/* SAVE YOURSELF HOURS...
/* IMPORT THESE COMMENTS INTO: SchoolReportWriter.COM
/* HIGHLY-RATED, FREE, TEACHER APP:
/* - TRUSTED by 1000s of teachers, since 2012
/* - QUICKLY create personalised reports
/* - PASTE into your school system, Word etc
/* - GENDER NEUTRAL option
/* - DEMO video at SchoolReportWriter.COM
/* FOR HELP see end of this document.
/* Subjects: Mathematics (Maths)
COMMENTS: Conclusion
1=Before #e works on the assigned practice, #e should spend time reviewing the lesson slides and resources to ensure #e properly understands the concepts and practices the skills correctly.
2=When completing the assigned practice problems, #e needs to spend more time trying to understand and correct #h errors in order to learn from them and avoid repeating them.
3=Overall, #N can improve in the second semester if #e puts more effort into practicing effectively, attempting the standard level problems more frequently, and choosing problems that reflect #h ability and extend #h thinking and learning.
4=#E is encouraged to maintain positive work habits as #e produces #h best work when focused on tasks and eliminates distractions. These habits include regularly revising material to reinforce #h learning, consistent practice at home, coming to class prepared, and seeking assistance when needed.
5=As #N further develops confidence in #h ability to independently understand and complete complex assignments #h attainment results should continue to improve as well.
6=#H main challenge is the retention of previously learned concepts. #E is encouraged to regularly revise material to reinforce #h learning. #E is also encouraged to focus on consistency in #h home practice and recognizing when more practice or support is needed.
7=#N could be a real class leader, both in #h personal academic growth and as an example to those around #m.
8=For next semester, #e should choose problems carefully to find questions that reflect #h ability, and really extend #h thinking and learning. By pushing #s, #e will really be able to grow as a mathematician.
9=#E is also encouraged to focus on consistency in #h home practice and recognizing when more practice or support is needed.
10=#N is encouraged to maintain positive work habits as #e produces #h best work when focused on tasks and eliminates distractions. These habits include sustained focus during class time and seeking assistance when challenged by unfamiliar tasks.
11=#N has a lot to add to the class and is encouraged to reduce distracting habits and to further develop #h positive leadership skills.
12=#N is a very competent mathematician who can invariably see a variety of ways to tackle a problem using concepts and techniques from a wide range of mathematical ideas. For the second semester I recommend #e continue to try the challenge level problems and try some of the math contest websites.
13=#E can further improve by challenging #s with complex word problems in classwork and homework more frequently.
14=In order to make the next leap in #h mathematics achievement, #N should try some of the challenge problems offered in the lessons on a more regular basis.
COMMENTS: Criterion A (gr 7)
1=#N has been able to select and apply appropriate mathematics when solving problems in familiar situations with knowledge and understanding of fractions, decimals and percentages.
2=#N has been able to select and apply appropriate mathematics when solving challenging problems in familiar situations with knowledge and understanding of fractions, decimals and percentages.
3=#N has been able to select and apply appropriate mathematics when solving challenging problems in both familiar and unfamiliar situations with knowledge and understanding of fractions, decimals and percentages.
COMMENTS: Criterion A (gr 8)
1=#N has struggled to select and apply appropriate mathematics when solving problems in familiar situations using knowledge and understanding of numbers and algebra.
2=#N has been able to select and apply appropriate mathematics when solving problems in familiar situations using knowledge and understanding of numbers and algebra.
3=#N has been able to select and apply appropriate mathematics when solving challenging problems in familiar situations using knowledge and understanding of numbers and algebra.
4=#N has been able to select and apply appropriate mathematics when solving challenging problems in both familiar and unfamiliar situations using knowledge and understanding of numbers and algebra.
COMMENTS: Criterion A - term 1 - (gr 7)
1=#N has been able to select and apply appropriate mathematics when solving problems in familiar situations with knowledge and understanding of fractions, decimals and percentages.
2=#N has been able to select and apply appropriate mathematics when solving challenging problems in familiar situations with knowledge and understanding of fractions, decimals and percentages.
3=#N has been able to select and apply appropriate mathematics when solving challenging problems in both familiar and unfamiliar situations with knowledge and understanding of fractions, decimals and percentages.
COMMENTS: Criterion A - term 2 - (gr 7)
1=#N has been able to select and apply appropriate mathematics when solving problems in familiar situations with knowledge and understanding of geometry and algebra.
