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COMMENTS: Bookwork - general
1=#H written work has been of a very high standard, with all work complete and presented neatly.
2=#H written work has been of an acceptable standard, with all work complete and an obvious attempt to present it neatly and accurately.
3=#H written work could be improved, there is some content missing and work is not always presented neatly.
4=#H written work has been unacceptable, with much work missing and #h book untidy.
5=#H written work is presented well, but spelling issues do make it hard to read.
6=#H written tasks are hard to read due to poor handwriting.
7=#H written tasks are challenging to read; further improvement in handwriting and in spelling would improve the legibility of #h ideas.
8=#H written work does contain many noticeable spelling errors.
9=#H written work does contain a few noticeable spelling errors.
10=Whilst #h written work does contain spelling errors, they do not generally interfere with the reader's engagement with the text.

COMMENTS: EALD
1=#Name has worked consistency in #h EALD support sessions.
2=#Name is able to show mastery of the skills #e has been focusing on during the support sessions but may need reminders to apply this during other writing tasks.
3=#H personal goals have included #EALD-personal-goal, #EALD-personal-goal and #EALD-personal-goal.
4=During our support sessions, #e has shown a desire to apply #h personal goals to all learning experiences.
5=#E is comfortable to share #h ideas verbally and shares #h work in order to receive constructive feedback.
6=I like the way #e is willing to ask questions in order to improve #h results.
7=#Name is shy in sessions and needs to be encouraged to participate verbally.
8=#Name needs encouragement to begin on many of the tasks.

COMMENTS: English - class novel
1=Class novels this semester have included "The (girl) with no name" and "A long walk to water"
2=#N has enjoyed sharing the class novel, #classnovel.
3=#N enjoys sharing all class novels and is always willing to discuss #h understanding of the text.
4=#N enjoys listening to class novels.
5=#N reads confidently when asked to read aloud in class.
6=#N reads with a clear, audible voice.
7=#N reads with interest and expression, making #m an engaging story teller.
8=#N reads carefully when asked to read aloud; #e ensures accuracy but does need to improve #h fluency.
9=#N reads carefully when asked to read aloud; #e ensures accuracy but does need to pay greater attention to punctuation.
10=#N reads carefully when asked to read aloud and is developing in fluency, following punctuation and using appropriate expression.
11=#E is able to understand the characters in the story and completed a #quality reflection on the growth of the character Will in The Ranger's Apprentice.
12=In #h reflective piece, #e was able to retell the events of the story of The Ranger's Apprentice, but did not fully reflect on how these events changed the character of Will.
13=Class novels this term have included the books "Holes" and "Blackwater".
14=In #h reflective writing on Holes, #e expressed #h ideas clearly and could articulate how the curse was broken.
15=In #h reflective writing on Holes, ideas were expressed clearly, important events were recalled and sequenced and #e clearly explained the links between the characters over generations and how this allowed the curse to be broken.
16=#H reflective writing on Holes was well constructed and demonstrated #h ability to connect characters and events.
17=#E enjoyed the class novel and can recall characters and events, but could not clearly articulate the connections between the inter-related characters in #h reflective writing.

COMMENTS: English - comprehension
1=Alongside our word study, students work independently on spelling games and comprehension.
2=#N shows a good understanding of the texts #e reads to #s.
3=#E has made excellent progress on the independent comprehension tasks and
4=can make sound inferences from the materials #e reads in lessons.
5=confidently discusses ideas from class reading.
6=can discuss ideas from class texts with great confidence.
7=is improving #h ability to draw inferences from class texts.

COMMENTS: English - discussion 
1=#E answers well in class, and shows great interest and enthusiasm when discussing and offering opinions.
2=#E has a tendency to be quiet during discussions, and prefers to listen to others' opinions and comments.
3=#E has a tendency to be quiet during discussions preferring to listen to others' opinions and comments, and tries hard to express #h own ideas when asked.
4=#E has a tendency to be quiet during discussions, preferring to listen to others' opinions and comments, yet can express #h feelings in a very clear manner in #h own written work.
5=#E has the ability to share ideas during class discussions, listen to others' opinions and comments, and can express #h feelings and the viewpoints of others in a very clear manner in #h own written work.
6=#E has become more willing to share ideas with the group, but needs to project a confident posture and voice to ensure #e captures the attention of #h audience.
7=#E has the ability to share #h own viewpoints during discussions, the empathy to understand the views of others and the ability to express these ideas verbally / clearly in #h writing.
8=#E enjoys the verbal discussions, but needs to put a similar amount of effort into the accompanying written work samples.

COMMENTS: English - grammar
1=#E is careful to use correct grammar and punctuation.
2=#E has worked well in grammar lessons, but has not retained the skills and does not apply them in #h written pieces.
3=#E can generally recognise nouns and verbs in sentences.
4=#E has worked well in grammar sessions, recalls the learning and applies it in #h written work.
5=#E can generally recognise and apply the correct grammatical conventions to written work.
6=#E can usually recognise and apply essential grammatical conventions to #h written work.

COMMENTS: English - handwriting
1=#H handwriting is easy to read.
2=#H printed work is easy to read, I encourage #m to use linked script more regularly.
3=I would appreciate more effort in handwriting as #h written pieces are a challenge to read.
4=#E always takes care with #h handwriting.
5=#H handwriting is beautifully formed and even ensuring all pieces of work are easy to read.
6=#E is beginning to take more pride in the presentation of #h written work.
7=#H written work would benefit from an improvement in the clarity of letter formation and spacing.
8=#E tries hard with #h handwriting as #e understands clarity is important to assist the comprehension of the reader.

