it would be lovely for this to be shared without prompting. 2=#N would also benefit from asking questions to clarify #h understanding of scientific concepts and #e should endeavour to show more creativity in the selection of a medium to display projects. 3=#N needs to devote more effort to the completion of assessment tasks and should pay closer attention to the marking criteria provided. 4=#N needs to learn to paraphrase when including research in assessed work. 5=#N also needs to learn to paraphrase, rather than cutting and pasting from the internet, as this had a detrimental effect on #h submitted assignments. 6=#N is encouraged to develop #h ability to evaluate other people’s work and investigations, suggesting areas for improvement and analysing the quality of the evidence that other people have gathered during experiments. 7=#N needs to improve #h graph work skills. #H needs to be more accurate when drawing graphs as well as being able to comment on the patterns and relationships that #h data shows. 8=#N is encouraged to maintain #h appetite for learning. COMMENTS: EU Q4 14. Improvement Pt 3 1=#N is also encouraged to ensure that all assignments and homework are completed and submitted in a timely manner. 2=#N is also encouraged to be more proactive and seek out extra help from the teacher and #h peers to ask for clarification and ensure that #e is comfortable with understanding the task at hand. 3=For further improvement, #N is encouraged to engage in additional reading around the current EU topic to give a broader grounding in the subject knowledge base. 4=#N must ensure that #e carefully addresses the marking criteria and consults #h teacher when experiencing difficulties. 5=With more effort to ensure #e is answering questions in assignments according to the marking criteria provided, #N has the ability to improve and achieve very pleasing results. 6=#N would benefit from submitting a draft assessment to receive feedback from their teacher prior to submission of all tasks. 7=#N needs to seek clarification from #h teacher to gain a better understanding of the detail required to be successful with #h tasks. 8=#N is encouraged to read the marking criteria of assessment tasks carefully to know what is being asked of #m and to submit a draft to gain valuable feedback prior to handing the task in. 9=#N is also encouraged to submit assessment drafts to gain valuable feedback prior to handing the task in. 10=#N has the ability to improve further if #e adopts a thorough and consistent approach towards researching assignments according to the marking criteria provided. 11=#N should slow down on #h work in order to avoid careless mistakes. COMMENTS: EU Q4 2. General Introduction 1=#N has been very active and engaged in the EU classes this semester and enjoyed collaboratively learning with #h classmates. 2=It has been pleasing to see #N take a keen interest in EU this semester - #e has contributed consistently to class discussions. 3=#N has been a very active and enthusiastic participant in EU classes this semester. 4=#N has shown a conscientious approach to #h EU studies this semester and continuously demonstrated a keen interest in furthering #h knowledge and skills. 5=#N has gradually developed #h skills and understanding in EU this semester and is now demonstrating engagement and perception in most classes. 6=#N has been very conscientious throughout the semester, although quite quiet during class sharing sessions. 7=#N usually listened and participated actively in EU classes, though at times was a little distracted and unfocused. 8=#N has tended to listen and participate well in whole class activities but had some issues using class time effectively when undertaking individual tasks and assignments. 9=#N has been a little reticent to share ideas and opinions in EU class this semester, despite having opportunities to ask questions and offer comments. COMMENTS: EU Q4 3. U1a Unit that X excelled in - GBB Pt 1 1=#N particularly excelled in the Great, the Bold, the Brave unit where #e showed insight and a real depth of knowledge in ancient Greece and the historical governmental systems. 2=#N particularly excelled in the Great, the Bold, the Brave unit where #e displayed a real understanding of the ancient Greek and Roman timelines and could make inherent connections between them. 3=#N specifically excelled in the Great, the Bold, the Brave unit where #e exhibited a good understanding of how ancient Greeks lived their lives and presented an informative poster about their pastimes. 4=#N especially shone in the Great, the Bold, the Brave unit where #e demonstrated vision, a depth of knowledge and creativity when writing about the Battle of Thermopylae. 5=#N especially excelled in the Great, the Bold, the Brave unit where #e demonstrated excellent research and presentation skills when comparing the childhoods of Athenian and Spartan children. COMMENTS: EU Q4 4. U1b Unit that X excelled in - GBB Pt 2 1=#N also showed that #e was adept at recalling a great number of facts and relevant information associated with myths and gods. 2=#E also effectively participated in a range of conversations about Alexander the Great and shared insightful opinions. 3=#E also showed that #e was capable of building on other's ideas, in relation to the Battle of Thermopylae, and could express #h own thoughts clearly and persuasively. 4=#E asked and answered questions about the practicalities of battles of Marathon and Thermopylae which demonstrated a good understanding. 5=#E was also an active participant in small group discussions about The Odyssey and showed #s capable of gathering the groups’ consensus when feeding back to the rest of the class. 6=#E was also an active participant in large group discussions and regularly offered considered ideas and opinions that were relevant to the topic of discussion. 7=#E also showed #s capable of listening to the ideas, opinions, and comments of others without interrupting and then formed their own opinion and response as a result. 8=#E also responded appropriately to their peer's comments during partner/turn-and-talk time. 9=#E also used proper and technical vocabulary to add accurate and appropriate detail to activities involving ancient Roman pastimes. 10=#N also showed great skill in recalling and sharing exact dates of ancient Greek and Roman battles and could place these dates accurately on a timeline. 11=#N worked incredibly diligently on all assessment tasks this year with and the level of technical vocabulary and battle scene detail in #h Battle of Thermopylae recount being particularly impressive. COMMENTS: EU Q4 5. U1b Unit that X excelled in - FF Pt 1 1=#N particularly excelled in the Fascinating Forces unit where #e showed insight and a real depth of knowledge into the order of the scientific methodology. 2=#N particularly excelled in the Fascinating Forces unit where #e spoke and wrote about scientific ideas in considerable detail, showing a confident use of scientific terminology. 3=#N particularly excelled in the Fascinating Forces unit where #e regularly used higher level thinking skills like synthesis and evaluation to demonstrate deep understanding. 4=#N particularly excelled in the Fascinating Forces unit where #e demonstrated a deep understanding of scientific concepts through #h higher order application and performance. 5=#N particularly excelled in the Fascinating Forces unit where #e showed an improvement in #h practical work and was able to follow scientific methods to investigate problems. #E displayed the ability to use a wide variety of new equipment in the catapult experiment and took a leadership role in #h practical task. COMMENTS: EU Q4 6. U1b Unit that X excelled in - FF Pt 2 1=#N also showed that #e was adept at recalling and using scientific vocabulary. 2=#N also showed that #e was proficient at writing a testable hypothesis. 3=#N also showed that #e was skilled at writing a coherent scientific methodology that had a testable hypothesis and drew appropriate conclusions. 4=#N also showed that #e was dextrous when carrying out experiments and #h results from the catapult investigation were very accurate which enabled #m to formulate logical conclusions. 5=#N also showed that #e was adept at using scientific vocabulary in #h methodology. 6=#N also showed that #e was skilled at organising and leading #h team when running an experiment. COMMENTS: EU Q4 9. U4a Unit that X excelled in - GG Pt 1 1=#N particularly excelled in the Going Global unit where #e showed insight and a real depth of knowledge of how the history of trade has impacted modern day globalisation. 2=#N particularly excelled in the Going Global unit where #e displayed a real understanding of food origins and made sound connections between the farmers, consumers, and equality for all. 3=#N specifically excelled in the Going Global unit where #e exhibited a good understanding of how globalisation has impacted trading between countries with varying resources. 4=#N especially shone in the Going Global unit where #e demonstrated vision, a depth of knowledge and creativity when writing an informational report on chocolate. 5=#N especially excelled in the Going Global unit where #e demonstrated excellent research and presentation skills when comparing tourism to ecotourism. 6=#N was able to gather high quality research from a variety of sources and all evidence was skilfully cited and referenced in #h submitted reports. COMMENTS: EU TT History 3.1 sources 1=#N is able to find some sources of information to answer questions about the past. #E still needs some help to find the right source to answer these questions. 2=#N is able to use lots of different sources of information to answer questions about the past. #E still needs some help deciding which source is most useful. 3=#N is able to use many different sources of information to answer historical questions. #E has a good idea of what sources are the best ones to use. COMMENTS: EU TT History 3.11 Why things happened Past 1=#N is able to describe and give some reasons for changes in the past with help from the teacher. #E sometimes gives reasons that are inaccurate. 2=#N is able to offer lots of different descriptions and reasons why some things happened in the past. #E remembers things from other units of study and uses some of these ideas again. 3=#N is able to offer a range of possible descriptions and reasons for events that have happened in the past. #E can sometimes see a pattern in the reasons why things have happened and connections between an event and something that changed after it. COMMENTS: General comments (1) 1=In general #N has a very positive attitude towards all aspects of #h school work and sets a good example with #h behaviour. 2=#N is a quiet member of the class, who has a considerate and thoughtful nature. 3=#N works very hard and always gives #h best effort in all areas of the curriculum. #E has produced some work to be extremely proud of. 4=#N has become more confident about answering questions and talking in front of the class 5=#N has worked hard in many curriculum areas and has produced some work to be really proud of. 6=#N is quiet in class but works hard. 7=#N has a large circle of friends and is both liked and well respected by the class. 