/* SAVE YOURSELF HOURS...
/* IMPORT THESE COMMENTS INTO: SchoolReportWriter.COM
/* HIGHLY-RATED, FREE, TEACHER REPORTS APP:
/* - TRUSTED by 1000s of teachers, since 2012
/* - QUICKLY create personalised reports
/* - PASTE into your school system, Word etc
/* - GENDER NEUTRAL option
/* - DEMO video at SchoolReportWriter.COM
/* FOR HELP see end of this document.
/* Subjects: Primary - Mathematics (Maths), English, Science, History, Geography, Religious Education (RE)
/* Author says:
/* "I hope these are of some use to others. They are quite
/* specific as I haven't fully utilised the 'Lists' function
/* [SchoolReportWriter.COM drop-down lists feature - ed.], but
/* they work fine for me as I tend to report on one subject at
/* a time so I can usually open a bank of statements more than
/* once for a report. These are not all my own work, some have
/* been taken from the community banks and some have been
/* adapted. I tend to fine-tune each year as I go."
COMMENTS: 23 Computing Year 5 and 6 1
1=#N can design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts. #E was able to write computer programs that used algorithms to convert Celsius to Fahrenheit and work out the area and perimeter of rectangles from dimensions that were inputted by a user.
2=#N can use sequence, selection, and repetition in programs, and can work with variables and various forms of input and output.
3=#N can use logical reasoning to explain how some simple algorithms work and #e can detect and correct errors in algorithms and programs.
4=#N can understand computer networks, including the internet. #E can show how they can provide multiple services, such as the world wide web, and the opportunities they offer for communication and collaboration.
5=#N can use search technologies effectively, appreciate how results are selected and ranked, and #e can be discerning in evaluating digital content.
6=#N can select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information. During our #Computing-topics project, #N was able to combine these skills to produce a great finished result.
7=#N can use technology safely, respectfully and responsibly, can recognise acceptable/unacceptable behaviour and can identify a range of ways to report concerns about content that #e may come across.
COMMENTS: 24 Computing Year 5 and 6 2
1=#N can design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts. #E was able to write computer programs that used algorithms to convert Celsius to Fahrenheit and work out the area and perimeter of rectangles from dimensions that were inputted by a user.
2=#N can use sequence, selection, and repetition in programs, and can work with variables and various forms of input and output.
3=#N can use logical reasoning to explain how some simple algorithms work and #e can detect and correct errors in algorithms and programs.
4=#N can understand computer networks, including the internet. #E can show how they can provide multiple services, such as the world wide web, and the opportunities they offer for communication and collaboration.
5=#N can use search technologies effectively, appreciate how results are selected and ranked, and #e can be discerning in evaluating digital content.
6=#N can select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information. During our #Computing-topics project, #N was able to combine these skills to produce a great finished result.
7=#N can use technology safely, respectfully and responsibly, can recognise acceptable/unacceptable behaviour and can identify a range of ways to report concerns about content that #e may come across.
COMMENTS: 25 Computing Year 5 and 6 3
1=#N can design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts. #E was able to write computer programs that used algorithms to convert Celsius to Fahrenheit and work out the area and perimeter of rectangles from dimensions that were inputted by a user.
2=#N can use sequence, selection, and repetition in programs, and can work with variables and various forms of input and output.
3=#N can use logical reasoning to explain how some simple algorithms work and #e can detect and correct errors in algorithms and programs.
4=#N can understand computer networks, including the internet. #E can show how they can provide multiple services, such as the world wide web, and the opportunities they offer for communication and collaboration.
5=#N can use search technologies effectively, appreciate how results are selected and ranked, and #e can be discerning in evaluating digital content.
6=#N can select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information. During our #Computing-topics project, #N was able to combine these skills to produce a great finished result.
7=#N can use technology safely, respectfully and responsibly, can recognise acceptable/unacceptable behaviour and can identify a range of ways to report concerns about content that #e may come across.
COMMENTS: 26a Art Year 5 and 6 Intro
1=#N works extremely hard in Art, producing work that is both creative and thoughtful.
2=#N works hard in Art, producing work that is both creative and thoughtful.
3=#N enjoys Art, producing work that is both creative and thoughtful.
4=#N shows creativity in Art and seems to enjoy the opportunity to express #s.
5=#N seems to enjoy the opportunity to express #s in Art, though #e needs to stay focused on the set tasks.
6=#N is capable of producing work of a pleasing standard, though #e needs to have more confidence in #h abilities.
7=#N is capable of planning a charming piece and then working hard to see it through to completion.
8=#N plans #h work well, thinks deeply about the topic and then enjoys experimenting to produce a pleasing piece.
9=#N struggles sometimes to express ideas for #h work, but once #e begins to work with the materials, finds #h creativity and produces work that is quite lovely.
10=#N has a natural eye for order and placement of objects, as seen in #h collage. When #e focuses well on the work, #h art has a natural charm.
11=#E demonstrates excellent development of #h artistic skills in painting, drawing and collage.
12=#E demonstrates good development of #h art skills in painting, drawing and collage.
13=#E demonstrates solid art skills and is nicely developing #h abilities in painting and drawing.
14=#E demonstrates some good art skills, showing a delightful approach to #h painting, drawing and collage
15=#E demonstrates solid art skills, particularly when #e stays focused to complete the work.
16=#N is capable of planning an engaging piece and then working diligently to see it through to completion.
17=#N plans #h work well, thinks carefully about the topic and then experiments to produce a pleasing piece.
18=#N struggles sometimes to plan #h work, but once #e begins to work with the materials, finds #h creativity and produces work that is very pleasing.
19=#N has a natural eye for order and placement of objects, as seen in #h collage. When #e focuses well on the work, #h art has a natural charm.
COMMENTS: 26b Art Year 5 and 6 1
1=Over the year, pupils have been taught to develop their techniques, including their control and their use of materials, with creativity, experimentation and an increasing awareness of different kinds of art, craft and design. #N has created a sketchbook that records #h observations and has used it to review and revisit ideas.
2=I have been particularly impressed that #N has improved #h mastery of art and design techniques, including drawing, painting and sculpture with a range of materials. #N has enjoyed learning about great artists, architects and designers in history and has taken some influence for #h work this year.
3=I have been pleased that #N has improved #h mastery of art and design techniques, including drawing, painting and sculpture with a range of materials. #N has enjoyed learning about great artists, architects and designers in history and has taken some influence for #h work this year.
4=#N has worked hard to improve #h mastery of art and design techniques, including drawing, painting and sculpture with a range of materials this year. #N has enjoyed learning about great artists, architects and designers in history and has taken some influence for #h work this year.
COMMENTS: 27 Art Year 5 and 6 2
1=Over the year, pupils have been taught to develop their techniques, including their control and their use of materials, with creativity, experimentation and an increasing awareness of different kinds of art, craft and design. #N has created a sketchbook that records #h observations and has used it to review and revisit ideas.
2=I have been particularly impressed that #N has improved #h mastery of art and design techniques, including drawing, painting and sculpture with a range of materials. #N has enjoyed learning about great artists, architects and designers in history and has taken some influence for #h work this year.
3=I have been pleased that #N has improved #h mastery of art and design techniques, including drawing, painting and sculpture with a range of materials. #N has enjoyed learning about great artists, architects and designers in history and has taken some influence for #h work this year.
4=#N has worked hard to improve #h mastery of art and design techniques, including drawing, painting and sculpture with a range of materials this year. #N has enjoyed learning about great artists, architects and designers in history and has taken some influence for #h work this year.
COMMENTS: 28 Geography Year 5 and 6 1
1=#N can locate the world's countries, using maps to focus on Europe (including the location of Russia) and North and South America, and #e has enjoyed our projects concentrating on their environmental regions, key physical and human characteristics, countries, and major cities.
2=#N can name and locate counties and cities of the United Kingdom, geographical regions and their identifying human and physical characteristics, key topographical features (including hills, mountains, coasts and rivers), and land-use patterns and #e can demonstrate how some of these aspects have changed over time.
3=#N can identify the position and significance of latitude, longitude, equator, northern hemisphere, southern hemisphere, the tropics of Cancer and Capricorn, Arctic and Antarctic circle, the prime/Greenwich meridian and time zones (including day and night). #E particularly demonstrated some good knowledge during our work on time zones.
4=#N can understand geographical similarities and differences through the study of human and physical geography.
5=#E demonstrated an interest, in particular, during our #HASS-Topics project.
6=#N can describe and understand key aspects of physical geography, including climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle.
7=#N can describe and understand key aspects of human geography, including types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water.
8=#N can use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied.
9=#E was able to put these skills to good effect during our #HASS-Topics project.
10=#N can use the 8 points of a compass, 4- and 6-figure grid references, symbols and key (including the use of ordnance survey maps) to build their knowledge of the United Kingdom and the wider world.
11=#N can use fieldwork to observe, measure record and present the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies.
COMMENTS: 29 Geography Year 5 and 6 2
1=#N can locate the world's countries, using maps to focus on Europe (including the location of Russia) and North and South America, and #e has enjoyed our projects concentrating on their environmental regions, key physical and human characteristics, countries, and major cities.
2=#N can name and locate counties and cities of the United Kingdom, geographical regions and their identifying human and physical characteristics, key topographical features (including hills, mountains, coasts and rivers), and land-use patterns and #e can demonstrate how some of these aspects have changed over time.
3=#N can identify the position and significance of latitude, longitude, equator, northern hemisphere, southern hemisphere, the tropics of Cancer and Capricorn, Arctic and Antarctic circle, the prime/Greenwich meridian and time zones (including day and night). #E particularly demonstrated some good knowledge during our work on time zones.
4=#N can understand geographical similarities and differences through the study of human and physical geography.
5=#E demonstrated an interest, in particular, during our #HASS-Topics project.
6=#N can describe and understand key aspects of physical geography, including climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle.
7=#N can describe and understand key aspects of human geography, including types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water.
8=#N can use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied.
9=#E was able to put these skills to good effect during our #HASS-Topics project.
10=#N can use the 8 points of a compass, 4- and 6-figure grid references, symbols and key (including the use of ordnance survey maps) to build their knowledge of the United Kingdom and the wider world.
11=#N can use fieldwork to observe, measure record and present the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies.
COMMENTS: 30 Geography Year 5 and 6 3
1=#N can locate the world's countries, using maps to focus on Europe (including the location of Russia) and North and South America, and #e has enjoyed our projects concentrating on their environmental regions, key physical and human characteristics, countries, and major cities.
2=#N can name and locate counties and cities of the United Kingdom, geographical regions and their identifying human and physical characteristics, key topographical features (including hills, mountains, coasts and rivers), and land-use patterns and #e can demonstrate how some of these aspects have changed over time.
3=#N can identify the position and significance of latitude, longitude, equator, northern hemisphere, southern hemisphere, the tropics of Cancer and Capricorn, Arctic and Antarctic circle, the prime/Greenwich meridian and time zones (including day and night). #E particularly demonstrated some good knowledge during our work on time zones.
4=#N can understand geographical similarities and differences through the study of human and physical geography.
5=#E demonstrated an interest, in particular, during our #HASS-Topics project.
6=#N can describe and understand key aspects of physical geography, including climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle.
7=#N can describe and understand key aspects of human geography, including types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water.
8=#N can use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied.
9=#E was able to put these skills to good effect during our #HASS-Topics project.
10=#N can use the 8 points of a compass, 4- and 6-figure grid references, symbols and key (including the use of ordnance survey maps) to build their knowledge of the United Kingdom and the wider world.
11=#N can use fieldwork to observe, measure record and present the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies.
COMMENTS: 31 History Year 5 and 6 1
1=#N can demonstrate the changes in Britain from the Stone Age to the Iron Age.
2=#N can demonstrate a good understanding of the Roman Empire and its impact on Britain.
3=#N can demonstrate a good understanding of Britain's settlement by Anglo-Saxons and Scots.
4=#N can demonstrate a good understanding of the Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the Confessor.
5=#N was able to demonstrate a good understanding of the changes to Dunstable and the surrounding area over time during a local history study during the #Time-period.
6=#N can demonstrate a good understanding of the achievements of the earliest civilizations - an overview of where and when the first civilizations appeared and a depth study of one of the following: Ancient Sumer, The Indus Valley, Ancient Egypt, The Shang Dynasty of Ancient China.
7=#N can demonstrate a good understanding of Greek life and achievements and their influence on the western world.
8=#N can demonstrate a good understanding of a non-European society that provides contrasts with British history - one study chosen from early Islamic civilization, including a study of Baghdad c. AD 900; Mayan civilization c. AD 900; Benin (West Africa) c. AD 900-1300
COMMENTS: 32 History Year 5 and 6 2
1=#N can demonstrate the changes in Britain from the Stone Age to the Iron Age.
2=#N can demonstrate a good understanding of the Roman Empire and its impact on Britain.
3=#N can demonstrate a good understanding of Britain's settlement by Anglo-Saxons and Scots.
4=#N can demonstrate a good understanding of the Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the Confessor.
5=#N was able to demonstrate a good understanding of the changes to Dunstable and the surrounding area over time during a local history study during the #Time-period.
6=#N can demonstrate a good understanding of the achievements of the earliest civilizations - an overview of where and when the first civilizations appeared and a depth study of one of the following: Ancient Sumer, The Indus Valley, Ancient Egypt, The Shang Dynasty of Ancient China.
7=#N can demonstrate a good understanding of Greek life and achievements and their influence on the western world.
8=#N can demonstrate a good understanding of a non-European society that provides contrasts with British history - one study chosen from early Islamic civilization, including a study of Baghdad c. AD 900; Mayan civilization c. AD 900; Benin (West Africa) c. AD 900-1300
COMMENTS: 33 History Year 5 and 6 3
1=#N can demonstrate the changes in Britain from the Stone Age to the Iron Age.
2=#N can demonstrate a good understanding of the Roman Empire and its impact on Britain.
3=#N can demonstrate a good understanding of Britain's settlement by Anglo-Saxons and Scots.
4=#N can demonstrate a good understanding of the Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the Confessor.
5=#N was able to demonstrate a good understanding of the changes to Dunstable and the surrounding area over time during a local history study during the #Time-period.
6=#N can demonstrate a good understanding of the achievements of the earliest civilizations - an overview of where and when the first civilizations appeared and a depth study of one of the following: Ancient Sumer, The Indus Valley, Ancient Egypt, The Shang Dynasty of Ancient China.
7=#N can demonstrate a good understanding of Greek life and achievements and their influence on the western world.
8=#N can demonstrate a good understanding of a non-European society that provides contrasts with British history - one study chosen from early Islamic civilization, including a study of Baghdad c. AD 900; Mayan civilization c. AD 900; Benin (West Africa) c. AD 900-1300
COMMENTS: 34 French Year 5 and 6 1
1=#N has listened attentively to the French spoken language and can show understanding by joining in and responding.
2=#N can engage in conversations, can ask and answer questions, can express opinions and respond to those of others, and can seek clarification and help when needed.
3=#N can speak in sentences, using familiar vocabulary, phrases and basic language structures.
4=#N can develop accurate pronunciation and intonation so that others understand when #e is reading aloud or using familiar words and phrases.
5=#N can present ideas and information orally to a range of audiences.
6=#N can read carefully and show understanding of words, phrases and simple writing.
7=#N can appreciate stories, songs, poems and rhymes in the language.
8=#N has broadened #h vocabulary and developed #h ability to understand new words that have been introduced into written material, including through using a dictionary.
9=#E can write phrases from memory, and adapt these to create new sentences, to express #h ideas clearly.
10=#N can describe people, places, things and actions orally and in writing.
11=#N can understand basic French grammar, including feminine, masculine and neuter forms and the conjugation of high-frequency verbs. #E can identify key features and patterns of the language and can apply these, for instance, to build sentences. #E can demonstrate how these differ from or are similar to, English.
12=#N has been engaged with Duolingo over the Summer Term in an effort to maintain #h understanding and knowledge of French.
13=#N can explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words
COMMENTS: 35 French Year 5 and 6 2
1=#N has listened attentively to the French spoken language and can show understanding by joining in and responding.
2=#N can engage in conversations, can ask and answer questions, can express opinions and respond to those of others, and can seek clarification and help when needed.
3=#N can speak in sentences, using familiar vocabulary, phrases and basic language structures.
4=#N can develop accurate pronunciation and intonation so that others understand when #e is reading aloud or using familiar words and phrases.
5=#N can present ideas and information orally to a range of audiences.
6=#N can read carefully and show understanding of words, phrases and simple writing.
7=#N can appreciate stories, songs, poems and rhymes in the language.
8=#N has broadened #h vocabulary and developed #h ability to understand new words that have been introduced into written material, including through using a dictionary.
9=#E can write phrases from memory, and adapt these to create new sentences, to express #h ideas clearly.
10=#N can describe people, places, things and actions orally and in writing.
11=#N can understand basic French grammar, including feminine, masculine and neuter forms and the conjugation of high-frequency verbs. #E can identify key features and patterns of the language and can apply these, for instance, to build sentences. #E can demonstrate how these differ from or are similar to, English.
12=#N has been engaged with Duolingo over the Summer Term in an effort to maintain #h understanding and knowledge of French.
13=#N can explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words.
COMMENTS: 36 French Year 5 and 6 3
1=#N has listened attentively to the French spoken language and can show understanding by joining in and responding.
2=#N can engage in conversations, can ask and answer questions, can express opinions and respond to those of others, and can seek clarification and help when needed.
3=#N can speak in sentences, using familiar vocabulary, phrases and basic language structures.
4=#N can develop accurate pronunciation and intonation so that others understand when #e is reading aloud or using familiar words and phrases.
5=#N can present ideas and information orally to a range of audiences.
6=#N can read carefully and show understanding of words, phrases and simple writing.
7=#N can appreciate stories, songs, poems and rhymes in the language.
8=#N has broadened #h vocabulary and developed #h ability to understand new words that have been introduced into written material, including through using a dictionary.
9=#E can write phrases from memory, and adapt these to create new sentences, to express #h ideas clearly.
10=#N can describe people, places, things and actions orally and in writing.
11=#N can understand basic French grammar, including feminine, masculine and neuter forms and the conjugation of high-frequency verbs. #E can identify key features and patterns of the language and can apply these, for instance, to build sentences. #E can demonstrate how these differ from or are similar to, English.
12=#N has been engaged with Duolingo over the Summer Term in an effort to maintain #h understanding and knowledge of French.
13=#N can explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words.
COMMENTS: 37 D&T Year 5 and 6 1
1=#N can use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups. #E was able to combine these skills when #e completed a project to design a new app.
2=#N can generate, develop, model and communicate #h ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design.
3=#N can select from, and use, a wide range of tools and equipment to perform practical tasks accurately.
4=#N can select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities.
5=#N can investigate and analyse a range of existing products.
6=#N can evaluate their ideas and products against their own design criteria and consider the views of others to improve #h work.
7=#N can understand how key events and individuals in design and technology have helped shape the world.
8=#N can apply #h understanding of how to strengthen, stiffen and reinforce more complex structures.
9=#N can understand and use mechanical systems in #h products. #E can choose whether, for example, gears, pulleys, cams, levers and linkages would aid #h designs.
10=#N can understand and use electrical systems in their products. For example, series circuits incorporating switches, bulbs, buzzers and motors.
11=#N can apply #h understanding of computing to program, monitor and control #h products.
COMMENTS: 38 D&T Year 5 and 6 2
1=#N can use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups. #E was able to combine these skills when #e completed a project to design a new app.
2=#N can generate, develop, model and communicate #h ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design.
3=#N can select from, and use, a wide range of tools and equipment to perform practical tasks accurately.
4=#N can select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities.
5=#N can investigate and analyse a range of existing products.
6=#N can evaluate their ideas and products against their own design criteria and consider the views of others to improve #h work.
7=#N can understand how key events and individuals in design and technology have helped shape the world.
8=#N can apply #h understanding of how to strengthen, stiffen and reinforce more complex structures.
9=#N can understand and use mechanical systems in #h products. #E can choose whether, for example, gears, pulleys, cams, levers and linkages would aid #h designs.
10=#N can understand and use electrical systems in their products. For example, series circuits incorporating switches, bulbs, buzzers and motors.
11=#N can apply #h understanding of computing to program, monitor and control #h products.
COMMENTS: 39 D&T Year 5 and 6 3
1=#N can use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups. #E was able to combine these skills when #e completed a project to design a new app.
2=#N can generate, develop, model and communicate #h ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design.
3=#N can select from, and use, a wide range of tools and equipment to perform practical tasks accurately.
4=#N can select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities.
5=#N can investigate and analyse a range of existing products.
6=#N can evaluate their ideas and products against their own design criteria and consider the views of others to improve #h work.
7=#N can understand how key events and individuals in design and technology have helped shape the world.
8=#N can apply #h understanding of how to strengthen, stiffen and reinforce more complex structures.
9=#N can understand and use mechanical systems in #h products. #E can choose whether, for example, gears, pulleys, cams, levers and linkages would aid #h designs.
10=#N can understand and use electrical systems in their products. For example, series circuits incorporating switches, bulbs, buzzers and motors.
11=#N can apply #h understanding of computing to program, monitor and control #h products.
COMMENTS: 40 RE Year 5 and 6 1
1==== HA Comments
2=Over the year, #N worked on a unit comparing the morals, values and resilience of various faiths which #e had studied in previous years. #E was successful when learning many of the more complex facts involved with these faiths. #E was then able to use these facts to draw contrasts and find similarities and differences between the faiths, often doing well; especially during the class discussions that made up most of this topic.
3=#N skills when expressing #s thoughts and ideas were of benefit throughout the topic, and I feel that #e really helped out everyone in the class during this unit of work because #e was willing to get involved in every aspect of the work, be it discussions, written work or question and answer sessions.
4==== MA Comments
5=Year Five is a year where pupils are able to compare all the faiths that they have learned about in previous years. #N worked on a unit comparing the morals, values and resilience of various faiths. During this time, #e started to understand some of the more important facts involved with these beliefs. #E also was able to work with the class to try and draw some contrasts and parallels between them.
6=During this time, #e was given the opportunity to make links between #h own beliefs and the beliefs of others during class discussions. #N's speaking and listening skills were given a chance to develop here too, although #e could have benefited even more from this unit of work if #e was more willing to get involved in the discussions we had in the lessons. Regardless, I am pleased with #h input over the year.
COMMENTS: 41 RE Year 5 and 6 2
1==== HA Comments
2=Over the year, #N worked on a unit comparing the morals, values and resilience of various faiths which #e had studied in previous years. #E was successful when learning many of the more complex facts involved with these faiths. #E was then able to use these facts to draw contrasts and find similarities and differences between the faiths, often doing well; especially during the class discussions that made up most of this topic.
3=#N skills when expressing #s thoughts and ideas were of benefit throughout the topic, and I feel that #e really helped out everyone in the class during this unit of work because #e was willing to get involved in every aspect of the work, be it discussions, written work or question and answer sessions.
4==== MA Comments
5=Year Five is a year where pupils are able to compare all the faiths that they have learned about in previous years. #N worked on a unit comparing the morals, values and resilience of various faiths. During this time, #e started to understand some of the more important facts involved with these beliefs. #E also was able to work with the class to try and draw some contrasts and parallels between them.
6=During this time, #e was given the opportunity to make links between #h own beliefs and the beliefs of others during class discussions. #N's speaking and listening skills were given a chance to develop here too, although #e could have benefited even more from this unit of work if #e was more willing to get involved in the discussions we had in the lessons. Regardless, I am pleased with #h input over the year.
COMMENTS: 42a General Teacher's Summary (1 to 10)
1=--- Comment 1 ---
2=What a fantastic year for #N. #E has settled in wonderfully and is a popular member of the class. #E is focused on #h learning and always makes a good effort. #H great attitude to school life and #h commitment to #h work was acknowledged and rewarded when #e received a certificate in assembly. #H confidence in #h own work has grown this year and #e has emerged as a very curious, committed learner.
