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/*   Subjects: Math, English, Science, Social Studies


COMMENTS: 1. Progress, maths, stage 3
1=#N has made #grade progress in mathematics, over the last two terms.
2=#N has made some progress in numeracy when given #support support.
3=#N has improved #degree in maths, recently.

COMMENTS: 3. Strategies
1=and is able to #consistency select appropriate problem solving strategies to demonstrate #h #grade fluency in mathematical techniques.
2=and can #consistency choose the right strategies to solve #h problems in maths. When #e does this, #e has shown a #grade success in using the techniques of maths.

COMMENTS: 5. Summing Up
1=#N always tries #h best and works hard at all times. An excellent performance, keep it up!
2=#N has improved in many areas, in the last two terms. This was a significant achievement #e should be proud of #s. To help #e with keeping this up next year #e should #next-step.
3=#N has improved in many areas, in the last two terms. This was because of their effort in learning and #e should be proud of #s. To help #e with keeping this up next year #e should #next-step.
4=#N has achieved a #grade level, overall. #E often works below #h best and with a little more effort #e could likely improve. One thing #e can do that would help is to #next-step.
5=#N has not had the best of starts this term and is still working at a #grade level. #E rarely completes #h work on time. One way that #e could work to improve #s is to #next-step.

COMMENTS: Appreciation Of Beauty & Excellence
1=#N recognises, emotionally experiences and appreciates the beauty around him/her as well as the skills of others. #N is in awe and wonder of the world and inspires admiration.
2=#N recognises, appreciates and experiences the beauty around him/her. #N is able to show appreciation for others occasionally. #N shows curiosity and wonder of the world around her/him.
3=#N is in the process of learning how to recognise and emotionally experience the beauty around him/her. #N is encouraged to have a more positive outlook on life as well as people around him/her, understanding that life is a wondrous experience and it is up to us to see and recognise it's beauty and wisdom.

COMMENTS: Bravery
1=#N is a courageous student as she is able to face challenges and difficulties by clarifying his/her doubts by asking questions when completing work assigned.
2=#N is able to answer questions in class when prompted. However, he/she needs to improve his/her proactiveness and learn how to tackle tasks effectively by speaking up.
3=#N is advised to try new things that seem difficult at first and be courageous to ask questions when in doubt. #N needs to become aware of his/her own strength to be able to overcome challenges and difficulties in life.

COMMENTS: Collaboration
1=#N collaborates with groups members to help achieve learning goals and assumes #h own share of the work to be done.
2=At times, #N requires teacher assistance to resolve conflicts and help make decisions when working in small groups.
3=#N participates in group learning experiences, enjoys sharing ideas, and completes #h share of the work.
4=#N is encouraged to pay careful attention to instructions before group work begins so #e can help the group complete the task.
5=#N is encouraged to consider others students' ideas/suggestions when completing group work.
6=#N needs support to participate in group learning experiences by completing #h share of the work.
7=#N works well with others and promotes critical thinking with #h peers to solve problems.
8=#N is encouraged to take advantage of the opportunities for student leadership in the school.
9=Participating more in class and group discussions is essential, as it will help to expand #N's vocabulary and strengthen #h self-confidence to approach new challenges.
10=Participating more during class discussions is an area of focus for #N. #E will be supported in building #h confidence by using talk partners and small group discussions before engaging in whole class discussions.
11=#N is encouraged to practice #h speaking skills with a family member in order for #m to feel more confident when sharing #h opinions and ideas in class.
12=Parental support in assisting #N to voice #h opinions would be helpful.

COMMENTS: Communication Skills (Improvement)
1=#N is advised to listen actively, follow information and directions of others.
2=#N is encouraged to listen actively, respectfully and ask for clarification when needed.
3=#N needs support to recognise the different ways in which images and language interact to convey ideas.
4=#N should work on understanding cultural differences when providing and interpreting communication.
5=#N is encouraged to improve #h interpretation of audio, visual and oral communication using symbols and sounds to convey ideas.
6=#N is encouraged to speak and express #h ideas clearly and logically in small and large groups.
7=#N should practice discussing and communicating using a variety of digital environments and media with peers, experts and members of the learning community.
8=#N is encouraged to practice providing and accepting meaningful feedback respectfully.

COMMENTS: Communication Skills (Strength)
1=#N is able to listen actively, follow information and directions of others.
2=#N is able to listen actively, respectfully and asks for clarification when needed.
3=#N can understand the different ways in which images and language interact to convey ideas.
4=#N is aware of cultural differences when providing and interpreting communication.
5=#N is able to interpret audio, visual and oral communication using symbols and sounds to convey ideas.
6=#N can speak and express ideas clearly and logically in small and large groups.
7=#N can discuss and communicate using a variety of digital environments and media with peers, experts and members of the learning community.
8=#N can give and receive meaningful feedback respectfully.

COMMENTS: Creativity
1=#N is a creative student. He/She has been consistently thinking of new ways to do things by providing unique and meaningful ideas.
2=#N has demonstrated the initiative in coming up with unique ideas to solve problems or portray his/ her understanding. However, he/ she will benefit from practising visible thinking routines to further develop his/ her creative thinking skills.
3=#N is advised to consider new perspectives and ask "what if" questions to enhance his/ her ability to think out of the box creatively. Reflecting on classroom discussions and making connections between different aspects of learning would be beneficial for him/ her.

COMMENTS: CURIOUSITY
1=#N is an enthusiastic and inquisitive learner who is interested in exploring new ideas, activities and experiences. He/ she also has a strong desire to increase his/ her own personal knowledge.
2=#N is an enthusiastic learner who seems to enjoy building on his/ her understanding by actively asking questions and contributing to classroom discussions. However, #N is encouraged to be more open minded towards areas of interests or questions raised by peers.
3=#N would benefit from taking on a more active role during the class discussions and share his/ her thoughts with his/ her peers. Additionally, #N is also encouraged to ask or design relevant questions of interest that can be inquired into as a group or independently.

COMMENTS: English - Writing
1=#E handwriting is invariably neat, though it can become untidy during creative writing.
2=#E is starting to use descriptive words in #h own writing, picking them up from the books #e has read. Though #e still needs to develop #h stories further, by adding greater detail.
3=This year in story writing, #e has developed imaginative plots, but they do occasionally lack a clear structure.
4=#N's written work is becoming more organised, showing greater attention to detail. #E produces work that is accurately punctuated, and has been encouraged to redraft #h writing in order to develop #h thoughts.
5=#E is developing a better understanding of the rules of grammar and punctuation, and has clear handwriting.
6=#N's written work is now better organised and structured more thoughtfully.
7=#E use of punctuation is good, but further work on apostrophes is required. #N's handwriting is clear, and #e has made a good start with cursive script.
8=#E is able to write independently, and use full stops and capital letters but not always accurately. Therefore, #e needs to spend more time revising and redrafting #h work.
9=#E has tried hard to grasp the basics of sentence punctuation. Though #e still has difficulties using commas and quotation marks, #e seems generally secure about full stops and capitals.
10=#E is starting to produce writing that uses complete sentences, and #h spellings are more accurate. However, #e must read #h work through to check that the grammar and punctuation makes sense.
11=#E produces writing that is generally well punctuated. #N's handwriting has shown some recent improvement but #e needs to continue to practise #h letter joins.
12=#N's handwriting has recently improved but #e will need to practise #h letter joins.
13=#N's handwriting has made some progress but #e must practise #h letter formation.
14=#E is beginning to join #h handwriting, but still requires further practice.
15=#N's handwriting has improved recently.
16=#E has made a good attempt to form #h handwriting correctly and now takes a lot more care with #h presentation of work. #E is often keen to write #h thoughts and ideas down on paper, and is starting to organise #h writing more effectively. #H grasp of basic punctuation is not yet secure, but #e is making good progress.
17=#E wrote a super newspaper article, after listening very carefully during the Literacy Hour.
18=#E improved handwriting has led to #h feeling more confident about #h own writing; and resulted in longer, more detailed pieces of work.
19=#E is writing more, and is keener to express #h point of view on paper, but it does take a long time for #m to work through a task.
20=#E has a good use of sentence punctuation, though more work is needed, especially on the use of speech marks. #H handwriting is clear, and #e has made a good start with cursive script.

COMMENTS: English 05 - Speaking, Listening
1=#E acting skills are super, and #e can deliver #h lines with aplomb.
2=#E listens superbly, and can put forward #h own points of view clearly and articulately.
3=#E contributes well to discussions, usually paying close attention to what is being said. #E is quite shy in class situation and must learn to value, and put forward, #h own opinions.
4=#E responds more confidently in a small group situation.
5=#E contributes well to class discussions, offering quite perceptive comments, and always listens attentively. #E makes excellent responses to stories and poems.
6=During class discussions, #N's verbal contribution is not as high as it could be.
7=#E is a good contributor to class discussions, and latterly is thinking more carefully about the point #e is trying to make.
8=#E is quite shy in a class situation but has learned to value and put forward #h own opinions.
9=#E listens well to others and comments sensibly on what has been said when asked to do so.
10=#E generally listens attentively and makes good responses to stories and poems. #E can be self-conscious about speaking in front of others.
11=#E listens well in discussions and is joining in with more enthusiasm. #E generally thinks carefully about the point #e is trying to get over to others.
12=#E is not a confident speaker, but enjoys listening to stories. #E is beginning to take part in discussions, and give #h point of view.
13=#E must curb #h tendency to daydream when involved in class discussions.
14=When asked to talk about #h work in a group, #e is beginning to participate more readily and can express #h point of view sensibly. #E is able to discuss a book's plot, demonstrating a good understanding of the material read.
15=#E listens well in class, and is not afraid to express #h feelings and opinions to others. #E needs to remember to indicate when #e is unclear about an idea under discussion.
16=#E is beginning to take part in discussions, but usually has to be encouraged to do so.
17=#E is beginning to participate more readily during discussions and can express #h point of view sensibly.
18=When asked to talk about #h work in groups, #e will quietly offer #h views and opinions.
19=During class discussions, #e contributes #h views confidently but becomes distracted when listening to others.
20=During class discussions, #N's verbal contribution is not as high as it could be. #E responds more confidently in a small group situation.

