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/*   Subjects: History, Geography, Ancient History, Studies of Religion (RE)


/*   Author says:
/*   "NSW outcomes-based comments."

COMMENTS: Ancient History HSC Outcomes
1=#E #can account for the nature of continuity and change in the ancient world, #which #displayed in #h #work.
2=#E #can propose arguments about the varying causes and effects of events and developments, #which #displayed in #h #work.
3=#E #can evaluate the role of historical features, individuals and groups in shaping the past, #which #displayed in #h #work.
4=#E #can analyse the different perspectives of individuals and groups in their historical context, #which #displayed in #h #work.
5=#E #can assess the significance of historical features, people, places, events and developments of the ancient world, #which #displayed in #h #work.
6=#E #can analyse and interpret different types of sources for evidence to support an historical account or argument, #which #displayed in #h #work.
7=#E #can discuss and evaluate differing interpretations and representations of the past, #which #displayed in #h #work.
8=#E #can plan and conduct historical investigations and presents reasoned conclusions, using relevant evidence from a range of sources, #which #displayed in #h #work.
9=#E #can communicate historical understanding, using historical knowledge, concepts and terms, in appropriate and well-structured forms, #which #displayed in #h #work.
10=#E #can analyse issues relating to the ownership, custodianship and conservation of the ancient past, #which #displayed in #h #work.

COMMENTS: Ancient History Prelim Outcomes
1=#E #can describe the nature of continuity and change in the ancient world, which #displayed in #h #work.
2=#E #can propose ideas about the varying causes and effects of events and developments, which #displayed in #h #work.
3=#E #can analyse the role of historical features, individuals and groups in shaping the past, which #displayed in #h #work.
4=#E #can account for the different perspectives of individuals and groups, which #displayed in #h #work.
5=#E #can examine the significance of historical features, people, places, events and developments of the ancient world, which #displayed in #h #work.
6=#E #can analyse and interpret different types of sources for evidence to support an historical account or argument, which #displayed in #h #work.
7=#E #can discuss and evaluate differing interpretations and representations of the past, which is #displayed #h #work.
8=#E #can plan and conduct historical investigations and presents reasoned conclusions, using relevant evidence from a range of sources, which #displayed in #h #work.
9=#E #can communicate historical understanding, using historical knowledge, concepts and terms, in appropriate and well-structured forms, which #displayed in #h #work.
10=#E #can discuss contemporary methods and issues involved in the investigation of ancient history, which #displayed in #h #work.

COMMENTS: Class work improvement
1=#improve, #N should focus on completing all tasks to the best of #h ability in order to lift #h overall performance.
2=#improve, #N should focus on completing all #h tasks before engaging in discussions with #h peers in order to improve #h overall performance.
3=#improve, #N should focus on completing all tasks on time and to the best of #h ability in order to improve #h overall performance.
4=#N should concentrate on completing all #h #work to the best of #h ability in order to continue #h current rate of improvement.
5=#N should continue to work hard and focus on improving #h extended writing skills in order to maintain #h current rate of progress.
6=#E should continue to apply #s in order to maintain #h high standards.
7=#N should maintain #h current level of effort and focus on adding depth and detail to #h extended response work in order to continue #h current rate of improvement.
8=#N should focus on completing all tasks to the best of #h ability in order to lift #h overall performance.
9=#N should focus on completing all #h tasks before engaging in discussions with #h peers in order to improve #h overall performance.
10=#improve, #N should focus completing #h tasks and not allow #s to be distracted by others.
11=#N should focus on completing all tasks on time and to the best of #h ability to improve #h overall performance.
12=#N should concentrate on completing all #h classwork to the best of #h ability to continue #h current rate of improvement.
13=#N should focus on getting to class and completing #h #work to the best of #h ability to improve #h overall performance.
14=#N should maintain #h current level of effort and focus on #h extended response work to continue #h current rate of improvement.
15=#N should maintain #h current level of effort and focus on adding more depth and detail in #h written work to continue #h current rate of improvement.
16=#improve, #N should focus on preparing diligently for all tasks in order to maximise #h performance.
17=#improve, #N needs to add more detail to #h responses and, therefore, lift #h overall performance.
18=#improve, #N should focus on implementing a regular programme of study in order to complete #h assessment tasks to the best of #h ability.
19=#improve, #N must implement a regular program of study in order to commit course material to memory. This should enable #h to better prepare for #h #work.
20=#N should maintain #h current efforts and commit to a regular program of revision to consolidate #h understanding of key concepts. This should allow #m to add more detail to #h responses and maintain #h current rate of progress.