3=--- Comment 2 ---
4=#N is a respected student with an exemplary approach to education. This was recognised when #e received a certificate in assembly for #h great efforts. #E takes pride in #h education and always makes a fantastic effort. #E is a popular member of the class who is greatly respected by #h teachers and peers.
5=--- Comment 3 ---
6=#N has enjoyed #h time in Year 5 and has put a great deal of effort into #h work. #H confidence and mature thinking were evident throughout the year and this is something #e should be proud of. #E recognises #h own great efforts and often encourages others through #h exemplary attitude to learning. Looking ahead, #e is well and truly ready for the challenges and opportunities that will be presented to #m in Year 6.
7=--- Comment 4 ---
8=#N has shown that #e is keen to try new things as #e has taken part in many challenges and activities this year. #E has loved being a member of the class and has demonstrated a sense of pride in #h school journey. A real highlight of #N's year was when #e went on our British School's Museum visit and experienced the difference in both school and home life in Victorian times. I think that that had a profound effect on #m, realising how much harder and stricter life was for children ba
9=--- Comment 5 ---
10=#N's confidence and charm were evident throughout this school year and this is something #e should be proud of. #E has been an exemplary member of the class who makes good choices based on #h mature thinking. #H efforts in school have been acknowledged and rewarded several times, most notably when winning an Award Assembly certificate. #N is ready for Year 6 and I am confident that #e will face and tackle new challenges with a positive mind.
11=--- Comment 6 ---
12=#N's approach to school life has matured during Year 5 and #e is now taking much more ownership over #h learning. #E understands that effort is important and, as a result, #h classwork has improved greatly. #E always takes responsibility for #h actions and can be relied upon when given clear expectations.
13=--- Comment 7 ---
14=#N has enjoyed school this year and has had a valuable learning experience. #E enjoyed taking part in the class assembly and #h confidence was evident. #H independence has improved as #e now takes more responsibility for #h own learning. #E is beginning to understand the importance of time management and always putting full effort into tasks.
15=--- Comment 8 ---
16=#N has had a very successful year both academically and personally. #E has developed a fantastic attitude towards school life and demonstrated #h independence while running our Science Shop. #E fully understands the importance of putting full effort into #h education and is recognised as a committed student. #N is a well-mannered #b who is respected by #h teachers and peers, as #e is trustworthy and polite.
17=--- Comment 9 ---
18=This has been an important year for #N as developing #h independence has been a big focus. #E has adopted various strategies for a more valuable learning experience and #h classwork has improved as a result. #E takes much more responsibility for #h own learning and understands the importance of time management and putting full effort into #h learning.
19=--- Comment 10 ---
20=#N has proven #s to be a very strong-minded #b with a unique outlook on the world. #E is always challenging ideas and opinions, demonstrating the attributes of a curious questioner. Throughout all the changes from the past year, #e has tried hard to remain focused on #h studies and has continued to enjoy school life.
COMMENTS: 42b General Teacher's Summary (1 to 10 Contd)
1=--- Comment 1 Continued ---
2=#N takes responsibility for #h education and understands the importance of putting in full effort. During the year, #N was selected to take on some classroom responsibilities due to #h trustworthy and approachable nature. #E seems to have really enjoyed #h time in Year 5 and has made some fantastic friends in the class. #N is ready to move onto Year 6 and I look forward to having #m in my class again.
3=--- Comment 2 Continued ---
4=#N always takes responsibility for #h actions and understands the importance of school life. #E is always willing to challenge #s which is something that will help #m to reach #h full potential. I think that #N is looking forward to Year 6 and developing #h learning further.
5=--- Comment 6 Continued ---
6=A real highlight of my year has been #N's enthusiasm for Science as #e has shown a fantastic work ethic and a clear passion for the subject. #H growing confidence and charisma were evident throughout and this is something #e should be extremely proud of. #N is looking forward to Year 6 and the independence #e will gain as #e matures.
7=--- Comment 7 Continued ---
8=#N is a polite member of the class who values #h classmates and the friendships #e shares with them. #E has a good sense of humour and a laid-back approach to life, which can help to calm classmates in certain situations. #N is looking forward to Year 6 and the new opportunities it will bring #h way.
9=--- Comment 8 Continued ---
10=#E is always willing to offer a helping hand to those in need, without expecting anything in return. #H kind nature is valued in the classroom and in all areas of school life. #N is looking forward to Year 6 and the new opportunities it will bring #h.
11=--- Comment 9 Continued ---
12=#N recognises when #e has tried #h best and takes pride in pieces of work that interest #h. #E has a close group of friends who respect and value #h friendship. #N is ready for Year 6 and, with a little guidance, the challenges and opportunities that are ahead.
13=--- Comment 10 Continued ---
14=#N is a respected member of the class and enjoys social occasions. #E is learning to take full responsibility for #h own actions and is maturing as a result. #H has a good sense of humour and is always willing to lighten the mood of the class. #N is ready to go into Year 6 and face the challenges and opportunities coming #h way.
COMMENTS: 42c General Teacher's Summary (11 to 14)
1=--- Comment 11 ---
2=#N has demonstrated that #e is a well-rounded student through successes both academically and outside the classroom. #E is a wonderful student who is well-respected by #h teachers and peers. #E can be relied upon when expectations have been set and is a very trustworthy student.
3=--- Comment 12 ---
4=During Year 5, #N's focus has grown and #e now has a more mature approach to #h learning. This has led to some fantastic achievements this year including receiving an Award Assembly Certificate. #E has thoroughly enjoyed working on our debating teams and contributed some wonderful ideas to the class discussions, demonstrating #h ability to think innovatively.
5=--- Comment 13 ---
6=Throughout Year 5, #N's work has maintained a fantastic standard and this was recognised when #e received a number of Award Assembly certificates for always producing such a high standard of work. #E demonstrated #h capacity for thinking outside the box during the innovation challenge as #e shared some great ideas with the class. #N's approach to learning is mature and #e takes great pride in all that #e does.
7=--- Comment 14 ---
8=#N's good humour shines in the classroom and #e has always been willing to brighten the school day. #H approach to learning has really grown this year as #e has learned how to take full responsibility for #h own educational experience. #H has emerged as an independent, reflective student.
COMMENTS: 42d General Teacher's Summary (11 to 14 Contd)
1=--- Comment 11 Continued ---
2=#E understands the importance of putting full effort into tasks. #N took part in our Virtual Sports Day and showed that #e can make a fantastic effort regardless of the circumstances, demonstrating that #e truly has learned the meaning of resilience that we have studied this year. #N is ready for Year 6 and I think that #e will have no problems with the challenges ahead.
3=--- Comment 12 Continued ---
4=#N made a great effort in the class assembly and his confidence developed well during this event. #E is a popular student who has gained the respect of #h teachers and peers. #N has demonstrated that #e is a well-mannered, cheerful, caring member of the class. #E has had a successful year and, I think, is very much looking forward to Year 6.
5=--- Comment 13 Continued ---
6=#E has emerged as an independent, creative learner. #E is a reliable student who can be trusted when expectations have been set. #N understands the importance of making good decisions and reflecting on #h own actions. After a truly successful year, #N is ready to move on and to a new challenge in Year 6.
7=--- Comment 13 Continued ---
8=#E is a popular member of the class and has built some lovely friendships with #h classmates. Due to #h nature and good manners, #e is well respected by his teachers and peers. Throughout the year, #N has matured and #h focus has grown, and this has been recognised and acknowledged as #e received more than one Aware Assembly certificate.
COMMENTS: 43 General Class Dojo
1=#N has shown a fantastic commitment to studying online during the Summer Term and #h ability to remain organised and focused on #h learning has been a credit. Studying online, due to our COVID-19 lockdown, has been a trying time for all concerned, but #N has used ClassDojo, and our online lessons, to continue #h education. I could not be prouder of #h commitment. By using these technologies, #N has proved that #e has taken everything that #e has learnt about Cybersafety seriously.
2=#N has shown a limited commitment to studying online during the Summer Term and #h partial absence has had a detrimental effect on #h grades and education during our COVID-19 lockdown. It will be some task to catch up when #N returns to school, and I hope that #e is aware of the hard work #e will have to put in throughout Year 6.
3=Unfortunately, #N has not engaged with the rest of the class and continued #h education through our online learning classes. ClassDojo has been a fantastic tool to use, and #h lack of involvement is reflected in #h grades. It will be some task to catch up when #N returns to school, and I hope that #e is aware of the hard work #e will have to put in throughout Year 6.
COMMENTS: 44 General Homework
1=Homework - #N often needs to chase up a homework task or a signature after the work is due to be presented.
2=Homework - #N rarely puts enough effort into the set homework; #h answers are brief and often poorly presented. Homework is not an 'extra' to #h school work, it is a way of cementing the learning that has taken place in school and offers a chance to further develop that knowledge. If #N chooses not to do #h homework, #e is solely responsible for the outcome.
3=Homework - #N does not complete tasks which are set for homework and this has impacted upon on #h level of achievement at school. Homework is not an 'extra' to #h schoolwork, it is a way of cementing the learning that has taken place in school and offers a chance to further develop that knowledge. If #N chooses not to do #h homework, #e is solely responsible for the outcome.
4=Homework - #N is conscientious about completing all homework tasks and challenges to an impeccable standard.
5=Homework - #N is conscientious about completing all homework tasks and challenges and always puts effort into homework and presents quality answers.
6=Homework - #N is conscientious about completing all homework tasks and challenges but sometimes needs to chase a signature or finish off after tasks are due to be presented.
7=Homework - #N needs to take homework a little more seriously, ensuring that work is returned to school at the correct time.
8=Homework - #N has started to take homework a little more seriously, returning #h work at the correct time. Homework is not an 'extra' to #h school work, it is a way of cementing the learning that has taken place in school and offers a chance to further develop that knowledge. If #N chooses not to do #h homework, #e is solely responsible for the outcome.
9=Homework - It would be of benefit to #N if #e remembers to do #h homework and return it to school at the right time. Homework is not an 'extra' to #h school work, it is a way of cementing the learning that has taken place in school and offers a chance to further develop that knowledge. If #N chooses not to do #h homework, #e is solely responsible for the outcome.
COMMENTS: 45a General Home Reading
1=Home Reading - #N obviously has a high commitment to #h Home Reading, as #h journal is completed, signed, and returned to school regularly. Well done!
2=Home Reading - #N seems inconsistent with #h home reading habits, as #h journal is not completed and returned every day. Home reading is an extremely important part of #h education. It is not just a chance to read, but to expand #h vocabulary, imagination, concentration. Reading is a much more complex task for the human brain rather than watching TV, for example.
3=Reading strengthens brains connections as well as building new ones. Children learn new words as they read. Subconsciously, they absorb information on how to structure sentences and how to use words and other language features effectively in their writing and speaking. All of these are excellent reasons why I would like to see #N reading more at home and recording this in #h journal.
4=Home Reading - Unfortunately, #N does not bring #h Home Reading Journal to school. Home reading is an extremely important part of #h education. It is not just a chance to read, but to expand #h vocabulary, imagination, concentration. Reading is a much more complex task for the human brain rather than watching TV, for example.
5=Reading strengthens brains connections as well as building new ones. Children learn new words as they read. Subconsciously, they absorb information on how to structure sentences and how to use words and other language features effectively in their writing and speaking. All of these are excellent reasons why I would like to see #N reading more at home and recording this in #h journal.
COMMENTS: 45b General Home Reading
1=Home Reading - #N obviously has a high commitment to #h Home Reading, as #h journal is completed, signed, and returned to school regularly. Well done!
2=Home Reading - #N seems inconsistent with #h home reading habits, as #h journal is not completed and returned every day. Home reading is an extremely important part of #h education. It is not just a chance to read, but to expand #h vocabulary, imagination, concentration. Reading is a much more complex task for the human brain rather than watching TV, for example.
3=Reading strengthens brains connections as well as building new ones. Children learn new words as they read. Subconsciously, they absorb information on how to structure sentences and how to use words and other language features effectively in their writing and speaking. All of these are excellent reasons why I would like to see #N reading more at home and recording this in #h journal.
4=Home Reading - Unfortunately, #N does not bring #h Home Reading Journal to school. Home reading is an extremely important part of #h education. It is not just a chance to read, but to expand #h vocabulary, imagination, concentration. Reading is a much more complex task for the human brain rather than watching TV, for example.
5=Reading strengthens brains connections as well as building new ones. Children learn new words as they read. Subconsciously, they absorb information on how to structure sentences and how to use words and other language features effectively in their writing and speaking. All of these are excellent reasons why I would like to see #N reading more at home and recording this in #h journal.
COMMENTS: 46 General Attendance
1=Attendance - #N is regularly late for school and this not only puts #h behind at the start of the day, but it also disrupts the rest of the class and their learning when #e arrives.
2=Attendance - #N has had a lot of absence which has impacted upon #h ability to make the expected progress this year. I am hoping that this can change next year as #h learning steps up a notch.
3=Attendance - #N is regularly missing lessons due to late arrival or early departure. This is having a detrimental effect on #h learning and I hope that it can change next year as #h learning steps up a notch.
4=Attendance - I am delighted with #N's improved attendance record. #H ability to arrive on time and be organised, and ready to start the day at the same time as others, has made a positive mark on #h learning.
5=Attendance - It is wonderful to see #N attending school regularly. #E is organised at the start of the day and is ready to start work on time. Well done!
6=Attendance - On the occasions when #N does need to miss school, #e is extremely conscientious about catching up with me to find out what #e missed.
COMMENTS: 47 General Friendships 1
1=Friendships - Over the year, #N's confidence has noticeably blossomed. #E has a close circle of friends which has remained fairly constant throughout Year 5.
2=Friendships - #N is a sociable child with several friends within the class.
3=Friendships - #N is a happy, friendly child of a confident disposition.
4=Friendships - #N has enjoyed good relationships with the others in the class and maintained a close friendship circle throughout the year.
5=Friendships - #N is a confident and outgoing child who has developed a wide circle of friends and also has good relationships with adults around school.
6=Friendships - #N has been a lively personality in the class, enjoying good relationships with a wide circle of friends.
7=Friendships - #N is becoming more able to co-operate when #e is working within a group, depending on the nature of the task.
8=Friendships - #N can have a tendency to distract others from their work and #e needs to learn to respect their need to concentrate.
9=Friendships - #N can be easily distracted when listening to inputs and #e would do well to ignore #h friends at these times so that the temptation is not so great.
COMMENTS: 48 General Friendships 2
1=Friendships - Over the year, #N's confidence has noticeably blossomed. #E has a close circle of friends which has remained fairly constant throughout Year 5.
2=Friendships - #N is a sociable child with several friends within the class.
3=Friendships - #N is a happy, friendly child of a confident disposition.
4=Friendships - #N has enjoyed good relationships with the others in the class and maintained a close friendship circle throughout the year.
5=Friendships - #N is a confident and outgoing child who has developed a wide circle of friends and also has good relationships with adults around school.
6=Friendships - #N has been a lively personality in the class, enjoying good relationships with a wide circle of friends.
7=Friendships - #N is becoming more able to co-operate when #e is working within a group, depending on the nature of the task.
8=Friendships - #N can have a tendency to distract others from their work and #e needs to learn to respect their need to concentrate.
9=Friendships - #N can be easily distracted when listening to inputs and #e would do well to ignore #h friends at these times so that the temptation is not so great.
COMMENTS: English 01 - 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.
4=#N's progress has been inconsistent during the course of the year.
5=#N is making steady progress with #h literacy skills.
6=#N is a diligent student who is making steady progress in all aspects of literacy.
7=#N is a diligent worker who is making pleasing progress.
8=#N is an enthusiastic student who is making excellent progress in all aspects of literacy.
9=Although #N is not yet able to work independently at a Year 3 level, #e is making steady progress in all aspects of literacy.
10=#N is a quiet worker who is making steady progress.
11=While #N has worked very hard this semester and has made commendable progress, #h literacy skills are still not yet up to the standard required for independent work at this year level.
COMMENTS: English 02 - 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 03 - 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.
11=#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.
12=#E is expected to read a variety of materials and reads fluently, with appropriate expression.
13=#E improvement in reading has been excellent and #e is now more confident and enjoying books.
14=#E is beginning to introduce expression into the way #e reads. #E prefers reference books to story books, and particularly enjoys silent reading.
15=#E reads books and poems with an increased confidence in #h abilities.
16=#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.
17=#E is now more confident about #h ability in English and enjoys reading a wider range of books.
18=#N's reading has improved and #e is more aware of the value of books.
19=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.
20=#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 04 - 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 05 - 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 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: English 06 - 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 07 - 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 #h reading and has covered a variety of stories over the year.
5=#E has tried very hard and shown a great interest in #h reading books, consequently #e has improved a great deal.
6=#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.
7=#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.
8=#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.
9=A great deal of confidence has been gained by #m with #h continuing progress through the 'Wellington Square' reading scheme.
10=#E must be encouraged to sound-out letter blends in difficult words and not simply wait to be told.
11=#E does try hard to sound-out letter blends in words that #e has difficulty reading.
12=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.
13=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.
14=#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.
15=#E has tried hard to check #h writing more closely this year;
16=#E still rushes and finds it hard to spot #h mistakes.
17=#N's stories and other writings are very clear; #e plans well and the end-product is always intelligently and imaginatively written.
18=#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.
19=#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 08 - 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 09 - 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 10 - 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 11 - 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 #h 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.
15=#N can structure #h stories clearly with a beginning, problems, resolution and ending. The sections of #h stories are linked together and well paced. When #h changes events, setting or time in #h stories #e uses paragraphs. #E can develop #h main characters through description and dialogue and can create interaction between the characters. #N can use commas in lists and most of #h punctuation is correct. #E can use some complex sentence structures to add extra information.
16=In non-fiction #e has an introduction, conclusion and ordered sections.
17=#N can structure #h stories clearly with a beginning, problems, resolution and ending. The sections of #h stories are linked together and well paced. When #h changes events, setting or time in #h stories #e uses paragraphs. #E can develop #h main characters through description and dialogue and can create interaction between the characters. #N can use commas in lists and most of #h punctuation is correct. #E can use some complex sentence structures to add extra information.
18=#E can use precise words which are lively and imaginative, to amuse, frighten etc. All the events in #h stories are linked to each other. When #e changes events, setting or time in #h stories #e uses paragraphs. #N always uses the first person and third person in the right places. #E can use sentences with a wider variety of connectives e.g. however, whilst, whenever, therefore. In non-fiction #e always writes a simple introduction and conclusion.
19=#H ideas and material are developed through imaginative detail. #N is able to weave dialogue, action and description through #h stories. #H writing is organised into a planned and coherent series of paragraphs. Through the pace and the settings in #h writing, #e is able to create mood and atmosphere. #E can use a full range of punctuation appropriately.
20=#N's writing is often clear, organised and imaginative. #E is able to use appropriate and interesting vocabulary and shows some awareness of the reader. #H ideas are developed and #e is able to use basic punctuation, but #e does need to increase the variety of punctuation used for effect. The basic grammatical structure of #N's work is usually correct. Simple monosyllabic words are usually spelt correctly and where inaccuracies occur, the alternative is a phonetically plausible one.
COMMENTS: English 11 - Writing (4)
1=#E can use relationships between sections or paragraphs to give structure to the whole text. #E is able to use a range of techniques to engage the reader and can adapt the form and presentation of #h writing for a specific readership. #E can use similes, metaphors, alliteration and personification effectively. In non-fiction #e can reflect on the main points in #h conclusion
2=#N's writing is often clear, organised and imaginative. #E is able to use appropriate and interesting vocabulary and shows some awareness of the reader. #H ideas are developed and #e is able to use basic punctuation, although #e does need to increase the variety of punctuation used for effect. The basic grammatical structure of #N's work is usually correct; #e does however need to read through #h work to reduce 'silly' mistakes.
COMMENTS: English 12 - Attitude and Behaviour
1=#N responds more confidently in a small group situation but #e is beginning to take part in discussions.
2=#E usually has to be encouraged to stay on topic though.
3=#E has been encouraged to take an active part in shared reading and writing activities as well as independent work.
4=#E is a reluctant reader and needs encouragement to become interested in books.
5=If #e is to improve #e must read more regularly at home.
6=#N's written work is now better organised and structured more thoughtfully. #H imaginative work has some good ideas but #e needs to develop #h vocabulary.
7=During class discussions, #N's verbal contribution is not as high as it could be.
8=#E must curb #h tendency to daydream when involved in class discussions.
9=#E, at times, can be a reluctant reader and therefore has been encouraged to look for books which interest #m.
10=#E is now more willing to talk about the texts #e reads.
11=#N is developing a better understanding of the rules of grammar and punctuation, and has clear handwriting.
12=#H imaginative work has some good ideas but #e needs to develop #h vocabulary.
13=#N listens attentively in class.
14=#E is a good contributor to class discussions, and is now thinking more carefully about the point #e is trying to make.
15=#N's reading has shown fair progress this year.
16=#E reads a variety of books with growing expression and #e is reading more fluently as a result of regular practice.
17=#E can talk about what #e has read, showing a depth of understanding.
18=#E has a lively writing style and is often quite imaginative.
19=#H use of more advanced punctuation can, at times, be erratic but #e has made progress in written English this year.
COMMENTS: English 13 - 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 14 - General 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: English 15 - Speaking and listening statements 1
1=#N is a good contributor to class discussions, and lately is thinking more carefully about the point #e is trying to make. When asked to talk about #h work in a group, #N is beginning to participate more readily and can express #h point of view sensibly.
2=#N is a good contributor to class discussions, and lately is thinking more carefully about the point #e is trying to make. #E listens well to others and comments sensibly on what has been said when asked to do so.
3=#N 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. #E does however need to listen more carefully to the points made by others.
4=#N contributes well to class discussions, offering quite perceptive comments. #E displays good understanding of what is being discussed, but #e often does not give due consideration to the points made by others.
5=#N is well informed. #E listens with interest during class discussions and is very composed when answering questions. #E can however be rather quiet and should try to play a more active role in class discussions.
6=#N is well informed. #E listens with interest during class discussions and is very composed when answering questions. #N's spoken comments are often perceptive and reflect #h well-developed listening skills.
7=#N is beginning to participate more readily during discussions and can express #h point of view sensibly. #E listens well to others, and is now starting to develop the confidence to comment on the points others have made.
8=#N is beginning to participate more readily during discussions and can express #h point of view sensibly. #E listens well to others, and is now starting to develop the confidence to comment on the points others have made. #E works better in small group rather than whole class discussions.
9=#N is not a confident speaker, but enjoys listening to stories. #E is beginning to take part in discussions, and give #h point of view. When asked to talk about #h work in groups, #N will quietly offer #h views and opinions.
10=When asked to talk about #h work in groups, #N will quietly offer #h views and opinions. #N listens well to others and comments sensibly on what has been said when asked to do so.
11=During class discussions, #N contributes #h views confidently but becomes distracted when listening to others. #E is keen to get #h point across, but #e must learn to respect the right of others to also express their opinions, and to listen when others are making their contributions.
12=#N contributes well to discussions, usually paying close attention to what is being said. #E is quite shy in a class situation and must learn to value, and put forward, #h own opinions.
13=#N contributes well to class discussions, offering quite perceptive comments, and always listens attentively. #E makes excellent responses to stories and poems.
14=#N is a good contributor to class discussions, and lately is thinking more carefully about the point #e is trying to make.
15=#N is quite shy in a class situation but has learned to value, and put forward, #h own opinions.
16=#N listens well to others and comments sensibly on what has been said when asked to do so.