8=#N has a mature attitude and uses #h own initiative to develop work, having produced some excellent homework. 9=#N has a mature approach to many aspects of #h work and shows independence, settling down to work without a fuss. 10=#N has a positive attitude towards all aspects of #h school work, and sets a superb example. 11=#N is extremely conscientious, producing work to be really proud of. 12=#N sets an excellent example of good behaviour and has a sensible attitude. 13=#N has a high level of independent working skills. 14=#N is considerate and is always polite and sensible. 15=#N takes a lot of pride in #h work. 16=#N is a friendly member of the class, who works with enthusiasm and regularly contributes to class discussion. 17=#N is a confident member of the class and contributes well in lessons. 18=#N is extremely conscientious and has produced some excellent work to be really proud of. 19=#N is considerate with many friends and is always polite and sensible. 20=#N is a helpful pupil who is sensible and well behaved. COMMENTS: General comments (2) 1=#E is a cheerful pupil and a popular member of the class. 2=#E gets on well with a variety of children in the class and is a very lively and cheerful pupil. 3=#E is making excellent progress. 4=#E makes good contributions to discussions in class and often asks questions. 5=#E gets along well with others and has many friends 6=#E has many friends and is always pleasant. 7=#E gets on well with a variety of children in the class and is a very lively and cheerful pupil. 8=#E has been working extremely hard in a variety of curriculum areas. 9=#E seems to prefer to work on an individual basis rather than in a group situation. 10=#E can work equally well independently, or with others 11=#E works well in a group situation. 12=#E is always helpful and willing to undertake jobs around the classroom. 13=#E is always polite and friendly and gets on well with everyone. 14=#E is usually cheerful with a smile and a joke. 15=#E has a good sense of humour and enjoys sharing a joke with children and adults alike. 16=Although the standard of presentation of #h work has been variable, #e works very hard and has produced some work to be extremely proud of. 17=#E needs to put more effort into written work 18=#E is too easily distracted in class. 19=#E is generally hard-working, although #e can be easily be distracted. 20=#E attitude to school and work in general has improved this term and #e has calmed down. COMMENTS: General comments (3) 1=#E has produced some good work when #e makes the effort but is capable of more. 2=#E must ask if #e does not understand the work and in this way #e will make much more progress. 3=Recently, #e has settled down well and worked much harder in class. 4=However, #h behaviour can still be silly at times and #e needs to realise that next year #e will be in the oldest year group in the school. 5=#H attitude to work when working in class is good but #e needs to do #h homework in order to make progress. 6=In order to maintain the progress that #e is making, #e needs to listen carefully to instructions. 7=Unfortunately, #e lacks confidence in #h own ability in some subjects and needs to realise that #e is capable of producing work of a high standard when #e puts in the effort. 8=Although #e is beginning to show signs of maturity, there are days when #e can be silly and lack the concentration needed to make progress. 9=If #e develops this more positive approach to work and behaviour, #e will reach #h full potential. 10=#E is a clever capable pupil, but this is not always reflected in #h written work. 11=#E has the ability to produce good work in all subjects but needs to avoid the temptation to chatter for sustained periods to friends. 12=At certain times #e does find difficulty in remaining on task as #e prefers to 'chat' to others around #m. In order to maintain the progress that #e is making, #e needs to give #h full concentration at all times. 13=#E needs to help with putting resources away. 14=#E needs to concentrate and apply #s in full to achieve #h full potential. 15=I am sure that the challenge of a year six curriculum will inspire #m to realise #h full potential. 16=#E sometimes lacks confidence, and needs to start being more independent in the classroom. 17=#E is keen to answer questions, but needs to remember to put up #h hand. 18=Occasionally, #e can be easily distracted and #e needs to realise that #e must settle down to work straight away. 19=#E always settles down quickly to work, but needs to listen carefully to the instructions given so #e can complete the work successfully. 20=#H attitude to school and work in general has improved this term and #e has calmed down. COMMENTS: General comments (4) 1=#E has made a good start to year 5 and is settling well into the class. 2=#E has a wide circle of friends and relates well to adults in school. 3=#E has established good relationships with #h peers and adults within school. 4=#E has a close circle of friends and gets on well with any adults #e comes into contact with. 5=#E socialises well with the other children and relates well to adults within school. 6=#E has made an impressive start to year 5 and has settled into the class. 7=#E has made an excellent start to year 5 and has settled easily into the class. 8=#E is adapting well to the demands of the upper school. 9=#E is a confident child who is always polite and friendly. 10=#E is a friendly child who displays a good sense of humour. 11=#E is generally a quiet child who tends to keep #s to #s. 12=#E is a pleasant, friendly child who is always polite. 13=#E shows maturity and co-operates well in the classroom. 14=#E shows a positive attitude to #h work and school. 15=#E shows enthusiasm for #h work. 16=#E sometimes shows a little lack of motivation when it comes to work. 17=#E needs to focus on #h listening skills this year. 18=#E listens well in inputs and contributes to discussions 19=#E has good concentration skills 20=I would like #m to focus on improving #h handwriting this year. COMMENTS: General comments improvements 1=Although the standard of presentation of #h work has been variable, #N works very hard and has produced some work to be extremely proud of. 2=#E needs to put more effort into written work. 3=#N is too easily distracted in class. 4=#N is generally hardworking, although #e can be easily distracted. 5=#E is always helpful and willing to undertake jobs around the classroom. 6=#E is always polite and friendly and gets on well with everyone. 7=#E is usually cheerful with a smile and a joke. 8=#E has a good sense of humour and enjoys sharing a joke with children and adults alike. COMMENTS: General comments improvements 1 1=Although the standard of presentation of #h work has been variable, #N works very hard and has produced some work to be extremely proud of. 2=#E needs to put more effort into written work. 3=#N is too easily distracted in class. 4=#N is generally hardworking, although #e can be easily distracted. 5=#H attitude to school and work in general has improved this term and #e has calmed down. 6=#N has produced some good work when #e makes the effort but is capable of more. 7=#N must ask if #e does not understand the work and in this way #e will make much more progress. 8=Recently, #N has settled down well and worked much harder in class. 9=However, #h behaviour can still be silly at times and #e needs to realise that next year #e will be in the oldest year group in the school. 10=#H attitude to work when working in class is good but #e needs to do #h homework in order to make progress. 11=In order to maintain the progress that #N is making, #e needs to listen carefully to instructions. 12=Unfortunately, #N lacks confidence in #h own ability in some subjects and needs to realise that #e is capable of producing work of a high standard when #e puts in the effort. 13=Although #N is beginning to show signs of increased maturity, there are days when #e can be silly and lack the concentration needed to make progress. 14=If #N develops this more positive approach to work and behaviour, #e will reach #h full potential. 15=#N is a clever capable #b, but this is not always reflected in #h written work. 16=#N has the ability to produce good work in all subjects but needs to avoid the temptation to chatter for sustained periods to friends. 17=At certain times #N does find difficulty in remaining on task as #e prefers to 'chat' to others around #m. In order to maintain the progress that #e is making, #e needs to give #h full concentration at all times. 18=#E needs to help with putting resources away. 19=#N needs to concentrate and apply #s in full to achieve #h full potential. 20=I am sure that the challenge of a year six curriculum will inspire #m to realise #h full potential. COMMENTS: General comments improvements 2 1=#N sometimes lacks confidence, and needs to start being more independent in the classroom. 2=#E is keen to answer questions, but needs to remember to put up #h hand. 3=Occasionally, #N can be easily distracted and #h needs to realise that #h must settle down to work straightaway. 4=#N always settles down quickly to work, but needs to listen carefully to the instructions given so #e can complete the work successfully. 5=#H attitude to school and work in general has improved this term and #h has calmed down. COMMENTS: History bhave 1=#E confidently takes parts in discussions and makes a strong contribution to the lesson 2=#E can take part in discussion but will often need encouragement to answer questions and discuss topics. 3=#E rarely takes part in conversations or class discussions, #e needs to develop confidence in #h opinions and ideas. 4=#E will often contribute to class discussions but is quickly of topic when working in a group. COMMENTS: History improve 1=For #N to improve in EU #e needs to begin to take greater responsibility for #h own research. 2=To improve #h EU work, #e should move from describing to explaining in #h answers. 3=For continued improvement in EU, #N should start to draw from a wider range of sources and evidence. 4=To improve in EU, #N needs to spend more time thinking through #h answers more carefully before presenting them. 5=To improve in EU, #N should try to explain their ideas in more detail. 6=To improve in EU, #N needs to make a greater effort to use #h own words when reporting research. COMMENTS: History progress 1=#N has demonstrated good sustained progress in History. 2=#N's progress has been satisfactory in History. 3=#N's progress has not been as good as I would have expected, #e has made satisfactory progress. 4=#N has shown excellent progress in the understanding of History. 5=#N has not made the progress expected, but can demonstrate an understanding of Historical concepts. COMMENTS: History work 1=#N produced written work and drawings of a good standard to reflect #h knowledge. 2=#N is capable of producing written work and drawings to reflect #h knowledge. 