COMMENTS: FAIRNESS
1=#N treats everyone equally and fairly especially in group activities. He/She provides the opportunities for all the team members to voice out their perspectives and accepts them with an open mind. #N is able to evaluate the facts and then make good decisions.
2=#N is able to give meaningful and accurate reasons for his/her decision. However, #e is advised to make fair and equitable decisions by encouraging others to contribute.
3=#N shows a great amount of empathy and compassion towards his/her peers. However, #N would benefit greatly if resources are put to great use. This way, he/she would also be able to save time and the tasks can be accomplished more effectively.

COMMENTS: FORGIVENESS
1=#N is a grateful student and shows appreciation to his/her peers and teachers by being polite. He/she expresses his/her thankfulness for the help and support given in class by saying thank you or complimenting them.
2=#N enjoys class activities and appreciates his/her peers and teachers. He/she expresses his/her gratitude by returning the same gestures to others with some reminders.
3=#N is beginning to develop the sense of gratefulness and taking the time to appreciate his peers and teachers. He/She is encouraged to cultivate the habit of expressing his/her gratitude to others to enhance their relationships with others.

COMMENTS: G6 Area of Improvement (English)
1=#N is advised to develop ideas and participate in discussions in order to express #h opinions.
2=#N requires some practice to understand the content of a passage to select keywords to summarize a passage.
3=#N is advised to be more involved in group discussions by listening to #h team members and offering #h opinions.
4=#N is advised to respect the ideas provided by others in order to improve the quality of #h work.
5=#N is recommended to work on #h speaking skills during discussions and tries using #h prior knowledge to support #h statements.
6=#N is advised to learn how to conduct presentations with in-depth and factual information.
7=#N is recommended to be more creative on #h presentations.
8=#N is encouraged to add a variety of media and audio visual methods to present information and knowledge.
9=#N is advised to produce work that uses a variety of visual effects elements and techniques to captivate #h audience.
10=#N is encouraged to give more constructive feedback to #h peers and be more positive in accepting feedback to improve #h presentation skills.
11=#N is advised to work on #h comprehension skills by engaging and exploring a variety of texts.
12=#N is encouraged to practice selecting information from reading text and solve comprehension problems.
13=#N is encouraged to use a range of strategies to deepen #h understanding of a reading passage.
14=#N is required to explore a wide range of texts and genres to improve #h confidence in attempting comprehension queries.
15=#N is encouraged to practice reading and use #h understanding confidently to solve conflicts from reading passages.
16=#N is encouraged to produce a variety of writing forms such as mythical stories, autobiographies and writing poems.
17=#N is advised to practice developing #h own voice and writing style.
18=#N is recommended to plan, draft, edit and review #h work to develop understanding of grammatical components and punctuation.
19=#N is encouraged to explore a range of tools and techniques to produce written pieces that are attractively and effectively presented.
20=#N is encouraged to expand #h understanding of grammatical aspects in #h writing such as homonyms, active and passive sentences, conjunctions and figurative language to enhance the quality of #h writing.

COMMENTS: G6 Area of Strength (English)
1=#N is able to develop excellent ideas and share these during class discussions.
2=#N is able to understand the content of a passage and successfully select keywords to summarize a passage.
3=#N is able to participate in group discussions by listening to #h team members and offering #h opinions.
4=#N uses the ideas provided by others in order to improve the quality of #h work.
5=#N speaks eloquently during discussions and uses #h prior knowledge to support #h statements.
6=#N can conduct exemplary presentations by offering in-depth and factual information.
7=#N can conduct presentations that are creative and engaging.
8=#N uses a variety of media and audio visual methods to present information and knowledge.
9=#N produces high quality work by using a variety of visual effects elements and techniques to captivate #h audience.
10=#N is able to give constructive feedback to #h peers and accepts feedback positively to improve #h presentation skills
11=#N shows good comprehension skills by making inferences and justifying them.
12=#N is able to select information from reading text and solve comprehension problems.
13=#N demonstrates an excellent ability to use a range of strategies to deepen #h understanding of a reading passage.
14=#N has the ability to explore a wide range of texts and genres with confidence.
15=#N shows great interest in reading and using #h understanding to confidently solve conflicts from passages
16=#N shows the ability to write a variety of writing forms such as mythical stories, autobiographies and writing poems.
17=#N is able to develop #h own voice and writing style which is evident on #h writing pieces.
18=#N has shown excellence in planning, drafting, editing and reviewing #h work by focusing on the grammatical components and punctuation.
19=#N uses a range of tools and techniques to produce written work that is attractively and effectively presented.
20=#N shows excellent understanding of grammatical aspects in #h writing such as homonyms, active and passive sentences, conjunctions and figurative language.

COMMENTS: G6 MA Strategies
1=#N needs to follow classroom rules more closely throughout the school day.
2=#N consistently needs reminders to focus on time management.
3=#N needs to show by the quality of work and use of class time that #e is properly engaged in the learning process.
4=#N is encouraged to be more responsible in completing tasks without needing regular reminders.
5=#N is encouraged to use time wisely to finish tasks in the time required.

COMMENTS: HONESTY
1=#N takes responsibility for #h own actions. #e consistently shares clear intentions during group work in order to avoid disagreements and conflicts. #N also takes time to reflect and act accordingly. #N can be relied upon when asked for help or participation in group activities.
2=#N is able to set goals for himself/herself as #e understands what #e wants to achieve. #e must work towards setting realistic goals in order to perform well. #N can analyse and genuinely reflect on #h actions to become an individual that can be dependent on.
3=#N has begun to become more principled by acting with integrity and honesty by adhering to the essential agreement and working fairly. However, he is encouraged to show respect towards his peers by taking responsibility for his actions and the consequences.

COMMENTS: HOPE
1=#N portrays an action-oriented strength involving agency, motivation and confidence that goals can be reached, and also that many effective pathways can be devised in order to get to that desired future. #N shows optimistic thinking and is focused on good things to come.
2=#N is able to show some action-oriented strength involving agency, motivation and confidence towards a desired future or outcome occasionally. #N is encouraged to show optimistic thinking and focus on good things to come more often.
3=#N is in the process of development of action-oriented strength, involving agency, motivation and confidence towards the desired future or outcome. #N is encouraged to think in a positive manner, focusing on resolutions and having a growth mindset when it comes to achieving her/his goals.

COMMENTS: HUMILITY
1=#N always portrays a cheerful outlook when faced with difficult and stressful times. #e lightens up tension and stress in #h class using jokes and stories. #e supports #h group mates by encouraging them to think positively in order to move towards a common goal.
2=#N is able to maintain a cheerful outlook when faced with difficult and stressful times. #e tries to look for ways to lighten up the tension and stress in #h class using jokes or stories. #N is encouraged to keep up with the effort and develop positive interactions with others with #h humour.
3=#N is beginning to be aware of the importance of humour as a means to destress. #e is encouraged to enhance #h relationships with #h classmates using appropriate humour to lighten up the tension and stress faced by #h peers.

COMMENTS: IB Learner Profile
1=#N demonstrated the IB Learner Profile attribute of an Inquirer by showing a thirst for knowledge, cognitive curiosity and enthusiasm. #E was able to carry on researching and exploring during the remote learning.
2=#N demonstrated the IB Learner Profile attribute of an Inquirer through #h endeavour to quench #h thirst for knowledge, to learn and adapt to changes and challenges.
3=#N demonstrated the IB Learner Profile attribute of being Knowledgeable by proactively broadening #h knowledge and pursuing new areas of study.
4=#N demonstrated the IB Learner Profile attribute of being Knowledgeable about their environment. #E has a good understanding of the nature of the new educational environment and the ability to deal with problems arising from the new reality.
5=#N demonstrated the IB Learner Profile attribute of being a Thinker by analysing problems and finding solutions #s, without face-to-face teacher supervision.
6=#N demonstrated the IB Learner Profile attribute of being a Thinker by recognizing and analysing opportunities to overcome any challenge and make informed decisions.
7=#N demonstrated the IB Learner Profile attribute of a Communicator by finding new, creative and diverse channels to communicate with #h teachers, fellow students and the wider learning community.
8=#N demonstrated the IB Learner Profile attribute of a Communicator by creating bridges and collaborating with others.
9=#N demonstrated the IB Learner Profile attribute of being Principled through #h honesty and responsible behaviour despite a lack of #h teachers' physical presence.
10=#N demonstrated the IB Learner Profile attribute of being Principled by being consciously aware of #h responsibility during remote learning.
11=#N demonstrated the IB Learner Profile attribute of being Open-Minded by showing readiness to learn through applying various virtual classroom tools, often in new and unfamiliar ways.
12=#N demonstrated the IB Learner Profile attribute of being Open-Minded by #h willingness to showcase #h understanding of new learning methods.
13=#N demonstrated the IB Learner Profile attribute of being Caring through collaboration with fellow students and teachers.
14=#N demonstrated the IB Learner Profile attribute of being Caring by making an effort to aid those who need help or support to pursue learning.
15=#N demonstrated the IB Learner Profile attribute of being Courageous as #e is not afraid of change and uses #h skills and flexibility as a shield against any difficulties or challenges.
16=#N demonstrated the IB Learner Profile attribute of being Courageous by exhibiting self-reliance and the ability to develop new ways to hone their existing skills to resolve challenges.
17=#N demonstrated the IB Learner Profile attribute of being Balanced by paying attention to detail, understanding the importance of communicating with family and friends, and that staying inside for virtual lessons needs to be balanced by taking time off the screen and doing physical exercises.
18=#N demonstrated the IB Learner Profile attribute of being Balanced as #e is able to balance both #h emotional and physical needs which allows #m to be more resilient.
19=#N demonstrated the IB Learner Profile attribute of being Reflective through a continuous review of the strengths and weaknesses of #h performance.
20=#N demonstrated the IB Learner Profile attribute of being Reflective by reflecting on what is important and what it means to be an IB student and a global citizen.