17=When asked to talk about #h work in a group, #N is beginning to participate more readily and can express #h point of view sensibly. #N is able to discuss a book's plot, demonstrating a good understanding of the material read.
18=#N generally listens attentively and makes good responses to stories and poems. #E can be self-conscious about speaking in front of others.
19=#N 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.
20=#E listens superbly, and can put forward #h own points of view clearly and articulately.
COMMENTS: English 15 - Speaking and listening statements 2
1=#N 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=#N listens attentively, responds well to the ideas of others and can report back clearly and concisely.
5=#N listens attentively and responds well to the suggestions and ideas of others.
6=#N listens attentively in class.
7=#E contributes well to class discussions, offering quite perceptive comments.
8=#E contributes well to class discussions, often injecting some humour, and is willing to justify #h opinions and feelings to others.
9=#N is not afraid to express #h feelings and opinions to others during class discussions; and speaks with greater clarity and thought.
10=#N is well informed. #E listens with interest during class discussions and is very composed when answering questions.
11=#N is not a confident speaker, but enjoys listening to stories. #E is beginning to take part in discussions, and give #h point of view.
12=#E must curb #h tendency to daydream when involved in class discussions.
13=#N joins in quite well during class discussions.
14=#N 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.
15=#N listens well to others and comments sensibly on what has been said when asked to do so.
16=#N is beginning to take part in discussions, but usually has to be encouraged to do so.
17=#N 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, #N will quietly offer #h views and opinions.
19=During class discussions, #N 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 2a
1=#N is starting to know when to use the first person and the third person in #h writing.
2=#N can normally write in the past tense.
3=#H stories have a beginning, several events and a simple ending.
4=#E can describe the events in my stories.
5=#N can describe the characters in #h stories.
6=In non-fiction #N can include a short introduction or concluding sentence.
7=#E uses headings to organise #h non-fiction writing.
8=#E sometimes choose words and phrases to interest the reader.
9=#N often chooses interesting vocabulary for effect in #h writing.
10=#N can use interesting adjectives or verbs to help describe a person or thing.
11=#E sometimes uses pronouns (he, she, it, they) instead of characters' or things' names.
12=At least half of #h sentences use the correct punctuation (capital letters, full stops, ? and !).
13=#N sometimes uses commas to separate items in a list.
14=#N can spell all common words with one syllable.
15=#E uses #h knowledge of spelling patterns, suffixes and prefixes to help #m spell tricky words.
COMMENTS: English 2b
1=#N can write a story in order, describing either #h characters or the setting.
2=#E knows some ways to show that #h writing is non-fiction.
3=#E can use vocabulary that helps organise #h writing, e.g. next, then, after, first.
4=#E can use detail to make #h writing interesting for the reader.
5=#N sometimes uses interesting vocabulary for effect.
6=#E can write a simple sentence to describe a person or thing using interesting words.
7=In non-fiction #e chooses words carefully to explain or describe.
8=#E can use different, simple connectives such as, because, so.
9=#E often knows when to write in the past or present tense.
10=#E sometimes uses question marks and exclamation marks.
11=All #h upper and lower case letters are the correct size and shape.
12=#E can spell most words with one syllable.
13=#E uses #h sounds to help #h spell longer words with more than one syllable.
COMMENTS: English 3a
1=#N can structure a story clearly, e.g. beginning, problems, resolution, ending. All sections are linked together and well paced.
2=#E can develop #h main characters through description and/or dialogue and create interaction between the characters.
3=#E can describe #h story settings in some detail using all #h senses.
4=In non-fiction #e has an introduction, conclusion and ordered sections.
5=#E can use interesting and imaginative language to help the reader understand my characters or events.
6=#H chooses a style of writing that will interest the reader e.g. through use of specific detail or humour.
7=#E can describe how an action is performed using adverbial phrases e.g. The snake slithered along the ground stealthily.
8=#E can choose and use verbs, adjectives and adverbs together to make #h writing interesting and imaginative.
9=In non-fiction writing #e makes effective use of technical or specific vocabulary.
10=#E can use some complex sentence structures to add extra information.
11=#E use a new line when each character speaks and speech marks to show dialogue.
12=#N can use commas in lists and most of my punctuation is correct.
13=#H can use an apostrophe for omission e.g. don't, can't, it's.
COMMENTS: English 3b
1=#N always uses the first person ('I', 'we') and third person ('he', 'she', 'it', 'they') in the right places.
2=#E sometimes uses different tenses to write about what might happen.
3=All the events in #h stories are linked to each other.
4=When #e changes events, setting or time in my stories #e uses paragraphs.
5=#E can describe how the narrator or characters react to events in my stories.
6=In non-fiction #e always writes a simple introduction and conclusion.
7=#E can use precise words which are lively and imaginative, to amuse, frighten etc.
8=#E can use sentences with a wider variety of connectives e.g. however, whilst, whenever, therefore.
9=In non-fiction the first sentence of each section will say what #e is writing about.
10=#E full stops, capital letters, exclamation marks, and question marks are mostly accurate.
11=#E can use speech marks to indicate beginning and end of direct speech.
12=#N can spell common words with one or more syllables correctly.
13=#H handwriting is neat and always joined.
14=#N can spell words with more than one syllable containing common prefixes and suffixes correctly.
15=#E can use #h knowledge of spelling patterns, suffixes and prefixes to help #m spell new words with more than one syllable.
COMMENTS: English 3c
1=#N always uses the past tense when writing a story.
2=#N always uses the present tense when characters are speaking.
3=#H can develop description of characters by including speech, feelings or emotion using interesting vocabulary.
4=#E can use interesting ways to describe setting so the reader can imagine it.
5=#N can write details of events to entertain or amuse my audience or create tension.
6=In non-fiction writing #e groups similar information together.
7=#E is beginning to use paragraphs, bullet points or headings to separate sections in #h writing.
8=#E can use noun phrases, e.g. the golden haired #b or adverbs e.g. slowly.
9=#N often chooses words for variety and which add interest and detail.
10=#E is beginning to use different ways to start #h sentences to make them more interesting.
11=#E can sometimes use question marks and exclamation marks in the right place.
12=#N can use speech marks to show when a character is speaking e.g. "Hello" said Bob.
13=#H handwriting is neat and usually joined.
14=#N can spell many words correctly which have more than one syllable.
COMMENTS: English 4a
1=#H ideas and material are developed through imaginative detail.
2=#E is able to show feelings through the images #e develops rather than by a direct statement.
3=Through the pace and the settings in #h writing, #e is able to create mood and atmosphere.
4=#H characters' dialogue and reported speech help to move #h stories on.
5=#E understands that viewpoints need to be consistent and #e is beginning to do this in #h writing.
6=#E select and uses the appropriate language and presentational features to clearly establish context and purpose.
7=#E I am able to adapt #h writing to suit a particular audience.
8=#E is beginning to use literacy features, such as personification, alliteration and idioms, effectively in #h writing.
9=#E can structure #h writing appropriately in a range of genres.
10=#H is able to use a range of techniques to engage the reader.
11=#E is able to choose appropriately between standard English, colloquialism or dialect, according to the formality of the writing.
12=#H writing is organised into a planned and coherent series of paragraphs.
13=#E can use a wide and varied range of connectives.
14=#E can use a wide range of connectives, such as furthermore, nevertheless, on the other hand, to clarify the relationship between ideas.
15=#E can position a clause to achieve a specific effect.
16=#E can use a full range of punctuation appropriately.
17=#E is able to use precise and adventurous vocabulary for effect.
18=#E am able to use a range of styles of handwriting for different purposes.
COMMENTS: English 4b
1=Within paragraphs, #N can develop sequences of events around a main sentence.
2=#E can link characters actions to key events.
3=#E can use relationships between sections or paragraphs to give structure to the whole text.
4=In non-fiction #N can balance #h main points and information as appropriate to the purpose.
5=In non fiction #h can reflect on the main points in #h conclusion.
6=#E can adapt the form and presentation of my writing for a specific readership.
7=#E can use some devices such as simile, metaphor, alliteration, personification for a specific purpose.
8=#E can use a wide range of interesting verbs and make good use of adverbs for precision.
9=#E can use a range of simple and complex sentences are to create effect or extend meaning.
10=#H can adapt #h sentence structure to support a clear account of events in #h stories.
11=#E can use expanded phrases and clauses to express #h ideas.
12=#N always use of commas to mark phrases or clauses.
13=#E is starting to use a wider range of punctuation e.g. brackets, dashes or colons, semi-colons, ellipses.
COMMENTS: English 4c
1=#N change time and place in #h stories to help shape the story and guide the reader through the text.
2=#E sometimes link #h paragraphs together effectively.
3=#H characters will talk and act together as they would in real life.
4=#E uses #h setting to create the mood of the story.
5=In non-fiction #e uses introductory phrases to start new sections and paragraphs.
6=#E engages the reader by helping them to feel moods and feelings in #h stories.
7=#E engages the reader by adding or emphasising details.
8=#E can maintain the viewpoint of #h narrator and characters.
9=#E always includes imaginative detail and precise vocabulary for effect.
10=#E can use adverbial phrases to engage as well as inform.
11=#E can use complex sentence structure and a wider range of sentence connectives to develop meaning e.g. also, besides, even though, never the less, despite.
12=#N can use a mixture of compound, complex and simple sentences to good effect.
13=#H sometimes use commas to mark phrases or clauses.
14=#E can use the apostrophe for omission and possession e.g. the #b's coat, the teachers' staff room, can't, won't, it's.
COMMENTS: English 5c
1=#N is able to weave dialogue, action and description through #h stories.
2=Through careful selection of words and sentence structure #N is able to avoid repetition and superfluous statements.
3=When writing non-fiction, #e is confident in the structure and information #e needs to convey.
4=#E is beginning to elaborate upon #h viewpoints.
5=#N can use flashbacks and time shifts confidently in #h narrative writing, signalling them clearly.
6=#E beginning to create subordinate plots to be woven into #h main plot.
7=In #h non-chronological writing, #e introduces, develops and concludes paragraphs appropriately.
8=In #h closing statements, #e is able to refer back to the starting points.
9=#H paragraphs are varied in length and structure.
10=#H final paragraphs offer an appropriate summary or appeal to the reader.
11=#E is able to use modal verbs in sentences. (the #b should be, would be, could be).
12=#E can use a full range of punctuation to convey and clarify meaning.
13=#N uses punctuation for effect.
14=#H writing includes a range of figurative language to enhance narrative.
COMMENTS: English YR3 2 Speaking
1=#E speaks confidently and can usually engage the audience with #h stories.
2=#E has excellent speaking skills in everyday conversations, although it would be good if #e could transfer this enthusiasm into #h formal speaking tasks.
3=#E is developing confidence in public speaking and is willing to have a go at most topics.
4=#E enjoys public speaking and engages the audience with #h smile, gestures and expressive voice.
5=#E enjoys public speaking and has many interesting stories to tell.
6=#E is developing confidence as a public speaker and always listens carefully to instructions and obeys promptly.
7=#E enjoys public speaking and has many interesting stories to tell, using strategies to engage the audience.
8=#E enjoys public speaking and engages the audience with #h enthusiastic smile.
9=When #N speaks about #h own experiences #e can engage the audience.
COMMENTS: English YR3 3 Listening
1=Although #e performs well when listening for information, #e does need to obey instructions more promptly.
2=Listening is a challenge for #N and #e needs to make a greater effort to focus on instructions so that #e can begin work promptly.
3=#E usually listens carefully and follows directions.
4=#E has strong listening skills and always follows directions.
5=#E is making a great effort to listen to instructions more consistently.
6=#E does need to make a greater effort to listen to instructions and to obey promptly.
7=#E also has strong listening skills and always follows directions.
COMMENTS: English YR3 4 Reading
1=#N still requires support to complete reading activities and #e needs to be faithful in #h daily reading to build up #h fluency and comprehension.
2=#N is a capable reader with strong comprehension skills.
3=#N is becoming a fluent, expressive reader with #LevelListSingle comprehension skills.
4=#N's reading fluency is improving considerably and #e is developing sound comprehension skills.
5=While #N still needs support to complete reading tasks, both #h reading comprehension and reading fluency are beginning to improve.
6=#N's reading fluency is improving and #h comprehension skills are developing.
7=#N's reading fluency is improving and this will enable #m to improve #h comprehension.
8=#E is an expressive, fluent reader with #LevelListSingle comprehension skills.
9=Although #N's reading fluency is still quite slow, #e is now reading text accurately without guessing at the words. This will enable #m to improve #h comprehension skills and #e needs to read as many books as possible during the next semester.
10=#N's reading fluency is improving and #e is performing well in comprehension activities.
COMMENTS: English YR3 5 Writing1
1=#N is a fluent writer and finds it easy to express #h ideas.
2=#N is becoming more confident in writing down #h ideas.
3=#N is also a fluent writer demonstrating a #LevelListSingle degree of accuracy in spelling and grammar.
4=#N is making progress in writing down #h ideas; however #e needs to place more effort in completing tasks in the given time.
5=#N writes fluently about #h ideas and #e is experimenting with using adjectives and descriptive language.
6=#N is beginning to write with confidence and #h text is starting to make sense.
7=#N usually produces neat bookwork and is becoming more confident in writing down #h ideas.
8=#N can usually write down #h ideas quite fluently.
9=While #N's spelling and editing skills are still weak, #e is becoming more conscious of the need to check #h written work.
COMMENTS: English YR3 6 Writing2
1=#H spelling and editing skills tend to be rather weak so #e will keep working on these skills next semester.
2=#N demonstrates pleasing accuracy in spelling and grammar and #h bookwork is #SUAlist neatly completed.
3=#N's editing and spelling skills are beginning to improve. #E needs to now work on making greater use of adjectives and descriptive detail in #h writing.
4=#E does need to read #h work carefully to make corrections in grammar and spelling.
5=#N's spelling and grammar skills are beginning to improve, and #e is becoming more conscious of the need to check #h work.
6=#N is developing #LevelListSingle editing skills and always produces neat bookwork.
7=#N is trying hard to improve #h handwriting and keep #h bookwork neat.
COMMENTS: English YR3 7 Writing3
1=#N works enthusiastically and #h bookwork is always beautifully presented.
2=#E is an enthusiastic worker and #SUAlist does #h best work.
3=#H bookwork is always neatly and carefully completed.
4=When #e is focused, #N can produce neat handwriting.
5=#N always keeps #h bookwork neat; however #e needs to keep working hard so that #e can complete #h written work in the given time.
6=#N needs to keep working hard so that #e can complete #h written work in the given time.
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.
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 Attitude / Mindset
1=#N has a very positive attitude to school and works quietly and conscientiously in class.
2=#N 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=#N has had a good year and continues to make good progress in #h work. #H levels of concentration have shown an improvement over the year and #h has is a sensible and mature member of the class.
4=#N has a sensible and mature attitude to school.
5=#N is gaining maturity and confidence, working towards greater independence in #h work.
6=#N has a fabulous growth mindset and is always willing to step beyond #h comfort zone when a new opportunity arises.
7=#N displays a growth mindset when #e accepts new challenges.
8=#N often needs encouragement to try a new challenge.
9=#N needs support to overcome their fixed mindset when faced with a challenge.
10=#N is an enthusiastic student who enjoys a variety of challenges with a positive attitude towards #h learning and who sets an excellent example with #h behaviour.
11=#N has a mature approach to many aspects of #h work and shows independence, settling down to work in an efficient manner.
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=#E 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 finds 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=#E 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 the school.
3=#E has established good relationships with #h peers and adults within the 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 the 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 #h 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 cooperatively 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 several 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, tend 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 in 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 at 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 cooperative.
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 within 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 comments - opening
1=#N shows respect for teachers and peers.
2=#N has highly developed independent working skills.
3=#N shows good citizenship by assisting other students.
4=#N can be depended on to do what #e is asked to do.
5=#N has been working extremely hard in a variety of curriculum areas.
6=#N takes a lot of pride in #h work.
7=#N is a valued member of our class.
8=#N shows genuine interest in many areas of the curriculum and tries hard to tackle challenges put in front of #m.
9=#N is a conscientious, hardworking student.
10=#N is a friendly member of the class, who works with enthusiasm and regularly contributes to class discussion.
11=#N is an enthusiastic student who enjoys a variety of challenges, has a positive attitude towards learning, has highly developed independent work skills and sets an excellent example with #h behaviour.
12=#N has shown a strong desire to succeed, which keeps #m self-motivated, task-orientated and prepared to listen to suggestions about #h work.
13=In general #N has a very positive attitude towards all aspects of #h school work and sets a good example with #h behaviour.
14=#N works very hard and always gives #h best effort in all areas of the curriculum and has produced some work to be extremely proud of.
15=#N has worked hard in many curriculum areas and has produced some work to be really proud of.
16=#N is an enthusiastic student who enjoys a variety of challenges.
17=#N has a mature approach to many aspects of #h work and shows independence, settling down to work in an efficient manner.
18=#N is extremely conscientious, producing work to be really proud of.
19=#N sets an excellent example with #h behaviour and has a sensible attitude.
20=#N sets an excellent example with #h behaviour and has a sensible approach to independent learning.
COMMENTS: General Friendships
1=Over the year #N confidence has noticeably blossomed. #e has a close circle of friends which has remained fairly constant throughout the year.
2=#N is a sociable child with a number of friends within the class.
3=#N is a happy, friendly child of a confident disposition.
4=#N has enjoyed good relationships with the others in the class and maintained a close friendship circle throughout the year.
5=#N is a confident and outgoing child who has developed a wide circle of friends and also has good relationships with adults around school.
6=#N has been a lively personality in the class, enjoying good relationships with a wide circle of friends.
7=#N is becoming more able to co-operate when #e is working within a group, depending on the nature of the task.
8=#N can, however, have a tendency to distract others from their work and #e needs to learn to respect their need to concentrate.
9=#N can, however, be easily distracted when listening to inputs and #e would do well to ignore #h friends at these times so that the temptation is not so great.
10=#N lacks a little confidence in class discussions and will hold back unless encouraged to participate verbally.
11=#N is much more confident in a one to one or in a small group situation.
12=#N is a friendly but quiet child who lacks confidence when speaking to the class and joining in with class discussions. As a consequence #N seems to find it easier to work independently rather than within a group.
13=#N needs very clear structures to work to and much support to ensure that #N focuses on a task and completes it within a given time.
14=#N has a circle of friends with whom he socialises well during break times.
15=#N is a popular child with a wide friendship group among #h peers. #N has the odd tiff with #h friends but this always appears to resolve itself very quickly.
COMMENTS: General YR3 Conclusion
1=2012 NAPLAN results were sent home in September.
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 developing 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 equipment.
COMMENTS: Maths 01 Opening Statements 1
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 Maths and is confident working in all aspects of the subject.
3=#N has enjoyed Maths and works hard, making good progress.
4=#N always enjoys Maths lessons and has progressed steadily.
5=#N always enjoys Maths and has made steady progress.
6=#N enjoys Maths and works hard in this subject. #E has made steady progress in all areas.
7=#N enjoys working in all areas of Maths 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 Maths and is confident working in all aspects of the subject.
12=#N has had a positive year in Maths showing improvement in several key areas.
13=#N has had an excellent year in Maths displaying good understanding and knowledge.
14=#N has generally demonstrated interest in Maths this year and has engaged with the majority of topics.
15=#N often has difficulty understanding and solving word problems.
16=#N's speed and accuracy will improve greatly if #e memorizes #h basic multiplication and division facts.
17=#E needs to slow down and read directions carefully.
18=#N is able to follow mathematical processes but has difficulty explaining how answers are derived.
19=#E has difficulty with math concepts that involve high-level problem-solving.
20=#N has difficulty with multiple-step math problems.
COMMENTS: Maths 01 Opening Statements 2
1=#N is an excellent mathematician but does need to work on the quality of #h "writing to explain" explanations.
2=#N does well with math skills but needs to work on explaining #h thinking.
3=#N is doing well with #h math facts.
4=#E generally understands new concepts well and knows the appropriate time to ask for help if #e gets stuck.
5=#E understands new concepts well and knows when #e has to ask for help with #h work.
6=#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.
7=#E can correct #h own work well when #e makes mistakes and think round a problem if #e becomes stuck.
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=Overall #e is working above the expected level of #h year group.
10=Overall #e is working within the expected level of #h year group.
11=Overall #e is working towards the expected level of #h year group.
12=#E has shown great application in all aspects of mathematics and shows #e is capable of working to a high level.
13=#E enjoys Maths and is confident working in all aspects of the subject.
14=#E has enjoyed Maths and works hard, making good progress.
15=#E always enjoys Maths lessons and has progressed steadily.
16=#E always enjoys Maths and has made steady progress.
17=#E enjoys Maths and works hard in this subject. #E has made steady progress in all areas.
18=#E enjoys working in all areas of Maths and shows good application. #E has made good progress as a result.
19=#E has shown good application in mathematics, making steady progress in all areas.
20=#E enjoys work in all areas of mathematics and has responded well to tasks set, making good progress as a result.
COMMENTS: Maths 01 Opening Statements 3
1=#E enjoys work in all areas of mathematics and has responded well to tasks set.
2=#N is #superlative1 and #superlative2 #pupil who has #progress this year in maths.
3=#superlative1Cap and #superlative2 #pupil, #N #worked this year in maths and #progress as a result.
4=#N is #superlative1 #pupil who #worked in maths this year and #progress.
5=#N is #superlative1 #pupil who #worked in maths this year and has #progress.
6=#N works #working-style and always participates fully in peer discussions to explain #h understanding.
7=#N is a conscientious student who always strives for accuracy.
8=#N is always willing to ask relevant questions.
9=#N is an enthusiastic learner who is always keen to succeed.
10=#N always works hard in maths lessons.
11=#N is an interested student who listens carefully and always works to the best of #h ability.
12=#N is showing greater confidence in #h maths skills.
13=#N is beginning to believe in #s.
14=#N is enjoying maths and always tries hard to solve problems independently.
15=#N enjoys maths and is happy to work through difficult problems with the teacher.
16=#N is a developing mathematician, working below the age-related expectations.
17=#N is a secure mathematician, working in line with age-related expectations.
18=#N is an exceeding mathematician, working above the age-related expectations.
19=#N requires additional instructions to complete most tasks, but #e is trying hard to improve.
20=#N has worked hard this semester and with continued effort, #e could see some improvements.
COMMENTS: Maths 01 Opening Statements 4
1=During this semester, #N has been trying hard and is showing slow, but positive, progression in Mathematics.
2=#N requires teacher assistance to complete set tasks, but #e always tries #h best and it is a pleasure to witness.
3=#N tries hard in Mathematics, but #e is finding it challenging to grasp various concepts.
4=#N is making a conscientious effort, but #e sometimes finds it difficult to apply new concepts learnt.
5=#N tries hard in Mathematics and has made pleasing progress.
6=#N has tried hard all semester and is making progress towards achieving an understanding in all areas of Mathematics.
7=#N has made good progress in Mathematics this semester.
8=#N's pleasing progress in Mathematics is a result of #h hard work and #h positive attitude towards this subject.
COMMENTS: Maths 02 Place Value
1=#N was able to re-partition and expand numbers using powers of 10.
2=#N's progress between our two place value tests was very pleasing and showed that #e could use suggested strategies to improve #h accuracy.
3=#N's progress in the place value diagnostic testing has been very pleasing; effect size calculations suggest #e has made #effect-size-progress in a term.
4=#E can use place value knowledge to correctly write numbers of up to 999 from their written or verbal form.
5=#E can use place value knowledge to correctly write numbers of up to 9999 from their written or verbal form.
6=#E can use place value knowledge to correctly write numbers of up to 99999 from their written or verbal form.
7=#E can use place value knowledge to correctly write numbers of up to 1000000 from their written or verbal form.
8=#E can use place value knowledge to correctly write numbers from their written or verbal form.