3=#N has worked steadily and shown that #e has a developing knowledge of historical subjects. 4=#N has selected information independently from a wide range of sources. 5=#N can interpret and analyse a range of sources and historical evidence. 6=#E can discuss historical bias and give reasons and ideas to support #h thoughts. 7=#E can present and discuss ideas in a sensible and appropriate manner. COMMENTS: HR - Closing Sentence 1=#N is a pleasure to have as part of our class, and I look forward to #h continued growth as a learner. 2=#N is a valued member of our class and I look forward to #h continued success. 3=I am confident that #N will continue to be a positive and valued member of our class. 4=#N is a conscientious and friendly character, who we all appreciate having in our class. I am sure the rest of Grade 7 will see many successes for #N given #h positivity and engagement. 5=#N has settled into the class well, and I look forward to seeing #m grow as a learner in the coming trimester. 6=If #N continues with #h current attitude and effort, I am optimistic that Grade 7 will be a great year for #m. COMMENTS: HR - Closing Sentence Q4 1=#N is a strong collaborator, but to improve further #e is encouraged to look for leadership roles within group settings. 2=To improve, #N would benefit from taking more initiative when helping classmates complete classroom tasks during group activities. 3=To improve, #N still needs to develop #h ability to consider other people's opinions and demonstrate a more caring approach in social situations. 4=To improve, #N is encouraged to keep focussing on presentation and quality of submitted work. 5=To improve #N still needs to work on #h self-management and organisation skills as this will also support #h in progressing #h presentation skills too. 6=To continue #h development, #N is encouraged to believe in #h ability to learn and to constantly ask questions of how to complete tasks and activities 7=#N is encouraged to consult learning goals, rubrics, and success criteria to ensure the quality of #h work always meets expectations. 8=To enhance #N’s collaboration and communication skills further, #e is encouraged to look for leadership roles within group settings. 9=To improve further #N is encouraged to work on solving problems on #h own which should help develop #h self-reliance. 10=To improve further, #N is encouraged listen to prompts regarding appropriate behaviour during class time and transition periods. 11=You've done a lot of hard work #N. Thank you and all the best next year. 12=To improve further, #e is encouraged to apply a similar level of engagement across all subject areas. 13=#N is now encouraged to work on #h active listening and contribution when solving problems in group settings. 14=To keep improving #N is encouraged to maintain #h high personal standards inside and outside of the classroom. 15=Although there have been some developments, to improve further, #e is encouraged to focus on #h organisation and presentation skills. 16=To improve #N is encouraged to work on completing classwork on time and following the provided guidelines 17=To improve further #N could think of opportunities to collaborate with classmates and help shape #h (and their) learning in a healthy, structured way. 18=#E is now encouraged to reflect on what inspires #h each day to enable #h to stay motivated, keep growing and to strive for quality. 19=Learning is a difficult but necessary process and #N is now encouraged to work on embracing a growth mindset and to push #s to keep developing. COMMENTS: HR Collaboration 1=In working with others, #N has shown #s to be a considerate and respectful team-mate, contributing meaningfully to discussions and listening carefully to the ideas of others. This can most recently be seen in #N's cooperation with #h team in the 'XXXXXXXXXXX Project', in which students collaborated to produce a presentation showcasing their learning around XXXXXXXXXXXX. 2=In collaborating with others, #N has proven #e can be a positive addition to any team; #e clearly understands the need to involve everyone, and is polite and caring toward everyone #e works with. A recent example of this is #N's participation in the 'XXXXXXX Project', where students have created a presentation to show their understanding of XXXXXXXXXXX. 3=When asked to collaborate with others, #N is always willing to do so; occasionally, #N may need some prompting to focus back on the task at hand, but overall this is something #e is aware of and makes a clear effort to improve on. 4=#N is a friendly and hard-working member of any team of which #e is a part. 5=#N always works well within a group during class activities and responds positively to other's ideas. #E always resolves conflicts effectively and has maintained positive relationships with many of #h peers. 6=#N has difficulty working within groups and responding positively to other's ideas. #E usually requires teacher interventions to resolve conflicts. #N is encouraged to work towards building healthy peer relationships through positive interactions with others. COMMENTS: HR Growth mindset 1=#N's growth mindset has been demonstrated through #h determination to ask questions when #e is not clear about a learning activity - this is a great strategy to maximize #h progress as a learner. 2=#N's growth mindset has been demonstrated through #h determination to review #h learning and ensure #e is clear on key points before moving on. Even when #e finds concepts challenging, #N sticks with them until #e has a better understanding. 3=#N clearly has a growth mindset as shown when #e comes to additional learning sessions (outside of lesson time) to clarify #h understanding of concepts. This is an extremely useful trait to foster as it ensures that #N sees difficulties as challenges to overcome, rather than problems to be avoided. COMMENTS: HR YK Pao Commitment 1=#N was a committed student, and #e was motivated to aim high, set clear goals, and put in the required effort. 2=#N has been a committed and resilient student and #e persevered when situations were challenging; engaging with difficulties as opportunities to learn 3=#N was a committed and responsible student throughout the year who kept promises and fulfilled #h duties and commitments diligently. COMMENTS: HR YK Pao Confidence 1=#E is courageous enough to express #h opinion in multiple contexts but is self-aware enough to do it with humility and respect for others. 2=#N is a confident student and #e is courageous enough to express #h opinion in multiple contexts but is self-aware enough to do it with humility and respect for others. 3=#N is a confident student and #e is ready to confront new situations and prepared to take risks in #h journey to academic and personal maturity. 4=#N is a confident student and #e communicates well and can present #h ideas clearly and with consideration in any context. 5=#H participation in classroom activities and group study has been very good as #e has developed more confidence in #h abilities. 6=#E has gradually developed more confidence in #h abilities and is becoming more engaged in class activities and discussion. 7=#N is confident, positive and a great role model for #h classmates. 8=#N completes independent work with confidence and focus. 9=#N has gained an astonishing amount of confidence in #h abilities as a whole. 10=#H confidence has increased dramatically, and #e is taking more risks with #h speech. 11=#N has become more confident about answering questions and talking in front of the class. 12=#N is a confident member of the class and contributes well in lessons. 13=When presenting orally #N speaks with confidence to #h audience. 14=#E responds more confidently in a small group situation. 15=#E is a confident member of the class and contributes well in lessons. 16=#E is gaining in maturity and confidence, working towards greater independence in #h work. 17=#E is a friendly, helpful student who relates well to #h peers and is confident in #h dealings with adults. COMMENTS: HR YK Pao Creativity 1=#N is a very creative student and is able to use #h knowledge and experience to generate #h own ideas and apply them within #h studies. 2=#N is incredibly creative and constantly looks for connections and innovative ways to approach situations and solve problems. 3=#N is very creative in #h thinking and regularly uses a variety of methods to express #h ideas and opinions. COMMENTS: HR YK Pao Curiosity 1=#N is an inquirer who is observant and investigative, and keen to gain new knowledge and understanding. 2=#N is curious and open-minded and able to think critically, evaluating different perspectives and interpretations of topics. 3=#N is very curious about #h environment; #e is interested in the opinions of others, listens actively and always seeks to collaborate with #h peers and understand their views. 4=#N asks questions when #e is unsure or curious about something and paraphrases #h response to be sure #e is clear about what has been said. COMMENTS: HR YK Pao Reflection 1=#E critically evaluates the information #e has been studying, and analyses how it can be understood in different ways before forming a conclusion. 2=#E reflects deeply on what #e has learned and evaluates #h learning methods in pursuit of growing self-awareness and metacognition. 3=Through effective reflection, #e manages #s efficiently to prioritise time so #e can complete the tasks #e has set and achieve #h goals. 4=Throughout the semester, #N showed effective reflection that allowed #h to prioritise tasks in an organised manner, which is an invaluable skill to have in order to succeed in the future. COMMENTS: In General 1=In general #N has a very positive attitude towards all aspects of #h school work and sets a good example with #h behaviour. 2=#N is a quiet member of the class, who has a considerate and thoughtful nature. 3=#E works very hard and always gives #h best effort in all areas of the curriculum. #N has produced some work to be extremely proud of. 4=#N has become more confident about answering questions and talking in front of the class 5=#E has worked hard in many curriculum areas and has produced some work to be really proud of. 6=#N is quiet in class but works hard. 7=#N has a large circle of friends and is both liked and well respected by the class. 8=#N has a mature attitude and uses #h own initiative to produce some excellent work. 9=#E has a mature approach to many aspects of #h work and shows independence, settling down to work without a fuss. 10=#N has a positive attitude towards all aspects of #h schoolwork, and sets a superb example. 11=#E is extremely conscientious, producing work to be really proud of. 12=#N sets an excellent example of good behaviour and has a sensible attitude. 13=#N has a high level of independent working skills. 14=#E is considerate and is always polite and sensible. 15=#E takes a lot of pride in #h work. 16=#N is a friendly member of the class, who works with enthusiasm and regularly contributes to class discussion. 17=#E is a confident member of the class and contributes well in lessons. 