COMMENTS: Independent Work
1=#N applies #s in #h work even when not under direct supervision. #E effectively interprets instructions and embraces opportunities for self-directed work. #N effectively gathers needed materials and resources to get #h work done.
2=#N applies #s in #h work with little teacher supervision. #N requires occasional assistance to gather needed materials and resources to get #h work done.
3=#N works well when #e devotes all #h attention to #h work, ignoring those around #m.
4=#N needs direct supervision to apply #s in #h work. #E requires assistance to gather and use materials and resources effectively to get #h work done.
5=#N is encouraged to be productive during practice activities in order to ensure a better understanding of what is being taught.
6=#N could accomplish more by eliminating friendly conversations with those around #m.
7=#N will continue to be supported by being directed to sit near the teacher and to use verbal and visual cues to continue to develop #h independent work skills.
8=Assignments will continue to be divided into smaller steps/manageable chunks to help #N complete independent tasks.

COMMENTS: Initiative
1=#N shows initiative by immediately starting an appropriate activity after completing assigned work. #E completes extension activities such as reading responses, math facts practice or assists other students.
2=#N shows initiative by keeping track of outstanding assignments and devising a plan to complete them.
3=#N show initiative by looking for ways to go beyond what is expected in assignments.
4=#N shows initiative by using resources to review and improve #h assignments prior to handing them in.
5=#N shows initiative by locating needed materials/resources in the classroom to complete various assignments.
6=#N shows initiative by using the list of activities posted in the class to know what to do next rather then waiting for the teacher to prompt #m.
7=#N needs supervision to start an appropriate activity after completing assigned work. #E is found wandering around the classroom instead of actively seeking the next learning opportunity.
8=#N needs assistance to keep track of outstanding assignments and devise a plan to complete them.
9=#N needs to improve taking initiative in #h work by using resources to review and/or improve #h assignments prior to handing them in.

COMMENTS: Integrated Studies
1=During our unit study, We are the World, #N worked collaboratively in a small group to complete a continent project on #Geography. While engaging in a variety of experiences, #N learned more about our moon, galaxy, and solar system through our Leap into Space unit.
2=For our social studies unit, The World Around Us, #N was able to complete a group project on the continent #Geography. While engaging in a variety of experiences, #N learned more about our moon, galaxy, and solar system through our Leap into Space unit.

COMMENTS: JUDGMENT
1=#N excels in demonstrating critical thinking skills by weighing evidence fairly whilst conducting #h research and examining the evidence collected from all sides rather than jumping to conclusions.
2=#N is able to demonstrate critical thinking skills by weighing evidence fairly when conducting #h research and examining the evidence collected from all sides rather than jumping to conclusions.
3=#N is beginning to demonstrate critical thinking skills by weighing evidence fairly when conducting #h research. #N can improve by examining the evidence collected from all sides rather than jumping to conclusions.

COMMENTS: KINDNESS
1=#N is helpful and empathic by being generous with others, giving #h time and talent to support those who are in need. #e can speak and express ideas clearly and logically in small and large groups and listens intently to the voices of others too.
2=#N demonstrates compassion and concern for the welfare of others. Besides that, #e is developing positive interpersonal relationships by practising empathy and care for others.
3=#N is encouraged to improve #h social skills by showing respect and compassion to others ​by making an effort to aid those who need help or support to pursue learning.

COMMENTS: LEADERSHIP
1=#N is a natural leader as #e is able to take charge and guide #h group to meaningful goals. #e encourages the group to accomplish goals through a positive working environment and good relationships amongst group members. #e provides a positive vision or message that inspires #h friends and is respected by all.
2=#N is developing his leadership skills and is able to set goals and accomplish them by enlisting effective help. Nevertheless, #N is encouraged to be more open-minded in accepting other people's opinions to ensure commitment and good organisation of work.
3=To further improve on #h leadership skills, #N is advised to enhance #h reflection of #h own learning and always look for ways to improve. #N needs to communicate effectively and encourage others to make contributions in order to serve as a role model.

COMMENTS: LOVE
1=#N excels by showing empathy, compassion and respect towards the needs and feelings of others. #e often tries to make a positive difference in the lives of others and the environment.
2=#N is able to demonstrate empathy, compassion and respect towards the needs and feelings of others. #e consistently tries to make a positive difference in the lives of others and the environment.
3=#N is beginning to show empathy, compassion and respect towards the needs and feelings of others. #e can improve by trying to make a positive difference in the lives of others and the environment.

COMMENTS: LOVE OF LEARNING
1=#N is a thoughtful, insightful learner who demonstrates a willingness to build on his/ her understanding. #e loves to acquire new knowledge. #e is always focused during classroom activities and willingly participates in group or independent tasks.
2=#N demonstrates a willing and conscientious effort in #h daily work. He/ she shows a positive attitude with classmates in group projects and activities. However, he/ she is advised to step back from time to time to look at the bigger picture and both take and give suggestions and directions effectively.
3=#N would benefit from showing a greater desire to gain new knowledge by staying focused in class. Working towards improving #h cooperation in group settings, voicing feelings and opinions and listening to others would be beneficial for him/ her.

COMMENTS: Math Processes
1=#N independently identifies and interprets the information given and the information that needs to be determined to solve math problems. #E selects appropriate strategies. #E uses different representations to demonstrate #h thinking. #N uses mathematical symbols, vocabulary and does the necessary calculations.
2=With some guidance, #N identifies the information given and the information that needs to be determined to solve math problems. #E selects appropriate strategies. #E usually use one representations to demonstrate #h thinking. #N is encouraged to review #h work to make sure #e uses mathematical symbols, vocabulary and does the necessary calculations.
3=With assistance, #N Identifies the information given and the information that needs to be determined to solve math problems. #E sometimes selects appropriate strategies. #N is learning to use mathematical symbols, vocabulary and to do the necessary calculations when explaining #h thinking.

COMMENTS: My Comments (group name added automatically)
1=#N is suggested to utilise the Six Thinking Hats to organise #h thoughts and further develop #h collaboration skills.
2=#N should consider mindful inquiry such as the 5W's1H questioning model to gain ideas from multiple perspectives.
3=#N is encouraged to work cooperatively in a group by sharing, taking turns and being courteous.
4=#N is encouraged to take on a variety of roles in group learning.
5=#N is encouraged to further develop #h communication skills by articulating #h thoughts logically and in a concise manner.
6=#N is advised to use a variety of speaking techniques to communicate with a variety of audiences.

COMMENTS: P4 UI5 Area of Improvement
1=#N could be more open-minded to be able to see a range of perspectives from multiple and varied sources to support #h inquiry.
2=#N needs to develop #h thinking skills to be able to connect #h learning to #h research findings to develop an in-depth understanding of the unit.
3=#N needs to work on #h confidence to give and receive meaningful feedback during class discussions and presentations.
4=#N needs to continue to develop #h confidence in communnication in order to share #h ideas, opinions and feelings with more clarity.
5=#N needs to reflect on the importance of communicating in a clear, concise, logical and persuasive manner using supporting evidence during presentations or in video recordings.
6=#N needs to develop thinking skills to be able to make connections of previously acquired knowledge in practical or new ways in this unit, especially when making the video campaign on how to preserve and conserve water.
7=#N is encouraged to continue to developing #h comprehension skills to understand new information obtained through class discussions or research tasks. #N could start from listening carefully to given instructions whether it is written or verbal.
8=#N needs to learn to be more proactive when working in groups. #E needs to learn how to adapt to variety of roles.
9=#N needs to learn to reflect on what #e has done in this unit that resulted in the success or challenges of #h individual or group work .
10=#N needs to learn how to assess the facts #e has researched; if it is enough for #m to demonstrate #h understanding of how people play an important role in the preservation and conservation of water.

COMMENTS: P4 UI5 Most Memorable
1=#N demonstrates the IB learner profile attribute Knowledgeable, by developing the disposition to acquire in-depth knowledge about sources of water. Keep shining!
2=#N has made a great effort to participate in nearly all of the water management learning experiences and continues to grow in knowledge and as a communicator. #N is encouraged to continue to showcase #h creativity and good self-management skills. Well done!
3=#N demonstrates an ability to accept constructive feedback and use it to improve #h work. Way to go!
4=#N's active role in class discussions and in leading the class is truly commendable. Keep it up!
5=#N is a respectful learner who participates enthusiastically in small group activities to identify the responsibilities of humans on water conservation and preservation. Keep shining!
6=# N works well independently and consistently on tasks given, and shows a positive attitude towards learning. Keep up your great interest in learning!
7=#N's sense of responsibility is evident in this unit and #e is developing #h self-confidence. Continue to take on an active role during class discussions and activities. Keep shining!
8=# N displays good communication skills in #h presentations and with #h group members. Keep it up!
9=#N demonstrates the IB learner profile attribute Caring, as #e provides constructive feedback to #h peers in a positive manner. Thumbs up!
10=#N demonstrates the IB learner profile attribute Knowledgeable, by developing the disposition to acquire in-depth knowledge about water conservation and preservation. Keep shining!

COMMENTS: P4 UI5 Strategies
1=#N is encouraged to outline a plan for finding necessary information about the sources of water.
2=#N is encouraged to practice communicating information and ideas effectively to multiple audiences using a variety of media.
3=#N is encouraged to take initiative and look into various available resources to gather more information about water management.
4=#N is encouraged to practice good self-management skills to complete the given task within the given timeframe.
5=#N is encouraged to use brainstorming and visual diagrams to understand new information about water management.
6=#N is encouraged to apply critical and creative thinking when completing a task.
7=#To improve further, #N needs to participate more actively in the discussions and work collaboratively with #h peers during group activities.
8=#N will benefit from completing and submitting #h homework on time without the need to be reminded.
9=#N is advised to take responsibility for #h own actions in class.
10=#N is encouraged to be open and respectful towards the different ideas and suggestions shared by #h peers with different ideas and beliefs during discussions and activities in the classroom.
11=#N is encouraged to plan a balanced schedule for #s to ensure the completion of #h assigned work on time.

COMMENTS: P4 UI5 What went Well
1=#N has a good understanding about the uses of water.
2=#N is able to elaborate on #h ideas about the importance of water for living things.
3=#N recognises that change happens all the time especially when it comes to the proper and equal distribution of water.
4=#N realises that people play an important role in the preservation and conservation of water.
5=#N understands that people contribute to various water crises.
6=#N acknowledges that there are various perspectives in preventing water pollution.
7=#N understands that we live in a world of interacting systems in which the actions of any individual can affect water usage and preservation.
8=#N acknowledges that each person has an important role to play in the preservation and conservation of water.
9=#N has a good understanding of the water cycle.
10=#N has demonstrated good self-management this unit. #E was able to consistently make informed choices to achieve a balance in #h work and play time and was able to complete all #h tasks promptly.