9=#E is confident to expand and simplify larger numbers and will use these partitioning skills to assist with numerical calculations.
COMMENTS: Maths 02 Reason and Skills
1=and has really begun to show #superlative understanding of #? over the last few months.
2=, which is the result of some really hard work, especially with regards to #?.
3=and I have been very pleased with the progress shown, especially over the last few months, with #?.
4=but should make sure #e continues to work on #? to progress further.
5=, though with some further practice #? I believe #e should be able to achieve a #? by the end of the year.
6=and although #e has shown improvement in many areas of maths, I feel that #? holding #m back.
7=and I feel this slightly slower progress is down to still not having a good grasp of #?.
8=which is partly due to still not developing a solid grasp of #?.
9=#N has completed some great work this term and is happy to explain difficult concepts to #h peers.
10=#N continues to try hard in maths and particularly enjoys the more practical and creative areas of the subject.
11=#E has consolidated and extended #h understanding of the four basic rules of number and applies them to real-life situations effectively.
12=#E has a good understanding of the basic four rules of number and is learning to apply these when faced with real-life problems.
13=#E is confident with addition and subtraction and is beginning to extend #h knowledge of multiplication and division.
14=#E has consolidated #h understanding of the four basic rules of number and has been learning to apply these in real-life situations.
15=#E enjoys working with numbers and has extended #h understanding of place value to thousands.
16=#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.
17=#E has worked hard to learn #h two, three, five and ten times tables.
18=#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.
19=#E has discussed and used different strategies of mentally adding and subtracting numbers and is becoming more confident doing so.
20=#E has worked hard to learn #h two, three, four, five and ten times tables.
COMMENTS: Maths 03 NA Fractions 1
1=#N has worked hard on #h fractions this year and can now find half of an object or a shape. #E can also find half of an amount although #e feels more confident doing this with concrete resources.
2=#N has worked hard this year to develop #h understanding of fractions and can now find half of an object shape or an amount consistently, #h next steps are to extend this to be able to find one quarter.
3=#N has done lots of work on fractions this year and can confidently find the common fractions of an object, shape or amount. To develop #h understanding further #e needs to now work on being able to use this knowledge to find uncommon fractions as well.
4=#E is confident to recognise and manipulate halves, quarters and thirds.
5=#E is confident to recognise and manipulate halves and quarters.
6=#E has improved #h understanding of halves and quarters through recent work designed to challenge misconceptions.
7=#N initially struggled to draw decimal fractions in diagrammatic form.
8=#N quickly finds equivalent fractions to assist with calculations.
9=#N is able to convert mentally between fractions, decimals and percentages.
10=#N finds it challenging to convert mentally between fractions, decimals and percentages.
11=#N converts between fractions, decimals and percentages as they work upon the set challenges.
COMMENTS: Maths 03 NA Fractions 2
1=#N was able to manipulate numbers to show expanded forms.
2=#N was able to manipulate numbers to show expanded forms, effectively using this as a strategy to make mental calculations faster and more accurate.
3=#N was able to expand whole numbers and numbers with decimals.
4=#N was confident when multiplying and dividing by powers of 10.
5=#N is confident to use mental strategies to multiply and divide by powers of 10, by tenths and by hundredths.
COMMENTS: Maths 04 NA Whole Number 1
1=#E is improving #h ability to order, read and write numbers of any size.
2=#N requires practice to recognise the place values for whole numbers and decimals.
3=#E is developing confidence in #h ability to use different mental and written strategies for calculations with whole numbers.
4=#N is learning to solve simple problems involving the four operations using mental and written strategies.
5=#E continues to work hard and is improving #h ability to add and subtract numbers up to 6 digits.
6=#N is developing #h ability to identify factors and multiples of numbers and use them to solve problems.
7=#E is developing competency in solving problems involving multiplication of large numbers by one- or two-digit numbers.
8=#E has good number sense and displays the ability to order, read and write numbers of any size.
9=#N can independently recognise the place values for whole numbers and decimals.
10=#E can successfully use different mental and written strategies for calculations with whole numbers.
11=#N can understand new concepts with ease and is capable of recording large numbers using expanded notation.
12=#E can successfully solve simple problems involving the four operations using mental and written strategies.
13=#N can successfully add and subtract numbers up to 6 digits.
14=#E can successfully identify factors and multiples of numbers and use them to solve problems.
15=#N can solve problems involving multiplication of large numbers by one- or two-digit numbers.
16=#N remembers all #h multiplication tables and can independently multiply three-digit numbers by two-digit numbers.
17=#E works with numbers confidently and shows the ability to order, read and write numbers of any size.
18=#E can demonstrate addition and subtraction of whole numbers with ease.
19=#N usually needs assistance when adding and subtracting two digit numbers and usually needs additional time to complete Math tasks.
20=#N can add and subtract two digit numbers with guidance.
COMMENTS: Maths 04 NA Whole Number 2
1=#E is working on rounding numbers and ordering numbers to the nearest ten and hundred.
2=#E can round numbers to the tens and hundreds with guidance.
3=#E is working on adding and subtracting two and three-digit numbers.
4=#E is able to add and subtract two and three-digit numbers accurately.
5=#N needs more time and guidance to add and subtract two and three-digit numbers.
6=#N struggles with adding and subtracting two and three-digit numbers. Extra practice and support would be helpful.
7=#E understands and computes story problems with ease.
8=#E can solve word problems with ease.
9=#N is working on adding and subtracting two and three-digit numbers, however, #e usually needs one to one support for completing tasks.
10=#E understands and uses basic math facts up to 20 independently.
COMMENTS: Maths 05 NA Number and Operations 1
1=#E is able to demonstrate addition and subtraction of whole numbers with ease.
2=#N usually needs assistance when adding and subtracting two digit numbers and usually needs additional time to complete Math tasks.
3=#N is able to add and subtract two digit numbers with guidance.
4=#E is working on rounding numbers and ordering numbers to the nearest ten and hundred.
5=#E is able to round numbers to the tens and hundreds with guidance.
6=#E is working on adding and subtracting two and three-digit numbers.
7=#E is able to add and subtract two and three-digit numbers accurately.
8=#N needs more time and guidance to add and subtract two and three-digit numbers.
9=#N struggles with adding and subtracting two and three-digit numbers. Extra practice and support would be helpful.
10=#E understands and computes story problems with ease.
11=#E can solve word problems with ease.
12=#N is working on adding and subtracting two and three-digit numbers, however, #e usually needs one to one support for completing tasks.
13=#E understands and uses basic math facts up to 20 independently.
14=#E recognise and continues number sequences formed by counting on or back in steps of constant size.
15=#E can partition, round and order four-digit whole numbers.
16=#E has used positive and negative numbers in context and position them on a number line.
17=#E can state inequalities using the symbols < and > (e.g. -3 > -5, -1 < 1).
18=#E can use decimal notation for tenths and hundredths and partition decimals.
19=#E has related the notation of decimals to money and measurement.
20=#E was successful in positioning one-place and two-place decimals on a number line.
COMMENTS: Maths 05 NA Number and Operations 2
1=#E can recognise the equivalence between decimal and fraction forms of one half, quarters, tenths and hundredths.
2=#E is able to use diagrams to identify equivalent fractions (e.g. six eighths and three quarters, or seventy hundredths and seven-tenths).
3=#E has interpreted mixed numbers and positioned them on a number line (e.g. 3 one half)
4=#E can use the vocabulary of ratio and proportion to describe the relationship between two quantities (e.g. 'There are 2 red beads to every 3 blue beads, or 2 beads in every 5 beads are red').
5=#E has experienced estimating a proportion (e.g. 'About one-quarter of the apples in the box are green').
6=#E can count from any given number in whole-number and decimal steps, extending beyond zero when counting backwards.
7=#E can relate numbers to their positions on a number line.
8=#E has explained what each digit represents in whole numbers and decimals with up to two places and knows how to partition, round and order these numbers.
9=#E is able to express a smaller whole number as a fraction of a larger one (e.g. recognise that 5 out of 8 is five-eighths).
10=#E can find equivalent fractions (e.g. seven tenths = fourteen twentieths, or nineteen tenths = 1nine tenths).
11=#E has correctly related fractions to their decimal representations.
12=#E understands percentages as the number of parts in every 100 and #e has expressed tenths and hundredths as percentages.
13=#E can use sequences to scale numbers up or down.
14=#E is capable of solving problems involving proportions of quantities (e.g. decrease quantities in a recipe designed to feed six people).
15=#E could find the difference between a positive and a negative integer, or two negative integers, in context.
16=#E has used decimal notation for tenths, hundredths and thousandths.
17=#N can partition, round and order decimals with up to three places, and position them on a number line.
18=#E is able to express a larger whole number as a fraction of a smaller one (e.g. recognise that 8 slices of a 5-slice pizza represents eight fifths or 1 and three-fifths pizzas).
19=#E has simplified fractions by cancelling common factors.
20=#E can order a set of fractions by converting them to fractions with a common denominator.
COMMENTS: Maths 05 NA Number and Operations 3
1=#E can express one quantity as a percentage of another (e.g. express 400 as a percentage of 1000).
2=#E is able to find equivalent percentages, decimals and fractions.
3=#E can solve simple problems involving direct proportion by scaling quantities up or down.
4=#E can use #h knowledge of addition and subtraction facts and place value to derive sums and differences of pairs of multiples of 10, 100 or 1000.
5=#E has identified the doubles of two-digit numbers. #E can use this knowledge to calculate doubles of multiples of 10 and 100 and derive their corresponding halves.
6=#E has derived and recalled multiplication facts up to 10 Ã¢-Å 10, the corresponding division facts and multiples of numbers to 10 up to the tenth multiple.
7=#N can identify pairs of fractions that total 1.
8=#E is able to use #h knowledge of place value and addition and subtraction of two-digit numbers to derive the sums, differences, doubles and halves of decimals.
9=#E can quickly recall multiplication facts up to 10 Ã¢-Å 10 and then use them to multiply pairs of multiples of 10 and 100.
10=#E can use #h knowledge of multiplication to derive quickly corresponding division facts.
11=#E has identified pairs of factors of two-digit whole numbers and found common multiples (e.g. for 6 and 9).
12=#E is able to use #h knowledge of rounding, place value, number facts and inverse operations to estimate and check calculations.
13=#E can use #h knowledge of place value and multiplication facts to 10 Ã¢-Å 10 to derive related multiplication and division facts involving decimals (e.g. 0.8 Ã¢-Å 7, 4.8 Ã‹Å" 6).
14=#E knows how to use #h knowledge of multiplication facts to derive quickly squares of numbers to 12 Ã¢-Å 12 and the corresponding squares of multiples of 10.
15=#E has recognised that prime numbers have only two factors and identify prime numbers less than 100.
16=#E recognises the prime factors of two-digit numbers.
17=#E is able to use approximations, inverse operations and tests of divisibility to estimate and check #h results.
18=#E is able to add or subtract mentally pairs of two-digit whole numbers (e.g. 47 + 58, 91 - 35).
19=#E has refined and used efficient written methods to add and subtract two-digit and three-digit whole numbers and with money.
COMMENTS: Maths 05 NA Number and Operations 4
1=#E can relate to scaling up or down a number.
2=#E has developed and used written methods to record, support and explain multiplication and division of two-digit numbers by a one-digit number, including division with remainders (e.g. 15 Ã¢-Å 9, 98 Ã‹Å" 6).
3=#E is able to find fractions of numbers, quantities or shapes (e.g. one-fifth of 30 plums, three-eighths of a 6 by 4 rectangle).
4=#E is able to use a calculator to carry out one-step and two-step calculations involving all four operations. In addition, #e can recognise negative numbers in the display, correct #h mistaken entries and interpret the display correctly in the context of money.
5=#E can extend #h mental-methods for whole-number calculations to subtract one near-multiple of 1000 from another (e.g. 6070 - 4097).
6=#E has used efficient written methods to add and subtract whole numbers and decimals with up to two places.
7=#E can use #h understanding of place value to multiply and divide whole numbers and decimals by 10, 100 or 1000.
8=#E has refined and used efficient written methods to multiply and divide HTU Ã¢-Å U, TU Ã¢-Å TU, U.t Ã¢-Å U and HTU Ã‹Å" U.
9=#E is able to find fractions using division (e.g. one-hundredth of 5 kg), and percentages of numbers and quantities (e.g. 10%, 5% and 15% of 80).
10=#E can use a calculator to solve problems, including those involving decimals or fractions (e.g. find three-quarters of 150 g).
11=#E is able to interpret the display correctly in the context of measurements.
12=#E is able to calculate mentally with integers and decimals: U.t Ã‚Â± U.t, TU Ã¢-Å U, TU Ã‹Å" U, U.t Ã¢-Å U, U.t Ã‹Å" U.
13=#E uses efficient written methods to add and subtract integers and decimals, to multiply and divide integers and decimals by a one-digit integer, and to multiply two-digit and three-digit integers by a two-digit integer.
14=#E is able to relate fractions to multiplication and division (e.g. 6 Ã‹Å" 2 = one half of 6 = 6 Ã¢-Å one half ).
15=#E can express a quotient as a fraction or decimal (e.g. 67 Ã‹Å" 5 = 13.4 or 13two fifths ).
16=#E knows how to find fractions and percentages of whole-number quantities (e.g. five-eighths of 96, 65% of 260).
17=#E has used a calculator to solve #h problems involving multi-step calculations correctly.
18=#E has consolidated and extended #h understanding of the four basic rules of number and applies them to real-life situations effectively.
19=#E has a good understanding of the basic four rules of number and is learning to apply these when faced with real-life problems.
20=#E can multiply and divide numbers to 1000 by 10 and then 100 (whole-number answers), understanding the effect.
COMMENTS: Maths 05 NA Number and Operations 5
1=#E has consolidated #h understanding of the four basic rules of number and has been learning to apply these in real-life situations.
2=#E enjoys working with numbers and has extended #h understanding of place value to thousands.
3=#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.
4=#E has worked hard to learn #h two, three, five and ten times tables.
5=#E has discussed and used different strategies of mentally adding and subtracting numbers and is becoming more confident doing so.
6=#E has worked hard to learn #h two, three, four, five and ten times tables.
7=#E is quick working mentally and can discuss #h methods effectively.
8=#E can select appropriate operations when solving more complex, multi-step word problems with success.
9=#E has secure subject knowledge in shape, measuring and data handling.
10=#E has demonstrated a very good understanding of the topics covered.
11=#E is becoming more adept in applying #h knowledge to problem-solving situations
12=#E can measure, classify shapes, handle data and recall most times tables accurately.
13=With help, #e can solve problems and handle data.
14=#E has shown good application in all aspects of mathematics
15=#E is able to apply what #e has learnt to problem-solving situations.
16=#E is beginning to use mathematical vocabulary appropriately.
17=#E has demonstrated a fair understanding of the topics covered during the year.
18=#E has demonstrated some understanding of the topics covered.
19=#E is often able to choose the most appropriate operation when solving both simple word problems and two-step word problems with success.
20=#E is confident with addition and subtraction and is beginning to extend #h knowledge of multiplication and division.
COMMENTS: Maths 05 NA Number and Operations 6
1=#E is beginning to apply #h knowledge and understanding of different mathematical situations.
2=#E can use mathematical language to explain why an answer is correct.
3=#E is developing #h confidence with different approaches to solving problems
4=#E has shown great application in all aspects of mathematics and shows #e is capable of working to a high level
5=#E can classify shapes and handle data well
6=#E is beginning to use simple mathematical vocabulary.
7=#E is becoming more adept in applying #h knowledge to problem-solving situations
8=#E is often able to choose the most appropriate operation when solving simple word problems;
9=#E must now start to check results thoroughly and increase #h working pace
10=With help, #e can solve problems and handle data
11=#E has a secure knowledge of shape and measure.
12=With some initial help #e can go on to solve problems and handle data
13=#E is starting to use mathematical vocabulary in #h explanations.
14=#E worked confidently on algebraic calculations involving patterning, pronumerals and simple equations.
15=#E worked with great diligence in algebra and is able to recognise and use patterns and number sequences to predict answers.
16=#E worked with interest in the algebra unit, effectively using pronumerals in sequencing, predicting and in the more complex multi-step equations.
17=#N knows #h 10, 2x and 1x table.
18=#N knows #h number doubles to 10 +10.
19=#E know by heart all the answers to any addition or subtraction up to 10.
20=#E has a good understanding of the topics covered this year.
COMMENTS: Maths 05 NA Number and Operations 7
1=#N can choose the appropriate operation when solving addition and subtraction problems.
2=#N knows that #e can work out the answer to a multiplication problem by repeated addition.
3=#E understands halving as a way of 'undoing' doubling and vice versa.
4=#N can partition a number into Tens and Units and then recombine them.
5=#N can recognise sequences of numbers in 2s, 5s and 1Os.
6=#E knows what is meant by odd or even numbers.
7=#E can double and half numbers to 20.
8=#N can add 2 two-digit numbers.
9=#N can subtract a single-digit number from a two-digit number without using apparatus.
10=#E can shade half or one-quarter of a given shape.
11=#N can read and order numbers up to 100.
12=#N knows which is the smallest or largest number is in any given group up to 100.
13=#E can use a number line to add numbers together by counting on.
14=#E can subtract by counting back on a number line.
15=#N was able to manipulate numbers to show expanded forms, effectively using this as a strategy to make mental calculations faster and more accurate.
16=#N was able to expand whole numbers and numbers with decimals.
17=#N shows confidence in calculations involving whole number and addition, subtraction, multiplication and basic division.
18=#N shows confidence when working with whole numbers and utilises the patterns of addition and multiplication grids to quickly solve number problems.
19=#N is able to calculate using whole numbers efficiently and is confident to show expanded forms, effectively using this as a strategy to make mental calculations faster and more accurate.
20=#N knows that subtraction is the inverse of addition.
COMMENTS: Maths 06 NA Level 3 Statement
1=#E is particularly good at mental arithmetic and can use mental methods quickly to do calculations with all the four operations. #E can add and subtract decimals to two places and can multiply a simple decimal by a single digit. #E can convert mixed numbers to improper fractions and vice versa. #E can also recognise equivalent fractions, decimals and percentages. #E is beginning to understand simple ratio and can use and interpret coordinates in the first quadrant.
2=#E can also solve two-step problems. #E can recognise right-angled, equilateral, isosceles and scalene triangles and can measure and draw acute and obtuse angles to the nearest 5Âº. #E can use a grid to plot the reflection in a mirror line and #e can rotate a shape around the origin. #E can record data using a frequency table and can create simple line graphs. #E can use Venn and Carroll diagrams to record sorting and classifying of information.
3=#E understands place value in numbers to 1000. #E can recognise sequences of numbers and can add and subtract three-digit numbers using a written method. #N can recognise some fractions that are equivalent to 1/2. #E can also record fractions that are several parts of the whole such as 3/4, 2/5. #N can recognise common 3-D shapes and knows some nets of familiar 3-D shapes.
4=#E can reflect shapes, presented on a grid, in a vertical or horizontal mirror line and knows when a shape does not have a line of symmetry. #E understands what area and perimeter are. #N can make a sensible choice for recording data, e.g. a tally chart or frequency table and can construct a bar chart.
COMMENTS: Maths 07 NA Level 3 1
1=#N understands place value in numbers to 1000.
2=#N can show and compare numbers using number lines and 100 squares.
3=#E can show that some numbers can be represented as different arrays.
4=#E can use place value to multiply and divide numbers by 10.
5=#N can use place value to estimate.
6=#E can recognise negative numbers.
7=#N can recognise sequences of numbers (multiples of 2, 5 and 10).
8=#E understand and can use fractions such as 1/2, 1/4, 1/3, 1/5, 1/10.
9=#N can find fractions of shapes and sets of objects.
10=#N can record fractions that are several parts of the whole such as 3/4, 2/5.
11=#N can recognise some fractions that are equivalent to 1/2.
12=#E can order decimals with one decimal place.
13=#N can order decimals with two decimal places in relation to money.
14=When given a number sentence #N can use #h knowledge of operations to create related sentences, e.g. given 14 Ã- 5 = 70, create 5 Ã- 14 = 70,
15=#N can use inverses to find missing whole numbers in problems.
16=#E can solve 'balancing' problems such as 7 Ã- 10 = 82 - ?
17=#E can find a quarter of a number of objects and explain #h method.
18=#E is learning Ã-6, Ã-8, Ã-9 and Ã-7 tables
19=#N can add and subtract three-digit numbers using a written method.
20=#N can sort objects and shapes using more than one criteria.
COMMENTS: Maths 07 NA Level 3 2
1=#N can sort the shapes which have all edges the same length and all angles the same size.
2=#E is beginning to understand the terms 'regular' and 'irregular'.
3=#E can recognise right angles in shapes in different positions.
4=#N can find angles which are bigger or smaller than 90Â°.
5=#E is beginning to use the terms 'obtuse' and 'acute'.
6=#N can recognise right-angled and equilateral triangles.
7=#E can show reflection symmetry by folding.
8=#N knows when a shape does not have a line of symmetry.
9=#N can recognise common 3-D shapes.
10=#N knows some nets of familiar 3-D shapes.
11=#E can reflect shapes, presented on a grid, in a vertical or horizontal mirror line.
12=#N can use the words left, right, clockwise, anticlockwise, quarter turn, 90Â° to give directions along a route.
13=#E can measure a length to the nearest Â½ cm.
14=#N can read simple scales.
15=#E can read a 12-hour clock.
16=#E understands what area and perimeter are.
17=#E can find areas of shapes by counting squares.
18=#N can recognise angles as a measure of turn and know how many degrees are in one whole turn.
19=#N can decide what data to collect to answer a question.
20=#N can make a sensible choice for recording data, e.g. a tally chart or frequency table.
COMMENTS: Maths 07 NA Level 3 3
1=#E can construct a bar chart.
2=#E can construct a pictogram, where each picture represents more than 1.
3=#N can use Venn and Carroll diagrams to record my sorting and classifying of information.
4=#E can use a key to interpret data.
5=#N can read scales labelled in twos, fives and tens.
6=#E can compare data.
7=#N can respond to questions of a more complex nature such as 'How many children took part in this survey altogether?'
COMMENTS: Maths 08 NA Level 4 Statement
1=#E can use written methods of addition, subtraction, multiplication and division well. #N can add and subtract numbers that do not have the same number of decimal places and can multiply or divide decimal numbers by a single digit. #N can convert mixed numbers to improper fractions and vice versa and #e understands and can use a simple ratio.
2=#N can carry out simple calculations involving negative numbers in context. #E can rotate a shape around the origin and can reflect shapes in oblique (45Â°) mirror lines where the shape either does not touch the mirror line or where the shape crosses the mirror line. #E can measure and draw reflex angles to the nearest degree. #E can record data using a frequency table and can create and interpret line graphs.
3=#E can add and subtract decimals to two places and can also use place value to multiply and divide whole numbers by 10 or 100. #N can convert mixed numbers to improper fractions and vice versa. #E can recognise equivalent fractions, decimals and percentages.
4=#N is beginning to understand a simple ratio. #N can use a grid to plot the reflection in a mirror line and can rotate a shape around the origin. #E can measure and draw acute and obtuse angles to the nearest 5Âº. #N can record data using a frequency table and can create simple bar and line graphs.
5=#N can use mental methods to do calculations with all the four operations. #E can add and subtract numbers that do not have the same number of decimal places. #N can use and understand the terms multiple, factor and square. #N can reduce a fraction to its simplest form and can order decimals that have a mixture of one, two or three decimal places.
6=#N can understand and use simple ratio. #E can find lines of reflection symmetry in shapes and diagrams and can reflect shapes in oblique (45Â°) mirror lines where the shape either does not touch the mirror line or where the shape crosses the mirror line. #E can rotate a shape around a point on a grid. #E can record data using a frequency table and can create simple line graphs.