COMMENTS: english - poetry skills - year 5 and 6
1=In our skills sessions based upon poetry, #N has shown #attitudinal-skill and a good understanding of the concepts covered.
2=#E enjoyed sharing nonsense poems, increasing #h understanding of poetic licence and completed a good project on Spike Milligan.
3=#E enjoyed sharing nonsense poems, increasing #h understanding of poetic licence but found it challenging to complete the project on Spike Milligan.
4=In order to improve, #e needs to #work-skills
5=In or unit of work on Classic Austrailan Poetry, we have focused upon vocabulary and inference, visualisation and summarising.
6=#E has shown good skills in #Aust-poetry and #Aust-poetry.
7=(Mrs Taylor)

COMMENTS: English - reading
1=I would like to see #N read more challenging stories with more complex vocabulary and storylines.
2=#N often has trouble going back to find information in non-fiction material.
3=#E had difficulty connecting deeply with #h reading which makes comprehension more difficult for #m
4=#N is a good reader but needs to take the time to think more deeply about about #e has read.
5=#N often has difficulty using reading strategies to decode new words.
6=#N needs to choose books that are at #h level.
7=#N show enthusiasm for the material read.
8=#N has good decoding skills.
9=#N has trouble remembering the details of what #e has read.
10=#N does not thoroughly read the directions and requires much assistance to start a task.
11=#N has a well developed vocabulary.
12=#N reads fluently from our class novel.
13=#N reads fluently from our class novel #readingskills.
14=#H reading is fluent, accurate and expressive, especially when #e changes #h voice for different characters.
15=#E searches for meaning when reading both fiction and non-fiction books.
16=#E searches for meaning when reading both fiction and non-fiction books and is able to draw inspiration for #h writing from the texts #e reads.
17=#E shows generally accurate understanding of fiction and non-fiction books.
18=#E has worked well within a small reading group to strengthen #h comprehension and reading fluency.
19=#E thoroughly enjoys reading factual texts and using these as a source of inspiration in #h written texts.

COMMENTS: English - Word Study
1=In word study, #N is in the Within Word spelling patterns and is working on #WTWyellow.
2=In word study, #N is in the Syllables and Affixes spelling patterns and is working on #WTWgreen.
3=#E regularly shares ideas when new words are presented and sorted.
4=#E displays a good understanding of the meanings of words.
5=In word study, #N has become more confident to recognise long and short vowel sounds in single syllable words.
6=In word study, #N has become more confident to recognise long and short vowel sounds in single syllable words and to explain how the consonants help to determine this.
7=In word study, #N has become more confident to recognise long and short vowel sounds and syllables within words.
8=In word study, #N has become more confident to recognise long and short vowel sounds and syllables within words and can articulate some rules which affect the vowel sound.
9=#E always finishes #h independent spelling activities.
10=#E needs to ensure independent spelling activities are completed on time; #e often needs to finish some activities after the unit of work.
11=#E needs to show greater focus whilst working on the independent spelling activities; #e regularly has overdue tasks and is not up to date with the required activities.
12=#E completes set independent activities but needs to put effort into writing clear, meaningful sentences.

COMMENTS: English - writing
1=#N puts a great deal of time and effort into #m writing.
2=#N did a wonderful job on #h #? assignments
3=#N conveys #h thoughts and ideas clearly.
4=#N writes opinion pieces with well thought-out, supportive reasoning.
5=#N writing shows a strong grasp of organisation. #E stays on topic and uses relevant details.
6=#N uses details to expand upon the great written thoughts #e is already putting on paper.
7=#N enjoys writing in #h free time. I always look forward to reading #h stories.
8=#N's writing is creative but it often has errors in spelling, grammar and punctuation.
9=#E has trouble getting going on writing assignments
10=#N chooses words with care.
11=#E expresses ideas clearly, both verbally and through writing.
12=#N presents strong, elaborated viewpoints in persuasive texts.
13=#N ensures the specified criteria for success are met.
14=#N enjoys writing and is quick to present ideas, but does need to ensure adequate detail is provided in explanations.
15=#N enjoys writing and is quick to present ideas, but does need to ensure they answer the set question.

COMMENTS: English - writing - procedural
1=In procedural texts, #e remembers to start statements with verbs.
2=In procedural texts, #e remembers to start #h statements with verbs and ensures tasks are presented in a logical order.
3=In procedural texts, #e remembers to start statements with verbs, but needs to ensure the information is presented logically.

COMMENTS: English PAT-R
1=#N has good skills in decoding and is able to focus on comprehending written texts. #E is able to retrieve multiple pieces of embedded information and can identify the main idea and supporting information. #E can also identify character's feelings from subtle nuances. #E can utilise diagrams and construct hypotheses in relation to the text.
2=#N has good skills in decoding and is able to focus on comprehending written texts. #E can scan information to locate multiple pieces of information related to the topic. #E makes sound deductions about word meanings based on context and looks for supporting pieces of information to justify and connect ideas.
3=#N has good skills in decoding and is able to focus on comprehending written texts. #H expanding vocabulary helps #m pick up the subtle understandings of the text. #E is learning to interpret and summarise content and is better at finding clues to assist with prediction.
4=#N has good skills in decoding and is able to focus on comprehending written texts. #E is expanding #h skills in scanning for information and improving in #h ability to combine information in text, table and graph forms for a more detailed understanding of the content.
5=#N is developing #h capacity to read carefully in order to locate correct information. #E acknowledges that meaning is important and will use strategies such as re-reading and backtracking to improve #h understanding. #E is learning to select relevant clues and evidence related to the overarching meaning.
6=#N is able to scan appropriate texts to locate prominent information. #E is able to use headings and subheadings to help find relevant facts. #E is willing to discuss the meaning of words which have been used in context and is improving in #h ability to suggest future plots or actions within a story line.

COMMENTS: General comment - attendance
1=#N is regularly late for school.
2=#N has had a lot of absence which has impacted upon #h ability to make progress.
3=#N is regularly missing lessons due to late arrival or early departure.
4=I am delighted with #N's improved attendance record.
5=It is wonderful to see #N attending regularly.
6=I appreciate #h regular attendance.
7=On the occasions when #N does need to miss school, #e is extremely conscientious about catching up with me to find out what #e missed.

COMMENTS: General comment - behaviour
1=It is good to see that #N appears to have regained the desire to excel, which was not showing at the start of the year.
2=A capable student, #N needs to increase #h #work-skill in order to show #h #what-to-show on a regular basis.
3=#E enjoys working in a small group situation where help is provided and finds it easier to manage #h behaviour when reminders can be given quickly and quietly.
4=#N needs to ensure the contributions made to class discussions are relevant and helpful towards #h own learning and the learning of others.

COMMENTS: General comment - extra curricula
1=#N is a wonderful participant in the extra activities offered at school.
2=#N is involved in a variety of learning activities beyond our classroom.
3=#N is choosing not to become involved in any of the additional enrichment activities provided at school.