2=#N has been able to apply #h knowledge and understanding to familiar problems relating to geometry and algebra.
3=#N has been able to select and apply appropriate mathematics when solving challenging problems in familiar situations with knowledge and understanding of geometry and algebra.
4=#N has been able to select and apply appropriate mathematics when solving challenging problems in both familiar and unfamiliar situations with knowledge and understanding of geometry and algebra.
5=#N can select and apply appropriate mathematics when solving challenging problems in both familiar and unfamiliar situations and generally solve these problems correctly in a variety of contexts.
COMMENTS: Criterion A - term 2 - (gr 8)
1=#N has struggled to select and apply appropriate mathematics when solving problems in familiar situations using knowledge and understanding of numbers and algebra.
2=#N has been able to select and apply appropriate mathematics when solving problems in familiar situations using knowledge and understanding of numbers and algebra.
3=#N has been able to select and apply appropriate mathematics when solving challenging problems in familiar situations using knowledge and understanding of numbers and algebra.
4=#N has been able to select and apply appropriate mathematics when solving challenging problems in both familiar and unfamiliar situations using knowledge and understanding of numbers and algebra.
COMMENTS: Criterion A improvement (gr 7)
1=Building confidence in numeracy skills is important for #N to begin to apply knowledge and understanding to more complex and unfamiliar problems. In moving forward, #e would benefit from playing with numbers in order to continue to develop numeracy skills.
2=In moving forward, #N would benefit by continuing to challenge #s with solving open-ended problems and continuing to develop #h numeracy skills.
3=#N would benefit from solving more challenging problems in order to continue to improve #h mathematical understanding.
4=Continuing to work on more challenging problems will allow #N to further extend #h knowledge and understanding.
5=#N should try to apply #h learning to more challenging/unfamiliar problems. With regular practice and greater experience of such questions, #h understanding will grow.
6=Moving forward, #N would benefit by continuing to challenge #s by solving more complex open-ended problems.
COMMENTS: Criterion A improvement (gr 8)
1=#E continues to find it difficult to share #h knowledge on assessment tasks. Moving forward, #e would benefit by continuing to challenge #s by reviewing problems solved in class as well as ensuring #e is using #h toolkit while practicing.
2=In moving forward, #e would benefit from playing with numbers and mathematics through puzzles and games in order to feel more comfortable and confident in #h numeracy skills.
3=#E would benefit from solving more challenging problems in order to continue to improve #h mathematical understanding.
4=Continuing to work on more challenging problems will allow #m to further extend #h knowledge and understanding.
5=#E should try to apply #h learning to more challenging and unfamiliar problems. With regular practice and greater experience of such questions, #h understanding will grow.
6=#E should work to overcome any misunderstandings #e has in this subject. It is essential that all topics studied this school year have been understood so that next year they can be explored further.
COMMENTS: Criterion A improvement - term 1 - (gr 7)
1=Building confidence in numeracy skills is important for #N to begin to apply knowledge and understanding to more complex and unfamiliar problems. In moving forward, #e would benefit from playing with numbers in order to continue to develop numeracy skills.
2=In moving forward, #N would benefit by continuing to challenge #s with solving open-ended problems and continuing to develop #h numeracy skills.
3=#N would benefit from solving more challenging problems in order to continue to improve #h mathematical understanding.
4=Continuing to work on more challenging problems will allow #N to further extend #h knowledge and understanding.
5=#N should try to apply #h learning to more challenging/unfamiliar problems. With regular practice and greater experience of such questions, #h understanding will grow.
6=Moving forward, #N would benefit by continuing to challenge #s by solving more complex open-ended problems.
COMMENTS: Criterion A improvement - term 2 - (gr 7)
1=Building confidence in numeracy skills is important for #m to begin to apply knowledge and understanding to more complex and unfamiliar problems. In moving forward, #e would benefit from playing with numbers in order to continue to develop numeracy skills.
2=In moving forward, #e would benefit by continuing to challenge #s with solving open-ended problems and continuing to develop #h numeracy skills.
3=In moving forward, #e would benefit by continuing to develop skills in algebra such as distributive property and solving for an unknown.
4=Continuing to work on more challenging problems will allow #m to further extend #h knowledge and understanding.
5=#N should try to apply #h learning to more challenging / unfamiliar problems. With regular practice and greater experience of such questions, #h understanding will grow.