7=#N can use mental methods to do calculations with all the four operations and can order decimals to three decimal places. #E understand and can use fractions such as 1/2, 1/4, 1/3, 1/5, 1/10 and is beginning to understand simple ratio. #N can add and subtract three-digit numbers using written method.
8=#N can use a grid to plot the reflection in a mirror line and #e can rotate a shape around the origin. #E can measure a length to the nearest Â½ cm. #N can record data using a frequency table and can use Venn and Carroll diagrams to record sorting and classifying of information.
COMMENTS: Maths 09 NA Level 4 1
1=#N can continue sequences involving decimals.
2=#N can use and understand the terms multiple, factor and square.
3=#E can use place value to multiply and divide whole numbers by 10 or 100.
4=#E can recognise equivalent fractions, decimals and percentages.
5=#N can convert mixed numbers to improper fractions and vice versa.
6=#E can order decimals to three decimal places.
7=#N is beginning to understand a simple ratio.
8=#N can use inverse operations to find missing numbers.
9=#E understands 'balancing sums'.
10=#N can use mental methods to do calculations with all the four operations.
11=#E knows all multiplication facts up to 10 Ã- 10.
12=#N can quickly calculate the corresponding division facts to all times tables.
13=#E can use written methods of addition, subtraction, multiplication and division.
14=#N can add and subtract decimals to two places.
15=#E can multiply a simple decimal by a single digit.
16=#N can use and interpret coordinates in the first quadrant.
17=#E can solve two-step problems.
18=#E can interpret a calculator display of 4.5 as Â£4.50 in the context of money.
19=#N can carry out simple calculations involving negative numbers in context.
20=#N can name most quadrilaterals.
COMMENTS: Maths 09 NA Level 4 2
1=#N can recognise right-angled, equilateral, isosceles and scalene triangles.
2=#E can recognise an oblique line of symmetry in a shape.
3=#E can use words such as horizontal, vertical, congruent.
4=#N understand properties of shapes, e.g. why a square is a special rectangle.
5=#E can recognise shapes different positions.
6=#N can draw common 2-D shapes in different positions on a grid.
7=#N I can use a grid to plot the reflection in a mirror line.
8=#E can rotate a shape around the origin.
9=When measuring #N can choose and use appropriate units and instruments.
10=#E can measure a length using mm.
11=#N can measure and draw acute and obtuse angles to the nearest 5Âº.
12=#E can find the area by counting squares and part squares.
13=#N can find the area of other shapes by dividing them into rectangles.
14=#E can calculate time durations that go over the hour.
15=#N can read and interpret timetables.
16=#N can test a suggestion about the frequency of an event by collecting data.
17=#E can record data using a frequency table.
18=#E can decide whether a bar chart, Venn diagram or pictogram would be most appropriate.
19=#N can use one symbol to represent, say, 2, 5, 10 or 100 on a pictogram.
20=#E can create simple line graphs.
COMMENTS: Maths 10 NA Level 5 statement
1=#N can add and subtract numbers that do not have the same number of decimal places and can multiply or divide decimal numbers by a single digit. #E can round decimals to the nearest decimal place and can order negative numbers. #N can reduce a fraction to its simplest form and can convert fractions such as 2/5 into tenths or hundredths and express them as decimals or percentages and understand the terms multiple, factor and square. #N can reduce a fraction to its simplest form.
2=#E can reflect shapes in oblique (45Â°) mirror lines where the shape either does not touch the mirror line or where the shape crosses the mirror line. #E can measure and draw reflex angles to the nearest degree. #N can find the area or perimeter of simple L shapes when given some edge lengths. #E understands and can calculate the mean of data. #E can create and interpret line graphs.
COMMENTS: Maths 11 NA Level 5 1
1=#N is able to respond to a question by working through the necessary steps to solve it.
2=#N has made steady progress throughout the year.
3=#E shows good perseverance.
4=#E is learning to check #h answers carefully.
5=#N responds well to mental maths questions and scores well in tests.
6=#E can multiply and divide whole numbers and decimals by 10, 100 and 1000.
7=#E is confident with using written calculations for the four number operations.
8=#N likes problem-solving activities and has flexible ways to approach these types of tasks
9=#N has a secure understanding of place value and is confident when applying this knowledge to help #h multiply and divide both whole and decimal numbers.
10=#E can convert metric units, using the correct decimal form.
11=#E is learning to check #h answers by carrying out inverse operations.
12=#N has also developed #h understanding of converting between decimals, fractions and percentages.
13=#N interprets a range of graphs and diagrams.
14=#N has explored the probability of events and considered what the outcomes tell #m.
15=#N has made excellent progress in maths and #e is now working securely at Level.
16=#E is improving #h problem-solving skills and #e thinks more clearly and works methodically.
17=#N responds confidently to timed mental maths questions.
18=#N can recognise and describe number patterns, and relationships including multiple, factor and square.
19=#E collects discrete data and records using a frequency table.
20=#N understands and uses the mean, mode, median and range to describe sets of data.
COMMENTS: Maths 11 NA Level 5 2
1=#N can use place value to multiply and divide whole numbers by 10, 100 and 1000 and explain the effect.
2=#N can use place value to multiply and divide decimals by 10, 100 and 1000 and explain the effect.
3=#E can round decimals to the nearest decimal place.
4=#E can order negative numbers.
5=#N can find 2 digit prime numbers.
6=#E can convert fractions such as 2/5 into tenths or hundredths and express them as decimals or percentages.
7=#N can reduce a fraction to its simplest form.
8=#E can order fractions with different denominators.
9=#N can order decimals that have a mixture of one, two or three decimal places.
10=#N understand simple ratio.
11=#N can calculate decimal complements to 10 or 100.
12=#E can multiply a two-digit number by a single digit.
13=#N can calculate simple fractions or percentages of a number.
14=#E can use inverse operations.
15=#N knows and can use the order of operations, including brackets.
16=#E can add and subtract negative numbers.
17=#N can add and subtract numbers that do not have the same number of decimal places.
18=#N can multiply or divide decimal numbers by a single digit.
19=#E can use symbols to represent an unknown number or a variable
20=#N can understand and can use the term 'parallel'.
COMMENTS: Maths 11 NA Level 5 3
1=#N can classify quadrilaterals using their properties.
2=#E can draw a parallelogram or trapezium of a given area on a square grid.
3=#E can calculate 'missing angles' in triangles, including isosceles triangles or right-angled triangles, when only one other angle is given.
4=#N can find lines of reflection symmetry in shapes and diagrams.
5=#E can reflect shapes in oblique (45Â°) mirror lines where the shape either does not touch the mirror line or where the shape crosses the mirror line.
6=#N can reflect shapes in two mirror lines.
7=#E can rotate shapes, through 90Â° or 180Â°.
8=#N can translate shapes along an oblique line.
9=#N can visualise a 3-D shape from its net.
10=#N can draw shapes with a fixed number of lines of symmetry.
11=#E can measure and draw reflex angles to the nearest degree.
12=#N can read and interpret scales on a range of measuring instruments.
13=#E can solve problems involving the more than one unit of measurement.
14=#N can find the length of a rectangle given its perimeter and width
15=#E can find the area or perimeter of simple L shapes when given some edge lengths.
16=#N can ask questions, plan how to answer them and collect the data.
17=#E can create and interpret line graphs.
18=#N can compare two simple distributions, using the range and one of mode, median or mean.
19=#E can interpret bar graphs with grouped data.
20=#N can read between labelled divisions on a scale.
COMMENTS: Maths 12 NA Mental Maths
1=Recall of #h tables is also good enabling #m to utilise them to good effect in mental maths calculations
2=#E now needs to speed up recall of number facts to become more efficient in mental calculations.
3=#H mental maths and times table recall are secure.
4=#N demonstrates strong mental maths skills and times table recall
5=#N's next step is to have a quicker recall of multiplication tables and to check #h working out.
6=#N has a good knowledge of #h times tables and can apply them to mental calculations
7=#N now needs to develop #h own strategies for mental arithmetic so that speed and accuracy in calculations is improved.
8=#H mental maths and times table recall is improving
9=#N is gaining confidence in reciting and recalling simple times tables.
10=#H mental maths and times table recall is improving.
11=#H must now try to develop more strategies in order to become more proficient in mental calculations.
12=#H mental maths and times table recall is secure.
13=#H mental maths and times table recall is improving.
14=#N demonstrates strong mental maths skills and times table recall.
15=#H knowledge of #h times tables ensures accurate and efficient results in mental calculations.
16=#N must now speed up #h recall of number facts so #e can become more proficient in mental calculations.
17=#N's mental maths and times table recall are inconsistent.
18=#N's mental maths skills and times table recall are developing but still need regular practice to ensure rapid recall.
19=#N displays an aptitude for mental maths and quickly solves problems in #h head.
20=#N needs to work on #h mental maths skills, developing estimation and quick ways to solve problems.
COMMENTS: Maths 13 MG Area & Perimeter
1=In our unit of work on area, #N has shown a good understanding of using the formula of Length x Width to calculate area.
2=In our unit of work on area, #N has shown a good understanding of counting squares within a shape in order to know its area.
3=In our unit of work on area, #N has shown an impressive understanding of using the formula of Length x Width to calculate area and has explained how the area of a composite shape can be solved if it is divided into sections.
4=#E has been able to manipulate the formula to find an unknown side when the area is known.
5=#E has consistently used units of measurement with accuracy.
6=In order to improve, #e should focus upon #area-skills.
7=#N is able to use a formula to determine the area of squares and rectangles.
8=#N confidently calculates the area of shapes with square and rectangular sections.
9=#N is able to use appropriate formula to calculate the area of squares, rectangles and triangles.
10=#N is able to use appropriate formula to calculate the area of squares, rectangles, triangles and parallelograms.
11=#N can separate shapes into areas and confidently chooses the correct formula for square, rectangular, triangular and parallelogram-shaped sections.
12=#N can calculate area but must remember to indicate the correct unit of measurement.
13=#E confidently calculates the area of #which-shape, but needs to ensure the correct unit of measurement is recorded with the answers.
14=To improve, #e needs to #area-skills.
COMMENTS: Maths 14 MG Shape 1
1=#N uses and interprets coordinates in all four quadrants.
2=#N is able to measure and draw angles to the nearest degree.
3=#E knows the angle sum of a triangle and that of angles at a point.
4=#E can find the perimeter and area of different shapes.
5=#N classifies quadrilaterals according to their properties.
6=#E interprets graphs and diagrams, including pie charts, and draw conclusions.
7=#N can accurately convert improper fractions to mixed numbers.
8=#N interprets a range of graphs and diagrams.
9=#N has explored the probability of events and considered what the outcomes tell #m.
10=#N has made excellent progress in maths and #e is now working securely at Level.
11=#E is improving #h problem-solving skills and #e thinks more clearly and works methodically.
12=#N responds confidently to timed mental maths questions.
13=#N can recognise and describe number patterns, and relationships including multiple, factor and square.
14=#E collects discrete data and records using a frequency table.
15=#N understands and uses the mean, mode, median and range to describe sets of data.
16=#E was able to draw polygons and classify them by identifying their properties, including their line symmetry.
17=#E can visualise 3-D objects from 2-D drawings.
18=#E has made nets of common solids.
19=#E recognises horizontal and vertical lines.
20=#E can use the eight compass points to describe direction.
COMMENTS: Maths 14 MG Shape 2
1=#E is able to describe and identify the position of a square on a grid of squares.
2=#E know that angles are measured in degrees and that one whole turn is 360Â°.
3=#E has compared and ordered angles less than 180Â°
4=Year 5 Understanding shape objectives
5=#E can identify, visualise and describe properties of rectangles, triangles, regular polygons and 3-D solids.
6=#E has used #h knowledge of properties to draw 2-D shapes and to identify and draw nets of 3-D shapes.
7=#E is able to read and plot coordinates in the first quadrant.
8=#E can recognise parallel and perpendicular lines in grids and shapes.
9=#E has successfully used a set-square and ruler to draw shapes with perpendicular or parallel sides.
10=#E is able to complete patterns with up to two lines of symmetry.
11=#E knows how to draw the position of a shape after a reflection or translation.
12=#E estimates, draws and measures acute and obtuse angles with an angle measurer or protractor to a suitable degree of accuracy.
13=#E has calculated the angles in a straight line.
14=Year 6 Understanding shape objectives
15=#E has described, identified and visualised parallel and perpendicular edges or faces. In addition, #e has used these properties to classify 2-D shapes and 3-D solids.
16=#E is able to make and draw shapes with increasing accuracy and #e can apply #h knowledge of their properties.
17=#E is able to visualise and draw on grids of different types where a shape will be after reflection, after translations, or after rotation through 90Ã¢Ë†Å¾ or 180Ã¢Ë†Å¾ about its centre or one of its vertices.
18=#E has used coordinates in the first quadrant to draw, locate and complete shapes that meet given properties.
19=#E is able to estimate angles, and use a protractor to measure and draw them, on their own and in shapes.
20=#E is able to calculate angles in a triangle or around a point.
COMMENTS: Maths 14 MG Shape 3
1=#E understands the ideas of symmetry and area and recognises a range of 2D shapes and 3D objects.
2=#E can recognise and sort 2D shapes and 3D objects and use nets to construct solid objects.
3=#E can recognise and sort a range of 2D shapes and 3D objects 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 shapes and 3D objects 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.
8=#N can describe shapes by their technical names.
9=#N can describe shapes by their technical names and can elaborate upon their properties.
10=#N can now articulate the difference between a pyramid and a prism.
11=#N can match solid shapes and their nets.
12=#N can recognise and name common 2D shapes and 3D objects and is beginning to be able to describe these shapes using the correct mathematical vocabulary.
13=#N can recognise and name common 2D shapes and 3D objects and can describe some of their properties using the correct mathematical vocabulary.
14=#N can recognise, name and describe the properties of common 2D shapes and 3D objects using the correct mathematical vocabulary and is beginning to use this to help #m to solve problems.
15=#E is learning to connect 3D objects with their nets and other 2D representations.
16=#N tries hard when learning to name and identify 3D objects such as prisms, pyramids and spheres.
17=#N is developing #h skills in naming and identifying 3D objects such as prisms, pyramids and spheres.
18=#E is beginning to recognise similarities and differences between prisms and pyramids.
19=#N requires practise making connections between different types of triangles and quadrilaterals.
20=#E demonstrates confidence in connecting 3D objects with their nets and other 2D representations as evidenced by #h completion of #h 3D Robot Model.
COMMENTS: Maths 14 MG Shape 4
1=#N has a good understanding of shapes and knows how to name and identify 3D objects such as prisms, pyramids and spheres.
2=#E can successfully recognise similarities and differences between prisms and pyramids.
3=#E is able to connect 3D objects with their nets and other 2D representations as evidenced by #h completion of #h 3D Robot Model.
4=#N needs more practice with using geometry tools to ensure accuracy.
5=#N is able to identify and classify angles by size.
6=#N is able to recognise and name angles using #h knowledge of parallel and perpendicular lines.
7=#N is able to name angles by exploring adjacent, supplementary and complementary angles.
COMMENTS: Maths 15 Time and Measurement
1=#N is beginning to understand how to tell time and calculate elapsed time to the half and whole hours.
2=#E is able to use a calendar and tell time to the whole and half hour.
3=#N is able to calculate elapsed time with guidance.
4=#N can read time to the whole and half hour and can calculate elapsed time and with guidance.
5=#E has a good understanding of telling time and calculating elapsed time to the whole and half hour.
6=#N can tell time to the whole and half hour, however, #e would benefit from practising elapsed time.
7=#E is able to tell time and calculate elapsed time to the whole and half hour.
8=#E is able to tell time to the whole and half hour and #e is beginning to accurately calculate elapsed time.
9=#E understands the concept of telling time to the whole and half hour and can calculate elapsed time with guidance.
10=#E is able to read time to the whole and half hour independently.
COMMENTS: Maths 16 MG Measuring
1=#E can choose and use standard metric units and their abbreviations when estimating, measuring and recording length, weight and capacity.
2=#E knows the meaning of 'kilo', 'centi' and 'milli' and, where appropriate, #e has use decimal notation to record measurements (e.g. 1.3 m or 0.6 kg).
3=#E is able to interpret intervals and divisions on partially numbered scales and record readings accurately, where appropriate to the nearest tenth of a unit.
4=#E has drawn rectangles and measured and calculated their perimeters. During these activities, #e also found the area of rectilinear shapes drawn on a square grid by counting the internal number of squares.
5=#E is able to read time to the nearest minute.
6=#E can use am, pm and 12-hour clock notation.
7=#E knows the appropriate units of time to measure time intervals.
8=#E was able to read, choose, use and record standard metric units to estimate and measure length, weight and capacity to a suitable degree of accuracy (e.g. the nearest centimetre) and convert larger to smaller units using decimals to one place (e.g. change 2.6 kg to 2600 g).
9=#E has interpreted a reading that lies between two unnumbered divisions on a scale.
10=#E is able to draw and measure lines to the nearest millimetre.
11=#E has measured and calculated the perimeter of regular and irregular polygons.
12=#E has used the formula for the area of a rectangle to calculate the rectangle's area.
13=#E knows how to read timetables and time using 24-hour clock notation.
14=#E has used a calendar to calculate time intervals
15=Year 6 Measuring objectives
16=#E is able to select and use standard metric units of measure and convert between different units using decimals to two places (e.g. change 2.75 litres to 2750 ml, or vice versa).
17=#E can read and interpret scales on a range of measuring instruments, and #e recognises that the measurement made is approximate and that #e needs to record #h results to a required degree of accuracy.
18=#E is able to compare readings on different scales, for example when using different instruments.
19=#E can calculate the perimeter and area of rectilinear shapes.
20=#E knows how to estimate the area of an irregular shape by counting squares.
COMMENTS: Maths 17 SP Data and Graphing
1=#E can create, interpret and describe a variety of graphs.
2=#E is beginning to compare, describe and interpret various graphs.
3=#N can compare different data displays and can create bar graphs from tally marks independently.
4=#E is able to compare different data displays and create bar graphs from tally marks.
5=#E is able to create, describe and interpret a variety of graphs and can create bar graphs from tally marks.
6=#E is beginning to interpret graphs, apply that information, and use it in problem-solving.
7=#E is able to describe and interpret various graphs and can create bar graphs from tally marks with guidance.
COMMENTS: Maths 18 Approach & Attitude 1
1=#N generally understands new concepts well and knows the appropriate time to ask for help if #e gets stuck.
2=#N easily takes onboard new concepts and is ready and willing to challenge #s.
3=#N is keen to learn but sometimes, when faced with new concepts, needs to slow down and check #h approach.
4=#N is encouraged to show flexibility when approaching math problems by attempting a variety of solutions.
5=#N is encouraged to show thoroughness in Math by checking answers, responding to all questions, and collecting enough information to solve a problem.
6=#N is encouraged to show creativity in Math by using unique approaches and responses to problems.
7=#N is encouraged to show curiosity in Math by engaging in a variety of problems and persist when problem-solving.
8=#N is encouraged to show logical reasoning and generate practical suggestions to problems in Math.
9=#N is encouraged to use a variety of strategies and poses interesting and sensible questions in Math when solving problems.
10=#E will be encouraged to continue to practice basic math facts to build skills and confidence.
11=With more time and practice, #N will improve in #h speed and accuracy of calculating larger numbers.
12=#N approaches maths enthusiastically
13=#N needs to increase #h working pace.
14=#N needs to improve #h presentation
15=#N enjoys maths and is confident working in all aspects of the subject.
16=#N has made steady progress this year
17=#N has made excellent progress this year
18=#N enjoys working in all areas of maths
19=#N needs to ask when #e needs help.
20=#N could make more progress if #e had a little more faith in #h ability
COMMENTS: Maths 18 Approach & Attitude 2
1=#N shows #e is capable of working to a high level.
2=#N has worked hard in maths lessons this year.
3=#N is starting to develop more confidence in #h own ability.
4=#N enjoys maths and is confident working in all aspects of the subject.
5=#N is gaining confidence in #h own ability and applies #s well to all areas of the subject.
6=#N has shown #h enthusiasm for the subject and for a challenge.
7=#N now needs to try to remain more focused and not distract others around #m in lessons.
8=Increased concentration will help #m progress further.
9=#N could make more progress if #e took #h time and was not distracted by what others are doing.
10=#N must ensure #e applies #s to the full at all times and complete a sufficient amount of work each lesson.
11=#N approaches maths enthusiastically and has a very good understanding of the topics covered this year.
12=#N must stay focused and contribute to discussions.
13=#N is starting to develop more confidence in #h own ability.
14=#N is capable of working to a high level but must check #h work carefully for accuracy.
15=#N must also check #h work to ensure sensible answers are given at all times
16=#N does need to make sure that #e checks #h written calculations to make sure #e does not make unnecessary errors.
17=#N must now start to check results before moving on.
18=#N needs to make sure that #e takes #h time to read and understand word problems in order to avoid unnecessary mistakes.
19=#N is able to use the right operation when solving a problem but needs to be more careful with #h working out and check #h answers to avoid simple mistakes.
20=#N is beginning to solve word problems but needs to remember to read questions carefully and check #h working out.
COMMENTS: Maths 18 Approach & Attitude 3
1=#N shows flexibility when approaching math problems by attempting a variety of solutions.
2=#N shows thoroughness in Math by checking answers, responding to all questions, and collecting enough information to solve a problem.
3=#N shows creativity in Math by using unique approaches and responses to problems.
4=#N shows curiosity in Math by engaging in a variety of problems and usually persists when problem-solving.
5=#N shows logical reasoning and generates practical suggestions to problems in Math.
6=#N uses a variety of strategies and poses interesting and sensible questions in Math when solving problems.
7=#N is steadily improving in Math.
8=#N is gaining confidence in Math.
9=#N has a positive attitude towards Math.
10=#N is gaining confidence when #e works with Math tasks.
11=#N is highly proficient in Math.
12=#N is able to use appropriate mathematical language and can communicate knowledge clearly and precisely.
13=#N is encouraged to show flexibility when approaching math problems by attempting a variety of solutions.
14=#N is encouraged to show thoroughness in Math by checking answers, responding to all questions, and collecting enough information to solve a problem.
15=#N is encouraged to show creativity in Math by using unique approaches and responses to problems.
16=#N is encouraged to show curiosity in Math by engaging in a variety of problems and persist when problem-solving.
17=#N is encouraged to show logical reasoning and generate practical suggestions to problems in Math.
18=#N is encouraged to use a variety of strategies and pose interesting and sensible questions in Math when solving problems.
19=#E will be encouraged to continue to practice basic math facts to build skills and confidence.
20=#N is encouraged to seek help when #e does not understand Math concepts.
COMMENTS: Maths 18 Approach & Attitude 4
1=#E will be encouraged to continue to practice basic math facts for speed and accuracy.
2=#N will continue to be given challenges in Math to increase #h conceptual understanding.
3=With more time and practice, #N will improve in #h speed and accuracy of calculating larger numbers.
4=#E is able to interpret new and unfamiliar maths due to #h excellent problem-solving abilities.
5=#E is able to interpret new and unfamiliar maths with minimal prompting and guidance due to #h very high problem-solving skills.
6=With guided questioning, #e is able to interpret some unfamiliar maths as #h problem-solving skills are improving.
7=#E needs support to interpret new maths ideas and benefits from guided questioning to link these ideas to the things #e has already learned.
8=Once #e is familiar with a process, #e is able to quickly and efficiently manipulate calculations in a differing manner as #e has a great ability to understand the processes.
9=Once #e is familiar with a process, #e is becoming more confident to tweak #h ideas in order to respond to a similar challenge.
10=#N is adept at explaining #h ideas and reasoning clearly to others.