18=#E is extremely conscientious and has produced some excellent work to be really proud of. 19=#N is considerate with many friends and is always polite and sensible. 20=#N is a helpful pupil who is sensible and well behaved. COMMENTS: In General 2 1=#E is a cheerful pupil and a popular member of the class. 2=#N gets on well with a variety of children in the class and is a very lively and cheerful pupil. 3=#E is making excellent progress. 4=#E makes good contributions to discussions in class and often asks questions. 5=#N gets along well with others and has many friends. 6=#E has many friends and is always pleasant. 7=#E gets on well with a variety of children in the class and is a very lively and cheerful pupil. 8=#N has been working extremely hard in a variety of curriculum areas. 9=#E seems to prefer to work on an individual basis rather than in a group situation. 10=#E can work equally well independently, or with others. 11=#N works well in a group situation. 12=#N is always helpful and willing to undertake jobs around the classroom. 13=#E is always polite and friendly and gets on well with everyone. 14=#N is usually cheerful with a smile and a joke. 15=#N has a good sense of humour and enjoys sharing a joke with children and adults alike. 16=Although the standard of presentation of #h work has been variable, #N works very hard and has produced some work to be extremely proud of. 17=#E needs to put more effort into written work. 18=#N is too easily distracted in class. 19=#E is generally hardworking, although #e can be easily distracted. 20=#H attitude to school and work in general has improved this term and #e has calmed down. COMMENTS: In General 3 1=#N has produced some good work when #e makes the effort but is capable of more. 2=#N must ask if #e does not understand the work and in this way #e will make much more progress. 3=Recently, #N has settled down well and worked much harder in class. 4=However, #h behaviour can still be silly at times and #h needs to realise that next year #e will be in the oldest year group in the school. 5=#N attitude to work when working in class is good but #e needs to do #h homework in order to make progress. 6=In order to maintain the progress that #N is making, #e needs to listen carefully to instructions. 7=Unfortunately, #N lacks confidence in #h own ability in some subjects and needs to realise that #e is capable of producing work of a high standard when #e puts in the effort. 8=Although #N is beginning to show signs of maturity, there are days when #e can be silly and lack the concentration needed to make progress. 9=If #N develops this more positive approach to work and behaviour, #e will reach #h full potential. 10=#E is a clever capable pupil, but this is not always reflected in #h written work. 11=#E has the ability to produce good work in all subjects but needs to avoid the temptation to chatter for sustained periods to friends. 12=At certain times #N does find difficulty in remaining on task as #e prefers to 'chat' to others around #h. In order to maintain the progress that #e is making, #N needs to give #h full concentration at all times. 13=#N needs to help with putting resources away. 14=#E needs to concentrate and apply #hself in full to achieve #h full potential. I am sure that the challenge of a year six curriculum will inspire #N to realise #h full potential. 15=#N sometimes lacks confidence, and needs to start being more independent in the classroom. 16=#E is keen to answer questions, but needs to remember to put up #h hand. 17=Occasionally, #N can be easily distracted and #e needs to realise that #e must settle down to work straightaway. 18=#N always settles down quickly to work, but needs to listen carefully to the instructions given so #e can complete the work successfully. 19=#E attitude to school and work in general has improved this term and #e has calmed down. 20=#E puts time and effort into #h work and never rushes. COMMENTS: Information Report Writing (Content) 1=For informational report writing, #N used some details to support #h topic. Although #H did not demonstrate a good understanding of the purpose of the writing, nor did #h show an understanding of the information around the globalisation topic (the chocolate trade). 2=For informational report writing, #N used an appropriate amount of details to support #h topic. #H showed a good understanding of the purpose for the writing, and an understanding of the globalisation topic (the chocolate trade). 3=For informational report writing, #N used plenty of details to support #h topic. #H showed a clear understanding of the purpose for the writing, and a clear understanding of the globalisation topic (the chocolate trade). COMMENTS: informational report writing (organisation and sty 1=#N writing for informational reports was organized. However, the use of transitions and the order of the information could be improved. The report lacked clarity and could be improved by taking more care during the writing planning stages. 2=#N writing for informational reports was mostly organized. #H used transitions, and the order of the information made sense. The report was easy to read and understand and an excellent use of language and sentence structure was demonstrated. 3=#N writing for informational reports was very organized. #H used transitions well, and the order of the information made good sense. The paper was easy to read and understand and an excellent use of language and sentence structure was demonstrated. COMMENTS: initiative 1=#N always demonstrates curiosity for learning new things and often recognizes and advocates for the rights of #s and others. #E is always willing to take risks and approaches new tasks with a positive attitude. COMMENTS: LC 3 subordinating connectives 1=#N uses common subordinating connectives (ie: when, until, after) some of the time in #h writing. They are mostly used correctly, with few grammatical errors. 2=#N is starting to use a wider range of subordinating connectives (since, although, whether, whenever) progressively more confidently in #h writing. 3=#N uses a range of subordinating connectives effectively and thoughtfully in #h writing. COMMENTS: LC Cohesive devices 1=With support, #N can use simple sentence starters and transitional words and phrases to improve the flow and logical sequence of #h writing. 2=#N has started independently using sentence starters and transitional words and phrases to improve the flow and logical sequence of #h writing. 3=#N now uses a variety of sophisticated sentence starters and transitional words and phrases to enhance the flow and logical sequence of #h writing. COMMENTS: LC Specialized Vocab 1=In non-fiction writing, #N matches simple vocabulary to #h topic. Moving forward, #h target is to use more specialised and technical language, which can be collected during research. 2=#N has made progress using specialised vocabulary in #h non-fiction writing but still needs some guidance. During research, #e should take notes of technical vocabulary, and use it when writing independently. 3=#N confidently uses specialised and technical vocabulary in #h non-fiction writing. This adds depth and refinement to #h writing. COMMENTS: LC2 dialogue 1=#N is beginning to use inverted commas to punctuate direct speech, though this is not consistent. #E needs reminding to start a new line for a new speaker. 2=#N has started using punctuation inside inverted commas and new line for new speakers but is not doing so consistently yet. 3=#N has a solid grasp of the rules of punctuation when writing dialogue, and has started exploring with splitting dialogue to enhance their writing. COMMENTS: Listening Skills 1=#E listens attentively when the teacher is speaking. 2=#E listens attentively to the teacher and the students when they are speaking. 3=#E shows great interest when the teacher and students are sharing information. 4=I would like #N to pay more attention to the teacher's instructions. 5=#E listens attentively to both the teacher and students when they speak. 6=#E listens attentively to both the teacher and students when sharing information. 7=#E has good attention and listening skills. 8=#E pays close attention to the teacher when #e is speaking. 9=#E pays attention to the teacher when #e is speaking. 10=#E pays attention when the teacher and students are speaking. 11=#N listens attentively and is able to respond appropriately to what is being said. 12=#E always pays attention to the teacher when #e is speaking. 13=#H has a quiet manner but a very focused member of the class. 14=#E is respectful and listens attentively when others are speaking. 15=#E is respectful and listens attentively when others are sharing information with the class. 16=#? COMMENTS: Making Things Go 1=And for the "Making Things Go" unit, #N researched renewable energy resources and used that knowledge to debate against #h peers. 2=And for the "Making Things Go" unit, #N was able to draw on #h newly acquired knowledge of renewable energy resources to debate against #h peers. 3=And for the "Making Things Go" unit, #N was able to draw on #h newly acquired but substantial knowledge of renewable energy resources to successfully debate against #h peers. COMMENTS: Next Steps Science 1=#N is encouraged to participate more during class discussions. 2=#N is encouraged to make an effort to attend to instructions the first time they are given. 3=#N is encouraged to investigate where #h learning could be extended by taking the initiative to go beyond assigned tasks. 4=#N is encouraged to make sure #e is paying attention to and participating in class lessons to ensure that #e will be able to complete tasks. 5=#N is encouraged to put more effort into #h daily tasks and to check #h assignments before submitting them. 6=#N is encouraged to participate in lessons on a consistent basis in order to ensure understanding. 7=#N is encouraged to spend more time on major projects and unit assignments. COMMENTS: Ode Poetry B 1=You have not used the Ode Poetic form. To improve this try to speak directly to the subject of your poem. 2=I feel like there is a lack of creative word choices and imagery. As the poem does not create clear, vivid pictures in the readers mind. To improve this try and include more of the 5 senses description. 3=You have not used any poetic techniques/device (simile, metaphor, personification, etc) to enhance the poem. It is very important that you show me you can use these devices if you choose. 4=I also found lots of spelling and punctuation errors. These errors interfere with the reader's understanding of the poem. Make sure you edit your work carefully for these errors. 5=I do not see your illustration anywhere. The illustration is supposed to enhance the poems meaning, but it is missing. COMMENTS: Ode Poetry Close 1=Well done, #N. You have clearly worked hard on this, keep it up and you'll be a poet in no time! 2=Good effort, #N. You have clearly worked hard on this, keep up the good work! 3=Good effort, #N. You have shown some skills here, but next time I hope you can dig a bit deeper into the poetic language! 