COMMENTS: General comment - forums
1=As a new leader, #e has stepped up to the responsibility and challenges of leading others, with a growth mindset.
2=#N enthusiastically fulfils #h responsibilities as a forum leader.
3=#N works confidently with younger students in #h role of forum leader.
4=#N needs to realise that leading a forum takes regular effort and #e needs to ensure #e meets regularly with #h forum mentor to plan activities.
5=#N regularly plans learning activities with the other forum leaders and #h mentor teacher.

COMMENTS: General comment - mindset
1=#N has a fabulous growth mindset and is always willing to step beyond #h comfort zone when a new opportunity arises.
2=#N displays a growth mindset when #e accepts new challenges.
3=#N often needs encouragement to try a new challenge.
4=#N needs support to overcome their fixed mindset when faced with a challenge.
5=#N is an enthusiastic student who enjoys a variety of challenges with a positive attitude towards #h learning and who sets an excellent example with #h behaviour.
6=#N has a mature approach to many aspects of #h work and shows independence, settling down to work in an efficient manner.

COMMENTS: General comment - summative - leaving
1=I have enjoyed getting to know #N this year.
2=It has been a pleasure to work with #N this year.
3=#N has worked hard this year.
4=#E has always been supportive and encouraging towards #h peers.
5=#E has been a polite and co-operative member of our class at all times.
6=#E is an enthusiastic learner and is always keen to be involved.
7=Although #e has needed a few reminders about expectations, #e does have a desire to please and to succeed.
8=I have been impressed by #h consistent and enthusiastic attitude towards learning.
9=#E has always been a great role model to #h peers; #e works hard and ensures all expectations are met or exceeded.
10=I will remember #N for #h...
11=#N has embraced the opportunities this school has offered, often taking on leadership roles or additional activities.
12=#N has continued to work steadily through out the year and should be pleased with #h accomplishments: both academic, sporting and social.
13=I would like to see #N embracing the opportunities which #e will have next year as #e begins high school, step out of your comfort zone and try something new - you have the skills to succeed.
14=I would encourage #N to take greater responsibility for notices and communication between home and school.
15=#N has needed regular reminders about focus, behaviour or expectations, but has always responded quickly to a reminder.
16=#N has needed regular reminders about focus, behaviour or expectations - it is important for #m to focus on this next year as #e begins in a new school.
17=Congratulations on a successful year.
18=Well done on your achievements this year.
19=I wish you every success at high school.
20=I wish you well for your future studies.

COMMENTS: General comment - summative - year 6
1=I have enjoyed getting to know #N this year.
2=It has been a pleasure to work with #N this year.
3=#N has worked hard this year.
4=#E has always been supportive and encouraging towards #h peers.
5=#E has been a polite and co-operative member of our class at all times.
6=#E is an enthusiastic learner and is always keen to be involved.
7=Although #e has needed a few reminders about expectations, #e does have a desire to please and to succeed.
8=I have been impressed by #h consistent and enthusiastic attitude towards learning.
9=#E has always been a great role model to #h peers; #e works hard and ensures all expectations are met or exceeded.
10=I will remember #N for #h...
11=#N has embraced the opportunities this school has offered, often taking on leadership roles or additional activities.
12=#N has continued to work steadily through out the year and should be pleased with #h accomplishments: both academic, sporting and social.
13=I would like to see #N stepping up to leadership opportunities next year as I believe #e has much to offer.
14=I would like to see #N being a good role model to younger students next year through behaviour and approach to learning.
15=I would encourage #N to take greater responsibility for notices and communication between home and school.
16=#N has needed regular reminders about focus, behaviour or expectations, but has always responded quickly to a reminder.
17=#N has needed regular reminders about focus, behaviour or expectations - this is something for them to focus on next year as they will be seen as a senior leader of our students.
18=Congratulations on a successful year. I'm sure you'll be a fantastic role model and leader for younger students next year.
19=Well done on your achievements this year.

COMMENTS: General comments - homework
1=#N always puts effort into homework and presents quality answers.
2=#N often needs to chase up a homework task or a signature after the work is due to be presented.
3=#N rarely puts enough effort into the set homework; their answers are brief and often poorly presented.
4=#N does not complete tasks which are set for homework.
5=#N does not complete tasks which are set for homework and this has impacted upon research tasks they are completing at school.
6=#N is conscientious about completing all homework tasks and challenges to an impeccable standard.
7=#N is conscientious about completing all homework tasks and challenges.
8=#N is conscientious about completing all homework tasks and challenges but sometimes needs to chase a signature or finish off after tasks are due to be presented.

COMMENTS: General comments - opening
1=#N shows respect for teachers and peers.
2=#N has highly developed independent working skills.
3=#N shows good citizenship by assisting other students.
4=#N can be depended on to do what #e is asked to do.
5=#N has been working extremely hard in a variety of curriculum areas.
6=#N takes a lot of pride in #h work.
7=#N is a valued member of our class.
8=#N shows genuine interest in many areas of the curriculum and tries hard to tackle challenges put in front of #m.
9=#N is a conscientious, hardworking student.
10=#N is a friendly member of the class, who works with enthusiasm and regularly contributes to class discussion.
11=#N is an enthusiastic student who enjoys a variety of challenges, has a positive attitude towards learning, has highly developed independent work skills and who sets an excellent example with #h behaviour.
12=#N has shown a strong desire to succeed, which keeps #m self motivated, task orientated and prepared to listen to suggestions about #h work.
13=In general #N has a very positive attitude towards all aspects of #h school work and sets a good example with #h behaviour.
14=#N works very hard and always gives #h best effort in all areas of the curriculum and has produced some work to be extremely proud of.
15=#N has worked hard in many curriculum areas and has produced some work to be really proud of.
16=#N is an enthusiastic student who enjoys a variety of challenges.
17=#N has a mature approach to many aspects of #h work and shows independence, settling down to work in an efficient manner.
18=#N is extremely conscientious, producing work to be really proud of.
19=#N sets an excellent example with #h behaviour and has a sensible attitude.
20=#N sets an excellent example with #h behaviour and has a sensible approach to independent learning.