COMMENTS: P5 Area of Improvement (English)
1=#N always uses simple sentence and is encouraged to improve #h oral vocabulary.
2=#N needs constant motivation to voice out #h opinion in class.
3=#N needs to work on #h pronunciation and is encouraged to speak in complete sentences.
4=#N will need to be more attentive in class and speaks at the right time.
5=#N finds it difficult to make meaning and come out with questions that facilitate #h learning using visual materials.
6=#N needs to work on #h presentation skills by maintaining good eye contact with the audience and refrain from moving around during a presentation.
7=#N is encouraged to try different creative strategies to keep #h audience hooked and engaged.
8=#N needs to project #h voice better and be more confident while presenting.
9=#N needs to work on #h reading and comprehension of informational texts, including those for the unit of inquiry.
10=#N is encouraged to comprehend the message in a story or passage to facilitate #h learning of a particular topic.
11=#N needs to work on #h ability to review the text and cite evidence to support conclusions drawn from the text.
12=#N is encouraged to read the instructions thoroughly before answering any questions.
13=#N is encouraged to arrange and organize #h ideas in appropriate order and use correct format in formal and informal letter writing.
14=#N is encouraged to be more careful in #h writing by proofreading #h work before submission.
15=#N needs to practice putting #h thoughts and ideas down on paper in a timely manner.
16=#N needs to work on #h handwriting in order to produce neat and tidy work.

COMMENTS: P5 Area of Strength (English)
1=#N demonstrates good ability to express #h opinion and has good oral vocabulary.
2=#N shows confidence in the language and is able to speak very well in front of the class.
3=#N always speaks clearly in complete sentences with correct intonation and pronunciation.
4=#N often shows the ability to listen to instructions during class and is always engaged with #h work.
5=#N demonstrates the ability to make meaning and come out with questions that facilitate #h learning using visual materials.
6=#N shows #h confidence during a presentation using good eye contact with the audience and good body posture.
7=#N is able to present #h work using various creative strategies that keep #h audience hooked and engaged.
8=#N is able to explain #h work by providing adequate details during presentations and has good voice projection.
9=#N is able to read and comprehend informational texts, including those for the unit of inquiry.
10=#N has a good sense of story structure because #e is able to identify the setting, characters, problems, and solutions.
11=#N demonstrates the ability to comprehend the message in a script and article and explains the content to the class.
12=#N often reads without help and understands the content of the comic and script.
13=#N demonstrates #h skills of using a wide range of vocabulary and good spelling and punctuations in #h scripts and articles.
14=#N is able to arrange #h ideas in scripts and articles with appropriate order and formats.
15=#N manages to organize #h ideas clearly and is creative in #h writing to make #h script or articles interesting to read.
16=#N displays nice and neat handwriting besides able to show #h understanding of the format of scripts and articles that #e had wrote.

COMMENTS: P5 MA Area of Improvement
1=#N needs to improve on comparing and ordering fractions whose denominators are all multiples of the same number.
2=#N needs to spend more time identifying, naming and writing equivalent fractions of a given fraction, represented visually, including tenths and hundredths.
3=#N has to learn to recognise mixed numbers and improper fractions and convert from one form to the other and write mathematical statements.
4=#N needs to improve his ability to add and subtract fractions with different denominators and mixed numbers, using the concept of equivalent fractions.
5=#N needs to learn to add and subtract fractions with the same denominator and denominators that are multiples of the same number.
6=#N is unable to solve problems involving number up to three decimal places. #E needs to spend more time practicing solving these mathematical problems.

COMMENTS: P5 MA Strategies
1=#N needs frequent reminders to be attentive during instructions and lessons.
2=#N needs to improve on working with others. #E must ensure to accept a share of the work when participating in a group assignment.
3=#N often struggles to focus in class, which harms #h ability to engage well with class activities and assignments.
4=#N is encouraged to be more responsible in completing tasks without needing regular reminders.
5=#N consistently needs reminders to focus on time management.

COMMENTS: P5 UI6 Strategies
1=#N is suggested to utilise the Six Thinking Hats to organise #h thoughts and further develop #h collaboration skills.
2=#N should consider mindful inquiry such as the 5W's1H questioning model to gain ideas from multiple perspectives.
3=#N is encouraged to work cooperatively in a group by sharing, taking turns and being courteous.
4=#N is encouraged to take on a variety of roles in group learning.
5=#N is encouraged to further develop #h communication skills by articulating #h thoughts logically and in a concise manner.
6=#N is advised to use a variety of speaking techniques to communicate with a variety of audiences.

COMMENTS: PERSEVERANCE
1=#N is a persevering, conscientious, hard-working student, who consistently follows through all his/ her assignments with care and attention to details. Furthermore, he/ she can set realistic goals and manage #h time in an efficient manner.
2=#N is a self-motivated student, who requires minimal supervision while working on tasks assigned to him/her. Being realistic and mindful while setting goals for himself/ herself would be helpful in further building #h perseverance.
3=#N has a difficult time staying on task and completing #h work. Planning for short term tasks, scheduling breaks and sticking to them will be beneficial for #N.

COMMENTS: PERSPECTIVE
1=#N is able to give advice, recognize and weigh multiple views before making decisions. #e can interpret different understandings and findings individually and in groups. #N is also open-minded towards accepting other peers' perspectives by #h willingness to showcase #h understanding of new learning methods.
2=#N is an open minded learner, who demonstrates a positive mindset when working in a group setting. He/ She listens to others and simultaneously thinks what would the best outcome be for the situation. However, #e is encouraged to incorporate discussions and diagrams to generate new ideas and inquiries in order to build new connections between them. #e should address important questions before concluding.
3=#N is a creative learner who has many ideas. #e always tries to think of new ideas and concepts to solve a problem. Nevertheless, #N is advised to listen to other people's thoughts and interpretations as well as accepting that there is more than one way to look at things.

COMMENTS: PRUDENCE
1=#N has shown an excellent level of self control as #e plans #h actions and words with care all the time. #e is able to examine the potential consequences of #h actions and develops ways to prevent unnecessary conflicts.
2=#N is beginning to develop the ability of self control by considering #h actions and words. #e is encouraged to continue to put more thoughts in #h choices, stopping and thinking before acting. Being prudent will prevent him/her from regretting #h words and actions later.
3=#N has experienced miscommunication and conflict with #h peers on several occasions due to words and actions out of impulse. #e would benefit from stopping and thinking before acting. #e needs to consider the long-term consequences of #h actions.

COMMENTS: Research Skills (Improvements)
1=#N needs to practice formulating and planning necessary actions using appropriate information sources and/or digital tools based on task.
2=#N should work on gathering information from a variety of primary and secondary sources.
3=#N is advised to synthesize and interpret information into understandable forms using critical literacy skills.
4=#N needs to work on evaluating information by drawing conclusions from relationships and patterns that emerge from data.
5=#N is encouraged to work with different forms of media to create ideas and communicate it effectively to multiple audiences using a variety of media and modalities.
6=#N should work on differentiating reliable from unreliable resources and using media ethically to communicate, share and connect with others.

COMMENTS: Research Skills (Strengths)
1=#N is able to formulate and plan necessary actions using appropriate information sources and/or digital tools based on task.
2=#N can gather information from a variety of primary and secondary sources.
3=#N is able to synthesize and interpret information into understandable forms using critical literacy skills.
4=#N can evaluate information by drawing conclusions from relationships and patterns that emerge from data.
5=#N interacts with different forms of media to create ideas and communicates it effectively to multiple audiences using a variety of media and modalities.
6=#N is able to differentiate reliable from unreliable resources and use media ethically to communicate, share and connect with others.

COMMENTS: Responsibility
1=#N is a reliable and dependable student who follows through with commitments and consistently complete assignments within the time limit provided.
2=#N must take responsibility for #h learning by completing assignments within the time limit provided.
3=#N is very aware of #h behavior and is able to self-reflect on #h use of time and make adjustments accordingly.
4=#N is not always aware of #h behavior and should self-reflect on #h use of time and make adjustments accordingly.
5=When faced with a challenge both inside and outside the classroom, #e is able to solve it on #h own or knows when to seek further assistance.
6=#N is learning to solve challenges on #h own or seek further assistance when needed.
7=#N takes responsibility for and manages #h own behaviour without reminders from the teacher.
8=#N displays a personal responsibility for accuracy, neatness and precision.
9=If #N is absent, #e demonstrates responsibility by catching up on #h homework without further reminders from the teacher.
10=#N takes responsibility to understand the learning goals and criteria for success.
11=#N demonstrates responsibility when using computers and the internet for projects and assignments.
12=#N is learning to track their homework and upcoming assignments using #h agenda.
13=#N frequent absences cause difficulties in gaining the fundamentals needed for Grade 4 work.
14=#N must improve #h work habits if #e is to gain the fundamentals needed for Grade 4 work.
15=At home #N's homework and understanding should be monitored on a daily basis through oral discussions.
16=#N must learn to use class time effectively to complete assigned tasks. Discussions at home focused on use of time could be used to motivate and encourage #m.
17=#N needs to develop a better sense of responsibility for #h own learning by completing tasks without reminders.
18=Before starting a task, #e is encouraged to review the success criteria in reading and writing to ensure #h work is completed to the best of #h abilities.
19=#N is encouraged to complete work on #h own, without being asked or reminded. At home, parents are also encouraged to encourage #h independence.
20=#N is often reminded to keep #h parents informed about school activities, homework and deadlines by showing them #h agenda for signature.

COMMENTS: Sample intro sentences
1=#N is an outstanding student who has worked very hard throughout the #Time-period and I expect #m to do well in #h exams next year.
2=#N has had a mixed #Time-period but there are signs of improvement in #h behaviour of late.
3=After a difficult start #N has done some excellent work and is now back on target. A very pleasing #Time-period. Well done #N!
4=#N is a friendly and hard-working member of the class and has put in a steady performance throughout the #Time-period.
5=Overall #N has worked very well but there are a few issues with #h time-keeping and homework that #e needs to address.
6=We have been working on the Environmental Issues module throughout the #Time-period. #N seems to enjoy this topic and has made very pleasing progress.