4=You have shown some skills here #N, but next time I hope you can dig deeper into the poetic language! COMMENTS: Ode Poetry D 1=You have mostly used the conventions of the Ode poetic form. But maybe you could have spoken to the subject more to enhance this. 2=You have used some nice visual language. Though I think more is needed to create a clear and vivid image in the readers mind. 3=I can see one or two examples of a poetic technique in the poem. But what other sound devices or figurative language could you have used? 4=I found some spelling and punctuation errors, but not so many that it interferes with the reader's understanding. 5=An illustration is included, but it does not add much to the poems meaning. COMMENTS: Ode poetry introduction 1=Hi #N. Well done on completing the Ode poetry task. COMMENTS: Ode Poetry M+ 1=You have creatively and effectively used the appropriate poetic form (spoken TO the subject at least once) 2=You have used visual language (5 senses): and your use of vocabulary is precise, vivid, and paints a strong clear and complete picture in the reader's mind 3=I can see that you have effectively used at least 3 poetic techniques to reinforce the theme. (simile, metaphor, personification, etc) 4=You have also checked your spelling, and punctuation carefully; and your poem contains few if any, errors that do not interfere with the reader's understanding. 5=You have also included an illustration that enhances the poems meaning COMMENTS: Opening sentence 1=#N is a diligent worker. 2=I have really enjoyed being #N's English teacher this year. 3=It has been a pleasure having #N as a student in my English class this year. 4=#N has been a great addition to my English class. 5=#N has been an outstanding addition to our English class this year. 6=#N is an exceptionally polite and well-mannered student. 7=It has truly been a pleasure being #N's English teacher this year. 8=#N has made progress as a student of English this year. 9=I feel fortunate as a teacher to have #N as my student this year. 10=I am very pleased to have #N for a student in my class this year. 11=I have really enjoyed getting to know #N as #h English teacher this semester. 12=It has been my great privilege to get to know #N as an outstanding student in my English Literacy class. 13=#? COMMENTS: organisation 1=#N always manages time, completes tasks and achieves goals in the classroom. #E always creates and follows a plan for completing work and uses information and resources in the classroom to complete assignments. 2=#N needs a great deal of teacher prompting to manage time, complete tasks and achieve goals. #E is encouraged to create and follow a plan for completing work independently and to use information and resources in the classroom to help #m. COMMENTS: Reading 2a 1=#N is able to use appropriate expression in my reading. 2=#E can read independently, using a range of reading strategies appropriately to establish meaning. 3=#E shows good understanding of the main points of the text and retell the story. 4=#E is able to alter #h voice when reading something exciting, humorous or emotional. 5=#E can recognise similarities in plot or characters between different stories. 6=#E can quickly identify key words within a passage by scanning. 7=When making a point about a story #e has read, #e uses examples drawn from the text. 8=#E can make sensible predictions about what is likely to happen in the story. 9=#E knows that most stories #e reads can belong to a certain type, eg, mystery. 10=#E can extract information from non-fiction texts, using contents, index, chapters, headings and glossary. 11=#E can read poetry, using intonation and expression appropriately. 12=#E can handle humour in texts and poetry appropriately when #e needs to. 13=#E knows how suspense is built up in a story, including the development of the plot. 14=#E is beginning to be aware of how a writer uses different words and phrases to help make a point. 15=From a given text, #e can identify the main arguments for or against a particular point of view. 16=#E is able to see how certain text may be written for an intended audience. 17=#E can express reading preferences both by naming the author and talking about the types of stories #e likes. 18=#E can explain why #h enjoys the work of a particular author. 19=#E knows that many stories contain information about the way of life of a group of people. COMMENTS: Reading 2b 1=When reading, #N can enhance meaning through expression and intonation. 2=#E notices when reading does not make sense and takes appropriate action. 3=#E can self-correct, looking backwards and forwards in text and searching for meaning. 4=#E can use the beginning and endings of words to help #h read unfamiliar words. 5=#E can look for initial blends in unfamiliar words to give #h additional confidence about reading them. 6=#E can use #h knowledge of the alphabet to locate information in dictionaries. 7=#H reading of simple unfamiliar text is mostly accurate. 8=#E can use a range of strategies to decode unfamiliar words. 9=#E read ahead to confirm meaning. 10=#E can identify and comment on the main characters in a story. 11=#E can comment on the way characters relate to one another. 12=#E can include important detail when retelling a story #e have just read 13=When talking about a story, #e can make specific reference to the text. 14=#E can express #h own opinion about events and action within a text. 15=#E can talk about things that might have happened and make predictions. 16=#E is very aware of the main differences between fiction and non-fiction and show some preferences within each type. 17=#E can comment on the way that non-fiction text is organised and can see how this helps the reader to find wanted information. 18=#E is able to understand why and how the author has used humour in certain situations. 19=#E is able to identify sections of text that lend themselves to humour or create atmosphere. 20=#E is beginning to recognise that some authors have very specific ways of writing. COMMENTS: Reading 3a 1=#N can read a range of texts fluently and accurately. 2=#E can recognise how authors use different ways to start sentences to create variety and interest in their writing. 3=#E uses pauses as well as my body language to generate maximum effect when #e is reading aloud. 4=#E can identify key points when reading appropriate texts and I understand the significant ideas, themes, events and characters. 5=#E can see why a character may hold a strong point of view about an issue. 6=#E can appreciate that people use bias in persuasive writing, including in articles and advertisements. 7=#E is able to see how the author has used language precisely to get across a point of view. 8=#E can see how authors vary the openings of their stories, sometimes using action, dialogue or description. 9=#E can see how some authors use time shifts effectively to help set the scene within a story. 10=#E can quickly work out how an author's point of view comes across in the story or information text. COMMENTS: Reading 3b 1=#N can read a range of texts fluently and accurately. 2=#E is able to read ahead to determine direction and meaning in a story. 3=#E is able to skim materials to gain an overview of the text. 4=#E is able to summarise the main points of an argument or discussion and make up #h own mind about what the important points are. 5=#E is able to deduce from the evidence in the text what the characters are like and why they react as they do. 6=#E is beginning to find meaning beyond the literal, eg the way impressions of people are suggested through a choice of details and language. 7=#E can recognise the way the writer has used certain language to help get a point across. 8=#E is able to explain #h thoughts and use points raised from two different perspectives to help clarify ideas. 9=#E is able to consider two different stories written by the same author, and offer points of view about similarities and differences in the way the stories unfolded. COMMENTS: Reading 3c 1=#N can read a range of texts fluently and accurately. 2=#E is quick to recognise if #e has made a mistake and will self-correct. 3=#E can use appropriate voices for characters and adopt a story-telling voice when needed. 4=#E can move to the relevant place in #h reading quickly by using key words or phrases to locate information. 5=#E is beginning to recognise how relationships between characters may influence the outcome of the story. 6=#E is aware that non-fiction texts can take different forms, eg, newspapers or reference books. 7=#E can compare different versions of the same myth and legend. 8=Within texts, #e can identify language which is different from that in everyday use. 9=#E has a good idea of what the voices of the main characters in a story might sound like. 10=#E is able to summarise what #e has just read, using appropriate language to do so. 11=#E is able to organise #h thinking so that #e can explain points precisely and in a way that makes sense to others. 12=#E is able to feel happy or sorry for a characters in a story because #e recognises what they may be going through. 13=#E can recognise that stories identify with different sets of people from different backgrounds, e.g. poor or rich. 14=#E knows that some stories are set in times of particular historical interest (eg war-time). COMMENTS: Reading 4a 1=#N can read a range of texts fluently and accurately. 2=#E can draw on textual evidence to give convincing answers to questions. 3=#E can select sentences, phrases and relevant information to justify my opinions. 4=#E can explain implied meaning by making reference to text. 5=#E recognises the need for the author to use strong verbs and adjectives to make a point when presenting an argument. 6=Within persuasive text, #e can tell the difference between exaggeration and not telling the truth. 7=#E is aware of how the authors use personification or alliteration to create stronger images. 8=#E recognises the need for the author to manipulate narrative pace and setting to reflect mood. 9=#E is aware of the author's ability to convey feelings through a series of images rather than direct statements. 10=#E can see how an author controls the pace of a story to manipulate suspense. 11=#E can see how the writer has made appropriate choices between standard English, colloquialism or dialect according to need. COMMENTS: Reading 4b 1=#N can read a range of texts fluently and accurately. 2=#E is aware of the way certain powerful verbs can add to the tension or deepen a reader's understanding of a specific situation or action. 3=#E recognises that #h pace is much quicker when #e reads to #s than when #e reads aloud. 4=#E tackles unfamiliar and challenging text with confidence. 5=#E can evaluate texts, referring to relevant passages to support #h opinion. 6=#E is prepared to allow #h own view to be modified after reading a powerful counter argument. 7=#E can see how and why dialogue is sometimes used to introduce a character. 