COMMENTS: General Comments - positive
1=#E has a positive attitude towards school.
2=#E always willing to help a classmate.
3=#E values what others have to say.
4=#E treats others fairly.
5=#E handles disagreements with peers appropriately and diplomatically.
6=#E makes friends easily.
7=#E uses class time constructively.
8=#E consistently uses personal best effort on a daily basis.
9=#E completes work with quality in mind.
10=#E is a self-motivated worker.
11=#H hard work produces quality results.
12=#E works very well with others in a group.
13=It is good to see that #e appears to have regained the desire to excel, which was not showing at the start of the year.
14=#E has a large circle of friends and is both liked and well respected by the class.
15=#E has a positive attitude towards all aspects of #h schoolwork, and sets a superb example.
16=#E is a helpful pupil who is sensible and well behaved.
17=#N has shown noticeable improvement in #?
18=#E continues to make steady progress with #?
19=#E is listening to directions more carefully.
20=#E gets on well with a variety of children in the class and is a very lively and cheerful pupil.

COMMENTS: General Comments - to work upon
1=#E is distracting to the students around #m.
2=#E has trouble remaining focused.
3=#E often has trouble remaining focused.
4=#E sometimes has trouble remaining focused.
5=#E needs to be more sensitive to the students around #m.
6=#N requires guidance to remain focused and complete tasks.
7=#E needs encouragement to work more independently.
8=#N tends to work too quickly, which often results in careless mistakes.
9=#N's attitude toward schoolwork is inconsistent and continues to need guidance and encouragement.
10=#N has shown noticeable improvement in #?
11=#E continues to make steady progress with
12=#N is listening to directions more carefully.

COMMENTS: Group work
1=#N offers constructive suggestions to peers to enhance their work.
2=#N is sensitive to the thoughts and opinions of others in the group.
3=#N welcomes leadership roles in groups.
4=#N shows fairness in distributing group tasks.
5=#N helps to keep the work group focused and on task.
6=#H is a quiet member of the class, who has a considerate and thoughtful nature.
7=#E can work equally well independently, or with others.
8=#E makes good contributions to discussions in class and often asks questions.
9=#E enjoys working in a small group situation where help is provided and finds it easier to manage #h behaviour when reminders can be given quickly and quietly.
10=#E enjoys working in a small group situation where help is provided and gains confidence in #h ideas when discussing them with peers.

COMMENTS: History
1=#N worked very well during our History unit on immigration.
2=#N showed interest in the ideas presented in our History unit on immigration.
3=#N showed interest in the ideas presented in our History unit on immigration but needed encouragement to remain focused on task during research times.
4=#E completed a detailed and thorough project.
5=#E had a well constructed project which met many of our success criteria.
6=#E worked well on aspects of the project but would improve results by addressing the success criteria more carefully.
7=During the presentation, #e shared #h learning about immigration and included historically accurate information.
8=#N provided us with an engaging and informative presentation.
9=#N worked hard to present relevant details in #h class presentation.
10=#N found the presentation aspect to be challenging, but used notes and suitcase items effectively to share #h ideas with others.
11=#N found the presentation challenging and struggled to recall information about #h character's immigration to Australia.
12=#N was keen to share information about #h character, but #h story lacked the historical accuracy required for this task.
13=#H character diary included accurate historical information and complemented #h presentation by filling in additional details about immigration.
14=In our library sessions, #e was explicitly taught the skills of researching, locating information using key words, note taking, summarising, using own words to present ideas and referencing.
15=In Inquiry learning, #e has discussed Federation, the Australian (Westminster) system of governance, key roles in government, the legal system and our role as citizens. [Debbie Taylor]

COMMENTS: History - Fertile Crescent
1=In History, #N created a well-constructed report in #h own words on the Fertile Crescent and how it changed the way nomadic man lived. #E was able to cite primary and secondary sources of information used in order to support #h ideas.
2=In History, #N created a well-constructed report in #h own words on the Fertile Crescent and how it changed the way nomadic man lived. To strengthen #h report, #e needs to cite further sources of primary and secondary information which support #h ideas.
3=In History, #N constructed a good report and did work to put the information into #h own words. To strengthen #h report, #e needs to cite further sources of primary and secondary information which support #h ideas.
4=In History, #N copied information to construct a report on the Fertile Crescent and how it changed the way nomadic man lived. This did not meet the demands of the task. #E needs to read the information and construct reports in #h own words.
5=In History, #N struggled to construct a report in #h own words to explain how nomadic man settled in the Fertile Crescent and how this changed the lifestyle of early man. #E needs to ensure #e answers the set question and cites evidence for the theories.
6=(Mrs Taylor)

COMMENTS: maths - area - year 5
1=In our unit of work on area, #N has shown a good understanding of using the formula of Length x Width to calculate area.
2=In our unit of work on area, #N has shown a good understanding of counting squares within a shape in order to know its area.
3=In our unit of work on area, #N has shown an impressive understanding of using the formula of Length x Width to calculate area and has explained how the area of composite shape can be solved if it is divided into sections.
4=#E has been able to manipulate the formula to find an unknown side when the area is known.
5=#E has consistently used units of measurement with accuracy.
6=In order to improve, #e should focus upon #area-skills.
7=(Mrs Taylor)

COMMENTS: maths - area - year 6
1=In our unit of work on area, #N has shown a good understanding of using the formula of Length x Width to calculate area.
2=In our unit of work on area, #N has shown an understanding of area as counting the squares inside a shape.
3=In our unit of work on area, #N has shown an impressive understanding of using the formula of Length x Width to calculate area and has explained how the area of composite shape can be solved if it is divided into sections.
4=#E has been able to manipulate the formula to find an unknown side when the area is known.
5=#E confidently calculates the length of unknown sides using information provided in the diagram.
6=#E is able to compare area of composite shapes and order them by size.
7=#E has consistently used units of measurement with accuracy.
8=In order to improve, #e should focus upon #area-skills.
9=(Mrs Taylor)

COMMENTS: PAT R bands comments
1=#N has good skills in decoding and is able to focus on comprehending written texts. #E is able to retrieve multiple pieces of embedded information and can identify the main idea and supporting information. #E can also identify character's feelings from subtle nuances. #E can utilise diagrams and construct hypotheses in relation to the text.
2=#N has good skills in decoding and is able to focus on comprehending written texts. #E can scan information to locate multiple pieces of information related to the topic. #E makes sound deductions about word meanings based on context and looks for supporting pieces of information to justify and connect ideas.
3=#N has good skills in decoding and is able to focus on comprehending written texts. #H expanding vocabulary helps #m pick up the subtle understandings of the text. #E is learning to interpret and summarise content and is better at finding clues to assist with prediction.
4=#N has good skills in decoding and is able to focus on comprehending written texts. #E is expanding #h skills in scanning for information and improving in #h ability to combine information in text, table and graph forms for a more detailed understanding of the content.
5=#N is developing #h capacity to read carefully in order to locate correct information. #E acknowledges that meaning is important and will use strategies such as re-reading and backtracking to improve #h understanding. #E is learning to select relevant clues and evidence related to the overarching meaning.
6=#N is able to scan appropriate texts to locate prominent information. #E is able to use headings and subheadings to help find relevant facts. #E is willing to discuss the meaning of words which have been used in context and is improving in #h ability to suggest future plots or actions within a story line.