6=Moving forward, #N would benefit by continuing to challenge #s by solving more complex open-ended problems.
COMMENTS: Criterion A improvement - term 2 - (gr 8)
1=#E would benefit from reviewing algebraic knowledge. This is a branch of mathematics where a strong foundation is needed.
2=In moving forward, #e would benefit from playing with numbers and mathematics through puzzles and games in order to feel more comfortable and confident in #h numeracy skills.
3=#E would benefit from solving more challenging problems in order to continue to improve #h mathematical understanding.
4=#E should try to apply #h learning to more challenging and unfamiliar problems. With regular practice and greater experience of such questions, #h understanding will grow.
5=#E should work to overcome any misunderstandings #e has in this subject. It is essential that all topics studied this school year have been understood so that next year they can be explored further.
COMMENTS: Criterion B (gr 7)
1=#N is able to apply problem-solving techniques to recognize patterns and suggest how these patterns work.
2=#N is able to apply problem-solving techniques to recognize patterns, suggest relationships or general rules consistent with #h findings, and verify whether they work for other examples.
3=#N is able to apply problem-solving techniques to recognize patterns, determine a generalisation to represent the pattern, and verify whether the generalisation works for other examples.
4=#N is able to select and apply problem-solving techniques to recognize correct patterns, describe these patterns as relationships or general rules consistent with #h correct findings, verify whether they work for other examples and provide justification.
COMMENTS: Criterion B (gr 8)
1=#N has improved in #h problem solving skills and was able to apply problem-solving techniques to recognize patterns using knowledge of distributive property and suggest how these patterns work.
2=#N is able to apply problem-solving techniques to recognize patterns and suggest how these patterns work.
3=#N has been able to apply problem-solving techniques to recognize patterns in the T-shape task. #E was able to determine the general rule and verify whether the rule works for other examples.
4=#N has been able to apply problem-solving techniques to recognize patterns using knowledge of distributive property in the Expanding Brackets task. #E was able to determine the general rule, and verify whether the rule works for other examples.
5=#N was able to successfully determine the pattern in both the Expanding Brackets and the T-shape assessment tasks.
6=#N is able to select and apply problem-solving techniques to recognize correct patterns in both the T-shape and Expanding Brackets tasks. #E was able to determine the generalisation, verify whether the rule worked for other examples and provide justification.
COMMENTS: Criterion B - term 1 - (gr 7)
1=#N is able to apply problem-solving techniques to recognize patterns and suggest how these patterns work.
2=#N is able to apply problem-solving techniques to recognize patterns, suggest relationships or general rules consistent with #h findings, and verify whether they work for other examples.
3=#N is able to apply problem-solving techniques to recognize patterns, determine a generalisation to represent the pattern, and verify whether the generalisation works for other examples.
4=#N is able to select and apply problem-solving techniques to recognize correct patterns, describe these patterns as relationships or general rules consistent with #h correct findings, verify whether they work for other examples and provide justification.
COMMENTS: Criterion B - term 2 - (gr 7)
1=#N is able to apply problem-solving techniques to recognize patterns and suggest how these patterns work such as in the algebraic gardening task.
2=#N was able to apply problem-solving techniques in the algebraic gardening task in order to recognize patterns, suggest rules and verify whether the rule worked for other examples.
3=#N was able to apply problem-solving techniques in the algebraic gardening task to determine a generalisation to represent the pattern, and verify whether the generalisation worked for other examples.
4=#N has demonstrated excellent pattern recognition skills and was able to determine an algebraic rule for the algebraic gardening task. #E was able to verify the algebraic rule and has improved in #h justification.
5=#N was able to select and apply problem-solving techniques to recognize correct patterns in the algebraic gardening task. #E determined a correct generalisation, verified the rule with other examples and provided a clear justification.
COMMENTS: Criterion B improvement (gr 7)
1=#E would benefit from continuing to practice recognizing patterns. To improve, #e should use tables and diagrams in order to help recognize patterns. Once #e has described the pattern in words, #e can then begin to develop algebraic generalisations for the pattern.
2=#E should review previous investigations so that #e is more confident when suggesting general rules consistent with #h findings and verifying that they work for other examples.
3=When finding an algebraic generalisation of a pattern, #e would benefit from being clearer in #h verification of the algebraic rule. Remembering to verify values using two methods, such as substituting into the equation as well as a visual confirmation will improve verification.