8=#E can see how an author has given more depth and complexity to a character through revealing details of their behaviour and their interaction with other characters. 9=#E understands the way writers present issues and points of view in fiction and non-fiction. 10=Even though #e may have strong feelings about a certain point, #e is prepared to respect the right of others to have a point of view. 11=#E recognises that certain characters that #e reads about will have their own distinctive vocabulary or dialect. COMMENTS: Reading 4c 1=#N can read a range of texts fluently and accurately. 2=#E shows awareness of the listener by using pauses, giving emphasis and keeping an appropriate pace. 3=#E is aware that the pace of reading can add to the excitement. 4=#E is aware of when to use silences in my reading aloud to create greater effect. 5=#E is able to show by my answers to questions that I have read beyond the text. 6=#E refers to the text to support my ideas and opinions. 7=#E is able to work out if the main characters are feeling unhappy, angry or stressed. 8=#E can work out what a person is thinking even when they have not stated something outright. 9=#E knows that many authors use emotion and feelings when describing characters so as to make the reader's reaction to each character stronger. COMMENTS: Reading 5 1=#N can read a range of texts fluently and accurately. 2=#E can perceive hidden irony. 3=#E is able to summarise the main positive and negative points from a story or information text. 4=#E can consider arguments critically and consider techniques for effective persuasion (choice of language, organisation and layout of text). 5=#E is able to express my thoughts briefly and clearly when responding to either fiction or non-fiction. 6=#E can see how the author's choice of specific vocabulary makes the meaning within the text more precise. 7=#E can appreciate how the author has managed detail and sequence to sustain the reader's interest, e.g. conflict or relationship between characters. 8=#E recognises that marketing people employ exaggeration as an acceptable tool for selling products. 9=#E can see how the author's point of view is well controlled so that the reader sympathises with a particular character. COMMENTS: Reading AF3 1=In most reading, #N makes inferences based on a single piece of information in the text. 2=Across a range of reading, #N makes inferences based on evidence from different points in the text. #E is starting to link different pieces of evidence to support ideas, though this is not yet secure. 3=Across a range of reading, #N makes inferences based on evidence from different points in the text. #E is starting to link different pieces of evidence to support ideas, though this is not yet secure. COMMENTS: Reading AF4 1=In most reading, #N identifies basic features of how a text is organised. However, #h comments still require more detail on how these features impact on the reader's understanding. 2=Across a range of reading, #N can identify and explain reasons for why the author has structured/organised specific features of a text in a certain way. 3=Across a range of reading, #N can identify some structural and organisational choices author's make, and #e is developing an understanding of some of their purpose. COMMENTS: Reading AF5 1=When reading, #N is beginning to discuss basic features of the writer's use of language, with only some detail on how effective the authors' choices have been. 2=In most reading, #N can discuss basic features of the writer's use of language, with only some detail on how effective the authors' choices have been. 3=Across a range of reading, #N can identify and comment on how writers use language and how this impacts on meaning. COMMENTS: Reading AF6 1=When reading, #N is beginning to give personal responses to texts with simple reasons, and can sometimes identify the writer's main purpose with some explanation 2=Across a range of reading, #N can comment on the writer's main purpose and show an awareness of their viewpoint. #E is also beginning to comment on the overall effect this has on the reader. 3=Across a range of reading, #N is beginning to comment on the writer's main purpose and can show awareness of their viewpoint. #E is also beginning comment on the overall effect texts have on readers. COMMENTS: Reading Pl Sem 1 1=During reading, I've noticed #N reading with volume and stamina. When #N writes responses about fiction, #e generates complex theories about characters and supports it with evidence from the text. I've noticed #m putting a lot of time and effort to plan #h responses and to explain how the examples relate to #h overall thesis. 2=#N has been reading with volume and stamina in class. #E writes responses to literature by determining the theme of the story and analyzes character development over the course of the plot. #E cites textural evidence to support #h thinking. #N keeps track of #s thinking by using #h notebook or sticky note and is working on citing evidence from the text to support #h thinking. 3=During non-fiction #N synthesizes as #e reads, and monitors #h comprehension by keeping track of #h thinking. 4=#N is s a conscientious student who contributes positively to class discussions. In reading, #h determines the theme of a story and analyzes its development over the course of the plot. #E cites textural evidence to support #h analysis. #E is working on reading with more volume and stamina to improve #h reading overall. 5=#N has been reading with volume and stamina in class. #H writes responses to literature by determining the theme of the story and analyzes character development over the course of the plot. #E cites textural evidence to support this thinking. #N is working on keeping track of #h thinking by using #h notebook or sticky notes. COMMENTS: Reading statement 4a 1=#N can read a range of texts fluently and accurately. #E can select sentences, phrases and relevant information to justify #h opinions. #E can explain implied meaning by making reference to text and #e is aware of the author's ability to convey feelings through a series of images rather than direct statements. 2=#N can read a range of texts fluently and accurately. #E is aware of the author's ability to convey feelings through a series of images rather than direct statements. #E is also aware of how the authors use personification or alliteration to create stronger images. #E can draw on evidence from texts to give convincing answers to questions. COMMENTS: Reading statement 4b 1=#N can read a range of texts fluently and accurately. #E can evaluate texts, referring to relevant passages to support #h opinion. #E is prepared to allow #h own view to be modified after reading a powerful counter argument. 2=#N understands the way writers present issues and points of view in fiction and non-fiction. #E can see how an author has given more depth and complexity to a character through revealing details of their behaviour and their interaction with other characters. 3=#N can read a range of texts fluently and accurately. #E can evaluate texts, referring to relevant passages to support #h opinion. #E can see how an author has given more depth and complexity to a character through revealing details of their behaviour and their interaction with other characters. COMMENTS: Reading statement 4c 1=#N can read a range of texts fluently and accurately. #E is able to work out if the main characters are feeling unhappy, angry or stressed and can work out what a person is thinking even when they have not stated something outright. #E refers to the text to support #h ideas and opinions. 2=#N can read a range of texts fluently and accurately. #E can work out what a person is thinking even when they have not stated something outright. #E can infer and deduce meaning and #e refers to the text to support #h ideas and opinions. COMMENTS: Recording Work 1=#N's work is always recorded well and illustrates clearly the knowledge #e has gained. 2=#N's work is recorded very well; #h presentation of diagrams, tables and written explanations is always of a high standard. 3=#N's written work usually reflects the understanding and knowledge 4=#N has shown in group and whole-class discussions. 5=#N's written work does not reflect the understanding and knowledge 6=#N shows in group and class discussions; this is an area in which #e could improve. 7=#N's work is haphazard in the way #e records; #e relies far too much on others doing the work for #m. 8=#N needs to take more time to think out how #e is recording #h work; #e has made some improvement over the year. 9=#N needs to think out #h ideas more carefully before recording 10=#N work in order to give a clearer presentation showing full understanding. 11=Presentation of #h written work is poor; #e relies too much on teacher supervision in order to complete follow-up work. 12=#N finds recording work very hard; #e still needs a great deal of assistance from myself in order to cope. COMMENTS: Responsibility 1=#N always completes assigned tasks and activities within the classroom independently. #E eagerly assists with special jobs in the classroom such as collecting and organizing classroom materials. 2=#N needs teacher prompting to complete assigned tasks and activities within the classroom. #E is encouraged to work on managing #h time and behavior and assisting with special jobs within the classroom such as collecting and organizing classroom materials. COMMENTS: Sample intro sentences 1=#N is an outstanding student who has worked very hard throughout the #Time-period and I expect #m to do well in #h exams next year. 2=#N has had a mixed #Time-period but there are signs of improvement in #h behaviour of late. 3=After a difficult start #N has done some excellent work and is now back on target. A very pleasing #Time-period. Well done #N! 4=#N is a friendly and hard-working member of the class and has put in a steady performance throughout the #Time-period. 5=Overall #N has worked very well but there are a few issues with #h time-keeping and homework that #e needs to address. 6=We have been working on the Environmental Issues module throughout the #Time-period. #N seems to enjoy this topic and has made very pleasing progress. COMMENTS: Sample project-work sentences 1=#E has worked hard this year on all of #h projects but I was especially impressed with the high-quality of #h #Science-topics assignment. 2=Project-work has been done to a minimum standard and is often handed in late. To improve #e needs to #How-to-improve. 3=Although #h #Science-topics project-work was satisfactory, I do expect #m to do more background research next time. 4=#H project-work is always excellent as demonstrated in #h #Science-topics assignment. We were all very impressed with #h creative and entertaining website designs which were an inspiration to the class. 5=#H project-work has varied considerably, however #h highly-imaginative #Science-topics project was excellent and was displayed in reception at the School Open Day. An excellent achievement #N. COMMENTS: Sample summing-up sentences 1=#N always tries #h best and has achieved a well-deserved Level #? overall. An excellent performance, keep it up! 2=#N has reached Level #?. This was #h target and #e should be proud of #s. To ensure #e keeps this up next year #e should #How-to-improve. 