COMMENTS: Class work- negative
1=#E has produced some good work when #e makes the effort but has shown that #e is capable of more.
2=#E does not ask clarifying questions when #e does not understand the work, and this has impacted on #h progress.
3=#E attitude to work when working in class is good but #e needs to complete #h #work on time in order to make progress.
4=In order to maintain the progress that #e is making, #e needs to listen carefully to instructions.
5=#E lacks confidence in #h own ability in some areas and needs to realise that #e is capable of producing work of a #grade standard when #e puts in the effort.
6=Although #e is beginning to show signs of maturity, there are days when #e can be distracted and lack the concentration needed to make progress.
7=#E is a capable pupil, but this is not always reflected in #h written work.
8=At certain times #e does find difficulty in remaining on task as #e prefers to talk to others around #m. In order to maintain the progress that #e is making, #e needs to give #h full concentration at all times.
9=#E sometimes lacks confidence and needs to start being more independent in the classroom.
10=#E is keen to answer questions but needs to remember to put up #h hand.
11=Occasionally, #e can be easily distracted and #e needs to realise that #e must settle down to work straight away.
12=#E always settles down quickly to work but needs to listen carefully to the instructions given so #e can complete the work successfully.
13=#E is often too keen to finish first; this leads to careless mistakes that #N could easily avoid.
14=#E will often chat during lessons and complete the work to a minimal standard. #E will often say "but I have done the work" which is true; although, it is beneath the standard that is expected from #N.
15=#E is good at debating and answering questions verbally; however, #e needs to show more evidence of this in #h written work.

COMMENTS: Class work- positive
1=In general, #e has a very positive attitude towards all aspects of #h class work and sets a good example with #h behaviour.
2=#E is a quiet, dedicated member of the class, who is considerate in all aspects of their work.
3=#E has become more confident about answering questions and talking in front of the class.
4=#E has worked hard in many curriculum areas and has produced some excellent #work.
5=#E is quiet in class but works hard to complete work to a good standard.
6=#E has a mature attitude and uses #h own initiative to develop work, having produced some excellent #work.
7=#E has a mature approach to many aspects of #h work and shows independence, settling down to work without hesitation.
8=#E has a positive attitude towards all aspects of #h class work and sets a superb example.
9=#E sets an excellent example of good behaviour and has a sensible attitude.
10=#E has a high level of independent working skills.
11=#E is considerate student who participates in activities to the best of #h ability.
12=#E makes good contributions to discussions in class and often asks questions.
13=Although the standard of presentation of #h work has been variable, #e works very hard and has produced some good #work.
14=#E attitude to school and work in general has improved this term and #e has settled to complete good work.
15=#E attitude to school and work in general has improved this term and #e has settled to produce work of a #grade standard.
16=#N often provides thoughtful questions to class discussions, demonstrating a depth of subject knowledge.

COMMENTS: Concepts
1=#N #can a #US understanding of #HC which #displayed in #h #work.
2=#N #can an understanding of #HC which #displayed in #h #work.
3=#N #can an understanding of #HC in #pastsocieties societies which #displayed in #h #work.