COMMENTS: Science
1=Although #h #Science-topics project-work was satisfactory, I do expect #m to do more background research next time.
2=#N showed a good understanding of how the class aquaponics system worked as a closed loop ecosystem.
3=#N showed a good understanding of how the class aquaponics system works and could explain how the plants and animals are beneficial to each other.
4=#E worked well in the group research task to explain an alternative energy source, with #h major contribution being #?
5=#E can identify renewable and non-renewable energy sources.
6=#E connects ideas from lessons with the things #e notices around #m and shares these ideas in the lessons.
7=#E speaks and writes about scientific ideas in considerable detail, showing a confident use of scientific terminology.
8=#E has difficulty showing #h knowledge of the topics covered but occasionally joins in classroom discussion.
9=The quality of #N's written work has been consistently excellent, both in terms of content and presentation.
10=#N's written work has been rather variable, some work showing detail while other work only just adequate.
11=#N's written work, while usually acceptable, is rarely as detailed or as well presented as expected.
12=Recent topics have included changes and forces; I have been pleased with #h engagement during lessons and discussions.
13=Recent topics have included changes and forces; it is good to see #m participating well in discussions.
14=Recent topics have included changes and forces; I have been pleased with #h engagement during lessons.

COMMENTS: Science - earth and space
1=In our unit of work on Earth and Space, #N found it challenging to recall scientific facts about the rotation of our Earth and the path it travels around our Sun.
2=In our unit of work on Earth and Space, #N was able to articulate how our Earth moves around the sun.
3=#E recognised that the sun would shine on only one side of our Earth at a time and that this is the day.
4=In our unit of work on Earth and Space, #N clearly explained how the Earth rotated on its own axis each 24 hours as it circumnavigated the sun each year. #E demonstrated an understanding of how this caused night and day.
5=In our unit of work on Earth and Space, #N was able to state that the Earth moves around the sun but found it difficult to clearly explain how this caused night and day.
6=#E is not yet able to clearly explain how the tilt of our Earth impacts on the seasons.
7=In our unit of work on Earth and Space, #N could clearly articulate how the rotation of our Earth explained night and day, how the Earth circumnavigated the sun in a year and how the tilt of our Earth caused one hemisphere to receive more or less sunlight and how this explains our seasons.
8=#H scientific diagrams are clear and easy to follow. They are well labelled and correct terminology has been used.
9=#E needs to work upon #h scientific diagrams as labels are not clearly used and diagrams are cluttered.
10=#E needs to work upon #h explanations and scientific diagrams, #h thoughts need to be more logically ordered and explained.
11=#E needs to work upon #h explanations and scientific diagrams, #h thoughts need to be logically ordered, explained and definitive.
12=#E explains #h ideas clearly when questions are posed and presents information in a factual manner.

COMMENTS: Science - habitats and interactions
1=In our unit on habitats and interactions, #N was able to name the 5 natural biomes.
2=In our unit on habitats and interactions, #N was able to name the 5 natural biomes and give detailed information about climatic conditions in 2 of these.
3=In our unit on habitats and interactions, #N was able to name the 5 natural biomes and give brief information about climatic conditions in 2 of these.
4=#E could articulate the difference between biotic and abiotic factors.
5=#E could clearly articulate how animals have evolved to suit their environments over time.
6=#E could state the nature of an adaption but did not articulate clearly how this animal adapted to its conditions.
7=#E could suggest a possible food chain.
8=#E could explain the concept of interdependence.

COMMENTS: Science - PAT testing
1=Standardised testing has indicated that #e is working upon applying scientific concepts in real world scenarios.
2=I have noticed that #N finds it very difficult to suggest the scientific principles which have an affect in real-life situations and benefits from guided questioning to formulate and consolidate #h ideas.
3=Standardised testing has shown #e has the ability to relate scientific concepts to realistic scenarios, especially in the scientific strands of
4=Standardised testing has highlighted #h excellent overall scientific understandings, especially in the scientific strands of
5=Energy & Change,
6=Earth & Space,
7=Life & Living,
8=Materials.

COMMENTS: Science - practical tasks
1=#N participates effectively during practicals, often taking a leading role.
2=#N participates fully during practicals, working well as part of #h group.
3=#N usually works well during practicals but could apply #s more.
4=#N has difficulty focusing during practical and is often off task.
5=#E should try to take a more active part in practical investigations to improve #h confidence in this area.
6=#N shows a sound understanding of variables and the need to keep other factors constant when testing #h hypothesis.
7=#N articulates a hypothesis and can suggest appropriate ways of conducting an investigation.
8=#N enjoys practical tasks and approaches new learning with a sense of wonder.
9=#N participated well in all practical learnign tasks.
10=#N was always engaged in practical tasks and reflected well on #h learning.

COMMENTS: Science - practical tasks STEM focus
1=#N participates effectively during practicals, often taking a leading role.
2=#N participates fully during practicals, working well as part of #h group.
3=#N usually works well during practicals but could apply #s more.
4=#N has difficulty focusing during practical and is often off task.
5=#E should try to take a more active part in practical investigations to improve #h confidence in this area.
6=#N shows a sound understanding of variables and the need to keep other factors constant when testing #h hypothesis.
7=#N articulates a hypothesis and can suggest appropriate ways of conducting an investigation.
8=In Engineering activities, #N is able to look at the design of the model and suggest modifications to the design.
9=In Engineering activities, #N is able to look at the design of the model, explain how the design functions and suggest modifications to improve its effectiveness.
10=In Engineering activities, #N is confident with the process of planning, constructing, testing and modifying.
11=In Engineering activities, #N is able to work with a team to help construct a working model.
12=In Engineering activities, #N has been exposed to the process of planning, constructing, testing and modifying.
13=In #h reflection, #e commented upon the importance of the group having a shared vision and how a plan supports this.
14=In #h reflection, #e commented upon the importance of the group having a shared vision and how a plan supports this as well as the need to ensure the frame is sturdy before beginning.
15=In #h reflection, #e discussed the importance of choosing the correct materials based on their properties; strength, weight or water proof.
16=In #h reflection, #e discussed the importance of having a very solid frame to build upon.
17=In a very good reflection, #e discussed the strengths of the model, along with the faults #e was striving to overcome.
18=In #h reflection, #e noted that, next time, #e would test the design and modify it on the results of #h testing.