4=#E would benefit from improving #h justification of pattern generalisations. Using diagrams and clear reasoning to explain each part of the equation would increase the level of mathematical sophistication in #h justification.
COMMENTS: Criterion B improvement (gr 8)
1=#E would benefit from continuing to practice recognizing patterns. To improve, #e should use tables and diagrams in order to help recognize patterns. Once #e has described the pattern in words, #e can then begin to develop algebraic generalisations for the pattern.
2=#E should review previous investigations so that #e is more confident when suggesting general rules consistent with #h findings and verifying that they work for other examples.
3=When finding an algebraic generalisation of a pattern, #e would benefit from being clearer in #m verification of the algebraic rule. Remembering to verify values using two methods, such as substituting into the equation as well as a visual confirmation will improve verification.
4=#E would benefit from improving #h justification of pattern generalisations. Using diagrams and clear reasoning to explain each part of the equation would increase the level of mathematical sophistication in #h justification.
COMMENTS: Criterion B improvement - term 2 - (gr 7)
1=#N would benefit from continuing to practice recognizing patterns. To improve #e should use tables and diagrams in order to help recognize patterns. Once #e has described the pattern in words, #e can then begin to develop algebraic generalisations for the pattern.
2=#E should review previous investigations so that #e is more confident when suggesting general rules consistent with #h findings and verifying that they work for other examples.
3=When finding an algebraic generalisation of a pattern, #e would benefit from being clearer in #h verification of the algebraic rule. Remembering to verify values using two methods, such as substituting into the equation as well as a visual confirmation will improve verification.
4=Using diagrams and clear reasoning to explain each part of the equation would increase the level of mathematical sophistication in #h justification.
COMMENTS: Criterion C (gr 7)
1=#N uses some mathematical language, notation, and limited forms of mathematical representation to present information related to probability.
2=#N uses some appropriate mathematical language, notation, and different forms of mathematical representation related to probability.
3=#N usually uses appropriate mathematical language and notation, choosing and correctly using different forms of mathematical representation, such as tables and tree diagrams.
4=#N shows clear mathematical reasoning, presenting work which has a logical structure.
5=#N consistently uses appropriate mathematical language, notation and different forms of mathematical representation, such as appropriate and correct tables and tree diagrams.
6=#N shows clear and coherent mathematical reasoning in calculations and solutions to problems.
7=#N presents work that is consistently organised using a logical structure.
COMMENTS: Criterion C (gr 8)
1=#N uses some mathematical language, notation, and limited forms of mathematical representation to present information.
2=#N uses some appropriate mathematical language, notation, and different forms of mathematical representation.
3=#N usually uses appropriate mathematical language and notation, choosing and correctly using different forms of mathematical representation, such as tables and graphs. #E shows clear mathematical reasoning, presenting work which has a logical structure.
4=#N consistently uses appropriate mathematical language, notation and different forms of mathematical representation, such as appropriate and correct tables and graphs. #E shows clear and coherent mathematical reasoning in calculations and solutions to problems and presents work that is consistently organised using a logical structure.
COMMENTS: Criterion C - term 2 - (gr 7)
1=#N uses some mathematical language, notation, and limited forms of mathematical representation to present information related to ratios.
2=#N uses some appropriate mathematical language, notation, and different forms of mathematical representation related to ratios.
3=#N usually uses appropriate mathematical language and notation, choosing and correctly using different forms of mathematical representation, such as tables and ratio notation.
4=#N shows clear mathematical reasoning, presenting work which has a logical structure.
5=#N consistently uses appropriate mathematical language, notation and different forms of mathematical representation, such as appropriate and correct tables and ratio notation.
6=#N shows clear and coherent mathematical reasoning in calculations and solutions to problems.
7=#N presents work that is consistently organised using a logical structure.
COMMENTS: Criterion C - term 2 - (gr 8)
1=#N uses some mathematical language, notation, and limited forms of mathematical representation to present information related to linear functions.
2=#N uses some appropriate mathematical language, notation, and different forms of mathematical representation of linear functions.
3=#N usually uses appropriate mathematical language and notation, choosing and correctly using different forms of mathematical representation, such as tables and graphs in the stacked cups task.
4=#E shows clear mathematical reasoning, presenting work which has a logical structure.
5=#N consistently uses appropriate mathematical language, notation and different forms of mathematical representation, such as appropriate and correct tables and graphs in the stacked cups task.