COMMENTS: Dedication sentence
1=#E is an outstanding student who has worked very hard throughout the semester and has performed well in #h #work.
2=#E has had a mixed #Time-period but there are signs of improvement in #h behaviour of late.
3=After an unsettled start #e has recently completed some excellent work and is developing #h knowledge in the subject.
4=#E is a dedicated and conscientious member of the class and has put in a steady performance throughout the #Time-period.
5=#E has shown that #e is a capable student when #e applies #s; however, #e does not always complete #h tasks to the best of #h ability and this has impacted #h overall results.
6=#E has focussed in class and delivered some quality work as a result and this has seen #h overall grades improve.
7=#E can be relied upon to complete all #h classwork to the best of #h ability and is an enthusiastic participant in class discussions.
8=#E has shown that #e is a capable student when #e applies #s; however, #e allows #s to lose focus on class and does not always complete #h tasks to the best of #h abilities.
9=#E has not put in sufficient effort in class to develop a strong understanding of the concepts. #H overall lack of effort is reflected in #h poor results.
10=#E has made steady progress in term two after not applying #s sufficiently in term one. #H increased effort has seen a corresponding improvement in #h results.
11=#E is a dedicated and enthusiastic student. #E always completes #h work to the best of #h ability and has made steady progress this semester.
12=#E has not put in the effort required to enable #m to achieve the results of which #e is capable. Furthermore, #h overall performance has been hampered by #h failure to submit a major piece of assessment work.
13=#E has shown that #e is capable of achieving consistent results when #e applies #s. #H overall performance has been hampered by #h reluctance to complete #h class tasks and #e is too willing to display defiance.
14=#E has shown that #e is capable of achieving consistent results when #e applies #s; however, #e has a tendency to lose focus in class and this has impacted upon #h overall performance.
15=#E has been a sporadic attender this semester and has put little effort into #h classwork in those lessons #e is present for. This has meant #e has achieved well below expectations.
16=#E has made outstanding progress this semester. #E regularly stays behind after class to complete tasks and #h efforts have been reflected in #h improved results.
17=#E has put in an impressive effort this semester. #E routinely stays after class to clarify #h understanding of course content. #H efforts have seen a strong lift in #h overall results and #N should be pleased with #h progress.
18=#E has made pleasing progress this semester. #E has put in a consistent effort in class and this has been reflected in #h improved results.

COMMENTS: EAL/D comments
1=#N has been supported in learning about the concepts studied through the use of #EALD.
2=With some teacher guidance, #N can complete the tasks assigned.

COMMENTS: History improvement
1=#N has shown that #e has good explaining skills. #improve, #N must now work to ensure #e is analysing texts and sources to consider their reliability.
2=#N often provides a lot of information in #h answers and explanations; although, it is not always relevant to the question. #improve, #N must ensure to express #h own opinion in the explanations. This will help #m to progress further.
3=#improve, #N will need to justify #h own opinion using sources and historical facts to back up #h conclusions.
4=#N has shown a good ability to identify and describe information from sources, events and societies. #improve, #N must aim to consider the impact and really develop this in #h explanations.
5=#improve, #N needs to consider the importance of events, changes in societies and the impact these have upon the people of the time.
6=#improve, #N must try to put information found in sources into #h own words to demonstrate a clear understanding.
7=#improve, #N would benefit from more time spent on individual research when completing #h #work.
8=#improve, #N must now try to use information from a wider range of sources and put information into #h own words to demonstrate clear understanding.
9=#N has worked hard in history this semester and #h written work shows understanding of what has been studied, though it could be a little more detailed at times.
10=#improve, #N has shown interest in the topics studied but #h written work needs to be more detailed and more carefully presented.
11=#N is able to make simple deductions from a range of historical sources but #improve, #h written work needs to be more detailed and more carefully presented.
12=#improve, #N written work must now include more detail and #e should try to put information into #h own words to demonstrate a clear understanding.
13=#N demonstrates a #grade knowledge of the topic studied but must now try to make #h writing more detailed and attempt to put information found in sources into #h own words to demonstrate a clear understanding.
14=#N has made good efforts with historical work this semester. #improve, #N must now try to make #h written work more detailed in order to demonstrate a clear understanding.
15=#N must ensure to express #h own opinion in #h explanations. This will help #m to progress further.
16=#N has been successful in analysing a range of sources to produce a structure argument. #E is capable of developing #h descriptive writing into a good explanation. To progress further, #N will need to justify #h own opinion using sources and historical facts to back up #h conclusions.
17=#N has shown a good ability to identify and describe information from sources, events and societies. To improve, #N must aim to consider the impact and really develop this in #h explanations.
18=#N needs to consider the importance of events, changes in societies and the impact these have upon the people of the time.