COMMENTS: science - year 4 skills
1=With guidance, #e can identify questions in familiar contexts that can be investigated scientifically and make predictions based on prior knowledge.
2=With guidance, #e can plan and conduct scientific investigations to find answers to questions, considering the safe use of appropriate materials and equipment.
3=#E can consider the elements of fair tests and use formal measurements and digital technologies as appropriate, to make and record observations accurately.
4=#E uses a range of methods including tables and simple column graphs to represent data and to identify patterns and trends.
5=#E will compare #h results with predictions, suggesting possible reasons for #h findings.
6=#E reflects on investigations, including whether a test was fair or not.
7=#E reflects on investigations, including whether a test was fair or not, if the results can be seen as reliable and if a generalisation can be made.

COMMENTS: science - year 5 light
1=In our unit on light, #N was able to apply the knowledge of light travelling in straight lines to explain where shade would fall.
2=In our unit on light, #N was able to apply knowledge about light travelling in straight lines to explain where shade would fall and how a pin hole inverts an image.
3=#E was able to transfer #h understandings about light rays with #h STEM task where #e demonstrated a good understanding of shade and shadow.
4=#E was able to transfer #h understandings about light rays with #h STEM task where #e demonstrated a good understanding of shade and shadow and #h knowledge of colour filters to give coloured lights in #h design.
5=#E was able to clearly explain how coloured filters, pin hole cameras and reflection could be used to create wonder for younger students and incorported these elements into #h STEM design of a shaded area.
6=#E is able to draw a simple labelled ray diagrams to show the paths of light from a source to our eyes.
7=#E is able to describe transparent, opaque or translucent materials by discussing their abilty to block light or allow it through.
8=#E classifys materials as transparent, opaque or translucent based on whether light passes through them or is absorbed.
9=#E recognises that the colour of an object depends on the properties of the object and the colour of the light source.
10=#E recognises that the colour of an object can be affected by a light filter and that it will appear different or may "disappear."
11=#E understands that a mirror or similar reflective surface changes the path of a light ray allowing us to see different angles.

COMMENTS: science - year 5 skills
1=With guidance, #e can pose clarifying questions and make predictions about scientific investigations.
2=#E can identify, plan and apply the elements of scientific investigations to answer questions and solve problems using equipment and materials safely and identifying potential risks.
3=#E is able to decide variables to be changed and measured in fair tests and can observe, measure and record data with accuracy using digital technologies as appropriate.
4=#E is able to decide variables to be changed and measured in fair tests.
5=#E is able to construct and use a range of representations, including tables and graphs, to represent and describe observations, patterns or relationships in data using digital technologies as appropriate.
6=#E is confident to construct and use tables and graphs to assist with organising information and can draw generalisations from the results of the tests #e conducts.
7=#E does find it difficult to construct #h own tables and graphs for recording data gathered in testing and benefits from guidance in this area.
8=#E carefully compares data with predictions and uses this as evidence in developing explanations.
9=#E will reflect on and suggest improvements to scientific investigations.
10=#E clearly communicates ideas, explanations and processes using scientific representations in a variety of ways, including multi-modal texts.

COMMENTS: STEM challenges
1=#N has really enjoyed our STEM challenges this semester.
2=#N is gaining confidence in the STEM challenges this year.
3=#E listens carefully to the criteria and helps to define the problem and suggest possible ideas.
4=#E is always keen to start brainstorming but has learned to define the problem first in order to produce a more successful prototype.
5=#E is a great leader within the group, #h enthusiasm is boundless, #h ideas are interesting and #e is willing to source appropriate materials to improve the design.
6=#E is a great group member who always contributes ideas in the brainstorming and keeps focus during the building time.
7=#H reflective comments during evaluation show an increased awareness of the design process from brainstorming through to modifications.

COMMENTS: Year 6 Geography
1=#N had #achievement with the #geography.
2=#E constructs maps carefully and uses BOLTSS confidently as a guide to correctly label all features
3=#E was able to use co-ordinates to locate cities on a map and to find places in the atlas.
4=#E worked #working-style upon #geography to produce a #achievement project.
5=#E needs to concentrate upon #how-to-improve.
6=I have been pleased with #h focus during lessons.
7=#N responds well to suggestions and ideas.
8=#E needs to #how-to-improve.
9=Project-work has been done to a minimum standard and is often handed in late. To improve #e needs to #How-to-improve.

COMMENTS: Year 7 Maths - 3D shape
1=#N can describe shapes by their technical names.
2=#N can describe shapes by their technical names and can elaborate upon their properties.
3=#N can now articulate the difference between a pyramid and a prism.
4=#N can match solid shapes and their nets.

COMMENTS: Year 7 Maths - algebra
1=#E worked confidently on algebraic calculations involving patterning, pronumerals and simple equations.
2=#E worked with great diligence in algebra and is able to recognise and use patterns and number sequences to predict answers.
3=#E worked with interest in the algebra unit, effectively using pronumerals in sequencing, predicting and in the more complex multi-step equations.

COMMENTS: Year 7 Maths - Area and Perimeter
1=#N is able to use formula to determine the area of squares and rectangles.
2=#N confidently calculates the area of shapes with square and rectangular sections.
3=#N is able to use appropriate formula to calculate the area of squares, rectangles and triangles.
4=#N is able to use appropriate formula to calculate the area of squares, rectangles, triangles and parallelograms.
5=#N can separate shapes into areas and confidently chooses the correct formula for square, rectangular, triangular and parallelogram shaped sections.
6=#N can calculate area but must remember to indicate the correct unit of measurement.
7=#E confidently calculates the area of #which-shape, but needs to ensure the correct unit of measurement is recorded with the answers.
8=To improve, #e needs to #area-skills.