11=#N is gaining confidence to discuss the reasons #e has worked in a particular way in order to derive a solution.
12=#E is able to recall facts and formulas quickly and is, therefore, able to apply these when calculating answers using a familiar process.
13=#E needs to improve #h recall of facts and formulas to improve #h working fluency.
14=#E understands the importance of correct recall of facts and formulas so will take time to ensure accuracy and is willing to double-check facts using books or reference materials.
COMMENTS: Maths 19 Problem Solving 1
1=#E actively participates in class and is able to confidently discuss with #h peers and teacher the best solution to solving a problem.
2=#E actively participates in class and is beginning to discuss with #h peers and teacher the best solution to solving a problem.
3=#N takes on challenging activities willingly and poses questions to determine the best solution to a problem.
4=#N is learning to take on challenging activities and is beginning to pose questions to determine the best solution to a problem.
5=#E is confident in solving mathematical problems and can successfully select appropriate problem-solving strategies.
6=#E is developing confidence in solving mathematical problems and can select appropriate problem-solving strategies.
7=#E was able to solve one-step and two-step problems involving numbers, money or measures, including time.
8=#E can choose and carry out appropriate calculations, using calculator methods where appropriate
9=#E is able to represent a puzzle or problem using number sentences, statements or diagrams.
10=#E can use a wide range of informal skills to solve problems. When #e was solved a problem, #e can present and interpret the solution in the context of the problem.
11=#E has suggested a line of enquiry and the strategy needed to follow it. #E was successful in collecting, organising and interpreting #h selected information to #h bid to find the answers.
12=#E can identify and use patterns, relationships and properties of numbers or shapes.
13=#E has investigated a statement involving numbers and tested it with examples.
14=#E is able to report solutions to puzzles and problems, giving #h own explanations and reasoning orally and in writing, using both diagrams and symbols.
15=#E can solve one-step and two-step problems involving whole numbers and decimals and all four operations, choosing and using appropriate calculation strategies, including calculator use.
16=#E is able to represent a puzzle or problem by identifying and recording the information or calculations needed to solve it.
17=#E has been able to find possible solutions to a problem and confirmed them in the context of the problem
18=#E is able to plan and pursue an enquiry. #E is able to present evidence by collecting, organising and interpreting #h information. #E can suggest extensions to #h enquiry to increase its scope.
19=#E is able to explore patterns, properties and relationships and propose a general statement involving numbers or shapes. #E is then able to identify examples for which the statement is true or false.
20=#E can explain #h reasoning by using diagrams, graphs and text. #E has been successful in refining #h ways of recording using images and symbols.
COMMENTS: Maths 19 Problem Solving 2
1=#E is able to solve multi-step problems and problems involving fractions, decimals and percentages. #E can choose and use the appropriate calculation strategies at each stage, including calculator use.
2=#E has tabulated systematically the information in a problem or puzzle, and #e has then identified and recorded the steps or calculations needed to solve it, using symbols where appropriate. When complete, #N interpreted #h solutions in the original context and checked #h accuracy.
3=#E is able to suggest, plan and develop lines of enquiry.
4=#E knows how to collect, organise and represent information, interpret results and review #h methods.
5=#E is able to identify and answer related questions.
6=#E has represented and interpreted sequences, patterns and relationships involving numbers and shapes.
7=#E has suggested and tested hypotheses related to #h ideas.
8=#E is able to construct and use simple expressions and formulae in words, then symbols (e.g. the cost of c pens at 15 pence each is 15c pence).
9=#E is able to explain #h reasoning and conclusions, using words, symbols or diagrams as appropriate.
10=#N approaches challenges with enthusiasm and is willing to retry questions when incorrect.
11=#N has some confidence when problem-solving but needs to develop more in this area.
12=#N lacks confidence in problem-solving and needs to develop this skill to progress.
13=#N often has difficulty understanding and solving word problems.
14=#N's speed and accuracy will improve greatly if #e memorizes #h basic multiplication and division facts.
15=#E needs to slow down and read directions carefully.
16=#E has difficulty with math concepts that involve high-level problem-solving.
17=#N has difficulty with multiple-step math problems.
18=#N does well with math skills but needs to work on explaining #h thinking.
19=#N appreciates opportunities to discuss #h ideas with peers and uses this to strengthen #h understanding.
20=#N is able to explain how #e has calculated #h answer.
COMMENTS: Maths 19 Problem Solving 3
1=#N is able to look at the process used to determine and answer and can articulate why it is calculated in this manner.
2=#N is encouraged to seek help when #e does not understand Math concepts.
3=#E will be encouraged to continue to practice basic math facts for speed and accuracy.
4=#N will continue to be given challenges in Math to increase #h conceptual understanding.
COMMENTS: Maths 20 Presentation & Bookwork
1=#E has been working on improving #h presentation and setting out work logically.
2=#E has greatly improved the presentation and layout of #h work.
3=#E has improved the presentation of #h work but now needs to display consistency in #h approach.
4=#N regularly participates in small group discussions.
5=#N participates actively in small group discussions and will share #h ideas.
6=#N participates actively in small group discussions by sharing #h thoughts and ideas.
7=#N needs to ensure the contributions #e makes during group discussion are productive and not disruptive.
8=#N is often a passive listener in small group discussions; #e would improve #h understanding by sharing more of #h thoughts or through asking relevant questions.
9=I am extremely pleased with the improved mindset with which #N now approaches #h learning.
10=It is pleasing to see #e now believes #e is capable of learning.
11=It is pleasing to see #e now seeks help by raising #h hand with a relevant question about process or joining the offered support in small group situations.
12=#N needs to ensure #e is focused on #h learning.
13=#N would achieve more if #e was willing to join the small group when support is offered.
14=Using the correct process, #e is able to justify answers fully.
15=#E is generally able to justify answers but could display more working.
16=#E often neglects to show justification for answers and needs to show more working.
17=#N carefully records formula and calculations when working.
18=#N carefully records formula and calculations when working and #h bookwork is always well organised.
19=#N is able to follow mathematical processes, but has difficulty explaining how answers are derived.
20=#H book work is not well organised.
COMMENTS: Maths 21 Cartesian Plane
1=#N can locate coordinate points in all 4 quadrants of the cartesian plane.
2=#N needs to ensure graphs are drawn and numbered accurately.
3=#N can use coordinates to describe the location of shapes and designs.
4=#N can use the cartesian plane to accurately describe translation, rotation and reflection of shapes.
5=#N can use geometry tools to show the rotation of a symbol with a high degree of accuracy.
COMMENTS: Maths 22 Concluding Statements 1
1=#E actively participates in class and is able to confidently discuss with #h peers and teacher the best solution to solving a problem.
2=#E actively participates in class and is beginning to discuss with #h peers and teacher the best solution to solving a problem.
3=#N takes on challenging activities willingly and poses questions to determine the best solution to a problem.
4=#N is learning to take on challenging activities and is beginning to pose questions to determine the best solution to a problem.
5=#E is confident in solving mathematical problems and can successfully select appropriate problem-solving strategies.
6=#E is developing confidence in solving mathematical problems and can select appropriate problem-solving strategies.
7=#N is working well above #h KS2 target
8=#N is working above #h KS2 target
9=#N is currently on track to meet #h KS2 target
10=#N is still working towards #h KS2 target
11=#N's progress has been quite unsteady so far this year
12=#N is working well above #h end of year target
13=#N is working above #h end of year target
14=#N is currently on track to meet #h end of year target
15=#N is still working towards #h end of year target
16=#N's progress has been quite unsteady so far this year
17=In order to improve, #N should apply mental strategies to aid computation.
18=In order to improve, #e could benefit from attempting more complex problems and leaving #h comfort zone.
19=In order to improve, #e needs to learn #h number facts to improve #h speed and accuracy.
20=#N would benefit from practising and committing #h times table to memory in order to speed up #h mental calculations.
COMMENTS: Maths 22 Concluding Statements 2
1=#E could benefit from using problem-solving strategies to help solve word problems.
2=In order to improve, #N should apply mental strategies to aid computation.
3=In order to improve, #e could benefit from attempting more complex problems and leaving #h comfort zone.
4=In order to improve, #e needs to learn #h number facts to improve #h speed and accuracy.
5=#N would benefit from practising and committing #h times table to memory in order to speed up #h mental calculations.
6=#E could benefit from using problem-solving strategies to help solve word problems.
7=To keep working hard to simplify more difficult fractions. eg. 4/8=1/2
8=To practice telling the time at home.
9=To continue working towards secure knowledge of your times tables.
10=To try to remember the different values of UK coins.
11=Well done for your efforts in maths this term.
COMMENTS: Science - 01 Intro Opening 1
1=#N has had a great year in Science.
2=#N has done well in Science this year.
3=#N has had ups and downs in science this year but has managed to prevail at the end of the year.
4=Overall, #N had a good year in Science,
5=#N has made huge improvements over the year and should be proud of #s.
6=#N has had ups and downs this year in Science.
7=Overall #N has made good progress during the course of the year.
8=#N needs encouragement to take an interest in finding out about the world around #m but I am pleased to say #e is taking more of a part during class discussions.
9=#N needs encouragement to take an interest in finding out about the world around #m and it would be nice to see #h develop confidence enough to suggest ideas during class discussions.
10=#N has approached all aspects of science work with enthusiasm and interest.
11=#N has approached all aspects of science work with interest and enthusiasm.
12=#N enjoys Science and has approached all aspects of our work with interest and enthusiasm.
13=#N has enjoyed all aspects of the Science work we have covered this year and is developing good exploratory techniques.
14=#N has enjoyed Science and is developing good exploratory techniques.
15=#N has shown a quiet interest in the areas we have covered in Science.
16=#N has a questioning and inquisitive mind and can offer suggestions and ideas in class discussions.
17=#N needs encouragement to take an interest in finding out about the world around #m but I am pleased to say #N is taking more of a part during class discussions.
18=#N has approached all aspects of Science work with enthusiasm and interest.
19=#N has approached all aspects of Science work with interest and enthusiasm.
20=#N enjoys Science and has approached all aspects of our work with interest and enthusiasm.
COMMENTS: Science - 01 Intro Opening 2
1=#N has enjoyed all aspects of the science work we have covered this year and is developing good exploratory techniques.
2=#N has enjoyed science and is developing good exploratory techniques.
3=#N has shown a quiet interest in the areas we have covered in science.
4=#N has a questioning and inquisitive mind and can offer suggestions and ideas in class discussions.
5=#N has shown a quiet interest in the areas we have covered in science and is developing good exploratory techniques.
6=#N has approached all aspects of science work with enthusiasm and interest.
7=#N has approached all aspects of science work with interest and enthusiasm.
8=#N enjoys science and has approached all aspects of our work with interest and enthusiasm.
9=#N has enjoyed all aspects of the science work we have covered this year and is developing good investigational techniques.
10=#N has enjoyed science and is developing good investigational techniques.
11=#N has shown a quiet interest in the areas we have covered in science.
12=#N has a questioning and inquisitive mind and can offer suggestions and ideas in class discussions.
13=#N has shown a quiet interest in the areas we have covered in science and is developing good investigational techniques.
14=#N came into Science this year with some preconceived ideas but #e has really challenged #s and used that great inquiring mind of #h to expand #h knowledge and understanding of the material world around #m.
COMMENTS: Science - 02 Approach 1
1=#N has approached all aspects of science work with enthusiasm and interest.
2=#N has a good general knowledge of science and uses this well to think about what #h is learning.
3=#N enjoys science and has approached all aspects of our work with interest and enthusiasm.
4=#N has enjoyed all aspects of the science work we have covered this year and is developing good exploratory techniques.
5=#N has shown a quiet interest in the areas we have covered in science.
6=#N has a questioning and inquisitive mind and can offer suggestions and ideas in class discussions.
7=#N has a good general knowledge of science and is willing to share this with others during class discussions.
8=#N participates well during class discussions and can always be relied on to offer ideas and suggestions.
9=#N has a good general knowledge of science and can always be relied on to offer ideas and suggestions during class discussions.
10=#N has a very good general knowledge of science and is willing to share this with others during class discussions
11=#N has a very good general knowledge of science but sometimes lacks the confidence to share this with the class during discussions.
COMMENTS: Science - 02 Approach 2
1=#N participates effectively during practicals, often taking a leading role.
2=#N participates fully during practicals, working well as part of #h group.
3=#N usually works well during practicals but could apply #s more.
4=#N has difficulty focusing during practical and is often off task.
5=#E should try to take a more active part in practical investigations to improve #h confidence in this area.
6=#N shows a sound understanding of variables and the need to keep other factors constant when testing #h hypothesis.
7=#N articulates a hypothesis and can suggest appropriate ways of conducting an investigation.
8=#N enjoys practical tasks and approaches new learning with a sense of wonder.
9=#N participated well in all practical learning tasks.
10=#N was always engaged in practical tasks and reflected well on #h learning.
COMMENTS: Science - 03 Skills
1=With guidance, #e can identify questions in familiar contexts that can be investigated scientifically and make predictions based on prior knowledge.
2=With guidance, #e can plan and conduct scientific investigations to find answers to questions, considering the safe use of appropriate materials and equipment.
3=#E can consider the elements of fair tests and use formal measurements and digital technologies as appropriate, to make and record observations accurately.
4=#E uses a range of methods including tables and simple column graphs to represent data and to identify patterns and trends.
5=#E will compare #h results with predictions, suggesting possible reasons for #h findings.
6=#E reflects on investigations, including whether a test was fair or not.
7=#E reflects on investigations, including whether a test was fair or not if the results can be seen as reliable and if a generalisation can be made.
8=With guidance, #e can pose clarifying questions and make predictions about scientific investigations.
9=#E can identify, plan and apply the elements of scientific investigations to answer questions and solve problems using equipment and materials safely and identifying potential risks.
10=#E is able to decide variables to be changed and measured in fair tests and can observe, measure and record data with accuracy using digital technologies as appropriate.
11=#E is able to decide variables to be changed and measured in fair tests.
12=#E is able to construct and use a range of representations, including tables and graphs, to represent and describe observations, patterns or relationships in data using digital technologies as appropriate.
13=#E is confident to construct and use tables and graphs to assist with organising information and can draw generalisations from the results of the tests #e conducts.
14=#E does find it difficult to construct #h own tables and graphs for recording data gathered in testing and benefits from guidance in this area.
15=#E carefully compares data with predictions and uses this as evidence in developing explanations.
16=#E will reflect on and suggest improvements to scientific investigations.
17=#E clearly communicates ideas, explanations and processes using scientific representations in a variety of ways, including multi-modal texts.
COMMENTS: Science - 04 Ability & Classwork 1
1=#E grasps new scientific concepts quickly and then can use these to try and explain the results of experiments.
2=#E generally understands new scientific concepts and is beginning to be able to use these to explain the results of experiments.
3=#E generally understands new scientific concepts well and is beginning to be able to use these to explain the results of experiments.
4=#E generally understands new scientific concepts well.
5=#E always understands new scientific concepts well.
6=#E generally understands new scientific concepts quickly.
7=#E tries hard to understand new scientific concepts and now needs to use #h knowledge to try and explain the results of experiments.
8=#E needs careful explanations to learn new scientific concepts but always tries hard to understand.
9=#E grasps new scientific concepts quickly and then can use these to try and explain the results of experiments.
10=#E generally understands new scientific concepts and is beginning to be able to use these to explain the results of experiments.
11=#E generally understands new scientific concepts well and is beginning to be able to use these to explain the results of experiments.
12=#E generally understands new scientific concepts well.
13=#E always understands new scientific concepts well.
14=#E always understands new scientific concepts quickly.
15=#E generally understands new scientific concepts quickly.
COMMENTS: Science - 04 Ability & Classwork 2
1=#E tries hard to understand new scientific concepts and now needs to use #h knowledge to try and explain the results of experiments.
2=#E needs careful explanations to learn new scientific concepts but always tries hard to understand.
3=#E has a sensible, mature approach to group work, uses equipment carefully and records observations accurately.
4=#E works very well as a member of a group and uses equipment and materials in a sensible and responsible manner.
5=#E works well as a member of a small group and has had experience of using basic scientific equipment.
6=#E works reasonably well as part of a small group but must try to keep #h concentration on the task in hand.
7=#E works co-operatively in a group situation, uses equipment maturely, and has learnt to make careful and accurate measurements.
8=#E is getting better at working co-operatively in a small group but sometimes needs to remember to listen carefully to others' suggestions and ideas.
9=#E has a sensible, mature approach to group work, uses equipment carefully and records observations accurately.
10=#E works very well as a member of a group and uses equipment and materials in a sensible and responsible manner.
11=#E works well as a member of a small group and has had experience of using basic scientific equipment.
12=#E works reasonably well as part of a small group but must try to keep #h concentration on the task in hand.
13=#E works co-operatively in a group situation, uses equipment maturely, and has learnt to make careful and accurate measurements.
14=#E is getting better at working co-operatively in a small group but sometimes needs to remember to listen carefully to others' suggestions and ideas.
COMMENTS: Science - 05 Effort & Written Work 1
1=#E has shown a positive attitude towards the subject and involves #s to the best of #h ability.
2=#E is an extremely able and enthusiastic member of the group, who takes a keen interest in the subject.
3=#E is an enthusiastic member of the class and asks great questions.
4=#E is a very conscientious student and puts effort into everything #e does.
5=#E has shown a positive attitude towards the subject and involves #s to the best of #h ability.
6=#E has been working hard, particularly towards the end of the quarter and if #e started with this effort from the beginning of next quarter, #e will make even bigger strides.
7=#N's progress in this area of the curriculum has been inconsistent during the year.
8=#N is easily distracted and needs to focus on the task at hand.
9=#E is easily distracted and needs to focus on the task at hand.
10=#E is an enthusiastic member of the group, who generally takes a keen interest in the subject.
11=#E is an able and enthusiastic member of the group, who has demonstrated a keen interest in the subject.
12=#E is an able member of the group, who generally shows an interest in the subject.
13=#E is a fairly able member of the group, who has shown some interest in the subject.
14=#N needs encouragement to take an interest in finding out about the world around #h but I am pleased to say #N is taking more of a part during class discussions.
15=#N needs encouragement to take an interest in finding out about the world around #h and it would be nice to see #h develop confidence enough to suggest ideas during class discussions.
16=#N has approached all aspects of science work with enthusiasm and interest.
17=#N has approached all aspects of science work with interest and enthusiasm.
18=#N enjoys science and has approached all aspects of our work with interest and enthusiasm.
19=#N has enjoyed all aspects of the science work we have covered this year and is developing good exploratory techniques.
20=#N has enjoyed science and is developing good exploratory techniques.
COMMENTS: Science - 05 Effort & Written Work 2
1=#N has shown a quiet interest in the areas we have covered in science.
2=#N has a questioning and inquisitive mind and can offer suggestions and ideas in class discussions.
3=#N has shown a quiet interest in the areas we have covered in science and is developing good exploratory techniques.
4=#H written work in science is always of a very good standard and #e has learnt to organise it in a logical way, using charts and graphs where appropriate.
5=#H written work in science has got much better over the year and #e is being more careful to organise reports in a logical way.
6=#H written work in science has got much better over the year and #e has learnt to be more careful to organise it in a logical way.
7=#H written work in science is always of a good standard and #e has learnt to organise it in a logical way, using charts and graphs where appropriate.
8=#H written work in science is always of an excellent standard and #e has learnt to organise it in a logical way, using charts and graphs where appropriate.
9=#N has learnt to improve #h written work by organising it in a more logical way, including charts and graphs where appropriate. However, #e must make sure to write enough so it reflects more fully what #e has found out.
10=#H has learnt to improve #h written work by organising it in a more logical way and including charts and graphs where appropriate. However, #e must make sure to write enough so it reflects more fully what #e has discovered.
11=#N has achieved sound results in all areas of Science.
12=#N has achieved basic results in all areas of Science.
13=#N has achieved high results in all areas of Science.
14=#E enjoyed the unit 'Plants in Action' where #e studied the key stages in the life cycle of flowering plants.
15=In the unit 'Plants in Action', #e studied the key stages in the life cycle of flowering plants.
16=As part of our unit 'Plants in Action', #e studied the key stages in the life cycle of flowering plants.
17=#N was engaged in making models of flowers, which showed all of the reproductive parts in detail.
18=#N took part in making models of flowers, which showed all of the reproductive parts in detail.
19=#E is able to describe the life cycle of a flowering plant.
20=#E is learning to describe the life cycle of a flowering plant.
COMMENTS: Science - 05 Effort & Written Work 3
1=#N recognises that environmental factors, such as fire, can affect seed germination and life cycles of plants.
2=#N is beginning to recognise that environmental factors, such as fire, can affect seed germination and life cycles of plants.
3=#E is capable of describing how plants and animals rely on each other.
4=#E developing #h ability to describe how plants and animals rely on each other.
5=As part of our current unit 'Material World', #N investigated the properties of natural and made materials.
6=#E is starting to describe the physical properties of common materials and how these properties influence their use.
7=#N is endeavouring to understand that science involves making predictions and describing patterns or relationships.
8=#N understands that science involves making predictions and describing patterns or relationships.
9=#E is able to draw annotated diagrams to explain scientific concepts.
10=#E is working hard to draw annotated diagrams to explain scientific concepts.
COMMENTS: Science - 06 Effort & Written Work (Lower)
1=Although #h #Science-topics project-work was satisfactory, I do expect #m to do more background research next time.
2=#E has learnt to improve #h written reports by organising them in a more logical way and including charts and graphs where appropriate. However, #e must make sure to write enough so it reflects more fully what #e has discovered.
3=#N showed a good understanding of how a number of habitats work and could explain how the plants and animals are beneficial to each other.
4=#E worked well in the group research task to explain an alternative energy source, with #h major contribution being #?
5=#E can identify renewable and non-renewable energy sources.
6=#E connects ideas from lessons with the things #e notices around #m and shares these ideas in the lessons.
7=#E speaks and writes about scientific ideas in considerable detail, showing a confident use of scientific terminology.
8=#E has difficulty showing #h knowledge of the topics covered but occasionally joins in classroom discussion.
9=The quality of #N's written work has been consistently excellent, both in terms of content and presentation.
10=#N's written work has been rather variable, some work showing detail while other work only just adequate.
11=#N's written work, while usually acceptable, is rarely as detailed or as well presented as expected.
12=Recent topics have included changes and forces; I have been pleased with #h engagement during lessons and discussions.
13=Recent topics have included changes and forces; it is good to see #m participating well in discussions.
14=Recent topics have included changes and forces; I have been pleased with #h engagement during lessons.
15=#H written reports in science are always of a very good standard and #e has learnt to organise them in a logical way, using charts and graphs where appropriate.
16=#H written work in science has got much better over the year and #e is being more careful to organise reports in a logical way.
17=#H written work in science has got much better over the year and #e has learnt to be more careful to organise reports in a logical way.
18=#H written reports in science are always of a good standard and #e has learnt to organise them in a logical way, using charts and graphs where appropriate.
19=#H written reports in science are always of an excellent standard and #e has learnt to organise them in a logical way, using charts and graphs where appropriate.
20=#H written reports are becoming more carefully organised and #e is beginning to use charts and graphs where appropriate.
COMMENTS: Science - 06 STEM Focus
1=#N has enjoyed our STEM challenges this semester.
2=#N is gaining confidence in the STEM challenges this year.
3=#E listens carefully to the criteria and helps to define the problem and suggest possible ideas.
4=#E is always keen to start brainstorming but has learned to define the problem first in order to produce a more successful prototype.
5=#E is a great leader within the group, #h enthusiasm is boundless, #h ideas are interesting and #e is willing to source appropriate materials to improve the design.
6=#E is a great group member who always contributes ideas in the brainstorming and keeps focus during the building time.
7=#H reflective comments during evaluation show an increased awareness of the design process from brainstorming through to modifications.
