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COMMENTS: English - Opener
1=#N enjoys discussing texts in English and #h general written work is now better organised, and structured more thoughtfully.
2=#N has been encouraged to take an active part in shared reading and writing activities as well as independent work.
3=#N has recently made good progress in this area of the curriculum, and now shows greater confidence in #h ability to express #s on paper.
COMMENTS: English - Reading (1)
1=#E has achieved full fluency in #h reading and has good expression when reading aloud.
2=#E is expected to read a variety of materials. #E can create atmosphere when reading aloud, by varying pace and intonation and is deriving more pleasure from #h books.
3=#E reads independently showing good expression and understanding. #E has an affinity with books and enjoys silent reading. #E is starting to use very descriptive words in #h own writing; often picking them up from the books #e has read.
4=#N's reading has shown good progress this year. #E reads a variety of books with growing expression and good fluency.
5=#E can select and evaluate information from a wide range of reference materials.
6=#E reads independently showing good expression and understanding. #E shows obvious enjoyment in reading, choosing a good range of appropriate texts.
7=#E reading is increasingly fluent, and #e uses #h voice well to bring the characters and plot to life.
8=#E reads fluently, with appropriate expression, deriving pleasure from an increasingly wide range of books.
9=#E demonstrates a good level of fluency when reading. #E reads with understanding and enjoys using reference books.
10=In poetry lessons, #e can comment critically on the overall impact of a poem, showing how the language and themes have been developed.
11=#E can find and select information and use it effectively.
12=#E is becoming a competent reader and is starting to enjoy more demanding books. #E is able to read silently, with sustained concentration.
13=#E demonstrates a good level of reading fluency, and #e puts expression into #h voice. #E is now reading a wider range of texts and has a growing enthusiasm for books.
14=#E reads independently showing good understanding, and is starting to use descriptive words in #h own writing; often picking them up from the books #e has read.
15=#N's reading has shown good progress this year. #E reads a variety of books and styles with growing expression and increasing fluency.
16=#E shows a developing interest in reading; and is reading a range of more testing books.
17=#E now enjoys reading more demanding books.
18=#E has really improved #h reading this year. #E is choosing a range of more demanding and interesting texts. This variety of styles will lead to a consequent maturity in #N's story writing.
19=#N's reading is gaining in fluency. #E is more willing to share a book with an adult during the Literacy Hour and senses that #e is making some improvement this year.
20=#E is now reading with greater fluency as a result of more regular practice; and is certainly deriving pleasure from #h books.
COMMENTS: English - Reading (2)
1=#E is reading more fluently as a result of regular practice, and enjoys reading more demanding books. #E can talk about what #e has read, showing a depth of understanding.
2=#E is expected to read a variety of materials and reads fluently, with appropriate expression.
3=#E improvement in reading has been excellent and #e is now more confident and enjoying books.
4=#E is beginning to introduce expression into the way #e reads. #E prefers reference books to story books, and particularly enjoys silent reading.
5=#E reads books and poems with an increased confidence in #h abilities.
6=#E, at times, can be a reluctant reader and therefore has been encouraged to look for books which interest #m. #E is now more willing to talk about the texts #e reads.
7=#E is now more confident about #h ability in English and enjoys reading a wider range of books.
8=N's reading has improved and #e is more aware of the value of books.
9=In #h reading, #e shows increasing fluency but should try to take more notice of punctuation. This will help to improve #h understanding of the text. Generally, #e is beginning to make good progress but #e now needs to read more challenging books.
10=#E is a reluctant reader and needs encouragement to become interested in books. If #e is to improve #e must read more regularly at home.
COMMENTS: English - Speaking, Listening (1)
1=#E listens attentively. When asked to talk about #h work, #e reports back clearly and concisely.
2=#N's spoken comments are often perceptive and reflect #h well-developed listening skills.
3=When asked to talk about Literacy texts, #e speaks in front of an audience with confidence, and shows a super understanding of the ideas under discussion.
4=#E listens attentively, responds well to the ideas of others and can report back clearly and concisely.
5=#E listens attentively and responds well to the suggestions and ideas of others.
6=#E listens attentively in class.
7=#E listens extremely well, and invariably makes perceptive comments during discussions.
8=#E contributes well to class discussions, offering quite perceptive comments.
9=#E contributes well to class discussions, often injecting some humour, and is willing to justify #h opinions and feelings to others.
10=#E is not afraid to express #h feelings and opinions to others during class discussions; and speaks with greater clarity and thought.
11=#E is well informed, and quietly puts #h point of view over in class discussions. #E listens with interest during these sessions.
12=#E is well informed. #E listens with interest during class discussions and is very composed when answering questions.
COMMENTS: English - Speaking, Listening (2)
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 at6tentively. #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: English - Spelling (1)
1=#E is a good speller, and #h handwriting is joined accurately.
2=#E is showing improvement in #h spelling and will use a dictionary to find or correct a spelling, when prompted.
3=#E spells accurately many polysyllabic words.
4=#E uses a dictionary carefully when checking spellings.
5=#N's spelling is still erratic, but #e is starting to be more aware of key patterns.
6=#H spelling is much improved.
7=#E often finds #e can spell a word correctly if #e thinks about it but needs to be encouraged to check #h work for errors.
8=#E spells most words accurately, but must remember to read #h writing through to check for unforced errors.
9=#E needs to reinforce #h knowledge of homophonic words to ensure accurate spelling.
10=#N's spelling is generally accurate, and #e is able to correct #h own work using a dictionary.
11=#E has made a good attempt to consolidate #h spellings, and seems happier writing stories in a limited amount of time.
12=#E needs to reinforce #h present knowledge of spelling patterns by regularly practising key words.
13=#E has worked hard to improve #h spelling, but still needs to read #h work back to check for avoidable errors.
14=#E has made a good effort to learn #h spellings and has also developed #h handwriting; introducing accurate joins.
15=#E understanding and use of punctuation is developing steadily, and #e is being encouraged to have a go at difficult spellings and use a dictionary where possible.
16=#E still needs support with spelling.
17=#E spelling needs constant reinforcement.
18=#E reads with fluency but lacks some expression when reading aloud.
19=#E is a fluent and expressive reader.
20=#E has been reading a variety of fiction and non-fiction books which #e can recall with great interest.
COMMENTS: English - Spelling (2)
1=#E has read a wide variety of stories and #e can talk about the characters and situations with good recall.
2=#E is continuing to widen #h reading experience with a variety of stories which #e can recount with enthusiasm.
3=#E reads clearly but is lacking in expression when #e is reading aloud.
4=#E is beginning to become more fluent and therefore more confident in
5=#h reading and has covered a variety of stories over the year.
6=#E has tried very hard and shown a great interest in #h reading books, consequently #e has improved a great deal.
7=#E is inconsistent in #h reading ability - some days #e will misread words and is not at all fluent; it is not surprising that #h recall of stories is often confused.
8=#E shows a spasmodic interest in reading: sometimes #e is keen to practise at home, at other times #e has to be encouraged to take #h reading times seriously.
9=#H confidence will develop much more if regular reading at home backs up #h daily school reading; #e must be willing to participate fully in this.
10=A great deal of confidence has been gained by #m with #h continuing progress through the 'Wellington Square' reading scheme.
11=#E must be encouraged to sound-out letter blends in difficult words and not simply wait to be told.
12=#E does try hard to sound-out letter blends in words that #e has difficulty reading.
13=It is a pity that #e finds it difficult to sit silently and read; #e is distracted far too easily and this can disrupt other children.
14=The content of #N's written work is always of a good standard but #e must focus more on checking through #h own work for mistakes.
15=#E has difficulty remembering that simple punctuation is a very important part of clear writing; #e must plan #h ideas much more carefully and listen to instructions before #e starts any writing.
16=#E has tried hard to check #h writing more closely this year;
17=#E still rushes and finds it hard to spot #h mistakes.