6=#E shows clear and coherent mathematical reasoning in calculations and solutions to problems in both the business task and the stacked cups task, and presents work that is consistently organised using a logical structure.
COMMENTS: Criterion C improvement (gr 7)
1=#E should try to improve #h lines of reasoning.
2=#H mathematical communication would benefit from showing clear mathematical strategies when solving problems. This will make it easier to follow the work and understand the solutions.
3=#E organises information adequately and would benefit from communicating solutions in a clearer and more structured manner when solving more challenging and open-ended problems.
4=#E would benefit from using different forms of representation to solve a problem.
5=#E continues to develop #h communication and in moving forward, #e would benefit from focusing on #h communication of mathematical solutions, ensuring that #e is using mathematical notation and multiple forms of representation.
COMMENTS: Criterion C improvement (gr 8)
1=#E should try to improve #h lines of reasoning.
2=#H mathematical communication would benefit from showing clear mathematical strategies when solving problems. This will make it easier to follow the work and understand the solutions.
3=#E organises information adequately and would benefit from communicating solutions in a clearer and more structured manner when solving more challenging and open-ended problems.
4=#E would benefit from using different forms of representation to solve a problem.
COMMENTS: Criterion C improvement - term 2 - (gr 7)
1=#E should try to improve #h lines of reasoning.
2=#H mathematical communication would benefit from showing clear mathematical strategies when solving problems. This will make it easier to follow the work and understand the solutions.
3=#E organises information adequately and would benefit from communicating solutions in a clearer and more structured manner when solving more challenging and open-ended problems.
4=#E would benefit from using different forms of representation to solve a problem.
5=#E continues to develop #h communication and in moving forward, #e would benefit from focusing on #h communication of mathematical solutions, ensuring that #e is using mathematical notation and multiple forms of representation.
COMMENTS: Criterion C improvement - term 2 - (gr 8)
1=#E should try to improve #h lines of reasoning.
2=#H mathematical communication would benefit from showing clear mathematical strategies when solving problems. This will make it easier to follow the work and understand the solutions.
3=#E organises information adequately and would benefit from communicating solutions in a clearer and more structured manner when solving more challenging and open-ended problems.
4=#E would benefit from using different forms of representation to solve a problem.
COMMENTS: Criterion D (gr 7)
1=#N has been able to identify the relevant elements of a game and apply mathematical strategies to reach a solution.
2=#N has been able to identify the relevant elements of a game and use mathematical strategies to model the situation and reach a valid solution.
3=#N can describe the degree of accuracy of #h solution and state correctly why it makes sense in the context.
4=#N has been able to identify the relevant elements of a game and use appropriate strategies to model the situation and reach a correct solution.
5=#N can explain the degree of accuracy of #h solution and describe correctly why it makes sense in the context.
COMMENTS: Criterion D - term 2 - (gr 7)
1=#N has been able to identify the relevant elements of a game and apply mathematical strategies to reach a solution in the proportional notecard task.
2=#N has been able to identify the relevant elements of the proportional notecard task and use mathematical strategies to model the situation and reach a valid solution.
3=#N can describe the degree of accuracy of #h solution and state correctly why it makes sense in the context.
4=#N has been able to identify the relevant elements of the proportional notecard task and use appropriate strategies to model the situation and reach a correct solution.
5=#N can explain the degree of accuracy of #h solution and describe correctly why it makes sense in the context.
COMMENTS: Criterion D - term 2 - (gr 8)
1=#N struggled to identify the relevant elements of an authentic real-life situation and apply mathematical strategies to reach a solution in the stacked cups task.
2=#N can identify the relevant elements of an authentic real-life situation and apply mathematical strategies to reach a solution in the stacked cups task or business task.
3=#N can identify the relevant elements of an authentic real-life situation in both the business task and the stacked cups task.
4=#N uses mathematical strategies to model the situation and reach a valid solution in both the business task and the stacked cups task.
5=#N can describe the degree of accuracy of #h solution and state correctly why it makes sense in the context.
COMMENTS: Criterion D improvement (gr 7)
1=#E should continue to develop #h ability to explain #h chosen degree of accuracy and explain why #h solution makes sense in the context.
COMMENTS: Criterion D improvement - term 2 - (gr 7)
1=#E should continue to develop #h ability to explain #h chosen degree of accuracy and explain why #h solution makes sense in the context.