COMMENTS: HSC SOR Outcomes
1=#E #can explain aspects of religion and belief systems, #which #displayed in #h #work.
2=#E #can describe and analyse the influence of religion and belief systems on individuals and society, #which #displayed in #h #work.
3=#E #can examine the influence and expression of religion and belief systems in Australia, #which #displayed in #h #work.
4=#E #can describe and analyse how aspects of religious traditions are expressed by their adherents, #which #displayed in #h #work.
5=#E #can evaluate the influence of religious traditions in the life of adherents, #which #displayed in #h #work.
6=#E #can organise, analyses and synthesise relevant information about religion from a variety of sources, considering usefulness, validity and bias, #which #displayed in #h #work.
7=#E #can conduct effective research about religion and evaluates the findings from the research, #which #displayed in #h #work.
8=#E #can apply appropriate terminology and concepts related to religion and belief systems, #which #displayed in #h #work.
9=#E #can coherently and effectively communicate complex information, ideas and issues using appropriate written, oral and graphic forms, #which #displayed in #h #work.

COMMENTS: Introduction
1=#N has demonstrated a #grade understanding of the #coreconcepts covered this semester.
2=#N has demonstrated a #grade level of understanding of the #coreconcepts studied this semester.

COMMENTS: Languages To Improve
1=To improve further #N should use a range of adjectives, opinions and connectives to express #h ideas and continue to use revision tools regularly.
2=To progress further #N should continue learning vocabulary regularly and ensure #e uses a variety of connectives, qualifiers and opinions in #h work.
3=To progress further #N should continue to check #h written work carefully and broaden #h vocabulary.
4=To progress #N could broaden #h vocabulary by reading texts in the target language.
5=To continue progressing #N should extend the range of connectives, qualifiers and opinions #e uses in #h work.
6=#N would benefit from checking #h written work and revising for tests thoroughly.
7=To progress further #N should learn vocabulary regularly. #E should also complete all Education Perfect tasks to improve #h Italian skills.
8=To improve #N should develop #h memorisation skills and check for little errors that #e makes to ensure that #e achieves #h best.
9=To achieve further I would like to see #N have the confidence to contribute regularly in class. Continued vocabulary learning is also vital.
10=To improve further #N should learn from #h experience this year and keep up #h resolve to aim high and achieve #h best.
11=To improve further #N should show resilience when it come to language learning and not give up easily.
12=For #N to improve #e should start class work when instructed and meet homework deadlines.
13=To improve further #N must concentrate on instructions and if #e doesn’t understand the task, must seek clarity so #e doesn’t waste time.
14=To advance further #N should catch up on missed work following absences and continue to complete Education Perfect tasks.
15=To improve further #N should reflect on what #e can achieve when #e follows teacher guidance, is focussed and trusts in #h ability.
16=To improve further #N must believe in #h abilities and #e should ask for assistance if needed. Continued vocabulary learning is also essential.
17=To further improve #N should avoid occasional silliness, remain focussed and be confident in #h capabilities. Learning vocabulary regularly will help with this.
18=To continue improving #N must keep trying to avoid silliness and be responsible for #h own learning. Learning vocabulary thoroughly is also essential.
19=To improve further #N should avoid speaking out of turn and try not to react or comment on the behaviour of other students.
20=To improve further #N should focus on the set tasks, avoid confrontation with other students and keep calm when completing work.