18=#N's stories and other writings are very clear; #e plans well and the end-product is always intelligently and imaginatively written.
19=#E is imaginative in #h creative writing and #e writes at length with good punctuation; #e can also explain clearly and concisely in other forms of writing.
20=#E enjoys writing once #e gets started; #e writes at length but forgets to use #h knowledge of well-known rules on punctuation. #E gives up very easily when writing 'free' stories; #e has difficulty thinking-out ideas and putting these into a progressive piece of writing.
COMMENTS: English - Spelling (3)
1=Once #e has settled down and become involved with #h writing #e produces clear, imaginative pieces and writes in a well-structured way using good punctuation.
2=#E is rather lazy when it comes to writing stories of any length;
3=#E has some good ideas in discussions but sometimes fails to produce the finished goods.
4=#E finds writing very hard; practise in making-up simple and clear sentences is still essential for #m.
5=#E finds writing exercises hard; #e has imagination but is easily disillusioned when #e tries to get #h ideas down on paper.
6=Talking too much can affect both #N's efforts and the end result of #h written work. #E must plan #h writing quietly and carefully and #e must read #h work carefully when finished.
COMMENTS: English - Writing (1)
1=#E writes well-structured stories; #e use of interesting detail and expressive words means that #h creative writing involves the reader.
2=#E writes stories with feeling and expression, and is willing to draft and redraft them, when appropriate. #E has a lively imagination.
3=#E forms #h handwriting joins correctly, and #h work is invariably well presented.
4=#E general written work is coherently structured and well executed.
5=#E is developing a solid understanding of the rules of grammar and punctuation. #H stories are usually nicely planned and imaginative.
6=#E has made good progress during the Literacy Hour; #h story writing is more descriptive and increasingly well plotted.
7=#E is able to write independently, in complete sentences, using capital letters, full stops and question marks; and can spell most common words.
8=#E produced a beautifully presented and well crafted letter during Literacy work.
9=#E can revise and redraft #h own work, using a dictionary as necessary.
10=#E reads fluently and with appropriate expression. #H imaginative writing has some interesting ideas and #e gives careful thought to making the meaning clear.
11=#E is willing to listen to advice and this has led to a wider use of adjectives and descriptive phrases in #h work.
12=#N's imaginative story work is full of original ideas and #e uses a good range of vocabulary.
13=#N's handwriting is well-formed and accurately joined.
14=#E has a generally accurate grasp of sentence punctuation; writing fluently, with considerable thought and inventiveness. However, #e still needs to check through #h work before handing it in to eliminate preventable errors.
15=#E writes with confidence, and #h stories are now more detailed and descriptive. #E tends to set #h ideas down in a colloquial fashion, but is becoming more aware of when to use formal language.
16=#E writes imaginatively, though #h work is usually concise. #E needs to introduce more descriptive phrases in order to hold the reader's attention. #N's handwriting is much neater, and more legible. #E must remember to join.
17=#E has a lively writing style and is often quite imaginative. #H use of more advanced punctuation can, at times, be erratic.
18=#E has tried hard to grasp the basics of sentence punctuation. While #e still has difficulties with commas and quotation marks, #e seems generally secure about full stops and the use of capitals. #H story writing needs greater use of descriptive words and phrases.
19=When writing, #e uses sentence punctuation accurately, and is beginning to introduce descriptive phrases.
20=When asked to present #h thoughts on paper, #e is less expressive, though the amount #e writes has increased dramatically over the year. #E is very slow when writing stories, and although #e has good ideas, #h stories are never very long.
COMMENTS: English - Writing (2)
1=#E handwriting is invariably neat, though it can become untidy during creative writing.
2=#E is starting to use descriptive words in #h own writing, picking them up from the books #e has read. Though #e still needs to develop #h stories further, by adding greater detail.
3=This year in story writing, #e has developed imaginative plots, but they do occasionally lack a clear structure.
4=#N's written work is becoming more organised, showing greater attention to detail. #E produces work that is accurately punctuated, and has been encouraged to redraft #h writing in order to develop #h thoughts.
5=#E is developing a better understanding of the rules of grammar and punctuation, and has clear handwriting.
6=#N's written work is now better organised and structured more thoughtfully.
7=#E use of punctuation is good, but further work on apostrophes is required. #N's handwriting is clear, and #e has made a good start with cursive script.
8=#E is able to write independently, and use full stops and capital letters but not always accurately. Therefore, #e needs to spend more time revising and redrafting #h work.
9=#E has tried hard to grasp the basics of sentence punctuation. Though #e still has difficulties using commas and quotation marks, #e seems generally secure about full stops and capitals.
10=#E is starting to produce writing that uses complete sentences, and #h spellings are more accurate. However, #e must read #h work through to check that the grammar and punctuation makes sense.
11=#E produces writing that is generally well punctuated. #N's handwriting has shown some recent improvement but #e needs to continue to practise #h letter joins.
12=#N's handwriting has recently improved but #e will need to practise #h letter joins.
13=#N's handwriting has made some progress but #e must practise #h letter formation.
14=#E is beginning to join #h handwriting, but still requires further practice.
15=#N's handwriting has improved recently.
16=#E has made a good attempt to form #h handwriting correctly and now takes a lot more care with #h presentation of work. #E is often keen to write #h thoughts and ideas down on paper, and is starting to organise #h writing more effectively. #H grasp of basic punctuation is not yet secure, but #e is making good progress.
17=#E wrote a super newspaper article, after listening very carefully during the Literacy Hour.
18=#E improved handwriting has led to #h feeling more confident about #h own writing; and resulted in longer, more detailed pieces of work.
19=#E is writing more, and is keener to express #h point of view on paper, but it does take a long time for #m to work through a task.
20=#E has a good use of sentence punctuation, though more work is needed, especially on the use of speech marks. #H handwriting is clear, and #e has made a good start with cursive script.
COMMENTS: English - Writing (3)
1=#E has tried hard to master the basics of sentence punctuation, though #e tends to write slowly, and sometimes does not finish #h work in the time available. At times, #e will lack control over #h handwriting and this means #h letter formation is poor.
2=#N's handwriting is more controlled, and #e makes a good attempt to spell simple words correctly. #E writes in basic, often short, sentences. Longer sentences with more detail should be #N's aim next year.
3=#H imaginative work has some good ideas but #e needs to develop #h vocabulary.
4=#H handwriting is gradually improving and #e generally presents #h work well. Though #e will need further practise joining letters.
5=#N's handwriting has improved though it is still over-large and uncontrolled at times.
6=#N's handwriting has improved, but #e must join more.
7=#H stories show a better use of punctuation and a greater awareness of setting and plot.
8=#H has made some progress in written English this year. #E is now writing stories of greater length, but still without consistent punctuation.
9=#H presentation has improved over the year, and #h writing is more legible.
10=#H handwriting is neater and less inconsistent.
11=At present #e general writing lacks consistency. For example, #N's stories are without substantial content, and poorly punctuated. #E therefore needs to appreciate that #h English work will only improve if #e pays close attention to what #e is being taught.
12=#E has gaps in #h knowledge, due to extended absences, and will need considerable reinforcement of basic skills if #e is to improve on #h current level of literacy.
13=#E is producing writing that uses complete sentences, and #h punctuation is more accurate. #E writes slowly and this means that, at times, #e does not get through all that #e needs to.
14=To improve #h writing, #N needs to organize and plan #h stories before writing.
COMMENTS: English YR3 Handwriting
1=When #e chooses, #N can produce beautiful handwriting and is making an effort to improve #h bookwork. If #e keeps taking care, #e will have a beautiful cursive handwriting style.
2=#N produces neat bookwork and is developing an attractive style of cursive handwriting.
3=#N has made a commendable effort to improve #h handwriting and #h bookwork is looking beautiful. #E is developing an attractive style of cursive handwriting.
