/* SAVE YOURSELF HOURS... /* IMPORT THESE COMMENTS INTO: SchoolReportWriter.COM /* No.1 in GOOGLE - "BEST 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: Reading, Religious Education (RE), Visual Arts, History COMMENTS: Art 1 Opening 1=#N thoroughly enjoys art and has a creative eye, producing work of a good standard. 2=#N applies #s fully in art lessons and demonstrates a creative streak when working. 3=#N applies #s fully in art lessons and demonstrates a positive approach to all tasks set. 4=#N applies #s well in art lessons and is beginning to show a creative side when working. 5=#N is an enthusiastic participant in art lessons and produces work of a good standard. 6=Art is #N's favourite subject and one in which #e excels. 7=Art is a subject #N enjoys and works hard in. 8=Ava thoroughly enjoys art and has a creative eye. #E enjoyed the drawing focus at the start of the year where #e was able to develop her ability to draw faces with accuracy. This then progressed into creating a self portrait in the style of Picasso which #e completed with a strong connection to the artists style. This term we are focusing on Matisse, Ava's work so far has been outstanding, showing flair and creativity. #E showed great enthusiasm for 'drawing with scissors' work COMMENTS: General 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. 2=#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. 3=#E takes great pride in the presentation of #h work, and the content is of equally high quality. 4=#E has a mature approach to many aspects of #h work and shows independence, settling down to work without a fuss. 5=#E has become more confident about answering questions and talking in front of the class 6=In order to maintain the progress that #e is making, #e needs to listen carefully to instructions. 7=#E always settles down quickly to work, but needs to listen carefully to the instructions given so #e can complete the work successfully. 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=At certain times #e does find difficulty in remaining on task as #e prefers to 'chat' to others around #m. In order to maintain the progress that #e is making, #e needs to give #h full concentration at all times. COMMENTS: General Core Values 1=#E is a good communicator and will often take an active part in both class and group discussions, voicing #h thoughts and opinions with confidence. 2=#E enjoys working in groups, sharing #h ideas confidently and listening attentively to others. 3=When working collaboratively in paired or group tasks, #e is able to communicate #h thoughts and opinions mindfully and will compromise with others if necessary. 4=On occasion, #e will involve #s in class discussions although #e is much more comfortable in paired or group tasks. I would like to see #m raise #h hand more and take a more active part in lessons. 5=#E has begun to take a more active role in class discussions and I would encourage #m to continue with this. 6=#E tries hard and takes time to think about #h work and reflect upon it, improving it where possible. #E works well collaboratively, communicating #h thoughts and ideas mindfully and compromising if necessary. #H caring nature has been commented upon by other members of staff and I have been particularly pleased with 7=#E recognises that hard work leads to success and is taking increased ownership of #h learning as #e strives to improve, taking advice in the spirit in which it is delivered and acting on it to improve #h end result. 8=#E works hard, listens to feedback and acts on the advice given in an effort to improve #h final piece. #E demonstrates increasing confidence in new and unfamiliar situations and faces challenges with a positive attitude. 9=#E faces new situations and challenges with a positive attitude and accepts that constructive feedback is given as a means to help #h improve. 10=#E is able to talk about #h work and is beginning to think about what #e has done and what #e needs to do next. 11=#H principled nature and understanding of the difference between right and wrong, means that #e is rarely told off 12=#E demonstrates increasing confidence in new and unfamiliar situations and faces challenges with a positive attitude. 13=#E has a caring, supportive nature and will always try to help others in need. 14=#E is a high attainer across the curriculum, but #h class work does not always reflect this. At times, #e can struggle to complete #h work in the time given and must endeavour to increase the speed at which #e works. 15=#E sometimes needs to be asked more than once to follow an instruction. In order to keep pace with the demands of Form 4 #N must really focus on listening to an instruction and acting upon it straight away rather than drifting off into #h own world. 16=#E sometimes needs to be asked more than once to follow an instruction. I would like to see #N listening to an instruction and acting upon it straight away as the year progresses. 17=Lauren has made fantastic progress this year. It has been wonderful to see her confidence grow as she’s stood up in front of the class to present projects on Harriet Tubman and Mary Jackson. I’d love to see her develop this further by taking a more active role in class discussions, volunteering her thoughts more readily and audibly. 