COMMENTS: Criterion D improvement - term 2 - (gr 8)
1=#E should continue to develop #h ability to explain #h chosen degree of accuracy and explain why #h solution makes sense in the context.
COMMENTS: Improvement end of year
1=In terms of approaches to learning, #N regularly makes positive contributions to classroom discussions.
2=#E often shares insightful comments and should strive to expand these ideas to further develop #h critical thinking and analytical skills.
3=Overall, #N should be pleased with #h progress this year and should continue to flourish if the effort level remains consistent.
4=In terms of approaches to learning, #N is progressing in #h organization and self-management.
5=#E has a lot to add to the class and is encouraged to reduce distracting habits and to further develop #h positive leadership skills.
6=In order to improve, #N should choose homework problems that are of the appropriate level. By pushing #s, #e will really be able to grow as a mathematician.
7=#N should make sure #e is prepared for class every day, with all #h materials and all #h homework completed.
8=Overall, #N can do better in the next term if #e puts more effort into #h studies.
9=#E should work on homework problems that reflect #h ability, and really extend #h thinking and learning.
10=#E can further improve by challenging #s with complex word problems in classwork and homework more frequently.
11=#N could be a real class leader, both in #h personal academic growth and as an example to those around #s.
12=In order to make the next leap in #h mathematics achievement, #N should continue to try the challenge problems offered in the lessons.
13=Keep up the solid effort.
14=In terms of approaches to learning, #N is a student who takes pride in #h work and is motivated by positive feedback.
15=#E is encouraged to focus on consistency in #h home practice and recognizing when more practice or support is needed.
16=#N's confident approach to #h studies and #h positive work habits combine to make #m an exceptional student. #E can further improve by challenging #s with complex word problems in classwork and homework more frequently. By pushing #s, #e will really be able to grow as a mathematician.
17=#N shows real talent for mathematics. To achieve #h potential, I highly recommend #s to try math contest websites on #h own time and to continue to do challenge level problems in class. The sky's the limit for #N in mathematics.
18=#E is encouraged to continue to seek assistance or clarification when necessary and to maintain the positive work habits that led to increased mastery of learning goals.
19=In order to improve #e should ask more questions in class when something does not make sense. #E should continue to practise regularly and complete assigned homework, make corrections, and seek help to clarify concepts.
20=I wish #m all the best next year.
COMMENTS: Sample intro sentences
1=#N is a positive member of our Mathematics class who is seen as a valued team member by #h peers and is able to collaborate when placed in small groups to solve challenging problems.
2=#N is a positive member of our Mathematics class who takes a proactive approach to #h learning by asking clarifying questions.
3=#N shows enthusiasm for mathematics by being an active participant in class.
4=#N is a positive and polite member of our Mathematics class.
5=#N showed an increase of independence and work effort during the past few months. #E began to take more responsibility for #h learning in mathematics and consistently submitted tasks on time.
6=#N is a positive and cooperative member of our Mathematics class.
7=#N is an enthusiastic member of our Mathematics class who regularly contributes during whole-class problem solving.
8=#N is a pleasant member of our Mathematics class and is open to support when #e needs a concept clarified.
9=#N has demonstrated good work habits and a strong desire to improve #h understanding.
10=#N is able to work well in groups, helping others when possible, and asking for clarification when needed.
11=#N has proved to be a keen and conscientious student who has taken a very positive approach to the subject.
12=#N is a respectful and principled member of the classroom community, quietly working to improve #h knowledge of the learning goals.
13=Thus far in Mathematics, #N has demonstrated decent work habits and is making progress, but needs to give a more focused and consistent effort.
14=#E has shown ability and interest in this subject, and enjoys class activities and group work.
15=#E struggles with putting #h ideas on paper and explaining #h thinking.
16=#E has generally worked well this semester but could have given a little more effort.
17=#E is a highly motivated student who has shown a very sound understanding of all the topics covered.
18=#E is an adept mathematician who is able to make connections between skills, knowledge and prior learning experiences.
19=#E is a very competent mathematician who can invariably see a variety of ways to tackle a problem using concepts and techniques from a wide range of mathematical ideas.
20=#E can quickly grasp new ideas and sees the implications of points being made.
COMMENTS: Sample project-work sentences
1=#E has worked hard this year on all of #h projects but I was especially impressed with the high-quality of #h #Science-topics assignment.
2=Project-work has been done to a minimum standard and is often handed in late. To improve #e needs to #How-to-improve.