4=#N finds the physical skill of writing difficult, but with continued effort #e will develop a neat cursive handwriting style.
5=#N's letters are not always correctly proportioned, but with further care #e will develop a neat cursive handwriting style.
COMMENTS: English YR3 Intro
1=#N is an enthusiastic student who is making steady progress.
2=#N is a diligent, capable student who is making excellent progress in all of #h English skills.
3=#N has worked very hard this year and is making commendable progress.
4=#N works steadily and the quality of #h work has shown a marked improvement this semester.
5=#N is making a commendable effort to improve #h English skills.
6=#N is a capable student with strong literacy skills.
7=#N is a talented, diligent student in this subject.
8=#N works enthusiastically and tries to do #h best.
9=#N has sound literacy skills which enable #m to complete most tasks at an acceptable standard.
10=#N is developing sound literacy skills.
11=#N is making pleasing progress and #h literacy skills are steadily improving.
12=#N is a capable student who underestimates #h own abilities.
COMMENTS: English YR3 Listening
1=#N is able to gather information while listening and usually follows directions.
2=When #N is focused, #e can listen carefully and follow directions.
3=Although #N sometimes needs to clarify instructions, #e is an attentive listener and carefully follows directions.
4=Although #N is a careful listener, #e often needs instructions to be repeated and clarified.
5=#N is improving #h listening skills and is learning how to focus on instructions.
6=Careful listening is a challenge for #N. #E is often distracted, and misses important instructions. This hinders #h ability to get tasks finished effectively.
7=#E listens attentively. When asked to talk about #h work, #e reports back clearly and concisely.
COMMENTS: English YR3 Reading 1
1=#N has worked hard to improve #h reading skills this year.
2=#N has shown a positive approach to the development of #h reading skills.
3=#N is showing a greater interest in books as #h abilities increase.
4=#N enjoys group reading and discussing #h book with others.
5=#N is a capable reader and scored highly in #h comprehension tests.
6=Although #N's reading fluency is still quite slow, #e is reading with greater confidence and understanding. #E needs to keep up regular reading to consolidate this year's progress.
7=#N derives much pleasure from #h books.
8=#N is a most expressive reader and even though some words might be misread, #h expressive style indicates a solid understanding of the text.
9=#N is reading more confidently and has been able to lift #h fluency rate to #? words a minute. #E needs to read consistently to get this up to 100 words a minute which will help #m to improve in comprehension tasks.
10=#N has achieved a fluency rate of approximately #? words per minute which enables #m to complete most comprehension tasks at a satisfactory level.
11=#N is an extremely capable reader with a wide vocabulary and a strong general knowledge base. When doing comprehension tests, #e does need to slow down and use the time given to think carefully about each question so that #e avoids careless errors.
12=#N is an extremely capable reader with a wide vocabulary and a strong general knowledge base.
13=#N is an expressive oral reader with an excellent fluency rate.
14=#N is a confident, fluent reader who is developing sound comprehension skills.
15=#N is a very fluent, confident reader who enjoys reading books.
COMMENTS: English YR3 Reading 2
1=#N reads expressively when #e is familiar with the text. When reading an unseen passage aloud, #N needs to observe punctuation to understand the text more clearly.
2=#E has achieved full fluency in #h reading and has good expression when reading aloud.
3=#E reads independently showing good expression and understanding. #E shows obvious enjoyment in reading, choosing a good range of appropriate texts.
4=#E is now reading with greater fluency as a result of more regular practice; and is certainly deriving pleasure from #h books.
5=#E, at times, can be a reluctant reader and therefore has been encouraged to look for books that are a good fit for #m. #E is now more willing to talk about the texts #e reads.
COMMENTS: English YR3 Speaking 1
1=#E is a confident speaker who experiments with creative ideas to engage the audience.
2=#E is developing confidence as a public speaker and has many interesting ideas to share.
3=#E is a confident speaker and loves to perform in front of the class.
4=#E is developing confidence as a public speaker and is willing to have a go at any speaking task.
5=#E is beginning to enjoy speaking to a larger group of people and the class enjoys #h creative oral presentations.
COMMENTS: English YR3 Speaking 2
1=The class enjoyed #h gadget presentation about a #?.
2=The class enjoyed #h oral presentations about #? and #?.
3=The class enjoyed #h presentation about #?.
4=The class enjoys #h oral presentations.
5=The class enjoys #h creative oral presentations.
COMMENTS: English YR3 Speaking 3
1=When speaking, #e does have difficulty in producing some sounds correctly which impacts on #h ability to spell words.
2=It would be good to see #N contribute more regularly in class discussions.
COMMENTS: English YR3 Writing 1
1=The biggest challenge for #N is to improve #h written work and spelling.
2=#N is producing excellent pieces of writing and is making commendable use of adjectives and similes.
3=#N is writing with greater confidence and accuracy. Spelling is still a challenge for #m, but #e can identify most sounds and represent these sounds using the most common graphemes. #H written work is usually readable, even though it contains spelling errors.
4=#N has tried really hard to improve the quality of #h written work. When #e works carefully, #e can produce neat, attractive work that makes sense.
5=#N has made a pleasing effort to improve the quality of #h written work. #E can now edit #h work so that it makes sense and there are only a few missing words or errors in grammar.
6=While #N's written work demonstrates a pleasing level of accuracy in spelling and grammar, some spelling errors of common words do appear into #h work.
7=#N is developing more confidence when expressing #h ideas in writing.
COMMENTS: English YR3 Writing 2
1=#N is learning how to edit #h work and when #e remembers to leave spaces between words it usually makes sense.
2=Although #N's writing still contains some spelling errors and other inaccuracies, it is quite readable, and #e is becoming more aware of how to edit.
3=Although spelling is still a challenge for #m, #h work is readable and #e is becoming more aware of how to edit #h work.
4=#E needs to become more conscious of the need to edit #h work carefully and to take time to look carefully at what #e has written.
5=#E is experimenting with the use of descriptive and literary devices in #h writing.
6=Lack of confidence in spelling often hinders #N's writing. #E likes to use words that #e knows how to spell. #E needs to have a go at using bigger words even if #e doesn't know how to spell them. This would make #h writing more interesting.
7=#N has strong spelling skills and #h writing usually contains few errors.
COMMENTS: General comments (1)
1=In general #e has a very positive attitude towards all aspects of #h school work and sets a good example with #h behaviour.
2=#E is a quiet member of the class, who has a considerate and thoughtful nature.
3=#E works very hard and always gives #h best effort in all areas of the curriculum. #E has produced some work to be extremely proud of.
4=#E has become more confident about answering questions and talking in front of the class
5=#E has worked hard in many curriculum areas and has produced some work to be really proud of.
6=#E is quiet in class but works hard.
7=#E has a large circle of friends and is both liked and well respected by the class.
8=#E has a mature attitude and uses #h own initiative to develop work, having produced some excellent homework.
9=#E has a mature approach to many aspects of #h work and shows independence, settling down to work without a fuss.
10=#E has a positive attitude towards all aspects of #h school work, and sets a superb example.
11=#E is extremely conscientious, producing work to be really proud of.
12=#E sets an excellent example of good behaviour and has a sensible attitude.
13=#E has a high level of independent working skills.
14=#E is considerate and is always polite and sensible.
15=#E takes a lot of pride in #h work.
16=#E is a friendly member of the class, who works with enthusiasm and regularly contributes to class discussion.
17=#E is a confident member of the class and contributes well in lessons.
18=#E is extremely conscientious and has produced some excellent work to be really proud of.
19=#E is considerate with many friends and is always polite and sensible.
20=#E is a helpful pupil who is sensible and well behaved.
COMMENTS: General comments (2)
1=#E is a cheerful pupil and a popular member of the class.
2=#E gets on well with a variety of children in the class and is a very lively and cheerful pupil.
3=#E is making excellent progress.