8=#N participates effectively during practicals, often taking a leading role.
9=#N participates fully during practicals, working well as part of #h group.
10=#N usually works well during practicals but could apply #s more.
11=#N has difficulty focusing during practical and is often off task.
12=#E should try to take a more active part in practical investigations to improve #h confidence in this area.
13=#N shows a sound understanding of variables and the need to keep other factors constant when testing #h hypothesis.
14=#N articulates a hypothesis and can suggest appropriate ways of conducting an investigation.
15=In Engineering activities, #N is able to look at the design of the model and suggest modifications to the design.
16=In Engineering activities, #N is able to look at the design of the model, explain how the design functions and suggest modifications to improve its effectiveness.
17=In Engineering activities, #N is confident with the process of planning, constructing, testing and modifying.
18=In Engineering activities, #N is able to work with a team to help construct a working model.
19=In Engineering activities, #N has been exposed to the process of planning, constructing, testing and modifying.
20=In #h reflection, #e commented upon the importance of the group having a shared vision and how a plan supports this.
COMMENTS: Science - 07 Topic Earth and Space
1=In our unit of work on Earth and Space, #N found it challenging to recall scientific facts about the rotation of our Earth and the path it travels around our Sun.
2=In our unit of work on Earth and Space, #N was able to articulate how our Earth moves around the sun.
3=#E recognised that the sun would shine on only one side of our Earth at a time and that this is the day.
4=In our unit of work on Earth and Space, #N clearly explained how the Earth rotated on its own axis every 24 hours as it circumnavigated the sun each year. #E demonstrated an understanding of how this caused night and day.
5=In our unit of work on Earth and Space, #N was able to state that the Earth moves around the sun but found it difficult to clearly explain how this caused night and day.
6=#E is not yet able to clearly explain how the tilt of our Earth impacts on the seasons.
7=In our unit of work on Earth and Space, #N could clearly articulate how the rotation of our Earth explained night and day, how the Earth circumnavigated the sun in a year and how the tilt of our Earth caused one hemisphere to receive more or less sunlight and how this explains our seasons.
8=#H scientific diagrams are clear and easy to follow. They are well labelled and correct terminology has been used.
9=#E needs to work upon #h scientific diagrams as labels are not clearly used and diagrams are cluttered.
10=#E needs to work upon #h explanations and scientific diagrams, #h thoughts need to be more logically ordered and explained.
11=#E needs to work upon #h explanations and scientific diagrams, #h thoughts need to be logically ordered, explained and definitive.
12=#E explains #h ideas clearly when questions are posed and presents information in a factual manner.
COMMENTS: Science - 08 Topic Day, Night, Seasons & Time
1=In the unit 'Earth, Sun and Moon', #N learnt about the shapes and relative sizes of the Earth, Sun and Moon. #E has learnt how these three bodies move relative to each other and how these movements are related to night and day. #H experimental and investigative work in this unit focused on #m making #h own observations and recognising the patterns in both first hand and secondary data. #E then represented this data in #h own graphs.
2=Section 4: The changing position of the Sun Section 5: The movement of the Earth
3=#E was able to describe how the apparent position of the Sun changes over the course of a day and #e was able to clarify that this does not mean that the Sun is moving.
4=#E illustrated by using models that different parts of the Earth face the Sun during the course of the day and #e recognised where, in the model, it is day and where it is night.
5=#E illustrated by using drawings that different parts of the Earth face the Sun during the course of the day. #E is able to say where on the drawing it is day and where it is night.
6=#E is able to explain that the apparent movement of the Sun is a result of the Earth rotating or spinning.
7=Section 6: The Sun at different times of the year & Section 7: The Earth's orbit
8=#E is able to generalise that the Sun rises in the East and sets in the West.
9=#E has drawn some simple graphs and identified the patterns in day length over the year.
10=#E is able to state that a year is the amount of time taken for the Earth to make one complete orbit of the Sun. #E has understood this fact from secondary sources by independently reading reference books, researching online sources and from information provided by #h teacher.
COMMENTS: Science - 09 Living Things & Habitats 1
1=In our unit on habitats and interactions, #N was able to name the 5 natural biomes.
2=In our unit on habitats and interactions, #N was able to name the 5 natural biomes and give detailed information about climatic conditions in 2 of these.
3=In our unit on habitats and interactions, #N was able to name the 5 natural biomes and give brief information about climatic conditions in 2 of these.
4=#E could articulate the difference between biotic and abiotic factors.
5=#E could clearly articulate how animals have evolved to suit their environments over time.
6=#E could state the nature of an adaption but did not articulate clearly how this animal adapted to its conditions.
7=#E could suggest a possible food chain.
8=#E could explain the concept of interdependence.
9=#N uses knowledge about living things to describe basic conditions, such as a supply of food, water, air or light, that animals and plants need in order to survive.
10=#N recognises that living things grow and reproduce.
11=#N can sort living things into groups, using simple features and can describe the basis for the groupings in terms such as the number of legs or shape of a leaf.
12=#N recognises that different living things are found in different places, such as ponds or woods.
13=#N uses knowledge of basic life processes, such as growth or reproduction, when describing differences between living and non-living things.
14=#N provides simple explanations for changes in living things, such as diet affecting the health of humans or other animals, or lack of light or water altering plant growth.
15=#N identifies ways in which an animal is suited to its environment, such as a fish having fins to help it swim.
COMMENTS: Science - 09 Living Things & Habitats 2
1=#N demonstrates knowledge and understanding of aspects of life processes and living things drawn from the Key Stage 2 or Key Stage 3 programme of study.
2=#N uses scientific names for some major organs of body systems, such as the circulatory system, and identifies the position of these organs in the human body.
3=#N can identify organs, such as petal, stamen or stigma, of different plants they observe.
4=#N can use keys based on observable external features to help identify and group living things systematically.
5=#N recognises that feeding relationships exist between plants and animals in a habitat, and describes these relationships, using food chains and terms such as predator and prey.
6=#N demonstrates an increasing knowledge and understanding of aspects of life processes and living things drawn from the Key Stage 2 or Key Stage 3 programme of study.
7=#N can describe the main functions of some organs of the human body, such as the heart, and of the flowering plant, such as the petal, stamen or stigma and can explain how these functions are essential to the organism.
8=#N can describe the main stages of the life cycles of humans and flowering plants and point out similarities.
9=#N recognises that there is a great variety of living things and understands the importance of classification.
10=#N can explain that different organisms are found in different habitats because of differences in environmental factors, such as the availability of light or water.
COMMENTS: Science - 10 Properties & Change 1
1=#E was able to recognise that melting, freezing, evaporation and condensing are all changes which can be reversed and all changes which involved a change of state.
2=#N has correctly identified examples of melting, freezing, evaporation and condensing.
3=#E was able to identify the process that takes place when water changes to a gas as evaporation.
4=#E could identify a range of contexts in which water evaporates.
5=#E has described some contexts in which other liquids evaporate.
6=#E is able to explain that #e can smell things when liquids evaporate and the gas reaches #h nose.
7=#N can identify a range of common materials and knows about some of their properties.
8=#N can describe similarities and differences between materials.
9=#N can sort materials into groups and describe in everyday terms, such as shininess, hardness or smoothness, the basis for their groupings.
10=#N can describe ways in which some materials are changed by heating or cooling or by processes such as bending or stretching.
11=#N uses knowledge and understanding of materials when describing a variety of ways of sorting them into groups according to their properties.
12=#N recognises that some changes, such as the freezing of water, can be reversed and some, such as the baking of clay, cannot, and they classify changes in this way.
13=#N can describe differences between the properties of different materials and explain how these differences are used to classify substances as solids, liquids and gases.
14=#N can describe some methods, such as filtration, that are used to separate simple mixtures.
15=#N can use scientific terms, such as evaporation or condensation, to describe changes.
16=#N uses knowledge about some reversible and irreversible changes to make simple predictions about whether other changes are reversible or not.
17=#N can identify a range of contexts in which changes, such as evaporation or condensation, take place.
18=#N uses knowledge about how a specific mixture, such as salt and water, or sand and water, can be separated to suggest ways in which other similar mixtures might be separated.
19=#E is able to describe changes that are made when materials are mixed and any changes when they are heated or cooled.
20=#E is able to identify some reversible and irreversible changes and can explain why an irreversible change that gives off a gas cannot be reversed.
COMMENTS: Science - 11 Topic Light
1=In our unit on light, #N was able to apply the knowledge of light travelling in straight lines to explain where shade would fall.
2=In our unit on light, #N was able to apply knowledge about light travelling in straight lines to explain where shade would fall and how a pinhole inverts an image.
3=#E was able to transfer #h understandings of light rays with #h STEM task, where #e demonstrated a good understanding of shade and shadow.
4=#E was able to transfer #h understandings of light rays with #h STEM task, where #e demonstrated a good understanding of shade and shadow and #h knowledge of colour filters to give coloured lights in #h design.
5=#E was able to clearly explain how coloured filters, pinhole cameras and reflection could be used to create wonder for younger students and incorporated these elements into #h STEM design of a shaded area.
6=#E is able to draw a simple labelled ray diagram to show the paths of light from a source to our eyes.
7=#E is able to describe transparent, opaque or translucent materials by discussing their ability to block light or allow it through.
8=#E classifies materials as transparent, opaque or translucent based on whether light passes through them or is absorbed.
9=#E recognises that the colour of an object depends on the properties of the object and the colour of the light source.
10=#E recognises that the colour of an object can be affected by a light filter and that it will appear different or may "disappear."
11=#E understands that a mirror or similar reflective surface changes the path of a light ray allowing us to see different angles.
COMMENTS: Science - 12 Topic Physical Processes
1=#N knows about a range of physical phenomena and recognises and can describe similarities and differences associated with them.
2=#N can compare the way in which devices, such as bulbs, work in different electrical circuits.
3=#N can compare the effects of similar phenomena, such as the brightness or colour of lights, or the loudness or pitch of sounds.
4=#N can compare the movement of different objects in terms of speed or direction.
5=#N uses knowledge and understanding to link cause and effect in simple explanations of physical phenomena, such as a bulb failing to light because of a break in an electrical circuit, or the direction or speed of movement of an object changing because of a force applied to it.
6=#N is beginning to make simple generalisations about physical phenomena, such as explaining that sounds become fainter the further they are from the source.
7=#N demonstrates knowledge and understanding of aspects of physical processes drawn from the Key Stage 2 or Key Stage 3 programme of study.
8=#N can describe and explain physical phenomena, such as how a particular device in an electrical circuit may be switched on or off, or how the apparent position of the Sun changes over the course of a day.
9=#N makes generalisations about physical phenomena, such as motion being affected by forces, including gravitational attraction, magnetic attraction and friction, or sounds being heard through a variety of materials.
10=#N can use the idea that light travels to explain phenomena such as the formation of shadows.
11=#N demonstrates an increasing knowledge and understanding of aspects of physical processes drawn from the Key Stage 2 or Key Stage 3 programme of study.
12=#N is beginning to apply ideas about physical processes to suggest a variety of ways to make changes, such as altering the current in a circuit or altering the pitch or loudness of a sound.
13=#N is beginning to use some abstract ideas in descriptions, such as forces being balanced when an object is stationary, or objects being seen when light from them enters the eye.
14=#N can use models to explain effects that are caused by the movement of the Earth, such as the length of a day or year.
COMMENTS: Science - 13 General Comments 1
1=#N is aware of the need for a fair test and can identify factors that can be changed during an experiment.
2=#E is able to identify some changes as reversible or irreversible and is beginning to understand the differences between a solid, liquid and gas.
3=#E can identify ways in which we are able to keep our bodies healthy and recognises the importance of a balanced diet.
4=#E understands that the heart acts as a pump to circulate the blood through vessels around the body.
5=#E now needs encouragement to take an interest in finding out about the world around #h and it would be nice to see #h develop confidence enough to suggest ideas during class discussions.
6=#N has particularly enjoyed the practical aspects of science this year.
7=#E is able to describe changes that are made when materials are mixed and any changes if they are heated or cooled. #E is also able to identify some reversible and irreversible changes and is beginning to understand that a change involving different materials that give off a gas cannot be reversed.
8=#E is also now beginning to extend #h understanding of one topic and use this to further #h knowledge in another, for example, the changes that occur to water in the water cycle such as evaporation and condensation.
9=#E enjoyed learning about the Earth, Sun and Moon. #E learned about the orbit of the Earth around the Sun and the effect it has on the seasons.
10=#N enjoys science and has approached all aspects of our work with interest and enthusiasm.
11=#E understands the heart acts as a pump to circulate the blood through vessels around the body, including through the lungs.
12=#E understands the importance of keeping healthy and is able to explain why a balanced diet and exercise are advisable to stay healthy.
13=#E enjoys practical experiments and is able to use #h scientific knowledge and understanding to explain observations, measurements or other data or conclusions.
14=#E grasps new scientific concepts quickly and then can use these to try and explain the results of experiments.
15=#N enjoys science and has approached all aspects of our work with interest and enthusiasm.
16=#E grasps new scientific concepts quickly and then can use these to try and explain the results of experiments and has also been able to use #h scientific knowledge to explain everyday occurrences such as steam and condensation in the bathroom.
17=#E understands the importance of keeping healthy and is able to explain why a balanced diet and exercise are advisable to stay healthy.
18=#E has a mature approach to science and is able to describe some simple positive and negative consequences of scientific and technological developments.
19=To further #s in science, #e now needs to begin to link #h prior knowledge to current topics to help #h develop a deeper understanding of the topic.
COMMENTS: Science - 14 General Comments 2
1=#N enjoys science and has approached all aspects of our work with interest and enthusiasm.
2=#E grasps new scientific concepts quickly and then can use these to try and explain the results of experiments.
3=#E understands the importance of keeping healthy and is able to explain why a balanced diet and exercise are advisable to stay healthy.
4=#E is aware that the heart acts as a pump to circulate the blood through vessels around the body, including through the lungs.
5=To help #h gain a deeper understanding of the topic being studied #N now needs to link #h prior knowledge to current topics.
6=#N possesses a real interest in the world around #h.
7=#E is able to use scientific ideas when describing simple processes or phenomena and can use simple models to describe scientific ideas.
8=#E is beginning to demonstrate #h mathematical ability through selecting appropriate ways of presenting scientific data and is able to make a set of observations or measurements, identifying the ranges and intervals used.
9=#E is able to use appropriate scientific forms of language to communicate scientific ideas, processes or phenomena.
10=#N has very much enjoyed our practical experiments this year, #e is able to decide when it is appropriate to carry out fair tests in investigations and can select appropriate equipment or information sources, answer specific questions or explain ideas.
11=#E is beginning to gain a deeper understanding of the topic being studied by linking #h prior knowledge to current topics, this will allow #h to develop in science.
12=#N responds to suggestions, puts forward #h own ideas and, where appropriate, makes simple predictions.
13=#N makes relevant observations and measures quantities, using a range of simple equipment.
14=With some help #N can carry out a fair test, recognising and explaining why it is fair.
15=#N records observations in a variety of ways.
16=#N provides explanations for observations and, where they occur, for simple patterns in recorded measurements.
17=#N can explain what #e has found out from #h work.
18=#N recognises the need for fair tests by describing, or showing in the way #e performs a task, how to vary one factor whilst keeping others the same.
19=Where appropriate, #e makes reasonable predictions.
20=#E selects suitable equipment to use and makes a series of observations and measurements that are adequate for the task.
COMMENTS: Science - 15 General Comments 3
1=#N identifies the key factors that need to be considered in contexts that involve only a few factors.
2=Where appropriate, #e makes predictions based on scientific knowledge and understanding.
3=#E selects appropriate apparatus for a range of tasks and uses it with care.
4=#N makes a series of observations or measurements with precision appropriate to the task.
5=#N is beginning to repeat observations and measurements and to offer simple explanations for any differences encountered.
6=#E draws conclusions that are consistent with the evidence and is beginning to relate these to scientific knowledge and understanding.
7=#E recognises that some changes, such as the freezing of water, can be reversed and some, such as the baking of clay, cannot, and they classify changes in this way.
8=#E provides simple explanations for changes in living things, such as diet affecting the health of humans.
9=#E uses scientific names for some major organs of body systems, such as the circulatory system, heart and lung, and identifies the position of these organs in the human body.
10=#E can describe some methods, such as filtration, that are used to separate simple mixtures.
11=#E can use scientific terms, such as evaporation or condensation, to describe changes.
12=#E uses knowledge about some reversible and irreversible changes to make simple predictions about whether other changes are reversible or not.
13=#E can describe the main functions of some organs of the human body, such as the heart.
14=#E uses knowledge about how a specific mixture, such as salt and water, or sand and water, can be separated to suggest ways in which other similar mixtures might be separated.
15=#E can use scientific terms, such as evaporation or condensation, to describe changes.
16=#E can identify a range of contexts in which changes, such as evaporation or condensation, take place.
17=#E uses knowledge about some reversible and irreversible changes to make simple predictions about whether other changes are reversible or not.
18=#E uses knowledge about how a specific mixture, such as salt and water, or sand and water, can be separated to suggest ways in which other similar mixtures might be separated.
19=#E has a good general knowledge of science and is willing to share this with others during class discussions.
20=#E participates well during class discussions and can always be relied on to offer ideas and suggestions.
COMMENTS: Science - 17 Discussion
1=#E has a good general knowledge of science and is willing to share this with others during class discussions.
2=#E participates well during class discussions and can always be relied on to offer ideas and suggestions.
3=#E has a good general knowledge of science and can always be relied on to offer ideas and suggestions during class discussions.
4=#E has a very good general knowledge and is willing to share this with others during class discussions.
5=#E has an excellent general knowledge of science and is willing to share this with the rest of the class during discussions.
6=#E has a very good general knowledge of science, but sometimes lacks the confidence to share this with the class during discussions.
7=#E has a good general knowledge of science, and uses this well to think about what #e is learning.
COMMENTS: Science - 18 Practical
1=#E has used a range of basic scientific equipment and has learnt the importance of making careful measurements during an experiment.
2=#E has carefully used a range of basic scientific equipment and has become more accurate when making measurements during an experiment.
3=#E understands the concept of fair testing and applies this during practical work.
4=#E is beginning to understand the concept of fair testing and is starting to apply this during practical work.
5=#E has extended #h understanding of fair testing and is competent in applying this during practical work.
6=#E has discussed the concept of fair testing and is learning to apply this during practical work.
7=#E is capable of drawing an appropriate conclusion from experimental results and relating this to #h scientific knowledge.
8=#E now needs to develop the ability to draw appropriate conclusion from experiments and relate #h findings to the scientific concepts learnt.
9=#E can relate the findings from experiments to #h scientific knowledge and can try to explain why #e got the results #e did.
10=#E has learnt to try and relate the results from experiments to #h scientific knowledge.
11=#E has learnt to try and relate the results from experiments to #h scientific knowledge and is beginning to do this successfully.
12=#E has used a range of basic scientific equipment and has learnt the importance of making careful measurements during an experiment.
13=#E has carefully used a range of basic scientific equipment and has become more accurate when making measurements during an experiment.
14=#E understands the concept of fair testing and applies this during practical work.
15=#E is beginning to understand the concept of fair testing and is starting to apply this during practical work.
16=#E has extended #h understanding of fair testing and is competent in applying this during practical work.
17=#E has discussed the concept of fair testing and is learning to apply this during practical work.
18=#E is capable of drawing an appropriate conclusion from experimental results and relating this to #h scientific knowledge.
19=#E now needs to develop the ability to draw appropriate conclusion from experiments and relate #h findings to the scientific concepts learnt.
20=#E can relate the findings from experiments to #h scientific knowledge and can try to explain why #e got the results #e did.
COMMENTS: Science - 19 Investigations
1=#N responds to suggestions of how to find things out and, with help, makes #h own suggestions.
2=#N uses simple equipment provided and makes observations related to the task.
3=#N compares objects, living things and events observed.
4=#N describes observations and records them using simple tables where it is appropriate to do so.
5=#N says whether what happened was what was expected.
6=#N responds to suggestions, puts forward #h own ideas and, where appropriate, makes simple predictions.
7=#N makes relevant observations and measures quantities, such as length or mass, using a range of simple equipment.
8=With some help #e can carry out a fair test, recognising and explaining why it is fair.
9=#N records observations in a variety of ways.
10=#N provides explanations for observations and, where they occur, for simple patterns in recorded measurements.
11=#N says what has been found out from #h work.
12=#N recognises the need for fair tests by describing, or showing in the way #e performs a task, how to vary one factor whilst keeping others the same.
13=Where appropriate, #e makes predictions.
14=#N selects suitable equipment to use and makes a series of observations and measurements that are adequate for the task.
15=#N presents observations and measurements clearly, using tables and bar charts.
16=#N is beginning to plot points to form simple graphs and use these graphs to point out and interpret patterns or trends in data.
17=#N takes account of patterns when drawing conclusions, and is beginning to relate conclusions to scientific knowledge and understanding.
18=#N identifies the key factors that need to be considered in contexts that involve only a few factors.
19=Where appropriate, #e makes predictions based on scientific knowledge and understanding.
20=#N selects appropriate apparatus for a range of tasks and uses it with care.
COMMENTS: Science - 20 Behaviour
1=One goal for next year would be less disruptive in class and focus more on the material at hand.
2=This year #e has been rather social and at times disruptive and I encourage #m to focus more next year in class.
3=Sometimes #e can be disruptive during class.
4=#E is very social and needs constant reminders to stay on task.
5=Sometimes #e can be disruptive during class. This behaviour has impeded #h learning and in turn, has affected #h grade.
6=#E often daydreams in class and misses important information
7=#H behaviour in class has been highly disruptive with constant irrelevant or inappropriate comments and I would appreciate a curb in this behaviour.
8=Sometimes #e can be disruptive during class. While the disruption has not affected #h grade, it distracts the rest of the class.
9=#H behaviour in Science has been fantastic. #E is aware of the potential dangers involving any science experiment and abides by all of the rules, procedures and precautions in place.
COMMENTS: Science - 21 Targets 1
1=#N needs to listen to and follow staff directions when they are first given.
2=#N needs to listen to staff instructions and follow their guidance, it is given for your benefit.
3=#N needs to listen to staff and follow their directions, focussing on your own behaviour and not the behaviour of your peers.
4=#N needs to start tasks immediately and stay focussed until activities are finished.
5=#N needs to start tasks immediately staying focussed until activities are finished.
6=#N needs to start tasks immediately, staying focussed until all activities are finished. #E should ask patiently for help if #e is finding tasks challenging.
7=#N needs to give 100% effort in all lessons and activities, starting work quickly and finishing all tasks.
8=#N needs to complete all tasks with the appropriate level of care and not be satisfied with rushing through just to have them finished.
9=#N needs to take more pride in #h work - try not to rush, check #h answers and present #h work neatly.
10=#N should continue to pay attention to the detail #e puts in #h work.
11=#N should continue to keep trying #h best at every activity, no matter how hard or challenging it is.
12=#N should continue to keep up the good work.
13=#N should keep up the good work.
14=#N should keep up the good work and continue to approach school life with the same positive outlook and good humour #e has demonstrated this year.
15=#N should continue to try hard next year.
16=#N should continue to try #h best next year.
17=#N should continue to show the same enthusiasm #e has shown this year.
18=#N should continue to approach school with the same enthusiasm #e has shown this year.
19=#N should continue to approach all lessons and activities with the same enthusiasm #e has shown this year.
20=#N should keep up the excellent work and continue to approach school life with the same positive outlook #e has displayed this year. #E should continue to keep trying #h best at every activity, no matter how hard or challenging it is and continue to take pride in #h work, always giving 100% effort in all lessons and activities.