3=Although #h #Science-topics project-work was satisfactory, I do expect #m to do more background research next time.
4=#H project-work is always excellent as demonstrated in #h #Science-topics assignment. We were all very impressed with #h creative and entertaining website designs which were an inspiration to the class.
5=#H project-work has varied considerably, however #h highly-imaginative #Science-topics project was excellent and was displayed in reception at the School Open Day. An excellent achievement #N.
COMMENTS: Sample summing-up sentences
1=#N always tries #h best and has achieved a well-deserved Level #? overall. An excellent performance, keep it up!
2=#N has reached Level #?. This was #h target and #e should be proud of #s. To ensure #e keeps this up next year #e should #How-to-improve.
3=#N has achieved a Level #? overall. #E often works below #h best and with a little more effort #e could easily reach Level #?. To improve #e should #How-to-improve.
4=#N has not had the best of starts this year and is still working at Level #?. #E rarely completes #h work on time. To achieve more next year #e needs to #How-to-improve.
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: Science-topics
1=Heating and Cooling
2=Light and Sound
3=Exploring Magnetism
4=Changing Earth
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
/*=========================================
/* HELP: Creating & Importing Files
/*=========================================
/*
/* See also, YouTube Teacher Training Video at:
/* SCHOOL REPORT WRITER .COM
/* https://schoolreportwriter.com/
/*
/* #N - Name
/* #E - She/He/They
/* #e - she/he/they
/* #H - His/Her/Their
/* #h = his/her/their
/* #b - girl/boy/child
/* #m - him/her/them
/* #s - herself/himself/themself
/* #? - be prompted for text later e.g. #N achieved #?% in the exam.
/* #your-list-name - select from a list later e.g. #N excelled in #topics.
/* {BR} - line break; {BR}{BR} - double line break.
/*
/*
/* DID YOU KNOW?
/*
/* You can also import comment files in the,
/* Teachers Report Assistant format.
/* There are 1000s around the web.
/* School Report Writer automatically converts them.
/*
/*
/* YOUR EXISTING COMMENTS ARE SAFE:
/*
/* When you upload, you will be shown the comments
/* you are about to import. You will be told if names
/* are already in use and you can pick-&-click which
/* comments to add to your comment bank.
/*
/*
/* USE 'PLAIN TEXT' (.txt) FILES ONLY:
/*
/* Import files must be 'plain text'. The easiest way to
/* create one is to download a comment file from our site
/* and open it on your computer. On most systems it will
/* automatically open in a plain text editor. If you
/* make changes and save, the file should automatically be
/* saved as plain text. On PCs it will usually open in
/* NotePad. On Macs, usually TextEdit. In Word, and other
/* word processors, use 'save as' (see Word File menu)
/* and then choose file type: 'text only/plain text'.
/*
/*
/* ADDING HELPFUL NOTES:
/*
/* Lines starting /* are for notes (like this line).
/* They are ignored when files are imported.
/* You can add notes anywhere in the file. Blank lines
/* are also ignored and can also be included anywhere.
/*
/*
/* COMMENTS AND LISTS:
/*
/* Files contain groups of comments and lists.
/* Each group should start with either:
/*
/* COMMENTS: your-comment-name-here
/* or
/* LIST: your-list-name-here
/*
/* List names are 2-30 characters long and contain
/* only letters, numbers, '&', hyphens and NO SPACES.
/*
/* Comment names can include spaces, and any other
/* characters except: < > \ # (max length 50).
/*
/* Each group may include up to 20 numbered lines, e.g.
/*
/* COMMENTS: Science Yr7 project work
/* 1= #N's work on #Science-topics was excellent.
/* 2= #N gave an inspiring #Science-topics presentation.
/* 3= #N received a well-deserved A+ in #Science-topics.
/* 4= etc...
/*
/* LIST: Science-topics
/* 1= Heating and Cooling
/* 2= Light and Sound
/* 3= Exploring Magnetism
/* 4= Changing Earth
/* 5= etc...
/*
/* REMINDER... lines beginning /* are for notes.
/* So to import the two science examples above,
/* you would need to remove the /*, otherwise
/* the lines would be ignored when imported.
/*
/*
/* NEED MORE HELP? support@SchoolReportWriter.com - we usually reply the same day.
/*
/* SCHOOL REPORT WRITER .COM
/* https://schoolreportwriter.com/
/* The FREE ONLINE school report writing software & school report card comments bank.