4=#E makes good contributions to discussions in class and often asks questions.
5=#E gets along well with others and has many friends
6=#E has many friends and is always pleasant.
7=#E gets on well with a variety of children in the class and is a very lively and cheerful pupil.
8=#E has been working extremely hard in a variety of curriculum areas.
9=#E seems to prefer to work on an individual basis rather than in a group situation.
10=#E can work equally well independently, or with others
11=#E works well in a group situation.
12=#E is always helpful and willing to undertake jobs around the classroom.
13=#E is always polite and friendly and gets on well with everyone.
14=#E is usually cheerful with a smile and a joke.
15=#E has a good sense of humour and enjoys sharing a joke with children and adults alike.
16=Although the standard of presentation of #h work has been variable, #e works very hard and has produced some work to be extremely proud of.
17=#E needs to put more effort into written work
18=#E is too easily distracted in class.
19=#E is generally hard-working, although #e can be easily be distracted.
20=#E attitude to school and work in general has improved this term and #e has calmed down.
COMMENTS: General comments (3)
1=#E has produced some good work when #e makes the effort but is capable of more.
2=#E must ask if #e does not understand the work and in this way #e will make much more progress.
3=Recently, #e has settled down well and worked much harder in class.
4=However, #h behaviour can still be silly at times and #e needs to realise that next year #e will be in the oldest year group in the school.
5=#H attitude to work when working in class is good but #e needs to do #h homework in order to make progress.
6=In order to maintain the progress that #e is making, #e needs to listen carefully to instructions.
7=Unfortunately, #e lacks confidence in #h own ability in some subjects and needs to realise that #e is capable of producing work of a high standard when #e puts in the effort.
8=Although #e is beginning to show signs of maturity, there are days when #e can be silly and lack the concentration needed to make progress.
9=If #e develops this more positive approach to work and behaviour, #e will reach #h full potential.
10=#E is a clever capable pupil, but this is not always reflected in #h written work.
11=#E has the ability to produce good work in all subjects but needs to avoid the temptation to chatter for sustained periods to friends.
12=At certain times #e does find difficulty in remaining on task as #e prefers to 'chat' to others around #m. In order to maintain the progress that #e is making, #e needs to give #h full concentration at all times.
13=#E needs to help with putting resources away.
14=#E needs to concentrate and apply #s in full to achieve #h full potential.
15=I am sure that the challenge of a year six curriculum will inspire #m to realise #h full potential.
16=#E sometimes lacks confidence, and needs to start being more independent in the classroom.
17=#E is keen to answer questions, but needs to remember to put up #h hand.
18=Occasionally, #e can be easily distracted and #e needs to realise that #e must settle down to work straight away.
19=#E always settles down quickly to work, but needs to listen carefully to the instructions given so #e can complete the work successfully.
20=#H attitude to school and work in general has improved this term and #e has calmed down.
COMMENTS: General comments (4)
1=#E has made a good start to year 5 and is settling well into the class.
2=#E has a wide circle of friends and relates well to adults in school.
3=#E has established good relationships with #h peers and adults within school.
4=#E has a close circle of friends and gets on well with any adults #e comes into contact with.
5=#E socialises well with the other children and relates well to adults within school.
6=#E has made an impressive start to year 5 and has settled into the class.
7=#E has made an excellent start to year 5 and has settled easily into the class.
8=#E is adapting well to the demands of the upper school.
9=#E is a confident child who is always polite and friendly.
10=#E is a friendly child who displays a good sense of humour.
11=#E is generally a quiet child who tends to keep #s to #s.
12=#E is a pleasant, friendly child who is always polite.
13=#E shows maturity and co-operates well in the classroom.
14=#E shows a positive attitude to #h work and school.
15=#E shows enthusiasm for #h work.
16=#E sometimes shows a little lack of motivation when it comes to work.
17=#E needs to focus on #h listening skills this year.
18=#E listens well in inputs and contributes to discussions
19=#E has good concentration skills
20=I would like #m to focus on improving #h handwriting this year.
COMMENTS: General comments (5)
1=I would like #m to focus on improving the presentation of #h work this year.
2=#E has made a good effort with the presentation of #h work.
3=#E has made some effort to improve the presentation of #h work.
4=#E needs to take homework a little more seriously, ensuring that work is returned to school at the correct time.
5=#E has started to take homework a little more seriously, returning #h work at the correct time.
6=#E has worked conscientiously in all areas of the curriculum and made every effort to present #h work well.
7=It would be of benefit to #m if #e remembers to do #h homework and return it to school at the right time.
8=I would like #m to remember to take #h Wellington Square work home every day and to return it to school the next day.
9=#E is a willing helper and takes responsibility seriously.
10=#E is capable of working co-operatively within a group as well as independently.
11=#E is not yet capable of working totally independently of adult help and relies on the support of adults for some tasks.
12=#E finds it easier to work on #h own away from the distractions of working alongside other children but needs to develop the self-discipline of not allowing #s to become distracted.
13=#E has had an excellent year.
14=#E is a good team member with the ability to lead a group and support others sensitively within it.
15=#E is happy working either independently or as part of a group.
16=#E has shown great maturity when dealing with #h peers.
17=#E has maintained #h enthusiasm for learning throughout Year 5, participating fully in every aspect of the curriculum and beyond school in after-school clubs.
18=This is constantly reflected in the quality of #h work.
19=#E has had a good year academically, achieving good results across the curriculum.
20=#E takes great pride in the presentation of #h work, and the content is of equally high quality.
COMMENTS: General comments (6)
1=#E has a very positive attitude to school and works quietly and conscientiously in class.
2=#E has made good progress over the year and is much better now at settling to a task, having developed a positive attitude to #h work.
3=#E has had a good year and continues to make good progress in #h work.
4=#H levels of concentration have shown an improvement over the year.
5=#E has a sensible and mature attitude to school.
6=#E is gaining in maturity and confidence, working towards greater independence in #h work.
7=Over the year #N's confidence has noticeably blossomed.
8=#E has a close circle of friends which has remained fairly constant throughout Year 5.
9=#E is a sociable child with a number of friends within the class.
10=#E is a happy, friendly child of a confident disposition.
11=#E has enjoyed good relationships with the others in the class and maintained a close friendship circle throughout the year.
12=#E is a confident and outgoing child who has developed a wide circle of friends and also has good relationships with adults around school.
13=#E has been a lively personality in the class, enjoying good relationships with a wide circle of friends.
14=#E is becoming more able to co-operate when #e is working within a group, depending on the nature of the task.
15=#E can, however, have a tendency to distract others from their work and #e needs to learn to respect their need to concentrate.
16=#E can, however, be easily distracted when listening to inputs and #e would do well to sit away from #h friends at these times so that the temptation is not so great!
17=#E lacks a little confidence in class discussions and will hold back unless encouraged to participate verbally.
18=#E is much more confident on a one to one or in a small group situation.
19=#E is a friendly but quiet child who lacks confidence when speaking to the class and joining in with class discussions. As a consequence #e seems to find it easier to work independently rather than within a group.
20=#E needs very clear structures to work to and much support to ensure that #e focuses on a task and completes it within a given time.
COMMENTS: General comments (7)
1=#E has a circle of friends with whom #e socialises well during break times.
2=#E is a popular child with a wide friendship group among #h peers. #E has the odd tiff with #h friends but this always appears to resolve itself very quickly.
3=#E has worked with enthusiasm throughout #h time in Year 5, showing a positive attitude in all that #e tackles.
4=#E has had a good year and has continued to make progress in all areas of #h work due to #h positive approach.
5=#E is a quiet child with a good attitude towards #h work
6=#E has a very positive attitude to school which is reflected in the standard of #h work and #h continued ability to focus on the task in hand.
7=#E has a good attitude towards school and is well motivated and conscientious in class.
8=In group situations, #e is a good team member, making valuable contributions and supporting others.