COMMENTS: Science - 21 Targets 2
1=#N needs to take more pride in #h work - try not to rush, check #h answers and present #h work neatly
2=#E should also try to integrate more with the rest of the class
3=#E could also be a bit more accommodating of people wishing to join #h group of friends
4=#E should, nevertheless, try to ignore the distractions around #s and focus on the tasks at hand
5=#N should focus on #h own effort and behaviours, ignoring the distractions around #m.
6=#N should focus on #h behaviour, effort and achievement and ignore the distractions around #m.
7=#N should try to ignore the distractions around #m and focus on the tasks at hand.
8=#N should focus on #h behaviour, effort and achievement, making sure it is in line with school rules and helpful in completing tasks.
COMMENTS: Science - 21 Written work
1=#H written reports in science are always of a very good standard and #e has learnt to organise them in a logical way, using charts and graphs where appropriate.
2=#H written work in science has got much better over the year and #e is being more careful to organise reports in a logical way.
3=#H written work in science has got much better over the year and #e has learnt to be more careful to organise reports in a logical way.
4=#H written reports in science are always of a good standard and #e has learnt to organise them in a logical way, using charts and graphs where appropriate.
5=#H written reports in science are always of an excellent standard and #e has learnt to organise them in a logical way, using charts and graphs where appropriate.
6=#H written reports are becoming more carefully organised and #e is beginning to use charts and graphs where appropriate.
7=#E has learnt to improve #h written reports by organising them in a more logical way and including charts and graphs where appropriate. However, #e must make sure to write enough so it reflects more fully what #e has discovered.
COMMENTS: Science - 22 Closer
1=It has been a pleasure teaching #N this year.
2=I wish #m the best of luck next year.
3=I have really enjoyed teaching #N the past two years, and I wish #m the best of luck next year.
4=I look forward to another year with #N!
5=I hope that #N has a restful summer and is recharged for the new year.
COMMENTS: Science - 23 Topic Evolution and Classification
1=In our unit on Evolution and Inheritance, #N was able to recognise that living things have changed over time. #E was also able to recognise that living things produce offspring of the same kind. #N has demonstrated that #e is able to identify some ways in which animals and plants are adapted to suit their environments.
2=#N can describe how living things are classified into broad groups according to common observable characteristics. #E is also beginning to suggest reasons for classifying plants and animals based on specific characteristics.
3=In our unit on Evolution and Inheritance, #N was able to recognise that living things have changed over time and that fossils provide information about living things that inhabited the Earth millions of years ago. #E was also able to recognise that living things produce offspring of the same kind but normally offspring vary and are not identical to their parents.
4=#E has demonstrated that #e is able to identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution. #N can describe how living things are classified into broad groups according to common observable characteristics. #E can also give reasons for classifying plants and animals based on specific characteristics.
5=In our unit on Evolution and Inheritance, #N was able to recognise that living things have changed over time and can suggest types of information that can be found in fossils about living things that inhabited the Earth millions of years ago. #E was also able to recognise that living things produce offspring of the same kind and is beginning to identify what happens when different breeds of the same species reproduce.
6=#E has demonstrated that #e is able to identify how animals and plants are adapted to suit their environment and suggest reasons for this. #N can describe how living things are classified into broad groups according to common observable characteristics and can subdivide these into further groups, such as invertebrates. #E can also give reasons for classifying plants and animals based on specific characteristics and can classify familiar and unfamiliar animals and plants.
COMMENTS: Science - 24 Topic Electricity and Circuits
1=In our unit on Electricity and Circuits, #N was able to identify changes that occur in a circuit when the voltage or components are changed. #N recognises that there are variations in how components function and #e can also draw a simple circuit and include some recognised symbols.
2=In our unit on Electricity and Circuits, #N was able to recognise that the brightness of a lamp or the volume of a buzzer is affected by the number and voltage of cells used in the circuit. #N Can compare and give reasons for variations in how components function, including the brightness of bulbs, the loudness of buzzers and the on/off position of switches and #e can also use recognised symbols when representing a simple circuit in a diagram.
3=In our unit on Electricity and Circuits, #N was able to construct #h own circuits and work systematically to answer questions about how voltage affects the brightness of a lamp or the volume of a buzzer. #N can construct #h own circuits to compare and give reasons for variations in how components function, testing #h own predictions, and #e can also use recognised symbols when representing a more complex circuit in a diagram.
COMMENTS: Science - 25 Topic Cir System Diet Nutrition
1=In our unit, 'The Circulatory System, Diet and Exercise, and Nutrients and Water', #N was able to identify and name the main parts of the circulatory system. #N can describe the impact of diet and exercise on our bodies in simple terms, and #e recognises that animals, including humans, need nutrients and water to maintain their bodies.
2=In our unit, 'The Circulatory System, Diet and Exercise, and Nutrients and Water', #N was able to identify and name the main parts of the circulatory system and can describe the functions of the heart, blood vessels and blood in simple terms.
3=In our unit, 'The Circulatory System, Diet and Exercise, and Nutrients and Water', #N was able to identify and name the main parts of the circulatory system and can describe the functions of the heart, blood vessels and blood, using scientific language. #N recognises the impact of diet, exercise, drugs and lifestyle on the way our bodies function, and #e can describe the ways in which nutrients and water are transported and the impacts they have on different processes within the bod
COMMENTS: science conclusion
1=Overall, #N has made really good progress during the course of the year.
COMMENTS: Targets 1
1=#N needs to listen to and follow staff directions when they are first given.
2=#N needs to listen to staff instructions and follow their guidance, it is given for your benefit.
3=#N needs to listen to staff and follow their directions, focussing on your own behaviour and not the behaviour of your peers.
4=#N needs to start tasks immediately and stay focussed until activities are finished.
5=#N needs to start tasks immediately staying focussed until activities are finished.
6=#N needs to start tasks immediately, staying focussed until all activities are finished. #E should ask patiently for help if #e is finding tasks challenging.
7=#N needs to give 100% effort in all lessons and activities, starting work quickly and finishing all tasks.
8=#N needs to complete all tasks with the appropriate level of care and not be satisfied with rushing through just to have them finished.
9=#N needs to take more pride in #h work - try not to rush, check #h answers and present #h work neatly.
10=#N should continue to pay attention to the detail #e puts in #h work.
11=#N should continue to keep trying #h best at every activity, no matter how hard or challenging it is.
12=#N should continue to keep up the good work.
13=#N should keep up the good work.
14=#N should keep up the good work and continue to approach school life with the same positive outlook and good humour #e has demonstrated this year.
15=#N should continue to try hard next year.
16=#N should continue to try #h best next year.
17=#N should continue to show the same enthusiasm #e has shown this year.
18=#N should continue to approach school with the same enthusiasm #e has shown this year.
19=#N should continue to approach all lessons and activities with the same enthusiasm #e has shown this year.
20=#N should keep up the excellent work and continue to approach school life with the same positive outlook #e has displayed this year. #E should continue to keep trying #h best at every activity, no matter how hard or challenging it is and continue to take pride in #h work, always giving 100% effort in all lessons and activities
COMMENTS: Targets 2
1=#N needs to take more pride in #h work - try not to rush, check #h answers and present #h work neatly
2=#E should also try to integrate more with the rest of the class
3=#E could also be a bit more accommodating of people wishing to join #h group of friends
4=#E should, nevertheless, try to ignore the distractions around #s and focus on the tasks at hand
5=#N should focus on #h own effort and behaviours, ignoring the distractions around #m .
6=#N should focus on #h behaviour, effort and achievement and ignore the distractions around #m ..
7=#N should try to ignore the distractions around #m and focus on the tasks at hand.
8=#N should focus on #h behaviour, effort and achievement, making sure it is in line with school rules and helpful in completing tasks.
LIST: Achievement
1=an excellent result
2=a good outcome
3=an average
4=a disappointing result
5=a poor performance
6=a steady growth
7=an outstanding effort
8=a stunning
9=a comprehensive
10=a well constructed
11=a well researched
12=a pleasing
13=a more consistent
14=a better outcome
LIST: area-skills
1=use times tables charts to ensure accuracy of calculations
2=use the appropriate unit of measurement with consistency
3=record the formula being used to assist memory
4=move towards sketches to represent shapes (uses life size)
5=break composite shapes into squares or rectangles
6=understand the difference between area and perimeter
7=draw clear diagrams to help with problem solving
8=add sections of composite shapes to find the total area
9=ask questions while working upon challenging concepts
10=clarify their thoughts and understandings with peers
LIST: Art
1=Shoe Sketch and Perspective Gallery
2=Silhouette Art and 3D Aboriginal Lizard Painting
3=Endangered Species Habitat Diorama
LIST: attendance
1=outstanding
2=excellent
3=very good
4=generally good
LIST: attitudinal-skills
1=enthusiasm
2=interest
3=confidence
4=an open mind
5=hesitation
6=developing confidence
7=increasing interest
LIST: Aust-poetry
1=creating an image to show understanding of the poem
2=visualising scenes from the poem
3=inferring meanings of words based on the words around them
4=summarising the sequence of events in the poem
5=participating in class discussions to enhance understanding
6=gained confidence to summarise events from a poem
7=gained confidence to suggest meanings for unfamiliar words
LIST: award
1=bronze award
2=silver award
3=gold award
LIST: behaviour
1=#H attitude and behaviour have both been exemplary
2=#H attitude has been excellent
3=I am always impressed with #e attitude towards maths
4=#H behaviour and effort is very good
5=#E behaves well in lessons though can become distracted
LIST: BSPElist
1=a basic
2=a satisfactory
3=a pleasing
4=an excellent
5=an engaging
6=an interesting
LIST: classnovel
1=The Ranger's Apprentice
2=Holes
3=Unique
LIST: Computing-Topics
1=How Computers Work and Basic Programming
2=Cartoon Making
3=Cybersafety
4=Algorithms and Debugging
LIST: content
1=the characteristics of life
2=cell structure
3=respiration
4=diffusion
5=energy stores and transfers
6=organisation of the body
7=skeletal system
8=muscular system
9=cell structure
10=microorganisms
LIST: Distraction
1=day dreaming
2=talking
3=chatting
4=distracting others
5=clowing around
LIST: EALD-personal-goal
1=accurate use of full stops and capital letters
2=accurate use of full stops, commas and capital letters
3=accurate use of punctuation
4=to build noun groups
5=to use a precise and varied range of verbs
6=to begin to write compound sentences
7=to write compound and complex sentences
8=to use "because"
9=to increase technical and topic specific language
10=increase the use of evaluative language
11=use a variety of connective words in compound sentences
12=consistent and accurate use of tense (subject verb agreement
13=more detail to describe circumstance -when, where, how, why,
14=to extend nominalisation skills
15=to use a greater range of pronouns
16=#?
LIST: effect-size-progress
1=the equivalent of one year's progress
2=the equivalent of one and a half year's worth of progress
3=the equivalent of two year's worth of progress
4=the equivalent of 2 and a half year's worth of progress
5=the equivalent of 3 year's worth of progress
6=the equivalent of over 3 year's worth of progress
LIST: English
1=Endangered Species Information Report
2=Giraffe in the Tree Narrative
3=Super Squirrel Narrative
4=Bilby
5=Rock Wallaby
6=Carnaby's Black Cockatoo
7=Elephant
8=Toucans
9=Jaguar
10=Tiger
11=Chimpanzee
12=Orangutan
13=Leopard
14=Bearded Vulture
15=African White Rhinoceros
16=Canada Lynx
17=Black Footed Rock Wallaby
18=Penguin
19=Polar Bear
20=Short-Eared Owl
LIST: English2
1=Giant Panda
2=Tasmanian Devil
3=Red Wolf
4=Sea Turtle
5=Snubfin Dolphin
6=Dugong
7=Blue Whale
LIST: epraise
1=is already well on the way to achieving
2=is now well on the way to achieving
3=has just recently achieved
4=is working towards
LIST: friendships
1=has some good friends
2=has a solid group of friends
3=is well-liked
4=seems happy
5=seems very happy
LIST: Geography
1=North America
2=South America
3=Africa
4=Australia
5=Antarctica
6=Europe
7=Asia
LIST: HASS
1=Aboriginal Culture PowerPoint Presentation
2=Sustainability
3=Global Warming and Climate Change
4=natural and man-made materials
5=recycling
6=Endangered Species Habitat Diorama
7=Aboriginal Culture Oral Presentation
8=Endangered Species Oral Presentation
LIST: HASS-Topics
1=Britain's Settlement by the Anglo Saxons and Scots
2=Biomes, Climate Zones, Vegetation Belts
3=Ancient Greece
4=Compass Work
5=Map Making
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: LevelList
1=a basic
2=a satisfactory
3=a pleasing
4=an excellent
5=an engaging
6=an interesting
7=a satisfactory
8=an outstanding
9=a solid
LIST: LevelListSingle
1=detailed
2=basic
3=satisfactory
4=excellent
5=pleasing
6=engaging
7=improving
8=effective
9=developing
LIST: maths
1=number
2=area and perimeter
3=geometry
4=angles
5=cartesian plane
LIST: MathsTopics
1=number
2=expanded notation
3=fractions and decimals
4=area and perimeter
5=3D shape
6=cartesian plane coordinate graphing
7=transformation and location
LIST: MathStrand
1=Space and Geometry
2=Measurement and Data
3=Number
4=Patterns and Algebra
LIST: MusicalInstruments
1=flute
2=piano
3=guitar
4=trombone
5=trumpet
6=clarinet
7=bass guitar
8=saxophone
LIST: OLD-Geography
1=North America
2=South America
3=Africa
4=Australia
5=Antarctica
6=Europe
7=Asia
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-OLD-Science-topics
1=Heating and Cooling
2=Light and Sound
3=Exploring Magnetism
4=Changing Earth
LIST: OLD-quantity
1=several pieces of
2=some
3=limited
4=a variety of
5=various
LIST: OLD-SampleRatingList
1=an excellent
2=a good
3=an average
4=a disappointing
5=a poor
LIST: OLD-SampleScienceTopics
1=Heating and Cooling
2=Light and Sound
3=Exploring Magnetism
4=Changing Earth
LIST: OLD-Science-topics
1=Leap into Space!
2=Get Moving!
LIST: OLD-SocialStudies-topics
1=The World Around Us
2=Heroes
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: progress
1=made excellent progress
2=made good progress
3=progressed well
4=made some good progress
5=struggled to make good progress
LIST: PSHE-Topics
1=Rules and Consequences
2=Owning Our Choices and Behaviour
3=Respect and Tolerance
4=Democracy. How and Why We Vote
5=The Rule of Law
6=Conflict Resolution
7=Working in Harmony, Living in Peace
8=Resilience
LIST: pupil
1=pupil
2=#b
3=student
LIST: quality
1=outstanding
2=comprehensive
3=detailed
4=good
5=piece to be proud of
6=pleasing
7=satisfactory
8=interesting
9=engaging
10=descriptive
11=brief
12=piece which met some of the success criteria
LIST: quantity
1=several pieces of
2=some
3=limited
4=a variety of
5=various
LIST: RatingList
1=an excellent
2=a good
3=an average
4=a disappointing
5=a poor
6=a basic
7=a satisfactory
8=an improving
9=an advanced
10=a broad
11=an intuative
12=a developing
13=a solid
14=a growing
LIST: ReadingLevels
1=PM15
2=PM16
3=PM17
4=PM18
5=PM19
6=PM20
7=PM21
8=PM22
9=PM23
10=PM24
11=PM25
12=PM26
13=PM27
14=PM28
15=PM29
16=PM30
17=PM30+
LIST: readingskills
1=with expression
2=in a clear and audible voice
3=in an engaging manner
LIST: Recount
1=First Fleet
2=Suri's Wall Story Grammar
LIST: ResourceList
1=water
2=electricity
3=water and electricity
LIST: SampleRatingList
1=an excellent
2=a good
3=an average
4=a disappointing
5=a poor
LIST: SampleScienceTopics
1=Heating and Cooling
2=Light and Sound
3=Exploring Magnetism
4=Changing Earth
LIST: Science-topics
1=Heating and Cooling
2=Light and Sound
3=Exploring Magnetism
4=Changing Earth
5=Life Cycles and Processes
6=Rube Goldberg Machines
7=Earth, Moon and the Movement of Planets
8=Day, Night, Seasons & Time
9=Traits and Inheritance
10=Ageing and Changes
11=Properties and Changes of Materials
12=Reversible & Irreversible Changes
LIST: settling
1=an excellent
2=a really positive
3=a very good
4=a good
5=a positive
LIST: skills
1=using a microscope effectively
2=drawing accurate diagrams
3=planning an investigation
4=creating tables and graphs
5=evaluating investigations
LIST: SocialStudies-topics
1=The World Around Us
2=Heroes
LIST: SportEvents
1=SACPSSA Cross Country Carnival
2=SACPSSA Netball Carnival
3=SACPSSA Athletics Carnival
4=SACPSSA Touch Football Carnival
5=SACPSSA Swimming Carnival
6=Cardijn Cup
LIST: sports
1=football
2=netball
3=cricket
4=rugby
5=dance
6=gym
7=music
8=hockey
9=taekwondo
10=athletics
11=chess
12=warhammer
LIST: strand
1=place value
2=addition and subtraction
3=multiplication and division
4=the four operations
5=fractions, decimals and proportion
6=geometry and measurement
7=statistics
8=algebra
LIST: SUAlist
1=sometimes
2=usually
3=always
LIST: subjects
1=Maths
2=English
3=Science
4=Art
5=DT
6=Computing
7=Music
8=PE
9=PSHE
10=French
11=Geography
12=History
13=RE
LIST: superlative
1=outstanding
2=excellent
3=overwhelmingly positive
4=very positive
5=positive
6=very good
7=generally good
LIST: superlative1
1=a hard-working
2=an enthusiastic
3=a diligent
4=a conscientious
5=a friendly
6=a confident
7=a well-organised
8=an intelligent
9=a thoughtful
10=a helpful
11=a quiet
12=a chatty
LIST: superlative1Cap
1=A hard-working
2=An enthusiastic
3=A diligent
4=A conscientious
5=A friendly
6=A confident
7=A well-organised
8=An intelligent
9=A thoughtful
10=A helpful
11=A quiet
12=A chatty
LIST: superlative2
1=hard-working
2=enthusiastic
3=diligent
4=conscientious
5=friendly
6=confident
7=well-organised
8=intelligent
9=thoughtful
10=helpful
11=quiet
12=chatty
LIST: Time-period
1=year
2=term
3=Autumn Term
4=Spring Term
5=Summer Term
LIST: which-shape
1=squares and rectangles
2=squares, rectangles and triangles
3=squares, rectangles and parallelograms
4=squares, rectangles, triangles and parallelograms
LIST: Work
1=Life Processes quiz
2=Role of Diffusion in the Body writing
3=Life Processes test
4=Pendulum investigation
5=Energy Stores and Transfers quiz
6=Scientific Inquiry quiz
7=Functions of the Skeleton writing
8=Body Systems test
9=Invention of the Microscope research
10=Cell models
11=Microorganisms poster
12=Yeast investigation
13=Cells test
14=Microbes presentation
LIST: work-skills
1=read questions carefully
2=ensure all aspects of the set task are completed
3=maintain focus during independent work times
4=ensure the work matches the requirements of the task
5=bring the required materials to lessons
6=check over the quality of work to be presented
7=ensure tasks are presented for assessment
8=ensure tasks are presented on time for assessment
9=balance work time effectively
LIST: worked
1=has worked very hard
2=has worked enthusiastically
3=has put in a great deal of effort
4=has worked well
5=has generally worked well
6=has not always put in #h best effort
LIST: working-style
1=with persistence
2=with a clear focus
3=with dedication
4=with effort
5=carefully
6=steadily
7=inconsistently
8=with care and attention to detail
9=with enthusiasm
10=with great energy
LIST: WTWgreen
1=inflected endings
2=compound words
3=syllable juncture
4=word patterns in accented syllables
5=unaccented syllables
6=exploring consonants
7=affixes
8=miscellaneous - homophones, homographs,geography syllables
LIST: WTWunit
1=Emergent
2=(orange)
3=Within Word patterns
4=Syllables and Affixes spellers
5=Derivational Relations spellers
LIST: WTWyellow
1=picture sorts for short and long vowel sounds
2=word sorts contrasting short & long vowel sounds & patterns
3=common long vowel patterns
4=less common long vowel patterns
5=R-influenced vowel patterns
6=dipthongs and other ambiguous vowel sounds
7=beginning & ending complex consonants & consonant clusters
8=high frequency words and contractions
9=inflectional endings for plural and past tense
10=homophones
LIST: year
1=in year 5
2=in year 6
3=in year 7
4=in year 8
5=next year
6=in high-school
/*=========================================
/* HELP: Creating & Importing Files
/*=========================================
/*
/* See also, YouTube Teacher Training Video at:
/* SCHOOL REPORT WRITER .COM
/* https://schoolreportwriter.com/
/*
/* #N - Name
/* #E - She/He/They
/* #e - she/he/they
/* #H - His/Her/Their
/* #h = his/her/their
/* #b - girl/boy/child
/* #m - him/her/them
/* #s - herself/himself/themself
/* #? - be prompted for text later e.g. #N achieved #?% in the exam.
/* #your-list-name - select from a list later e.g. #N excelled in #topics.
/* {BR} - line break; {BR}{BR} - double line break.
/*
/*
/* DID YOU KNOW?
/*
/* You can also import comment files in the,
/* Teachers Report Assistant format.
/* There are 1000s around the web.
/* School Report Writer automatically converts them.
/*
/*
/* YOUR EXISTING COMMENTS ARE SAFE:
/*
/* When you upload, you will be shown the comments
/* you are about to import. You will be told if names
/* are already in use and you can pick-&-click which
/* comments to add to your comment bank.
/*
/*
/* USE 'PLAIN TEXT' (.txt) FILES ONLY:
/*
/* Import files must be 'plain text'. The easiest way to
/* create one is to download a comment file from our site
/* and open it on your computer. On most systems it will
/* automatically open in a plain text editor. If you
/* make changes and save, the file should automatically be
/* saved as plain text. On PCs it will usually open in
/* NotePad. On Macs, usually TextEdit. In Word, and other
/* word processors, use 'save as' (see Word File menu)
/* and then choose file type: 'text only/plain text'.
/*
/*
/* ADDING HELPFUL NOTES:
/*
/* Lines starting /* are for notes (like this line).
/* They are ignored when files are imported.
/* You can add notes anywhere in the file. Blank lines
/* are also ignored and can also be included anywhere.
/*
/*
/* COMMENTS AND LISTS:
/*
/* Files contain groups of comments and lists.
/* Each group should start with either:
/*
/* COMMENTS: your-comment-name-here
/* or
/* LIST: your-list-name-here
/*
/* List names are 2-30 characters long and contain
/* only letters, numbers, '&', hyphens and NO SPACES.
/*
/* Comment names can include spaces, and any other
/* characters except: < > \ # (max length 50).
/*
/* Each group may include up to 20 numbered lines, e.g.
/*
/* COMMENTS: Science Yr7 project work
/* 1= #N's work on #Science-topics was excellent.
/* 2= #N gave an inspiring #Science-topics presentation.
/* 3= #N received a well-deserved A+ in #Science-topics.
/* 4= etc...
/*
/* LIST: Science-topics
/* 1= Heating and Cooling
/* 2= Light and Sound
/* 3= Exploring Magnetism
/* 4= Changing Earth
/* 5= etc...
/*
/* REMINDER... lines beginning /* are for notes.
/* So to import the two science examples above,
/* you would need to remove the /*, otherwise
/* the lines would be ignored when imported.
/*
/*
/* NEED MORE HELP? support@SchoolReportWriter.com - we usually reply the same day.
/*
/* SCHOOL REPORT WRITER .COM
/* https://schoolreportwriter.com/
/* The FREE ONLINE school report writing software & school report card comments bank.