COMMENTS: Stage 4 Geography course descriptors
1=#E #can demonstrate a #level knowledge and understanding of places and environments, and the geographical processes that form and transform them, #which #displayed in #h #work.
2=#E #can demonstrate #level knowledge and understanding of the interactions and connections between people, places and environments, #which #displayed in #h #work.
3=#E #can explain to a #level level different perspectives of geographical issues across a range of scales, #which #displayed in #h #work.
4=#E #can display #level knowledge and understanding of human wellbeing and the management of places and environments for their sustainability in relation to geographical issues, #which #displayed in #h #work.
5=#E #can exhibit #level level skills to select and apply geographical concepts and tools appropriate and relevant to the investigation, #which #displayed in #h #work.
6=#E #can display #level level skills to select, acquire, process and communicate complex geographical information using a broad range of strategies, #which #displayed in #h #work.

COMMENTS: Stage 4 Geography Outcomes
1=#E #can locate and describe the diverse features and characteristics of a range of places and environments, #which #displayed in #h #work.
2=#E #can describe processes and influences that form and transform places and environments, #which #displayed in #h #work.
3=#E #can explain how interactions and connections between people, places and environments result in change, #which #displayed in #h #work.
4=#E #can examine perspectives of people and organisations on a range of geographical issues, #which #displayed in #h #work.
5=#E #can discuss management of places and environments for their sustainability, #which #displayed in #h #work.
6=#E #can explains differences in human wellbeing, #which #displayed in #h #work.
7=#E #can acquire and process geographical information by selecting and using geographical tools for inquiry, #which #displayed in #h #work.
8=#E #can communicate geographical information using a variety of strategies, #which #displayed in #h #work.

COMMENTS: Stage 4 Languages Outcomes
1=#E #can use Italian to interact with others to exchange information, ideas and opinions, #which #displayed in #h #work.
2=#E #can identify main ideas in and obtain information from texts, #which #displayed in #h #work.
3=#E #can organise and respond to information and ideas in texts for different audiences, #which #displayed in #h #work.
4=#E #can apply Italian pronunciation and intonation patterns, #which #displayed in #h #work.
5=#E #can apply features of Italian grammatical structures and sentence patterns to convey information and ideas, #which #displayed in #h #work.
6=#E #can identify variations in linguistic and structural features of texts, #which #displayed in #h #work.
7=#E #can identify that language use reflects cultural ideas, values and beliefs, #which #displayed in #h #work.

COMMENTS: Stage 4 outcomes
1=#E #can define and use the correct terms when describing or sequencing historical time which #displayed in #h #work.
2=#E #can evaluate the reliability of information gathered as evidence from a variety of sources which #displayed in #h #work.
3=#E #can identify the main features of past societies which #displayed in #h #work.
4=#E #can describe features of an ancient society and its legacy to world cultural heritage which #displayed in #h #work.
5=#E #can describe major periods of historical time and sequences events, people and societies from the past which #displayed in #h #work.
6=#E #can describe and assess the motives and actions of past individuals and groups in the context of past societies which #displayed in #h #work.
7=#E #can describe and explain the causes and effects of events and developments of past societies over time which #displayed in #h #work.
8=#E #can use evidence from sources to support historical narratives and explanations which #displayed in #h #work.
9=#E #can locate, select and organise information from sources to develop an historical inquiry which #displayed in #h #work.

COMMENTS: Stage 5 Geography Outcomes
1=#E #can explain the diverse features and characteristics of a range of places and environments, #which #displayed in #h #work.
2=#E #can explain processes and influences that form and transform places and environments, #which #displayed in #h #work.
3=#E #can analyse the effect of interactions and connections between people, places and environments, #which #displayed in #h #work.
4=#E #can account for perspectives of people and organisations on a range of geographical issues, #which #displayed in #h #work.
5=#E #can assess management strategies for places and environments for their sustainability, #which #displayed in #h #work.
6=#E #can analyse differences in human wellbeing and ways to improve human wellbeing, #which #displayed in #h #work.
7=#E #can acquire and processes geographical information by selecting and using appropriate and relevant geographical tools for inquiry, #which #displayed in #h #work.
8=#E #can communicate geographical information to a range of audiences using a variety of strategies, #which #displayed in #h #work.