9=When working in a group #e is a good team member, making valuable contributions to the work.
10=#E is a good team member in group work situations as well as being capable of working well on #h own.
11=#E is a well-liked member of the class and I have enjoyed having #m in my class this year!
12=#E is a happy and popular character in the class and I have thoroughly enjoyed having #m in my class.
13=#E has worked well and with enthusiasm throughout the year.
14=#E has much enthusiasm in particular areas of the curriculum which I'm sure #e will develop successfully.
15=#E has good concentration and settles well to tasks in class.
16=#E has proved #s to be hard-working and motivated in most areas of #h work.
17=#E still occasionally forgets #s and becomes distracted, and can be prone to chattiness.
18=#H maturity has continued to develop and #e shows great sensitivity towards others.
19=#E has a close circle of friends and is very supportive to others within the class, helping those who need it whenever #e can.
20=#H good-natured and helpful disposition has been an asset to the class.
COMMENTS: General comments (8)
1=Throughout the year, #e has always been polite, helpful and co-operative.
2=#E has always behaved well in class.
3=On the whole a good year, but #e would do well to improve on #h concentration and listening skills for next year.
4=#E has a mature and responsible attitude to #h work and to #h chores around the classroom.
5=#E is a friendly, helpful child who relates well to #h peers and is confident in #h dealings with adults.
6=#E is a friendly child and has had good relationships with any adults #e comes into contact with in school.
7=Although mostly of a sensible and studious nature, #e can have spells of silliness and giggly behaviour which can be detrimental and #e would do well to learn to control these in the classroom environment.
COMMENTS: General YR3 Conclusion
1=Overall, I'm pleased with how #N is doing. Keep up the great work.
2=To improve #e needs to #?
3=Although #N's report says that #e is #?, with consistent reading at home and focus on #h word sorts, I am confident that #N will make excellent progress this year.
COMMENTS: General YR3 Intro
1=#N is a friendly, lively student who is making steady progress in all areas of #h learning.
2=#N is a helpful student who is making steady progress.
3=#N is a diligent and capable student who is eager to learn new skills and always tries to do #h best.
4=#N is working hard and all aspects of #h learning are slowly progressing.
5=#N is a capable student with a wonderful mind. #E has the potential to achieve high grades.
6=#N is a capable, energetic student who is making #? progress in all aspects of #h learning.
7=#N is an enthusiastic, gifted student who takes a keen interest in all areas of #h learning.
COMMENTS: General YR3 Sentence1
1=Although #h numeracy and literacy skills have strengthened this year, they are still behind what is expected at this year level.
2=#E is making excellent progress in all areas of #h learning.
3=#E is establishing good work habits and it has been a pleasure to watch #m develop this year.
4=Although #e is becoming more responsible, #e does need to obey classroom rules even when #e is not being supervised.
5=#N works very hard and always gives #h best effort in all areas of the curriculum. #E has produced some work to be extremely proud of.
6=#N is extremely conscientious, producing work to be really proud of.
7=#E is still developing a work ethic and finds starting and completing written work a challenge.
8=#E does need to use #h energy for appropriate activities that do not distract others. Making wise choices is a challenge for #N.
COMMENTS: General YR3 Sentence2
1=#E is learning how to focus and manages to keep on task for longer periods of time.
2=#N watches out for the needs of others and it has been a pleasure to have #m in our classroom.
3=#N is valued by #h peers and it has been a pleasure to have #m in our classroom.
4=Although some of #h skills are lagging behind what is expected at this year level, #e has been able to improve #h performance this year.
5=#N is always kind and helpful and it has been a pleasure to have #m in our classroom.
6=#N continued to blossom as the year progressed and it has been a pleasure to have #m in our classroom.
7=#N is a friendly, kind #b and I have thoroughly enjoyed having #m in my class this year.
8=Careful listening is a challenge for #N. #E needs to keep #h eyes on the teacher and resist the temptation to fiddle with other things.
9=#H attitude to work when working in class is good but #e needs to do #h homework in order to make progress.
10=Unfortunately, #e lacks confidence in #h own ability in some subjects and needs to realise that #e is capable of producing work of a high standard when #e puts in the effort.
11=#E is keen to answer questions, but needs to remember to put up #h hand.
COMMENTS: Maths - Basic skills
1=#E has consolidated and extended #h understanding of the four basic rules of number and applies them to real life situations effectively.
2=#E has a good understanding of the basic four rules of number and is learning to apply these when faced with real life problems.
3=#E is confident with addition and subtraction and is beginning to extend #h knowledge of multiplication and division.
4=#E has consolidated #h understanding of the four basic rules of number and has been learning to apply these in real life situations.
5=#E enjoys working with numbers and has extended #h understanding of place value to thousands.
6=#E can use effective methods of mentally adding and subtracting two digit numbers and has tried hard to learn two, three, five and ten times tables.
7=#E has worked hard to learn #h two, three, five and ten times tables.
8=#E does experience problems when it comes to following written instructions and has to be reminded to ask for help if #e doesn't understand something.
9=#E has discussed and used different strategies of mentally adding and subtracting numbers and is becoming more confident doing so.
10=#E has worked hard to learn #h two, three, four, five and ten times tables.
11=#E is quick working mentally and can discuss #h methods effectively.
COMMENTS: Maths - opener
1=#N has shown great application in all aspects of mathematics and shows #e is capable of working to a high level.
2=#N enjoys Math and is confident working in all aspects of the subject.
3=#N has enjoyed Math and works hard, making good progress.
4=#N always enjoys Math lessons and has progressed steadily.
5=#N always enjoys Math and has made steady progress.
6=#N enjoys Math and works hard in this subject. #E has made steady progress in all areas.
7=#N enjoys working in all areas of Math and shows good application. #E has made good progress as a result.
8=#N has shown good application in mathematics, making steady progress in all areas.
9=#N enjoys work in all areas of mathematics and has responded well to tasks set, making good progress as a result.
10=#N enjoys work in all areas of mathematics and has responded well to tasks set.
11=#N enjoys Math and is confident working in all aspects of the subject.
COMMENTS: Maths - Times-tables
1=#E has consolidated and extended #h understanding of the four basic rules of number and applies them to real life situations effectively.
2=#E has a good understanding of the basic four rules of number and is learning to apply these when faced with real life problems.
3=#E is confident with addition and subtraction and is beginning to extend #h knowledge of multiplication and division.
4=#E has consolidated #h understanding of the four basic rules of number and has been learning to apply these in real life situations.
5=#E enjoys working with numbers and has extended #h understanding of place value to thousands.
6=#E can use effective methods of mentally adding and subtracting two digit numbers and has tried hard to learn two, three, five and ten times tables.
7=#E has worked hard to learn #h two, three, five and ten times tables.
8=#E has discussed and used different strategies of mentally adding and subtracting numbers and is becoming more confident doing so.
9=#E has worked hard to learn #h two, three, four, five and ten times tables.
10=#E is quick working mentally and can discuss #h methods effectively.
COMMENTS: Maths YR3 Approach
1=#E generally understands new concepts well and knows the appropriate time to ask for help if #e gets stuck.
2=#E understands new concepts well and knows when #e has to ask for help with #h work.
3=#E is keen to learn but sometimes, when faced with new concepts, needs to take a little more time and ask for help if stuck.
4=#E can correct #h own work well when #e makes mistakes and think round a problem if #e becomes stuck.
5=#E does experience problems when it comes to following written instructions and has to be reminded to ask for help if #e doesn't understand something.
6=Overall #e is working above the expected level of #h year group.
7=Overall #e is working within the expected level of #h year group.
8=Overall #e is working towards the expected level of #h year group.
9=#E has shown great application in all aspects of mathematics and shows #e is capable of working to a high level.
10=#E enjoys Math and is confident working in all aspects of the subject.
11=#E has enjoyed Math and works hard, making good progress.