COMMENTS: Sample project-work sentences
1=#E has worked hard this year on all of #h projects but I was especially impressed with the high-quality of #h #Science-topics assignment.
2=Project-work has been done to a minimum standard and is often handed in late. To improve #e needs to #How-to-improve.
3=Although #h #Science-topics project-work was satisfactory, I do expect #m to do more background research next time.
4=#H project-work is always excellent as demonstrated in #h #Science-topics assignment. We were all very impressed with #h creative and entertaining website designs which were an inspiration to the class.
5=#H project-work has varied considerably, however #h highly-imaginative #Science-topics project was excellent and was displayed in reception at the School Open Day. An excellent achievement #N.

COMMENTS: Sample summing-up sentences
1=#N always tries #h best and has achieved a well-deserved Level #? overall. An excellent performance, keep it up!
2=#N has reached Level #?. This was #h target and #e should be proud of #s. To ensure #e keeps this up next year #e should #How-to-improve.
3=#N has achieved a Level #? overall. #E often works below #h best and with a little more effort #e could easily reach Level #?. To improve #e should #How-to-improve.
4=#N has not had the best of starts this year and is still working at Level #?. #E rarely completes #h work on time. To achieve more next year #e needs to #How-to-improve.

COMMENTS: Self Management Skills (Strengths)
1=#N is able to manage time and tasks effectively by planning short and long term goals.
2=#N delegates and shares responsibility for decision-making.
3=#N is mindful and aware and uses strategies to support concentration and overcome distractions.
4=#N perseveres through challenging tasks by practicing positive thinking and taking responsibility for #h own actions.

COMMENTS: Self-management Skills (Improvements)
1=#N needs to improve #h time management and learn how to tackle tasks effectively through planning short and long term goals.
2=#N is encouraged to delegate and share responsibility for decision-making.
3=#N is encouraged to be more mindful and aware and to practice strategies to support concentration and overcome distractions.
4=#N should persevere through challenging tasks by practicing positive thinking and taking responsibility for #h own actions.

COMMENTS: Self-Regulation
1=#N is should seek clarifications for assignment requirements in order to submit work which meets grade level expectations.
2=#N requires an extra explanation with new concepts taught, but when this is given, #e is able to work through the given tasks with teacher support.
3=#N is able to remain focussed on assignments until completion.
4=When facing difficulties in assignments, #N asks for assistance after trying to solve problem on #h own.
5=#N should try to solve problem on #h own before asking for assistance. Often, reading the instructions over and discussing what they mean is what #e needs to overcome difficulties.
6=#N must advocate for #m during new learning situations by seeking out teacher support and assistance, and ask for help when #e needs it.
7=#N is reminded to adjust #h behaviour and voice level when returning from recess and quickly get ready to resume learning.

COMMENTS: SOCIAL INTELLIGENCE
1=#N is an enthusiastic student who enjoys group activities and socialising with #h peers. #e interacts well with #h peers with confidence and respect. #e contributes ideas in different classroom settings while making an effort to respect the personal space and feelings of others.
2=#N often participates in class activities and is willing to answer questions and offer suggestions. #e usually listens to and considers ideas of others with an open mind. #e continues to improve on the ways to interact in a positive manner with peers and teachers.
3=#N has been making an effort to improve #h social skills by developing more positive ways to interact with others. #e is advised to continue to be more sensitive to others feelings and needs during class discussions.

COMMENTS: Social Skills (Improvements)
1=#N is encouraged to develop positive interpersonal relationships by practising empathy and care for others.
2=#N should practice working cooperatively in a group by being courteous, sharing and taking turns.
3=#N is advised to make fair and equitable decisions by encouraging others to contribute.
4=#N needs to be aware of #h own and others' emotions; in order to better manage anger and resolve conflicts.

COMMENTS: Social Skills (Strengths)
1=#N is developing positive interpersonal relationships by practising empathy and care for others.
2=#N is able to learn cooperatively in a group by being courteous, sharing and taking turns.
3=#N makes fair and equitable decisions by encouraging others to contribute.
4=#N is aware of #h own and others' emotions; therefore able to manage anger and resolve conflicts.

COMMENTS: Social Studies
1=Upon completing a simulated survival activity individually and then repeating the activity in a group, #N was able to identify that the ease of societal living was a main factor in the formation of early societies.
2=#N independently completed enquiry activities about early societies. #E was able to identify similarities and differences among early societies in regards to their social organization, daily life and beliefs.
3=#N required assistance to complete enquiry activities about early societies. #E was able to identify some similarities and differences among early societies in regards to their social organization, daily life and beliefs.
4=#N needed clarifications and assistance to understand and gather information about early societies. With prompting, #e identified few similarities and differences among early societies in regards to their social organization, daily life and beliefs.
5=#E created artifacts and was able to explain their importance to the civilizations in the past. #N names inventions we still use today.
6=#E created artifacts and briefly explained their importance to the civilizations in the past. #N names some inventions we still use today.
7=#N independently completed enquiry activities about early societies. #E was able to reflect and contribute to discussions regarding key aspects of early societies such as social organization, daily life and beliefs.
8=#N required assistance to complete enquiry activities about early societies. #E was able to make brief contributions regarding key aspects of early societies such as social organization, daily life and beliefs.
9=#N is encouraged to formulate inquiry questions to guide #h own research when discovering ways of life in societies across the world.
10=#N is encouraged to maintain #h level of participation and continue asking questions during classroom lessons and discussions in order to ensure understanding.
11=Increasing #h level of participation and asking questions during classroom lessons and discussions would assist #N with showing #h understanding.
12=#N will continue to be supported in class with frequent reviews of basic concepts to help #m demonstrate a better understanding.
13=#N is able to identify the main factors that contributed to the formation of the first human societies. With occasional assistance, #e worked in small groups recreating Mesopotamian innovations in law, architecture, written language, trade, and warfare demonstrating a basic understanding of how ancient societies' culture developed.
14=#N is able to identify the main factors that contributed to the formation of the first human societies. #E worked collaboratively in small groups recreating Mesopotamian innovations in law, architecture, written language, trade, and warfare demonstrating an understanding of how ancient societies' culture developed.

COMMENTS: Strategies
1=#N needs to improve on working #h homework independently.
2=#N needs to realise the importance of doing independent research at home.
3=#N needs to learn to accept responsibility for completing homework on time with care.
4=#N needs to reflect on the importance of following instructions.
5=#N needs to recognise the importance of good behaviour to achieve #h personal learning goals.
6=#N needs to work on managing #h feelings and emotions well in the classroom
7=#N is encouraged to initiate in doing simple tasks inside and outside the classroom without teacher's prompt.
8=#N is encouraged to actively participate in various learning activities both in individual and group settings.
9=#N is encouraged to actively contribute #h ideas and thoughts during group collaboration.

COMMENTS: TEAMWORK
1=#N shows excellent ability to work independently in groups. #e contributes positively to class discussions and cooperative group activities. #e is often observed leading group activities and feels responsible for helping #h group reach their goals.
2=#N shows good ability to work independently in groups. #e participates in group discussions and sometimes volunteers to lead group activities. #e continues to improve in this area with more confidence and enthusiasm to succeed.
3=#N interacts and contributes in small groups with others who initiate contact with him/her. However, #e needs encouragement to initiate contact on #h own when group work is assigned.

COMMENTS: Term 1 Grade 4 Data Management
1=#N construct accurate bar graphs and line plots from most sets of data including all elements of the graph such as labels, titles and scale. #E provides clear and detailed statements when analysing data from simple surveys conducted in class.
2=#N constructs bar graphs and line plots with reminders to include all elements of the graph such as labels, titles and scale are present and accurate. #E provides clear and detailed statements when analysing data from simple surveys conducted in class.
3=#N constructs bar graphs and line plots with reminders to include all elements of the graph such as labels, titles and scale are present and accurate. #E analyses data by making simple statements about the information gathered from simple surveys conducted in class.
4=#N construct accurate bar graphs and line plots from most sets of data including all elements of the graph such as labels, titles and scale. #E is beginning to analyse data by making simple statements about the information gathered from simple surveys conducted in class.

COMMENTS: Term 1 Grade 4 Reading
1=#N reads at a good pace making minor pronunciation errors and #e is encouraged to add expression when participating in reader's theatre. #E understands a variety of grade level texts and can discuss what #e reads about as demonstrated in book talks with the teacher. In future reading responses, #N is encouraged to take the time to write entries which demonstrate deeper thinking by making connections to #h own experiences or explaining #h point of view about events in the story.
2=#N reads texts containing familiar words and expressions at a sufficient rate demonstrating that #e understands the overall sense of the text. #E can briefly discuss what #e reads about as demonstrated in book talks with the teacher. #N should put more effort selecting French books during independent reading periods and complete reading responses in detail. #N needs to put more effort into #h reading responses by varying the type of response and showing deeper thinking.
3=#N reads Grade level French texts requiring assistance to pronounce words clearly. #E attempts to discuss what #e is reading about but often misinterpret what the main idea of the book is about and has difficulty discussing details. #N will continue to be supported with selecting books that are at #h reading level and practice showing #h understanding by making connections to what #e is reading.

COMMENTS: Term 1 Grade 4 Reading English
1=#N reads a variety of types of grade level texts independently and provides oral answers in detail about the content. In #h reading responses to "Life in a Rotting Log" and "The Canadian Shield" #e demonstrated the ability to identify the main idea and author's message and purpose in a text as well as provide evidence from the content of #h reading to support opinions and ideas.
2=#N is able to read a passage of text and provides answers demonstrating some detail about the content #e has read. #E needs to pause during #h reading when unsure of content and, if necessary, re-read the passage to improve #h understanding.
3=#N demonstrates the ability to identify the main idea and author's message providing some evidence from the content of #h reading to support opinions and ideas.
4=#N consistently demonstrates the ability to identify the main idea and author's message and purpose in a text as well as provide evidence from the content of #h reading to support opinions and ideas.
5=In Language, *N* reads a variety of grade level texts fluently and confidently and is encouraged to continue to read and discuss books at home daily. *N* confidently identifies and uses reading comprehension strategies effectively, like determining importance in various fiction and non-fiction texts
6=In Language, *N* reads a variety of grade level texts with fluently and is encouraged to continue to read and discuss books at home daily. *N* can usually identify and use reading comprehension strategies effectively, like determining importance in various fiction and non-fiction texts.
7=In Language, *N* reads grade level texts with some fluency and is encouraged to continue to read and discuss books at home daily. *N* sometimes identifies and uses reading comprehension strategies effectively, like determining importance in various fiction and non-fiction texts.