3=#N has achieved a Level #? overall. #E often works below #h best and with a little more effort #e could easily reach Level #?. To improve #e should #How-to-improve. 4=#N has not had the best of starts this year and is still working at Level #?. #E rarely completes #h work on time. To achieve more next year #e needs to #How-to-improve. COMMENTS: self-regulation 1=#N always seeks assistance in the classroom when needed. #E always uses strategies to set and achieve personal goals. #E always shows perseverance when responding to challenges. 2=#N is encouraged to seek teacher assistance when needed. #E has difficulty setting and achieving individual goals in the classroom. #E is encouraged reflect upon #h own strengths as a student and develop strategies to achieve personal goals. COMMENTS: Speaking and listening average 1=#N contributes well to discussions, usually paying close attention to what is being said. #E is quite shy in a class situation and must learn to value, and put forward, #h own opinions. 2=#N contributes well to class discussions, offering quite perceptive comments, and always listens attentively. #E makes excellent responses to stories and poems. 3=#N is a good contributor to class discussions, and lately is thinking more carefully about the point #e is trying to make. 4=#N is quite shy in a class situation but has learned to value, and put forward, #h own opinions. 5=#N listens well to others and comments sensibly on what has been said when asked to do so. 6=When asked to talk about #h work in a group, #N is beginning to participate more readily and can express #h point of view sensibly. #N is able to discuss a book's plot, demonstrating a good understanding of the material read. 7=#N generally listens attentively and makes good responses to stories and poems. #E can be self-conscious about speaking in front of others. 8=#N listens well in discussions and is joining in with more enthusiasm. #E generally thinks carefully about the point #e is trying to get over to others. COMMENTS: Speaking and listening good. 1=#N listens attentively. When asked to talk about #h work, #e reports back clearly and concisely. 2=#N spoken comments are often perceptive and reflect #h well-developed listening skills. 3=When asked to talk about Literacy texts, #e speaks in front of an audience with confidence, and shows a super understanding of the ideas under discussion. 4=#N listens attentively, responds well to the ideas of others and can report back clearly and concisely. 5=#N listens attentively and responds well to the suggestions and ideas of others. 6=#N listens attentively in class. 7=#E contributes well to class discussions, offering quite perceptive comments. 8=#E contributes well to class discussions, often injecting some humour, and is willing to justify #h opinions and feelings to others. 9=#N is not afraid to express #h feelings and opinions to others during class discussions; and speaks with greater clarity and thought. 10=#N is well informed. #E listens with interest during class discussions and is very composed when answering questions. 11=#E listens superbly, and can put forward #h own points of view clearly and articulately. COMMENTS: Speaking and listening poor 1=#N is not a confident speaker, but enjoys listening to stories. #E is beginning to take part in discussions, and give #h point of view. 2=#E must curb #h tendency to daydream when involved in class discussions. 3=#N joins in quite well during class discussions. 4=#N listens well in class, and is not afraid to express #h feelings and opinions to others. #E needs to remember to indicate when #e is unclear about an idea under discussion. 5=#N listens well to others and comments sensibly on what has been said when asked to do so. 6=#N is beginning to take part in discussions, but usually has to be encouraged to do so. 7=#N is beginning to participate more readily during discussions and can express #h point of view sensibly. 8=When asked to talk about #h work in groups, #N will quietly offer #h views and opinions. 9=During class discussions, #N contributes #h views confidently but becomes distracted when listening to others. 10=During class discussions, #N's verbal contribution is not as high as it could be. #E responds more confidently in a small group situation. COMMENTS: Speaking and listening statements average. 1=#N is a good contributor to class discussions, and lately is thinking more carefully about the point #e is trying to make. When asked to talk about #h work in a group, #N is beginning to participate more readily and can express #h point of view sensibly. 2=#N is a good contributor to class discussions, and lately is thinking more carefully about the point #e is trying to make. #E listens well to others and comments sensibly on what has been said when asked to do so. 3=#N listens well in discussions and is joining in with more enthusiasm. #E generally thinks carefully about the point #e is trying to get over to others. #E does however need to listen more carefully to the points made by others. 4=#N contributes well to class discussions, offering quite perceptive comments. #E displays good understanding of what is being discussed, but #e often does not give due consideration to the points made by others. 5=#N is well informed. #E listens with interest during class discussions and is very composed when answering questions. #E can however be rather quiet and should try to play a more active role in class discussions. COMMENTS: Speaking and listening statements good. 1=#N is well informed. #E listens with interest during class discussions and is very composed when answering questions. #N's spoken comments are often perceptive and reflect #h well-developed listening skills. COMMENTS: Speaking and listening statements poor. 1=#N is beginning to participate more readily during discussions and can express #h point of view sensibly. #E listens well to others, and is now starting to develop the confidence to comment on the points others have made. 2=#N is beginning to participate more readily during discussions and can express #h point of view sensibly. #E listens well to others, and is now starting to develop the confidence to comment on the points others have made. #E works better in small group rather than whole class discussions. 3=#N is not a confident speaker, but enjoys listening to stories. #E is beginning to take part in discussions, and give #h point of view. When asked to talk about #h work in groups, #N will quietly offer #h views and opinions. 4=When asked to talk about #h work in groups, #N will quietly offer #h views and opinions. #N listens well to others and comments sensibly on what has been said when asked to do so. 5=During class discussions, #N contributes #h views confidently but becomes distracted when listening to others. #E is keen to get #h point across, but #e must learn to respect the right of others to also express their opinions, and to listen when others are making their contributions. COMMENTS: Speaking Gesture/Movement poetry 1=#N gave their poetry performance using limited expression, gesture, and movement. This is an area they can improve on with practise. 2=#N used increasing expression gesture and movement in their poetry performance. This can be further enhanced with practise. 3=#N employed an impressive range of expression, gesture, and movement in their poetry performance. This increased the audiences' understanding of the poem. COMMENTS: Speaking S1 1=When listening, #N is beginning to take simple notes, though they often lack detail and key information. When #e agrees or disagrees with peers, #e gives basic reasons opinions. 2=When listening, #N takes notes and is generally able to include and share the most important details. #E agrees and disagrees with classmates and is more often explaining #h reasons for viewpoints. 3=When listening, #N's work displays effective habits of note-taking, including and summarising the most important details. #E agrees and disagrees with classmates eloquently, occasionally citing reasoning and research. COMMENTS: Thermopylae Recount - Well Done 1=It has a strong plot, interesting characters, and a setting that I can "see" in my mind. 2=It has an interesting plot, strong dialogue, and lots of setting description. 3=The plot is easy to follow, and you have included lots of character and setting description. COMMENTS: Thermopylae Recount - Well Done 2 1=You have also maintained the past tense and proofread your work carefully. 2=You have also included a good variety of sentence structures (simple/complex/compound). 3=Your descriptive language was particularly good. COMMENTS: Work ethic 2 1=Overall this has been an impressive semester for #N. 2=Overall, this has been a very good second semester. 3=#E should aim to maintain the high quality of #h work next year. 4=#E should aim to increase #h confidence by making an effort to be more involved in class discussions. 5=#E should try to take a more active part in practical investigations to improve #h understanding of the inquiry. 6=#E should make an effort to be more actively involved during lessons. 7=#E should aim to produce #h best work at all times. 8=#E needs to be more methodical in #h approach to the subject to enable #m to develop a more complete understanding of the subject matter and ideas/concepts. 9=We would like to see #N put more consistent effort into #h homework. 10=#E should make an effort to concentrate more during discussions. 11=We would like to see #N make more effort to avoid being distracted during lessons. 12=#E should try to improve the presentation of #h written work. 13=Next semester #N would benefit from regularly reading non-fiction resources on the current topic to improve #h background knowledge. 14=#E needs to strengthen #h ability to pull out the most important keyword notes from the resources read. 15=We have thoroughly enjoyed having #m in my class this year. We wish #m all the best for #m future studies in secondary school. 16=#N is a very hardworking #b and should have much success in the 7th grade. 17=With #N's friendly, cooperative attitude, #e will always be a pleasant addition to any class and should have much success in the 7th grade. 18=If #N will put forth in the future the effort to maintain #h academic achievement and improve #h attitude toward school, #e will receive a great deal from #h learning in secondary school next year. 19=Please continue to work on your skills next year. Best of luck, #N. COMMENTS: Writing 1 adjectives 5 senses 1=#N uses basic adjectives to describe, and is beginning to use the 5 senses to add detail to #h stories. However, this is not consistent and does not always match the mood or atmosphere. 2=#N is progressively choosing from a wider range of adjectives to describe, and is using the 5 senses to convey the mood and atmosphere in their stories. 