12=#E always enjoys Math lessons and has progressed steadily.
13=#E always enjoys Math and has made steady progress.
14=#E enjoys Math and works hard in this subject. #E has made steady progress in all areas.
15=#E enjoys working in all areas of Math and shows good application. #E has made good progress as a result.
16=#E has shown good application in mathematics, making steady progress in all areas.
17=#E enjoys work in all areas of mathematics and has responded well to tasks set, making good progress as a result.
18=#E enjoys work in all areas of mathematics and has responded well to tasks set.
COMMENTS: Maths YR3 Basic skills
1=#E has consolidated and extended #h understanding of the four basic rules of number and applies them to real life situations effectively.
2=#E has a good understanding of the basic four rules of number and is learning to apply these when faced with real life problems.
3=#E is confident with addition and subtraction and is beginning to extend #h knowledge of multiplication and division.
4=#E has consolidated #h understanding of the four basic rules of number and has been learning to apply these in real life situations.
5=#E enjoys working with numbers and has extended #h understanding of place value to thousands.
6=#E can use effective methods of mentally adding and subtracting two digit numbers and has tried hard to learn two, three, five and ten times tables.
7=#E has worked hard to learn #h two, three, five and ten times tables.
8=#E does experience problems when it comes to following written instructions and has to be reminded to ask for help if #e doesn't understand something.
9=#E has discussed and used different strategies of mentally adding and subtracting numbers and is becoming more confident doing so.
10=#E has worked hard to learn #h two, three, four, five and ten times tables.
11=#E is quick working mentally and can discuss #h methods effectively.
COMMENTS: Maths YR3 Conclusion
1=Overall, #N is developing useful skills and gaining confidence. #E is making a commendable effort to learn the times tables and needs to keep working on these to build up speed.
2=#E has a sound working knowledge of the units of measurement and can apply this knowledge to problem solving tasks.
3=#E does not use class time effectively and misses out on many opportunities to strengthen #h skills.
4=#N needs to be more willing to show working out when requested so the teacher can get an insight into #h thought processes.
5=#N is developing strong problem solving skills and #h excellent reading comprehension allows #m to interpret word problems correctly.
6=#N is eager to learn and #e completes #h bookwork neatly.
7=#E is also gaining confidence in reading and interpreting word problems.
8=#N needs to work a little more thoughtfully and check #h work thoroughly to avoid careless errors in calculations.
9=#N can solve one-step problems and is becoming more competent at interpreting and solving word problems. #E works well in group activities and efficiently carries out practical tasks.
10=#N works effectively both as a leader and member of activity groups.
11=Although #N's confidence in recalling times tables is improving, #e needs to keep working on these to build up speed and accuracy. #E could improve #h performance by listening more carefully to instructions and checking carefully to improve accuracy.
12=#E can solve most one-step problems and is developing strategies to solve more complex questions.
13=#N benefits from practical demonstrations of the concepts and it would be helpful for #m to notice where and how mathematical concepts are used in every day life. Overall, #N has strengthened #h understanding this year.
14=#N does #h best work in practical settings and it would benefit #m to be encouraged to see numbers at work in daily life.
15=Overall, #N is developing useful skills and gaining confidence. Continued practice on #? will benefit #h greatly.
COMMENTS: Maths YR3 Intro
1=Although #N works enthusiastically, #e finds it difficult to grasp many of the mathematical concepts required at this year level.
2=#N has a sound understanding of mathematical concepts and processes.
3=#N is making excellent progress in #h understanding of mathematical concepts.
4=#N is a capable mathematician who has the potential to achieve the top grade.
5=#N is working steadily and understands basic concepts.
6=Although #N's scores are still quite low, #e is starting to develop an understanding of basic concepts. #E is eager to learn and always tries to do #h best. To improve #e needs to #?
7=#N has a solid understanding of basic mathematical concepts in the number strand, but #h progress is hindered by slow recall of number facts. #E would benefit from some holiday practice doing tables games on the computer, using each of the four processes.
8=#N has a solid understanding of mathematical concepts which enables #h to work efficiently and accurately on most tasks.
9=#N is a capable mathematician with strong problem solving skills.
10=#N works enthusiastically and is making steady progress.
11=#N is a hard working student who is making pleasing progress. #E is eager to learn and always tries to do #h best.
12=#N works enthusiastically and likes to complete tasks quickly.
13=#N has a true enthusiasm and gift for Mathematics. #H effort is reflected in #h high grade. #E is also an excellent class member, as #e frequently assists other students with concepts, not answers.
14=To improve #e needs to #?
COMMENTS: Maths YR3 Measurement
1=#N is a practical, resourceful student and this helps #m to successfully complete measurement tasks.
2=#N is a practical, resourceful student and works well in the measurement strand.
3=The measurement and space activities are more practical and #e performs better doing these less abstract tasks.
4=#N has a sound working knowledge of the units of measurement and can apply this knowledge to problem solving tasks.
5=#N has an excellent understanding of clocks and works well with the other units of measurement.
6=#N is quick to recognise patterns and demonstrates a working knowledge of the units of measurement.
7=#E performs better in the Measurement and Space strands because they are less abstract and more visual.
8=#N works well on practical tasks.
9=The word problems are become more demanding and #N requires assistance in reading and interpreting the questions.
COMMENTS: Maths YR3 Number
1=The number strand is particularly difficult for #m and #e still needs concrete materials to complete many of the operations.
2=Lack of confidence in #h knowledge of number facts tends to slow down #h work output and rob #m of valuable practice. Although #e has made a commendable effort to learn #h tables, #e needs to keep practicing to build up speed.
3=The number strand has become more challenging for #m as the tasks have started making greater use of hundreds and thousands.
4=#E has made a commendable effort to master #h times tables. #E would benefit from some holiday practice on computer games for addition and subtraction number facts. #E still needs concrete materials to complete many of the number questions.
5=#E has made a commendable effort to master the times tables and needs to keep practising to build up #h speed.
6=Although #e can calculate the answers to number facts, #e needs to have automatic recall so that #e can efficiently complete calculations in problems. This would enable #m to work more quickly, get more practice and achieve #h potential.
7=#E has made a commendable effort to master the times tables and can usually apply this knowledge to solve problems.
8=#E scored highly in the final maths tests. #E has a sound understanding of place value and can apply this to decimal notation.
9=#E works best on routine type questions which do not require too much reading.
10=#H understanding of place value has improved and #e is becoming confident in the use of decimal notation.
11=#E has made a commendable effort to master the times tables. #E can apply this knowledge to one-step problems and is learning how to solve more complex questions.
12=#E has a sound understanding of place value and the four operations. Although #h recall of number facts is improving, #e needs to keep practising to build up speed and confidence.
13=#N has made a commendable effort to master the times tables and this has given #m greater confidence in working with numbers. #E works best in practical settings and would benefit from reminders to observe numbers at work in daily life.
14=To improve #e needs to #?
15=#E was able to count reliably at least 20 objects, recognizing that when rearranged the number of objects stayed the same.
16=#E is able to read and write numerals from 0 to 20, then beyond. #N can use #h knowledge of place value to position these numbers in order.
COMMENTS: Maths YR3 Number 2
1=#E has consolidated and extended #h understanding of the four basic rules of number and applies them to real life situations effectively.
2=#E has a good understanding of the basic four rules of number and is learning to apply these when faced with real life problems.
3=#E is confident with addition and subtraction and is beginning to extend #h knowledge of multiplication and division.
4=#E has consolidated #h understanding of the four basic rules of number and has been learning to apply these in real life situations.
5=#E enjoys working with numbers and has extended #h understanding of place value to thousands.
6=#E can use effective methods of mentally adding and subtracting two digit numbers and has tried hard to learn two, three, five and ten times tables.
7=#E has worked hard to learn #h two, three, five and ten times tables.