COMMENTS: Term 1 Grade 4 Science
1=#N shows an understanding of the role animals and plants play in a habitat by correctly classifying them as producers, decomposers or consumers.
2=#N shows a basic understanding of the role animals and plants play in a habitat by classifying some of them as producers, decomposers or consumers.
3=#N needed to review the concept of producers, decomposers and consumers in order to identify the role animals and plants play in a habitat.
4=In #h project on the wolf and in discussions about other animals, #e could identify adaptations that help animals survive in their environment.
5=In #h project on the wolf and in discussions about other animals, #e could identify some adaptations that help animals survive in their environment.
6=#N demonstrates the ability to reflect about the positive and negative impacts of human interactions with habitats. In #h responses to enquiry questions, #e included information learned from previous discussions and/or lessons. #E could name many examples of what #h family could do to reduce the amount of garbage they produce.
7=#N is beginning to reflect about the positive and negative impacts of human interactions with habitats. When answering enquiry questions, #e should work towards including more information learned from previous discussions and/or lessons. #E could name some examples of what #h family could do to reduce the amount of garbage they produce.
8=#H follows models provided to reflect about science enquiry questions such as the positive and negative impacts of human interactions with habitats. #E is learning to include information learned from previous discussions and/or lessons in #h responses. #E could name a few examples of what #h family could do to reduce the amount of garbage they produce.
9=Discussing #h ideas orally about the positive and negative impacts of human interactions with habitats helped #N complete enquiry questions with more clarity.
10=In our unit on Rocks and Minerals, #N demonstrated an understanding that rocks and minerals are important natural resources that we use every day in a variety of ways. #E identified the three main types of rocks and described the characteristics of each. #E accurately labelled a diagram of the rock cycle and orally explained how igneous, metamorphic and sedimentary rocks are formed.
11=In our unit on Rocks and Minerals, #N demonstrated an understanding that rocks and minerals are important natural resources that we use every day in a variety of ways. #E identified the three main types of rocks but needed prompting to describe the characteristics of each. #E accurately labelled a diagram of the rock cycle and gave a brief/needed assistance to retrieve the necessary science vocabulary to explain how igneous, metamorphic and sedimentary rocks are formed.

COMMENTS: Term 1 Grade 4 Writing
1=#N is able to create effective descriptive paragraphs. #E is able to apply the basic conventions of spelling, punctuation and grammar in order to edit written work. #E is encouraged to create interest by developing ideas in more detail and vary sentence structure.
2=#N uses graphic organizers to sequence and sort #h ideas. After adding specific details, sentences are written and then grouped into paragraphs. A variety of strategies such as making jot notes or following a writing framework are being used in the classroom to assist with paragraph writing. #E is encouraged to create interest by developing ideas in more detail and vary sentence structure.
3=#N uses graphic organizers to sequence and sort #h ideas. After adding specific details, sentences are written and then grouped into paragraphs. A variety of strategies such as making jot notes or following a writing framework are being used in the classroom to assist with paragraph writing. Luke should add more interesting vocabulary in writing assignments. #E is encouraged to use a variety of sentence lengths to improve the fluency of #h written work.
4=#N is learning to organize and to communicate ideas in short paragraphs. A variety of strategies such as making jot notes or following a writing framework are being used in the classroom to assist with paragraph writing. #H use of conventions (e.g., spelling, punctuation, grammar) is improving but much more careful editing of assignments is required.

COMMENTS: Term 2 - Grade 4 Math
1=#N understands mathematical concepts and successfully applies knowledge and skills in familiar contexts. #E represent fractions using concrete materials, words, and standard fractional notation, and explains the meaning of the denominator as the number of the fractional parts of a whole or a set, and the numerator as the number of fractional parts being considered.
2=#N understands mathematical concepts and successfully applies knowledge and skills in familiar contexts with some errors. #E represent fractions using concrete materials, words, and standard fractional notation, and explains the meaning of the denominator as the number of the fractional parts of a whole or a set, and the numerator as the number of fractional parts being considered.
3=#N requires support to understand mathematical concepts and to apply #h knowledge and skills in familiar contexts. #E represent fractions using concrete materials, words, and standard fractional notation, and explains the meaning of the denominator as the number of the fractional parts of a whole or a set, and the numerator as the number of fractional parts being considered.
4=#N compares and orders fractions (i.e., halves, thirds, fourths, fifths, tenths) by considering the size and the number of fractional parts.
5=#N uses manipulatives such as fraction strips to compare and order fractions (i.e., halves, thirds, fourths, fifths, tenths).
6=#N uses critical thinking processes to estimate and determine elapsed time given the durations of events expressed in five-minute intervals, hours, days, weeks, months, or years.
7=#N is experiencing difficulty estimating and determining elapsed time in events expressed in five-minute intervals, hours, days, weeks, months, or years.
8=#N identifies quadrilaterals and three-dimensional figures and classifies them by their geometric properties using Venn Diagrams.
9=Using a protractor, #e can construct and measure angles. #E is consistently able to classify angles as acute, obtuse or right based upon #h measurements.
10=#N identifies and describe the general location of an object using a grid system.
11=#N identifies, performs, and describes reflections using a variety of tools.
12=#N applies #h knowledge of addition, subtraction, and multiplication to find the missing number in simple equations.
13=When conducting probability experiments, #N uses processing skills to carry out a plan with some flexibility. #E connects data, questions, and tests #h solution to evaluate reasonableness. #E is beginning to make connections within and between various contexts.
14=#N is able to use #h knowledge of probability to make predictions based upon anticipated outcomes of events. #E can classify possible outcomes (e.g., rolling dice, drawing certain cards from the deck) as most likely, somewhat likely and least likely.
15=#E consistently expresses and organizes #h mathematical thinking clearly and completely.
16=Regular practice of number facts in necessary in order to allow #N to solve problems with more confidence.
17=Is encouraged to review solutions to questions to make sure they show completely the strategy used to solve problems.
18=Reference the Math Word Wall to include concept specific math vocabulary in solutions to problems.
19=Reference the Math Word Wall to include concept specific math vocabulary in solutions to problems.
20=Reference the Math Word Wall to include concept specific math vocabulary in solutions to problems.

COMMENTS: Term 2 - Grade 5 Math
1=#N understands mathematical concepts and successfully applies knowledge and skills when solving math problems. #E applies critical thinking process and devises a plan to compare and order proper and improper fractions, and mixed numbers (e.g., changes all fractions to mixed numbers, finds equivalent fractions).
2=#N uses number lines and base ten materials to compare, and order decimal numbers. #E performs basic operations involving decimal numbers to hundredths with accuracy.
3=#N understands mathematical concepts and applies knowledge and skills when solving math problems with some errors. #E is gradually applying critical thinking process and devising a plan to compare and order proper and improper fractions, and mixed numbers (e.g., changes all fractions to mixed numbers, finds equivalent fractions).
4=#N uses number lines and base ten materials to compare, and order decimal numbers. #E performs basic operations involving decimal numbers to hundredths.
5=#N demonstrates an imprecise understanding of concepts and application of mathematical procedures. #E chooses appropriate strategies to solve problems, but has difficulty executing them. With an opportunity to review the critical thinking process (e.g., changes all fractions to mixed numbers, finds equivalent fractions)., #e compares and order proper and improper fractions, and mixed numbers.
6=#N uses critical thinking processes to estimate and determine elapsed time given the durations of events expressed in five-minute intervals, hours, days, weeks, months, or years.
7=#E effectively solves problems that involve comparing 12-hour and 24-hour time, and is able to correctly determine elapsed time, with and without a timeline.
8=#E solves problems that involve comparing 12-hour and 24-hour time, and determines elapsed time with and without a timeline.
9=#E is beginning to use estimation skills to determine elapsed time with a timeline, and can express the duration of time in minutes, hours, days, weeks, and months.
10=#N correctly identifies two-dimensional shapes by side and angle properties, and can compare and sort three-dimensional figures. #E is able to classify, measure, and construct a variety of angles using a protractor. #E effectively describes the location of an object using cardinal directions, and can perform a number of geometric transformations.
11=#N identifies two-dimensional shapes by some side and angle properties, and can compare and sort most three-dimensional figures. #E is able to classify acute, right, and obtuse angles, and is developing the ability to measure and construct angles using a protractor. #E describes the location of an object using cardinal directions, and can identify and create a number of geometric transformations.
12=#N identifies some two- and three-dimensional shapes by their properties, such as side lengths and angle measurements. #E is able to sort and classify some types of angles, and is developing the ability to precisely measure angles using a protractor. #E describes the location of an object using cardinal directions in some detail, and can distinguish types of geometric transformations.
13=Using mental math, #e determines the missing number in equations, and demonstrates an understanding of variables as unknown qualities that can change and are represented by a letter or symbol.
14=#E determines the missing number in some equations, and demonstrates an understanding of variables as unknown qualities represented by a letter or symbol.
15=#N lists all possible outcomes in a probability experiment and communicates the probability of an event occurring in a fraction, decimal, or percentage
16=#N represents the probability that a specific outcome will occur in a complex probability experiment, using appropriate methods to record results and communicates using a fraction, decimal, or percentage.
17=Regular practice of number facts in necessary in order to allow #N to solve problems with more confidence.
18=#N is encouraged to demonstrate #h learning and thinking by thoroughly communicating the answer, which includes explaining the steps #e took to solve problems.
19=#N is encouraged to use greater detail when communicating strategies and solutions in problem solving situations.
20=#N is encouraged to look at multiple ways to solve complex problems and strive to communicates #h procedures in details.