COMMENTS: Year 7 Maths - bookwork
1=Using the correct process, #e is able to justify answers fully.
2=#E is generally able to justify answers but could display more working.
3=#E often neglects to show justification for answers and needs to show more working.
4=#N carefully records formula and calculations when working.
5=#N carefully records formula and calculations when working and #h bookwork is always well organised.
6=#N is able to follow mathematical processes, but has difficulty explaining how answers are derived.
7=#H book work is not well organised.

COMMENTS: Year 7 Maths - Cartesian Plane
1=#N can locate coordinate points in all 4 quadrants of the cartesian plane.
2=#N needs to ensure graphs are drawn and numbered accurately.

COMMENTS: Year 7 Maths - Decimals, Fractions, Percent
1=#N initially struggled to draw decimal fractions in diagrammatic form.
2=#N quickly finds equivalent fractions to assist with calculations.
3=#N is able to convert mentally between fractions, decimals and percentages.
4=#N finds it challenging to convert mentally between fractions, decimals and percentages.
5=#N converts between fractions, decimals and percentages as they work upon the set challenges.

COMMENTS: Year 7 Maths - fractions
1=#E is confident to recognise and manipulate halves, quarters and thirds.
2=#E is confident to recognise and manipulate halves and quarters.
3=#E has improved #h understanding of halves and quarters through recent work designed to challenge misconceptions.

COMMENTS: Year 7 Maths - Geometry
1=#N needs more practice with using geometry tools to ensure accuracy.
2=#N is able to identify and classify angles by size.
3=#N is able to recognise and name angles using #h knowledge of parallel and perpendicular lines.
4=#N is able to name angles by exploring adjacent, supplementary and complementary angles.

COMMENTS: Year 7 Maths - group work and participation
1=#N regularly participates in small group discussions.
2=#N participates actively in small group discussions and will share #h ideas.
3=#N participates actively in small group discussions by sharing #h thoughts and ideas.
4=Other students find #N good to work with as #e is supportive and encouraging.
5=Other students find #N good to work with as #e will ask questions and share #h ideas in small group discussions.
6=#N needs to ensure the contributions #e makes during group discussion are productive and not disruptive.
7=#N is often a passive listener in small group discussions; #e would improve #h understanding by sharing more of #h thoughts or through asking relevant questions.
8=I am extremely pleased with the improved mindset with which #N now approaches #h learning.
9=It is pleasing to see #e now believes #e is capable of learning.
10=It is pleasing to see #e now seeks help by raising #h hand with a relevant question about process or joining the offered support in small group situations.
11=#N needs to ensure #e is focused on #h learning.
12=#N would achieve more if #e was willing to join the small group when support is offered.

COMMENTS: Year 7 Maths - intro
1=#N works #working-style and always participates fully in peer discussions to explain #h understanding.
2=#N is a conscientious student who always strives for accuracy.
3=#N is always willing to ask relevant questions.
4=#N is an enthusiastic learner who is always keen to succeed.
5=#N always works hard in maths lessons.
6=#N is an interested student who listens carefully and always works to the best of #h ability.
7=#N is showing greater confidence in #h maths skills.
8=#N is beginning to believe in #s.

COMMENTS: Year 7 Maths - number
1=#N was able to manipulate numbers to show expanded forms, effectively using this as a strategy to make mental calculations faster and more accurate.
2=#N was able to expand whole numbers and numbers with decimals.
3=#N shows confidence in calculations involving whole number and addition, subtraction, multiplication and basic division.
4=#N shows confidence when working with whole numbers and utilises the patterns of addition and multiplication grids to quickly solve number problems.
5=#N is able to calculate using whole numbers efficiently and is confident to show expanded forms, effectively using this as a strategy to make mental calculations faster and more accurate.
6=#N is able to mentally picture numbers to see their relative size.
7=#N has worked hard in recent weeks to mentally picture the relative size of numbers and to compare these.

COMMENTS: Year 7 Maths - place value
1=#N's progress between our two place value tests was very pleasing and showed that #e could use suggested strategies to improve #h accuracy.
2=#N's progress in the place value diagnostic testing has been very pleasing; effect size calculations suggest #e has made #effect-size-progress in a term.
3=#E can use place value knowledge to correctly write numbers of up to 999 from their written or verbal form.
4=#E can use place value knowledge to correctly write numbers of up to 9999 from their written or verbal form.
5=#E can use place value knowledge to correctly write numbers of up to 99999 from their written or verbal form.
6=#E can use place value knowledge to correctly write numbers from their written or verbal form.
7=#E needs to become familiar with the use of zero when writing numbers of over 10000.
8=#E is confident to expand and simplify larger numbers and will use these partitioning skills to assist with number calculations.

COMMENTS: Year 7 Maths - powers of 10
1=#N was able to re-partition and expand numbers using powers of 10.
2=#N was able to manipulate numbers to show expanded forms.
3=#N was able to manipulate numbers to show expanded forms, effectively using this as a strategy to make mental calculations faster and more accurate.
4=#N was able to expand whole numbers and numbers with decimals.
5=#N was confident when multiplying and dividing by powers of 10.
6=#N is confident to use mental strategies to multiply and divide by powers of 10, by tenths and by hundredths.

COMMENTS: Year 7 Maths - proficiencies
1=#E is able to interpret new and unfamiliar maths due to #h excellent problem solving abilities.
2=#E is able to interpret new and unfamiliar maths with minimal prompting and guidance due to #h very high problem solving skills.
3=With guided questioning, #e is able to interpret some unfamiliar maths as #h problem solving skills are improving.
4=#E needs support to interpret new maths ideas and benefits from guided questioning to link these ideas to the things #e has already learned.
5=Once #e is familiar with a process, #e is able to quickly and efficiently manipulate calculations in a differing manner as #e has great ability to understand the processes.
6=Once #e is familiar with a process, #e is becoming more confident to tweak #h ideas in order to respond to a similar challenge.
7=#N is adept at explaining #h ideas and reasoning clearly to others.
8=#N is gaining confidence to discuss the reasons #e has worked in a particular way in order to derive a solution.
9=#E is able to recall facts and formulas quickly and is therefore able to apply these when calculating answers using a familiar process.
10=#E needs to improve #h recall of facts and formulas to improve #h working fluency.
11=#E understands the importance of correct recall of facts and formulas so will take time to ensure accuracy and is willing to double check facts using books or reference materials.