3=#N has started to carefully select words and phrases to convey the mood and atmosphere in their stories. This has helped to add depth to #h writing. COMMENTS: Writing 2 Figurative 1=#N is starting to use very simple figurative language to to make #h writing more interesting. This is not always successful. 2=#N is using figurative language more confidently and effectively in #h writing. However, this does not always match the intention or purpose. 3=#N is using a wider variety of figurative language, such as similes, metaphors and personification to make #h work interesting to read. COMMENTS: Writing 3a Statement 1=#N can structure #h stories clearly with a beginning, problems, resolution and ending. The sections of #h stories are linked together and well paced. When #h changes events, setting or time in #h stories #e uses paragraphs. #E can develop #h main characters through description and dialogue and can create interaction between the characters. #N can use commas in lists and most of #h punctuation is correct. #E can use some complex sentence structures to add extra information. 2=In non-fiction #e has an introduction, conclusion and ordered sections. COMMENTS: Writing 3a Statements 1=#N can structure #h stories clearly with a beginning, problems, resolution and ending. The sections of #h stories are linked together and well paced. When #h changes events, setting or time in #h stories #e uses paragraphs. #E can develop #h main characters through description and dialogue and can create interaction between the characters. #N can use commas in lists and most of #h punctuation is correct. #E can use some complex sentence structures to add extra information. COMMENTS: Writing 3b Statement 1=#E can use precise words which are lively and imaginative, to amuse, frighten etc. All the events in #h stories are linked to each other. When #e changes events, setting or time in #h stories #e uses paragraphs. #N always uses the first person and third person in the right places. #E can use sentences with a wider variety of connectives e.g. however, whilst, whenever, therefore. In non-fiction #e always writes a simple introduction and conclusion. COMMENTS: Writing 4 simple compound complex 1=When editing, #N can correct simple sentences with contain grammatical errors. #E needs to start developing and re-writing work to include compound and basic complex sentences to improve the clarity and flow of the writing. 2=When editing, #N can more confidently correct simple, compound and complex sentences. #E should pay attention to detail when editing, focusing on the order and impact of main and subordinate clauses in complex sentences. 3=When editing, #N can improve and correct a variety of simple, compound and complex sentences. #E can proofread and edit their work successfully, swapping main and subordinate clauses to vary writing. COMMENTS: Writing 4a statements 1=#H ideas and material are developed through imaginative detail. #N is able to weave dialogue, action and description through #h stories. #H writing is organised into a planned and coherent series of paragraphs. Through the pace and the settings in #h writing, #e is able to create mood and atmosphere. #E can use a full range of punctuation appropriately. COMMENTS: Writing 4b statements 1=#E can use relationships between sections or paragraphs to give structure to the whole text. #E is able to use a range of techniques to engage the reader and can adapt the form and presentation of #h writing for a specific readership. #E can use similes, metaphors, alliteration and personification effectively. In non-fiction #e can reflect on the main points in #h conclusion COMMENTS: Writing Describe Events and opinons 1=When writing, #N attempts to support #h opinions with reasons and examples but these are not always clear. To improve clarity, when planning #e needs to use a graphic organiser to arrange ideas 2=When writing, #N is able to support their opinions with reasons and examples, though this is not consistent. Asking a teacher or peer for feedback should help #h develop this skill. 3=#N can support #h opinions with clear reasons, descriptions, and examples. This has enhanced #h arguments by making them more powerful and persuasive. COMMENTS: Writing Statements 3B 1=#N's writing is often clear, organised and imaginative. #E is able to use appropriate and interesting vocabulary and shows some awareness of the reader. #H ideas are developed and #e is able to use basic punctuation, although #e does need to increase the variety of punctuation used for effect. The basic grammatical structure of #N's work is usually correct; #e does however need to read through #h work to reduce 'silly' mistakes. 2=#N's writing is often clear, organised and imaginative. #E is able to use appropriate and interesting vocabulary and shows some awareness of the reader. #H ideas are developed and #e is able to use basic punctuation, but #e does need to increase the variety of punctuation used for effect. The basic grammatical structure of #N's work is usually correct. Simple monosyllabic words are usually spelt correctly and where inaccuracies occur, the alternative is a phonetically plausible one. COMMENTS: Writing+ Sem 1 1=#N develops characters, setting, and plot throughout #h story by blending description, action, dialogue, and thinking. #H story is about an important moment and it reads like a through account. 2=In writing, #N creates memoirs using relevant details and showing why characters do what they do by including their thinking and responses to action. #E is working elaborating #h narrative by adding dialogue, action and feeling that develop the main idea of #h story. 3=In writing, #N develops characters, setting, and plot throughout #h story by blending description, action, dialogue, and thinking. #N is working on using transitional phrases to show passage of time (e.g. at the same time, meanwhile, early that morning). #E has worked to incorporate feedback from adults and peers and pushes #s to improve across the curriculum. LIST: Ability-adjectives 1=analytical 2=artistic 3=clever 4=creative 5=eloquent 6=efficient 7=intelligent 8=knowledgeable 9=proficient in ... 10=scientific 11=skillful in... 12=talented 13=versatile LIST: Attitude-adjectives 1=confident 2=eager 3=enthusiastic 4=motivated 5=open minded 6=passionate 7=positive 8=supportive 9=zealous LIST: Behavior-adjectives 1=considerate 2=cooperative 3=courageous 4=dependable 5=curious 6=cheerful 7=fair 8=friendly 9=generous 10=helpful 11=honest 12=inspiring 13=outgoing 14=patient 15=respectful 16=self-confident 17=sociable 18=sincere 19=thoughtful 20=well-mannered LIST: diligent 1=conscientious 2=studious 3=careful 4=persistent 5=industrious 6=diligent 7=tireless 8=steadfast LIST: How-to-improve 1=focus more in the lessons 2=put more time aside for homework 3=try not to chat during lessons 4=do more project research on the internet 5=develop #h computer skills 6=pay more attention to instructions LIST: LearningBehaviors 1=consistently 2=regularly 3=persistently 4=often 5=frequently 6=occasionally 7=sometimes 8=intermittently 9=seldomly 10=periodically 11=rarely LIST: Maturity-adjectives 1=ambitious 2=conscientious 3=determined 4=diligent 5=hard-working 6=industrious 7=independent 8=mature 9=meticulous 10=proactive 11=responsible 12=reflective 13=reliable 14=resourceful 15=sensible 16=self-disciplined 17=self-motivated 18=thorough 19=well-organised LIST: PerformanceAdjectives 1=profound 2=exemplary 3=proficient 4=skilled 5=developing 6=growing 7=emerging 8=basic 9=an excellent 10=a good 11=an average 12=a disappointing 13=a poor LIST: Time-period 1=year 2=semester 3=1st semester 4=2nd semester 5=3rd semester 6=4th semester 7=term 8=1st term 9=2nd term 10=3rd term 11=4th term LIST: what-to-do 1=listen attentively in class. 2=read more fiction books at home. 3=work on building #h vocabulary bank. 4=try and contribute more to discussions and debates in class. 5=offer more insightful comments in class discussions. 6=work on improving #h use of the past tense. 7=using higher level adjectives and adverbs to add depth. /*========================================= /* HELP: Creating & Importing Files /*========================================= /* /* See also, YouTube Teacher Training Video at: /* SCHOOL REPORT WRITER .COM /* https://schoolreportwriter.com/ /* /* #N - Name /* #E - She/He/They /* #e - she/he/they /* #H - His/Her/Their /* #h = his/her/their /* #b - girl/boy/child /* #m - him/her/them /* #s - herself/himself/themself /* #? - be prompted for text later e.g. #N achieved #?% in the exam. /* #your-list-name - select from a list later e.g. #N excelled in #topics. /* {BR} - line break; {BR}{BR} - double line break. /* /* /* DID YOU KNOW? /* /* You can also import comment files in the, /* Teachers Report Assistant format. /* There are 1000s around the web. /* School Report Writer automatically converts them. /* /* /* YOUR EXISTING COMMENTS ARE SAFE: /* /* When you upload, you will be shown the comments /* you are about to import. You will be told if names /* are already in use and you can pick-&-click which /* comments to add to your comment bank. /* /* /* USE 'PLAIN TEXT' (.txt) FILES ONLY: /* /* Import files must be 'plain text'. The easiest way to /* create one is to download a comment file from our site /* and open it on your computer. On most systems it will /* automatically open in a plain text editor. If you /* make changes and save, the file should automatically be /* saved as plain text. On PCs it will usually open in /* NotePad. On Macs, usually TextEdit. In Word, and other /* word processors, use 'save as' (see Word File menu) /* and then choose file type: 'text only/plain text'. /* /* /* ADDING HELPFUL NOTES: /* /* Lines starting /* are for notes (like this line). /* They are ignored when files are imported. /* You can add notes anywhere in the file. Blank lines /* are also ignored and can also be included anywhere. /* /* /* COMMENTS AND LISTS: /* /* Files contain groups of comments and lists. /* Each group should start with either: /* /* COMMENTS: your-comment-name-here /* or /* LIST: your-list-name-here /* /* List names are 2-30 characters long and contain /* only letters, numbers, '&', hyphens and NO SPACES. /* /* Comment names can include spaces, and any other /* characters except: < > \ # (max length 50). /* /* Each group may include up to 20 numbered lines, e.g. /* /* COMMENTS: Science Yr7 project work /* 1= #N's work on #Science-topics was excellent. /* 2= #N gave an inspiring #Science-topics presentation. /* 3= #N received a well-deserved A+ in #Science-topics. /* 4= etc... /* /* LIST: Science-topics /* 1= Heating and Cooling /* 2= Light and Sound /* 3= Exploring Magnetism /* 4= Changing Earth /* 5= etc... /* /* REMINDER... lines beginning /* are for notes. /* So to import the two science examples above, /* you would need to remove the /*, otherwise /* the lines would be ignored when imported. /* /* /* NEED MORE HELP? support@SchoolReportWriter.com - we usually reply the same day. /* /* SCHOOL REPORT WRITER .COM /* https://schoolreportwriter.com/ /* The FREE ONLINE school report writing software & school report card comments bank.