8=#E does experience problems when it comes to following written instructions and has to be reminded to ask for help if #e doesn't understand something.
9=#E has discussed and used different strategies of mentally adding and subtracting numbers and is becoming more confident doing so.
10=#E has worked hard to learn #h two, three, four, five and ten times tables.
11=#E is quick working mentally and can discuss #h methods effectively.
12=#N recognizes and continues number sequences formed by counting on or back in steps of constant size.
13=#N can read and write proper fractions (e.g. three sevenths, nine tenths), interpreting the denominator as the parts of a whole and the numerator as the number of parts.
14=#N can read, write and order whole numbers to at least 10000 and position them on a number line.
15=#N can read, write and order whole numbers to at least 1000 and position them on a number line.
COMMENTS: Maths YR3 opener
1=#N has shown great application in all aspects of mathematics and shows #e is capable of working to a high level.
2=#N enjoys Math and is confident working in all aspects of the subject.
3=#N has enjoyed Math and works hard, making good progress.
4=#N always enjoys Math lessons and has progressed steadily.
5=#N always enjoys Math and has made steady progress.
6=#N enjoys Math and works hard in this subject. #E has made steady progress in all areas.
7=#N enjoys working in all areas of Math and shows good application. #E has made good progress as a result.
8=#N has shown good application in mathematics, making steady progress in all areas.
9=#N enjoys work in all areas of mathematics and has responded well to tasks set, making good progress as a result.
10=#N enjoys work in all areas of mathematics and has responded well to tasks set.
11=#N enjoys Math and is confident working in all aspects of the subject.
COMMENTS: Maths YR3 Shape
1=#E understands the ideas of symmetry and area and recognises a range of 2D and 3D shapes.
2=#E can recognise and sort 2D and 3D shapes and use nets to construct solid objects.
3=#E can recognise and sort a range of 2D and 3D shapes and understands what a right angle is.
4=#E is able to use a variety of graphs and interpret these effectively.
5=#E can recognise and sort a range of 2D and 3D shapes and understands what a right angle is.
6=#E has worked well with money and has begun to get to grips with fractions.
7=#E has made practical use of a range of measures and furthered #h understanding of time.
COMMENTS: Maths YR3 Times-tables
1=#E has consolidated and extended #h understanding of the four basic rules of number and applies them to real life situations effectively.
2=#E has a good understanding of the basic four rules of number and is learning to apply these when faced with real life problems.
3=#E is confident with addition and subtraction and is beginning to extend #h knowledge of multiplication and division.
4=#E has consolidated #h understanding of the four basic rules of number and has been learning to apply these in real life situations.
5=#E enjoys working with numbers and has extended #h understanding of place value to thousands.
6=#E can use effective methods of mentally adding and subtracting two digit numbers and has tried hard to learn two, three, five and ten times tables.
7=#E has worked hard to learn #h two, three, five and ten times tables.
8=#E has discussed and used different strategies of mentally adding and subtracting numbers and is becoming more confident doing so.
9=#E has worked hard to learn #h two, three, four, five and ten times tables.
10=#E is quick working mentally and can discuss #h methods effectively.
COMMENTS: PDH YR3 Conclusion
1=#N has #LevelList level of competence in physical education skills and is developing a confident swimming style.
2=#N has #LevelList level of competence in physical education skills and is #LevelList swimmer.
3=#N has #LevelList level of competence in physical education skills and is improving #h swimming style.
COMMENTS: PDH YR3 Middle
1=#E keeps on task, cooperates with other members and works towards completing the task.
2=#E keeps on task, is learning how to cooperate with other members and works towards completing the task.
3=#E usually keeps on task, cooperates with other members and works towards completing the task.
COMMENTS: TRA01: Introduction
1=#N has studied counting, partitioning and calculating, securing number facts, understanding shape, handling data and measures, and number relationships.
COMMENTS: TRA02: Applying
1=Foundation Stage Using and applying mathematics objectives
2=------------------------------------------------------------------------
3=#E can use #h developing mathematical ideas and methods to solve #h practical problems.
4=#E is able to match sets of objects to numerals that represent the number of objects.
5=#E has sorted objects, made choices and justified #h decisions.
6=#E is able to talk about, recognise and recreate simple patterns.
7=#E has describe #h solutions to practical problems, drawing on #h experience,.
8=#E has talked about #h own ideas, methods and choices for ways of solving numeracy problem.
9=Year 1 Using and applying mathematics objectives
10=------------------------------------------------------------
11=#E was able to solve problems involving counting, adding, subtracting, doubling or halving in the context of numbers, measures or money, for example to 'pay' and 'give change'.
12=#E can describe a puzzle or problem using numbers, practical materials and diagrams. #E was able to use these skills to solve a problem and set the solution in the original context.
13=#E can answer a question by selecting and using suitable equipment. #E can sort information, shapes or objects. #E is able to display #h results using tables and pictures.
14=#E has described simple patterns and relationships involving numbers or shapes. #E was able to decide whether the examples provided by #h teacher satisfied the given conditions.
15=#E was able to describe #h own ways of solving puzzles and problems. #E has been able to explain #h choices and decisions orally or by using pictures.
16=Year 2 Using and applying mathematics objectives
17=------------------------------------------------------------
18=#E can solve problems involving addition, subtraction, multiplication or division in contexts of numbers, measures or pounds and pence.
19=#E has identified and recorded the information or calculation needed to solve a puzzle or problem.
20=#E is able to carry out the steps or calculations and check the solution in the context of the problem.
COMMENTS: TRA02: Applying--part2
1=#E has followed a line of enquiry.
2=#E has answered questions by choosing and using suitable equipment and selecting, organising and presenting #h information in lists, tables and simple diagrams.
3=#E can describe patterns and relationships involving numbers or shapes.
4=#E has made predictions and tested these with #h own examples.
5=#E can present solutions to puzzles and problems in an organised way.
6=#E is able to explain #h decisions, methods and results in pictorial, spoken or written form, using the correct mathematical language and number sentences.
COMMENTS: TRA03: Counting
1=Foundation Stage Counting and understanding number objectives
2=----------------------------------------------------------------------------
3=#E is able to say and use number names in order in familiar contexts.
4=#E knows that numbers identify how many objects are in a set.
5=#E has counted reliably up to 10 everyday objects.
6=#E is able to estimate how many objects #h can see and check #h answer by counting the objects for #s.
7=#E can count aloud in ones, twos, fives or tens.
8=#E has used the language such as 'more' or 'less' to compare two numbers.
9=#E knows how to use ordinal numbers in different contexts.
10=#E recognises numerals 1 to 9.
11=Year 1 Counting and understanding number objectives
12=----------------------------------------------------------------
13=#E was able to count reliably at least 20 objects, recognising that when rearranged the number of objects stayed the same. #E knows that an estimate of a number of objects that can be checked by counting.
14=#E can compare and order numbers, using the related vocabulary. #E also knows how to use the equals (=) sign.
15=#E is able to read and write numerals from 0 to 20, then beyond. #E can use #h knowledge of place value to position these numbers on a number track and number line .
16=#E was able to say the number that is 1 more or less than any given number, and 10 more or less for multiples of 10.
17=#E has used the vocabulary of halves and quarters in an appropriate context.
18=Year 2 Counting and understanding number objectives
19=----------------------------------------------------------------
20=#E can read and write two-digit and three-digit numbers in figures and words. #E can describe and extend number sequences and recognise odd and even numbers.
COMMENTS: TRA03: Counting--part2
1=#E is able to count up to 100 objects by grouping them and counting in tens, fives or twos.
2=#E knows and can explain what each digit in a two-digit number represents, including numbers where 0 is a place holder.
3=#E has shown evidence #e can partition two-digit numbers in different ways, including into multiples of 10 and 1.
4=#E can order two-digit numbers and position them on a number line; use the greater than (>) and less than (<) signs.
5=#E can estimate a number of objects and has rounded two-digit numbers to the nearest 10.