COMMENTS: Year 7 Maths - relative size
1=#N is able to mentally picture numbers to see their relative size.
2=#N has worked hard in recent weeks to mentally picture the relative size of numbers and to compare these.
3=#N has difficulty picturing the relative size of whole numbers and placing them on open number lines.
4=#N is able to mentally picture the relative size of whole numbers, but finds decimals and fractions harder to picture.

COMMENTS: Year 7 Maths - Transformation
1=#N can use coordinates to describe the location of shapes and designs.
2=#N can use the cartesian plane to accurately describe translation, rotation and reflection of shapes.
3=#N can use geometry tools to show rotation of a symbol with a high degree of accuracy.

COMMENTS: Year 7 Maths - understanding and reasoning
1=#N often has difficulty understanding and solving word problems.
2=#N's speed and accuracy will improve greatly if #e memorizes #h basic multiplication and division facts.
3=#E needs to slow down and read directions carefully.
4=#E has difficult with math concepts that involve high-level problem-solving.
5=#N has difficulty with multiple-step math problems.
6=#N does well with math skills but needs to work on explaining #h thinking.
7=#N appreciates opportunities to discuss #h ideas with peers and uses this to strengthen #h understanding.
8=#N is able to explain how #e has calculated #h answer.
9=#N is able to look at the process used to determine and answer and can articulate why it is calculated in this manner.

LIST: Achievement
1=an excellent result
2=a good outcome
3=an average
4=a disappointing result
5=a poor performance
6=a steady growth
7=an outstanding effort
8=a stunning 
9=a comprehensive
10=a well constructed
11=a well researched
12=a pleasing
13=a more consistent
14=a better outcome

LIST: area-skills
1=use times tables charts to ensure accuracy of calculations
2=use the appropriate unit of measurement with consistency
3=record the formula being used to assist memory
4=move towards sketches to represent shapes (uses life size)
5=break composite shapes into squares or rectangles
6=understand the difference between area and perimeter
7=draw clear diagrams to help with problem solving
8=add sections of composite shapes to find the total area
9=ask questions while working upon challenging concepts
10=clarify their thoughts and understandings with peers

LIST: attitudinal-skills
1=enthusiasm
2=interest
3=confidence
4=an open mind
5=hesitation
6=developing confidence
7=increasing interest

LIST: Aust-poetry
1=creating an image to show understanding of the poem
2=visualising scenes from the poem
3=inferring meanings of words based on the words around them
4=summarising the sequence of events in the poem
5=participating in class discussions to enhance understanding
6=gained confidence to summarise events from a poem
7=gained confidence to suggest meanings for unfamiliar words

LIST: classnovel
1=The Ranger's Apprentice
2=Holes
3=Unique

LIST: EALD-personal-goal
1=accurate use of full stops and capital letters
2=accurate use of full stops, commas and capital letters
3=accurate use of punctuation
4=to build noun groups
5=to use a precise and varied range of verbs
6=to begin to write compound sentences
7=to write compound and complex sentences
8=to use "because"
9=to increase technical and topic specific language
10=increase the use of evaluative language
11=use a variety of connective words in compound sentences
12=consistent and accurate use of tense (subject verb agreement
13=more detail to describe circumstance -when, where, how, why,
14=to extend nominalisation skills
15=to use a greater range of pronouns
16=#?

LIST: effect-size-progress
1=the equivalent of one year's progress
2=the equivalent of one and a half year's worth of progress
3=the equivalent of two year's worth of progress
4=the equivalent of 2 and a half year's worth of progress
5=the equivalent of 3 year's worth of progress
6=the equivalent of over 3 year's worth of progress

LIST: geography
1=the South East Asia unit
2= the Latitude and Longitude task
3=the BOLTSS activity
4=the two mapping tasks

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
7=be prepared to share #h ideas
8=ask relevant questions
9=ensure success criteria for the task are addressed

LIST: maths
1=number
2=area and perimeter
3=geometry
4=angles
5=cartesian plane

LIST: MathsTopics
1=number
2=expanded notation
3=fractions and decimals
4=area and perimeter
5=3D shape
6=cartesian plane coordinate graphing
7=transformation and location

LIST: quality
1=outstanding
2=comprehensive
3=detailed
4=good
5=piece to be proud of
6=pleasing
7=satisfactory
8=interesting
9=engaging
10=descriptive
11=brief
12=piece which met some of the success criteria

LIST: readingskills
1=with expression
2=in a clear and audible voice
3=in an engaging manner

LIST: SampleScienceTopics
1=Heating and Cooling
2=Light and Sound
3=Exploring Magnetism
4=Changing Earth

LIST: Science-topics
1=biology
2=ecosystems
3=major earth resources
4=alternative fuels

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: which-shape
1=squares and rectangles
2=squares, rectangles and triangles
3=squares, rectangles and parallelograms
4=squares, rectangles, triangles and parallelograms

LIST: work-skills
1=read questions carefully
2=ensure all aspects of the set task are completed
3=maintain focus during independent work times
4=ensure the work matches the requirements of the task
5=bring the required materials to lessons
6=check over the quality of work to be presented
7=ensure tasks are presented for assessment
8=ensure tasks are presented on time for assessment
9=balance work time effectively

LIST: working-style
1=with persistence
2=with a clear focus
3=with dedication
4=with effort
5=carefully
6=steadily
7=inconsistently
8=with care and attention to detail
9=with enthusiasm
10=with great energy

LIST: WTWgreen
1=inflected endings
2=compound words
3=syllable juncture
4=word patterns in accented syllables
5=unaccented syllables
6=exploring consonants
7=affixes
8=miscellaneous - homophones, homographs,geography syllables

LIST: WTWunit
1=Emergent
2=(orange)
3=Within Word patterns
4=Syllables and Affixes spellers
5=Derivational Relations spellers

LIST: WTWyellow
1=picture sorts for short and long vowel sounds
2=word sorts contrasting short & long vowel sounds & patterns
3=common long vowel patterns
4=less common long vowel patterns
5=R-influenced vowel patterns
6=dipthongs and other ambiguous vowel sounds
7=beginning & ending complex consonants & consonant clusters
8=high frequency words and contractions
9=inflectional endings for plural and past tense
10=homophones



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