COMMENTS: Stage 5 outcomes
1=#N #can explain and assess forces and factors that shaped the modern world, #which #displayed in #h #work.	
2=#N #can sequence and explain patterns of continuity and change, #which #displayed in #h #work.
3=#N #can use evidence from sources to support historical explanations of the modern world, #which #displayed in #h #work.
4=#N #can explain different contexts, perspectives and interpretations of the modern world, #which #displayed in #h #work.
5=#N #can select and use appropriate terms, concepts and formats to communicate about the past, #which #displayed in #h #work.
6=#N #can use historical terms appropriately when communicating the findings of an historical inquiry, #which #displayed in #h #work.
7=#N #can explain why different contexts, perspectives and interpretations of the past are possible, #which #displayed in #h #work.
8=#N #can explain how the rights and freedoms of Aboriginal Peoples and other groups in Australia have changed and are changing, #which #displayed in #h #work.
9=#N #can evaluate historical sources and use them appropriately in an historical inquiry, #which #displayed in #h #work.
10=#N #can has the ability to communicate effectively about the past to a particular audience using ICT and other appropriate written and oral forms, #which #displayed in #h #work.

COMMENTS: Studies of Religion HSC
1=#E engages actively in class discussions and always offers insightful contributions that demonstrate a deep understanding of the religious traditions studied.
2=#E consistently demonstrates a high level of critical thinking skills when analysing and evaluating religious beliefs and practices.
3=#E consistently produces high-quality written work that is well-structured, logical, and supported by relevant evidence and examples.
4=#E consistently demonstrates excellent research skills when investigating and analysing various religious perspectives and issues.
5=#E consistently applies their knowledge of ethical and philosophical considerations to analyse and evaluate different religious perspectives and their impact on society.
6=#E consistently demonstrates an ability to make connections between different religious traditions and their historical, social, and cultural contexts.
7=#E consistently demonstrates effective communication skills when presenting their ideas and opinions about religious issues, engaging the audience and fostering meaningful discussions.
8=#E consistently seeks feedback and actively uses it to improve their understanding and performance in the course.
9=#E consistently demonstrates a genuine curiosity and enthusiasm for learning about different religious traditions and their impact on individuals and society.
10=#E consistently demonstrates an ability to analyse complex issues and the impact they have on adherents when examining religious beliefs and practices.
11=#N demonstrates a deep understanding of the core beliefs and practices of major world religions.
12=In assessments, #N consistently employs critical analysis and evaluation to explore complex religious concepts.
13=#N exudes curiosity and enthusiasm towards learning about different religious traditions.
14=Despite facing challenges in class, #N is eager to seek support and actively engage in discussions.
15=#N effectively utilises a variety of resources to enhance #h understanding of religious values and beliefs.
16=Through #h writing, #N showcases a strong ability to synthesise and articulate complex arguments.
17=#N's contributions to group discussions are insightful and indicate a keen insight into religious worldviews.
18=#N demonstrates respect and an openness to learning about different cultural and religious perspectives.

COMMENTS: Studies of Religion improvement
1=#improve #N should aim to develop their evaluative and analytical skills to engage in a more sophisticated understanding of religious concepts.
2=#improve #N should focus on refining their research skills to ensure they can effectively communicate complex religious theories.
3=#improve #N should develop their capacity to integrate multiple perspectives and respond appropriately to the complexity of issues they encounter.
4=#improve #N should take advantage of consultation time with teachers to clarify misunderstandings and improve understanding of the content.
5=#improve #N should diversify their study techniques to ensure they develop and retain a deep understanding of the curriculum.
6=#improve #N should aim to participate actively in class debates and discussions to bolster their critical thinking and reflective skills.
7=#improve #N should utilise online platforms and other resources to stay up to date and consistently engage in the study beyond class time.
8=#improve #N should engage with practice exams in preparation for HSC to ensure academic success during exams.