6=#E can find one half of shapes and sets of objects.
7=#E can find one half, one quarter of shapes and sets of objects.
8=#E can find one half, one quarter and three quarters of shapes and sets of objects.
COMMENTS: TRA04: Number facts
1=Foundation Stage Knowing and using number facts objectives
2=--------------------------------------------------------------------------
3=#E was able to observe number relationships and patterns in the environment and use these to derive number facts.
4=#E can find one more or one less than a number from 1 to 10.
5=#E has selected two groups of objects and made a given total of objects.
6=Year 1 Knowing and using number facts objectives
7=-------------------------------------------------------------
8=#E can derive and recall all the pairs of numbers with a total of 10 and addition facts for totals to at least 5. #E is able to also work out the corresponding subtraction facts.
9=#E is able to count on or back in ones, twos, fives and tens and use this knowledge to derive the multiples of 2, 5 and 10 to the tenth multiple.
10=#E recalls the doubles of all numbers to at least 10.
11=Year 2 Knowing and using number facts objectives
12=-------------------------------------------------------------
13=#N derives and recalls all addition and subtraction facts for each number to at least 10, all pairs with totals to 20 and all pairs of multiples of 10 with totals up to 100.
14=#N understands that halving is the inverse of doubling and #e can derive and recall doubles of all numbers to 20, and the corresponding halves.
15=#N derives and recalls multiplication facts for the 2, 5 and 10 times-tables and the related division facts. #E recognises multiples of 2, 5 and 10.
16=#N uses #h knowledge of number facts and operations to estimate and check #h answers to #h calculations.
COMMENTS: TRA05: Calculating
1=Foundation Stage Calculating objectives
2=-----------------------------------------------
3=#E is beginning to relate addition to combining two groups of objects and subtraction to 'taking away'.
4=In practical activities and discussion, #e is starting to use the vocabulary involved in adding and subtracting.
5=#E can count repeated groups of the same size.
6=#E has been able to share objects into equal groups and count how many there are in each group.
7=Year 1 Calculating objectives
8=-----------------------------------
9=#E can relate addition to counting on.
10=#E recognises that addition can be done in any order.
11=#E is able to use practical and informal written methods to support the addition of a one-digit number or a multiple of 10 to a one-digit or two-digit number.
12=#E understands subtraction as 'take away' and find a 'difference' by counting up.
13=#E is able to use practical and informal written methods to support the subtraction of a one-digit number from a one digit or two-digit number and a multiple of 10 from a two-digit number.
14=#E solves practical problems that involve combining groups of 2, 5 or 10, or sharing into equal groups.
15=#E has used the vocabulary related to addition and subtraction and symbols to describe and record addition and subtraction number sentences.
16=Year 2 Calculating objectives
17=-----------------------------------
18=#E adds or subtracts mentally a one-digit number or a multiple of 10 to or from any two-digit number. #N uses practical and informal written methods to add and subtract two-digit numbers.
19=#E understands that subtraction is the inverse of addition and vice versa. #N uses this to derive and record the related addition and subtraction number sentences.
20=#E can represent repeated addition and arrays as multiplication, and sharing and repeated subtraction (grouping) as division.
COMMENTS: TRA05: Calculating--part2
1=#N has used practical and informal written methods and the related vocabulary to support multiplication and division, including calculations with remainders.
2=#E uses the symbols +, -, ×, ÷ and = to record and interpret number sentences involving all four operations.
3=#N has calculated the value of an unknown in a number sentence (e.g. ? ÷ 2 = 6, 30 - ? = 24).
COMMENTS: TRA06: Shapes
1=Foundation Stage Understanding shape objectives
2=-----------------------------------------------------------
3=#E has used familiar objects and common shapes to create and recreate patterns and build #h own models.
4=#E is able to use language such as 'circle' or 'bigger' to describe the shape and size of solids and flat shapes.
5=#E uses everyday words to describe position
6=Year 1 Understanding shape objectives
7=----------------------------------------------
8=#E has visualised and named common 2-D shapes and 3-D solids and described their features
9=#E can use common 2-D shapes and 3-D solids to make patterns, pictures and models.
10=#E is able to identify objects that turn about a point (e.g. scissors) or about a line (e.g. a door).
11=#E has recognised and made whole, half and quarter turns.
12=#E has visualised and used everyday language to describe the position of objects and the direction and distance #e has used when moving them.
13=Year 2
14=---------
15=#N visualises common 2-D shapes and 3-D solids.
16=#E can identify shapes from pictures of them in different positions and orientations.
17=#E sorts, makes and describes shapes, referring to their properties.
18=#N identifies reflective symmetry in patterns and 2-D shapes and #e draws lines of symmetry in shapes.
19=#N can follow and give instructions involving position, direction and movement.
20=#N is able to recognise and uses whole, half and quarter turns, both clockwise and anticlockwise.
COMMENTS: TRA06: Shapes--part2
1=#E knows that a right angle represents a quarter turn.
COMMENTS: TRA07: Measuring
1=Foundation Stage Measuring Objectives
2=-----------------------------------------------
3=#E is able to use language such as 'greater', 'smaller', 'heavier' or 'lighter' to compare different quantities.
4=#E uses everyday language related to time.
5=#E is able to order and sequence familiar events and measure short periods of time.
6=Year 1 Measuring Objectives
7=-----------------------------------
8=#E can estimate, measure, weigh and compare objects.
9=#E is able to choose and use suitable uniform non-standard or standard units and measuring instruments (e.g. a lever balance, metre stick or measuring jug) as appropriate.
10=#E has used vocabulary related to time.
11=#E is able to order the days of the week and months.
12=#E can read the time to the hour and half hour.
13=Year 2
14=---------
15=#E can estimate, compare and measure lengths, weights and capacities.
16=#E can choose and use the correct standard units (m, cm, kg, litre) and a suitable measuring instrument.
17=#E can read the numbered divisions on a scale, and interpret the divisions between them (e.g. on a scale from 0 to 25 with intervals of 1 shown but only the divisions 0, 5, 10, 15 and 20 numbered).
18=In addition, #N uses a ruler to draw and measure lines accurately to the nearest centimetre.
19=#E use the units of time (seconds, minutes, hours, days) and knows the relationships between them.
20=#N can read the time to the quarter hour and can identify time intervals, including those that cross the hour.
COMMENTS: TRA08: Handling Data
1=Foundation Stage Handling data objectives
2=--------------------------------------------------
3=#E is able to sort familiar objects in order to show that #e has identified their similarities and differences.
4=#N is able to count how many objects share a particular property. #E then presented #h results using pictures, drawings or numerals.
5=Year 1 Handling data objectives
6=--------------------------------------
7=#N has answered a question by recording information in lists and tables.
8=#E is able to present #h outcomes using a wide range of practical resources, pictures, block graphs or pictograms.
9=#N is able to use diagrams to sort objects into groups according to a given criterion.
10=#E has suggested a different criterion for grouping the same objects.
11=Year 2 Handling data objectives
12=--------------------------------------
13=#N has answered a question by collecting and recording #h data in lists and tables.
14=#E can represent the data as block graphs or pictograms to show results.
15=#E has used ICT to organise and present #h data.
16=#N can use lists, tables and diagrams to sort objects.
17=In addition, #e is able to explain #h choices using the appropriate language, including 'not'.
LIST: How-to-improve
1=focus more in the lessons
2=put more time aside for homework
3=try not to chat during lessons
4=do more project research on the internet
5=develop #h computer skills
6=pay more attention to instructions
LIST: Science-topics
1=Heating and Cooling
2=Light and Sound
3=Exploring Magnetism
4=Changing Earth
LIST: Time-period
1=year
2=semester
3=1st semester
4=2nd semester
5=3rd semester
6=4th semester
7=term
8=1st term
9=2nd term
10=3rd term
11=4th term
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