COMMENTS: Term1- Grade 4 Math
1=#N independently understand and solves a variety of math problems in all strands using #h mathematical knowledge.
2=#N receives occasional support to interpret and choose an appropriate strategy to solve math problems.
3=#N occasionally requires assistance to solve math problems using #h mathematical knowledge.
4=#N receives support to interpret and solve math problems.
5=Procedures, graphs, diagrams and/or charts are usually complete and clearly labelled.
6=#E is encouraged to review #h answers to ensure that procedures, graphs, diagrams and/or charts are complete and clearly labelled.
7=#E is encouraged to make sure #e explains #h thinking fully by including complete procedures, graphs, diagrams and/or charts.
8=#E is learning to explain #h thinking fully by including complete procedures, graphs, diagrams and/or charts.
9=#E is learning to organize #h answers by including complete procedures, graphs, diagrams and/or charts.
10=#E is learning to include complete procedures in #h answers.
11=#N reads, writes, compares, and orders whole numbers to 10 000. #E successfully uses regrouping to add and subtract up to four digit numbers. #N reads and represents money amounts to $100 using pictures, play money, in dollar and cents notation. #E is able to add and subtract money amounts by making simulated purchases and providing change for up to $100.
12=#N reads, writes whole numbers to 10 000 but #e makes some mistakes when comparing and ordering them. #E uses regrouping to add and subtract up to four digit numbers. Consistently lining-up digits and showing all the steps taken when adding or subtracting multi-digit numbers would eliminate errors. #N reads and represents money amounts to $100 using dollar and cents notation. #E is able to add and subtract money amounts by making simulated purchases and providing change for up to $100.
13=#N reads, writes, compares, and orders whole numbers to 10 000. #E makes errors when using regrouping to add and subtract double digit numbers. Consistently lining-up digits and showing all the steps taken when adding or subtracting multi-digit numbers would eliminate errors. #N is learning to correctly represents money amounts to $100 using dollar and cents notation. #E is learning to accurately add and subtract money amounts by making simulated purchases and providing change for up to $100.
14=#E estimates, measures, and records linear dimensions, mass, and capacity. #N selects the most appropriate standard unit (e.g., kg, mL, cm) to measure items in the classroom. #E is able to apply #h knowledge of multiplication facts to accurately calculate the area of most squares and rectangles by multiplying length by width.
15=#E measures, and records linear dimensions, mass, and capacity. #N usually selects the most appropriate standard unit (e.g., kg, mL, cm) to measure items in the classroom. #N is able to demonstrate some knowledge of multiplication facts. However, #e has difficulty applying this knowledge when calculating the area of squares and rectangles.
16=#E measures, and records linear dimensions, mass, and capacity. #H estimates are usually reasonable. #N selects the most appropriate standard unit (e.g., kg, mL, cm) to measure items in the classroom. #E is able to apply #h knowledge of some multiplication facts to accurately calculate the area of most squares and rectangles by multiplying length by width.
17=#E is beginning to estimate and measure the perimeter and area of regular and irregular shapes using a variety of tools and strategies (e.g., formulas, grid paper and calculators).
18=#N is consistently able to identify numerical patterns and can use patterns to predict what number will come next in a sequence.
19=#N is able to identify most numerical patterns and can use patterns to predict what number will come next in a sequence.
20=#N is able to identify some numerical patterns and with assistance can use patterns to predict what number will come next in a sequence.

COMMENTS: Thinking Skills (Improvements)
1=#N is encouraged to observe carefully in order to recognise problems.
2=#N is advised to practice using models and simulations when exploring complex systems and issues.
3=#N needs to practice evaluating and organising relevant information and evidence to make decisions.
4=#N is needs to learn to recognise obstacles and challenges, evaluate and propose a variety of solutions.
5=#N is encouraged to incorporate discussions and diagrams to generate new ideas and inquiries in order to build new connections between them.
6=#N is advised to think creatively and design improvements to existing products, processes, media and technologies.
7=#N is encouraged to utilise #h prior knowledge when making connections between units of inquiry and/or between subjects.
8=#N needs to work on #h thinking skills by reflecting on the process of learning and asking questions.

COMMENTS: Thinking Skills (Strengths)
1=#N is able to observe carefully in order to recognise problems.
2=#N is able to use models and simulations when exploring complex systems and issues.
3=#N is able to evaluate and organise relevant information and evidence to make decisions.
4=#N can identify obstacles and challenges; hence propose and evaluate a variety of solutions.
5=#N uses discussions and diagrams to generate new ideas and inquiries, making new connections between them.
6=#N is able to think creatively and design improvements to existing products, processes, media and technologies.
7=#N utilises #h prior knowledge when making connections between units of inquiry and/or between subjects.
8=#N uses thinking skills to reflect on the process of learning by asking questions.

COMMENTS: TRA01: KS2 Rights
1=#E has learnt the difference between wants, needs and rights.
2=#E knows that all children have the same basic needs and rights, and #e can describe them.
3=#E knows that rights come with responsibilities.
4=#E could empathise with the experiences of other people and #e has described situations from other points of view than her own.
5=#E could describe some of the components of the United Nations Convention on the Rights of the Child.
6=#E understand the importances of trust, tolerance and honesty in #h relationships.

COMMENTS: TRA01: KS2 Rights (UOI5)
1=#E has learnt the difference between wants, needs and rights.
2=#E knows that all children have the same basic needs and rights, and #e can describe them.
3=#E knows that rights come with responsibilities.
4=#E could empathise with the experiences of other people and #e has described situations from other points of view than her own.
5=#E could describe some of the components of the United Nations Convention on the Rights of the Child.
6=#E understand the importances of trust, tolerance and honesty in #h relationships.

COMMENTS: TRA02: Fairness
1=#E recognises the difference between right and wrong.
2=#E knows that #h actions affect both #s and others.
3=#E is able to see things from others' points of view.
4=#E has shown that #e has the skills needed to challenge teasing, bullying and discrimination, and #e clearly knows how and where to seek help.
5=#E knows about the infringement of human rights in the UK, in other countries and at other times in history.
6=#E is able to empathise with people who have been treated unfairly.
7=#E understands the importance of honesty, trust, respect and tolerance in #h every day life.

COMMENTS: TRA02: Fairness (UOI5)
1=#E recognises the difference between right and wrong.
2=#E knows that #h actions affect both #s and others.
3=#E is able to see things from others' points of view.
4=#E has shown that #e has the skills needed to challenge teasing, bullying and discrimination, and #e clearly knows how and where to seek help.
5=#E knows about the infringement of human rights in the UK, in other countries and at other times in history.
6=#E is able to empathise with people who have been treated unfairly.
7=#E understands the importance of honesty, trust, respect and tolerance in #h every day life.

COMMENTS: TRA03: Responsibility
1=#N shows an awareness of the rights of others and #h responsibility to uphold those rights.
2=#N can work with others to resolve problems or a conflict.
3=#N has used #h skills of participation and #e can take responsible action.
4=#N reflected on #h learning and communicated what #e has learnt to others.

COMMENTS: TRA03: Responsibility (UOI5)
1=#N shows an awareness of the rights of others and #h responsibility to uphold those rights.
2=#N can work with others to resolve problems or a conflict.
3=#N has used #h skills of participation and #e can take responsible action.
4=#N reflected on #h learning and communicated what #e has learnt to others.

COMMENTS: UOI4 Civilization
1=Upon completing a simulated survival activity individually and then repeating the activity in a group, #N was able to identify that the ease of societal living was a main factor in the formation of early societies.
2=#N independently completed enquiry activities about early societies. #E was able to identify similarities and differences among early societies in regards to their social organization, daily life and beliefs.
3=#N required assistance to complete enquiry activities about early societies. #E was able to identify some similarities and differences among early societies in regards to their social organization, daily life and beliefs.
4=#N needed clarifications and assistance to understand and gather information about early societies. With prompting, #e identified few similarities and differences among early societies in regards to their social organization, daily life and beliefs.
5=#E created artifacts and was able to explain their importance to the civilizations in the past. #N names inventions we still use today.
6=#E created artifacts and briefly explained their importance to the civilizations in the past. #N names some inventions we still use today.
7=#N independently completed enquiry activities about early societies. #E was able to reflect and contribute to discussions regarding key aspects of early societies such as social organization, daily life and beliefs.
8=#N required assistance to complete enquiry activities about early societies. #E was able to make brief contributions regarding key aspects of early societies such as social organization, daily life and beliefs.
9=#N is encouraged to formulate inquiry questions to guide #h own research when discovering ways of life in societies across the world.
10=#N is encouraged to maintain #h level of participation and continue asking questions during classroom lessons and discussions in order to ensure understanding.
11=Increasing #h level of participation and asking questions during classroom lessons and discussions would assist #N with showing #h understanding.
12=#N will continue to be supported in class with frequent reviews of basic concepts to help #m demonstrate a better understanding.
13=#N is able to identify the main factors that contributed to the formation of the first human societies. With occasional assistance, #e worked in small groups recreating Mesopotamian innovations in law, architecture, written language, trade, and warfare demonstrating a basic understanding of how ancient societies' culture developed.
14=#N is able to identify the main factors that contributed to the formation of the first human societies. #E worked collaboratively in small groups recreating Mesopotamian innovations in law, architecture, written language, trade, and warfare demonstrating an understanding of how ancient societies' culture developed.