COMMENTS: Studies of Religion Prelim
1=Through #h #work #N has shown an understanding the nature of religion.
2=In #h #work demonstrates a knowledge of major religious traditions.
3=#E #can discuss aspects that define the influence and expression of religion and belief systems in Australia and demonstrates a knowledge of religions within Australian society,
4=#E #can research, collate and analyse information from a variety of sources.
5=#E is effective in gathering, analysing and synthesising of information about religion which #displayed in #h #work.
6=#E evaluates religious issues with objectivity and insight which #displayed in #h #work.
7=#E has shown effective evaluation and application of findings from research about religion.
8=#E #can conduct research about religion and evaluates the findings from the research.
9=#E #can communicate complex information, ideas and issues in appropriate forms to different audiences and in different contexts.
10=#E applies appropriate terminology and concepts related to religion and belief systems which #displayed in #h #work.
11=#E coherently and effectively communicates complex information, ideas and issues using appropriate written, oral and graphic forms.
12=#E has demonstrated the ability to analyse religious traditions and their influence on individuals and society.
13=#E has shown an understanding of how religious traditions influence beliefs, values and ethical concepts.
14=#E has shown an understanding of the dynamics within and between religious traditions which #displayed in #h #work.
15=#E has demonstrated the ability to communicate their reflections on the enduring questions of human meaning and purpose effectively.
16=#E has shown a willingness to study and interpret religious texts to gain insight into the beliefs and values of different religious traditions.
17=#E has demonstrated an appreciation for interfaith dialogue and the diversity of religious cultures and spiritual expressions.
18=#E has shown an understanding of how religious traditions express their beliefs about God, the sacred, and the nature of the world.
19=#E has shown an ability to evaluate arguments and think critically and reflectively about the beliefs and values of the religious traditions studied.
20=#E has shown an ability to respect the academic, cultural, and religious viewpoints of others which #displayed in #h #work.

LIST: can
1=can
2=is developing the ability to
3=is able to
4=has shown the ability to
5=has demonstrated the ability to
6=has displayed the ability to
7=has the ability to
8=has shown
9=has displayed
10=is developing an understanding of how to

LIST: coreconcepts
1=topics
2=core concepts
3=key concepts
4=key topics
5=core topics

LIST: displayed
1=can be seen
2=is evident
3=is displayed
4=is shown
5=is exhibited
6=is demonstrated

LIST: EALD
1=visual support, for example pictures to show important ideas
2=word lists with meanings
3=explicit instructions
4=scaffolding worksheets
5=speaking and listening activities
6=group activities
7=listening cloze activities
8=joint construction of texts
9=sentence stems and writing frames
10=modified assessment tasks
11=model texts with notes
12=text reconstruction activities
13=building the field
14=pre-teaching of vocabulary and background knowledge
15=expert groups
16=dictogloss
17=highlighting key words
18=summarising

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: grade
1=outstanding
2=high
3=sound
4=basic
5=limited

LIST: HC
1=continuity and change
2=cause and effect
3=historical perspectives
4=empathetic understanding
5=historical significance
6=contestability
7=chronology and timelines

LIST: HistoryProjects
1=Holocaust Project.
2="Was Haig the Butcher of the Somme?" project.
3=Atomic Bomb debate work.
4=World War II group work.

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: improve
1=To improve
2=To see improvement

LIST: level
1=extensive
2=high
3=sound
4=basic
5=elementary

LIST: OLD-HistoryProjects
1=Holocaust Project.
2="Was Haig the Butcher of the Somme?" project.
3=Atomic Bomb debate work.
4=World War II group work.

LIST: OLD-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: OLD-Projects
1=Holocaust Project.
2="Was Haig the Butcher of the Somme?" project.
3=Atomic Bomb debate work.
4=World War II group work.

LIST: OLD-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: pastsocieties
1=ancient
2=modern

LIST: SampleRatingList
1=an excellent
2=a good
3=an average
4=a disappointing
5=a poor

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

LIST: subjects
1=business
2=historical
3=geographical

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: US
1=strong
2=deep
3=solid
4=in depth
5=reasonable
6=developing
7=basic

LIST: which
1=which
2=as
3=and this

LIST: work
1=class work
2=work
3=assessment tasks
4=assessment 
5=assessments
6=contributions to class discussions
7=homework
8=second assessment task
9=third assessment task



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