COMMENTS: UOI5 Social Studies
1=#N independently identifies and sorts important services under the correct level of government (e.g., the public library is a municipal service, education is a provincial service, and Canada Post is a federal service).
2=#N identifies and sorts some important services under the correct level of government (e.g., the public library is a municipal service, education is a provincial service, and Canada Post is a federal service).
3=#N needs prompting and/or assistance to identify and sort important services under the correct level of government (e.g., the public library is a municipal service, education is a provincial service, and Canada Post is a federal service).
4=#E can identify the major rights and responsibilities associated with citizenship in Canada.
5=With an opportunity for review, #e can identify the major rights and responsibilities associated with citizenship in Canada.
6=#N's contributions during discussions, mock elections and debates, demonstrate a very good understanding of the responsibilities of the executive, legislative and judicial branches of our federal government and of the election process.
7=During discussions, mock elections and debates, #N demonstrates a general grasp of the responsibilities of the executive, legislative and judicial branches of our federal government and of the election process. #E investigated responses of governments in Canada to some significant issues such as social and environmental issues.
8=During discussions, mock elections and debates, #N demonstrates a general grasp of the responsibilities of the executive, legislative and judicial branches of our federal government and of the election process. #E investigated responses of governments in Canada to some significant issues such as social and environmental issues.
9=During discussions, mock elections and debates, #N needs prompting to share #h understanding of the responsibilities of the executive, legislative and judicial branches of our federal government and of the election process. #E investigated responses of governments in Canada to some significant issues such as social and environmental issues.
10=#N is encouraged to find and discuss government news stories found in newspapers, online, and on television with a family member to further #h understanding of how decisions made by our government impact our lives.
11=Discussing Social Studies concepts taught in class with a family member would help #N consolidate the big ideas so #e can feel more confident to participate during discussions.

COMMENTS: UOI6 Science
1=#N shows an understanding of the role animals and plants play in a habitat by correctly classifying them as producers, decomposers or consumers.
2=#N shows a basic understanding of the role animals and plants play in a habitat by classifying some of them as producers, decomposers or consumers.
3=#N needed to review the concept of producers, decomposers and consumers in order to identify the role animals and plants play in a habitat.
4=In #h project on the wolf and in discussions about other animals, #e could identify adaptations that help animals survive in their environment.
5=In #h project on the wolf and in discussions about other animals, #e could identify some adaptations that help animals survive in their environment.
6=#N demonstrates the ability to reflect about the positive and negative impacts of human interactions with habitats. In #h responses to enquiry questions, #e included information learned from previous discussions and/or lessons. #E could name many examples of what #h family could do to reduce the amount of garbage they produce.
7=#N is beginning to reflect about the positive and negative impacts of human interactions with habitats. When answering enquiry questions, #e should work towards including more information learned from previous discussions and/or lessons. #E could name some examples of what #h family could do to reduce the amount of garbage they produce.
8=#H follows models provided to reflect about science enquiry questions such as the positive and negative impacts of human interactions with habitats. #E is learning to include information learned from previous discussions and/or lessons in #h responses. #E could name a few examples of what #h family could do to reduce the amount of garbage they produce.
9=Discussing #h ideas orally about the positive and negative impacts of human interactions with habitats helped #N complete enquiry questions with more clarity.
10=In our unit on Rocks and Minerals, #N demonstrated an understanding that rocks and minerals are important natural resources that we use every day in a variety of ways. #E identified the three main types of rocks and described the characteristics of each. #E accurately labelled a diagram of the rock cycle and orally explained how igneous, metamorphic and sedimentary rocks are formed.
11=In our unit on Rocks and Minerals, #N demonstrated an understanding that rocks and minerals are important natural resources that we use every day in a variety of ways. #E identified the three main types of rocks but needed prompting to describe the characteristics of each. #E accurately labelled a diagram of the rock cycle and gave a brief/needed assistance to retrieve the necessary science vocabulary to explain how igneous, metamorphic and sedimentary rocks are formed.

COMMENTS: [G6S1HR] 01-01 IB Learner Profile
1=Inquirer
2=#N demonstrates the IB learner profile attribute of an Inquirer, by developing the skills necessary to conduct inquiry and research.
3=#N demonstrates the IB learner profile attribute of an Inquirer, by asking many questions and presenting #h report in the class.
4=Knowledgable
5=#N demonstrates the IB learner profile attribute, Knowledgeable, by presenting a good deal of factual information in various learning tasks.
6=#N demonstrates the IB learner profile attribute, Knowledgeable, by showing excellent attitude towards acquiring in-depth knowledge.
7=Thinker
8=#N demonstrates the IB learner profile attribute of a Thinker, by developing the necessary thinking skills to make good decisions and solve problems.
9=#N demonstrates the IB learner profile attribute of a Thinker, by showing the ability to come up with creative solutions to various class and personal problems.
10=Communicator
11=#N demonstrates the IB learner profile attribute of a Communicator, by using different forms of communication to effectively convey #h ideas and opinions.
12=#N demonstrates the IB learner profile attribute of a Communicator, by articulating #h thoughts and ideas meaningfully.
13=Principled
14=#N demonstrates the IB learner profile attribute, Principled, by exhibiting academic honesty when doing #h work individually and in a large group setting.
15=#N demonstrates the IB learner profile attribute, Principled, by taking responsibility for #h own actions and their consequences.

COMMENTS: [G6S1HR] 01-02 IB Learner Profile
1=Open Minded
2=#N demonstrates the IB learner profile attribute, Open Minded, by respecting and accepting the opinions of others in the class.
3=#N demonstrates the IB learner profile attribute, Open Minded, by demonstrating a positive mindset to work in a group setting.
4=Caring
5=#N demonstrates the IB learner profile attribute, Caring, by showing #h concern for the welfare of others.
6=#N demonstrates the IB learner profile attribute, Caring, by providing constructive feedback to #h peers in a positive and gentle manner.
7=Courageous
8=#N demonstrates the IB learner profile attribute, Courageous, by taking on challenges positively in many classroom situations.
9=#N demonstrates the IB learner profile attribute, Courageous, by confidently responding to queries with bold ideas and opinions.
10=Balanced
11=#N demonstrates the IB learner profile attribute, Balanced, as #e works equally on the development of #h intellectual, physical, social and emotional aspects of life.
12=#N demonstrates the IB learner profile attribute, Balanced, by demonstrating a healthy lifestyle and positive learning habits.
13=Reflective
14=#N demonstrates the IB learner profile attribute, Reflective, by showing the ability to reflect on #h own learning.
15=#N demonstrates the IB learner profile attribute, Reflective, by showing the ability to reflect on #h own learning and plan accordingly to improve #h learning.

COMMENTS: [G6S1HR] 02-01. PYP Attitudes
1=PYP Attitudes
2=Appreciation
3=#N understands the importance of group work.
4=#N is grateful for small gestures that #h classmates demonstrate.
5=#N is polite when making requests of #h classmates and teachers.
6=Empathy
7=#N is sensitive to what #h classmates feel whenever there is group task to be completed.
8=#N shows great empathy to those who need help.
9=#N is aware of #h classmates' feelings and thoughts.
10=Commitment
11=#N works very hard in an assigned task.
12=#N knows how to keep #h word to #h friends.
13=#N adheres to the teacher's instructions in class.
14=Enthusiasm
15=#N shows interest in class activities.
16=#N is an active listener in class.
17=#N actively participates during class discussions and group activities.

COMMENTS: [G6S1HR] 02-02. PYP Attitudes
1=Confidence
2=#N shows confidence during group presentations.
3=#N confidently faces challenging tasks.
4=#N's high self-esteem is seen through classroom activities and during class presentations.
5=Independence
6=#N can independently manage #h tasks without any assistance.
7=#N handles tasks on #h own in a given time frame.
8=Cooperation
9=#N collaborates well with #h classmates during class activities.
10=#N contributes #h ideas and opinions during class discussions and group activities.
11=Integrity
12=#N's sincerity with #h actions are reflected when doing class routines.
13=#N shows honesty in #h work by highlighting the references.

COMMENTS: [G6S1HR] 02-03. PYP Attitudes
1=Creativity
2=#N's resourcefulness is reflected in #h written work and during class presentations.
3=#N displays a good sense of imagination in group tasks and presentations.
4=Respect
5=#N has high regard for #h classmate leading the group.
6=#N is polite to #h classmates whatever the circumstances are.
7=Curiosity
8=#N's curiosity is evident when #e explores further into the topic discussed.
9=#N is eager to learn more about what interests #m.
10=Tolerence
11=#N is patient with #h classmates during group activities.
12=#N's patience and acceptance is reflected by #h interaction with #h classmates.

COMMENTS: [G6S1HR] 03. Strength
1=Homework
2=#N is capable of doing #h homework independently.
3=#N submitted all the required homework in a timely manner this quarter.
4=#N shows perseverance with challenging assignments.
5=#N puts forth consistent effort to complete homework on time.
6=Behaviour
7=#N follows instructions and cooperates during most of the classroom activities.
8=#N recognises the importance of good behaviour to achieve #h personal learning goals.
9=#N has good work ethics, manages #h time well and helps others.
10=Participation
11=#N initiates simple tasks inside and outside the classroom without the teacher's prompt.
12=#N recognises the importance of sharing resources with others.
13=#N works well in group settings and cooperates well with others.

COMMENTS: [G6S1HR] 04. AoI
1=Homework
2=#N is encouraged to practice working on #h homework independently.
3=#N needs to practice doing independent research at home.
4=#N needs to learn to accept responsibility for completing homework on time and with care.
5=Behaviour
6=#N needs to reflect on the importance of following instructions.
7=#N needs to recognise the importance of good behaviour to achieve #h personal learning goals.
8=#N needs to work on managing #h feelings and emotions well in the classroom.
9=Participation
10=#N is encouraged to initiate simple tasks inside and outside the classroom without the need for a teacher's prompt.
11=#N is encouraged to actively participate in various learning activities both in individual and group settings.
12=#N is encouraged to actively contribute #h ideas and thoughts during group collaboration.

LIST: degree
1=with much support
2=in some limited ways
3=in some basic ways
4=in some areas
5=in several ways
6=consistently
7=in many ways
8=across all areas
9=to an outstanding level

LIST: gives
1=has been supported in occasionally giving
2=sometimes gives, when helped,
3=has been supported in frequently giving
4=generally gives, when helped,
5=generally gives
6=often gives
7=typically gives
8=almost always gives
9=consistently gives
10=almost always gives insightful and

LIST: grade
1=limited
2=some
3=basic
4=satisfactory
5=sound
6=consistent
7=high
8=impressive
9=outstanding

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: next-step
1=pay more attention in class
2=try to work better with other students
3=practice not becoming distracted by the students around #m
4=continue the same effort
5=slow down when working on word problems
6=read word problems more carefully
7=think more when choosing the right strategy
8=take notes when being taught something #e does not know well
9=ask questions when #e does not understand something
10=try answering questions first before stopping work on them
11=persist at working on hard questions
12=try more than one strategy on hard questions

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

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

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: 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



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