18=There are times when I would question #h work ethic as I feel #e sometimes does not apply #s fully. An example of this is a recent online test. #E scored an average result and when asked to re-sit it and take it more seriously, #e got a much higher score that was far more reflective of #h actual ability. I would encourage Oscar to remember this and apply #s to #h fullest not only in tests, but in classwork and homework too and demonstrate #h true capabilities to #h teacher next ye COMMENTS: General ending summer 1=I am confident #N will go from strength to strength as #e moves to Form 4. Thank you for a great year #N! 2=It has been wonderful to watch #h self-belief grow as the year has progressed. 3=It has been wonderful to watch #h self-belief grow throughout the year. 4=I’ve thoroughly enjoyed teaching #N this year and am absolutely certain #e will continue to shine in Form 4. Thank you for the smiles and laughing at my jokes #N! 5=I have every confidence #e will continue to develop as #e heads into Form 4. Thank you for all your hard work and effort #N. Like me, you should be very proud of your achievements! 6=It has been a real pleasure to teach Ted this year and I hope #e continues to apply #h positive outlook to all #e does in Form 4. Thank you for a great year Ted! 7=I’ve enjoyed teaching #m this year and wish #m every success as #e moves into Senior Prep. 8=It has been a real pleasure teaching #N this year and I have every confidence #e will continue to thrive as #e heads into Senior Prep. COMMENTS: General general 1=#E is a high attainer across the curriculum, but #h class work does not always reflect this. At times, #e can struggle to complete #h work in the time given and must endeavour to increase the speed at which #e works. 2=#E sometimes needs to be asked more than once to follow an instruction. In order to keep pace with the demands of Form 4 #N must really focus on listening to an instruction and acting upon it straight away rather than drifting off into #h own world. 3=#E sometimes needs to be asked more than once to follow an instruction. I would like to see #N listening to an instruction and acting upon it straight away as the year progresses. 4=Lauren has made fantastic progress this year. It has been wonderful to see #h confidence grow as #e’s stood up in front of the class to present projects on ... I’d love to see #h develop this further by taking a more active role in class discussions, volunteering #h thoughts more readily and audibly. 5=There are times when I would question #h work ethic as I feel #e sometimes does not apply #s fully. An example of this is a recent online test. #E scored an average result and when asked to re-sit it and take it more seriously, #e got a much higher score that was far more reflective of #h actual ability. I would encourage Oscar to remember this and apply #s to #h fullest not only in tests, but in classwork and homework too and demonstrate #h true capabilities to #h teacher next ye 6=At times, #e can struggle to complete #h work in the time given and must endeavour to increase the speed at which #e works. 7=#E has really made a big effort to increase the speed at which #e works and now rarely needs additional time to complete tasks. Well done! 8=#H self-organisation skills need a bit of work. #E does not always remember to bring #h planner/homework/glasses into class in the morning and must get into the habit of doing this without prompting. 9=#E is beginning to take more responsibility for #h things now and is remembering to bring everything into the classroom first thing in the morning and handing homework in without reminders. This new attitude must continue next year. COMMENTS: General opening 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. 2=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. 3=#E has maintained #h enthusiasm for learning throughout Form 3, participating fully in every aspect of the curriculum and beyond school in after-school clubs. 4=#E takes great pride in the presentation of #h work, and the content is of equally high quality. 5=#E has a mature approach to many aspects of #h work and shows independence, settling down to work without a fuss. 6=#E has a large circle of friends and is both liked and well respected by the class. 7=#E has become more confident about answering questions and talking in front of the class 8=In order to maintain the progress that #e is making, #e needs to listen carefully to instructions. 9=#E always settles down quickly to work, but needs to listen carefully to the instructions given so #e can complete the work successfully. 10=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. 11=At certain times #e does find difficulty in remaining on task as #e prefers to 'chat' to others around #m. In order to maintain the progress that #e is making, #e needs to give #h full concentration at all times. COMMENTS: General opening 2 1=#N is a quiet member of the class, who has a considerate and thoughtful nature. 2=#N is a #OpeningQualities member of the class. 3=#N is a #OpeningQualities member of the class who can always be relied upon to carry out tasks sensibly. 4=#E is conscientious and can always be relied upon to carry out tasks in a mature and sensible manner, always follows the class and school rules and is a fantastic role model for #h peers. 5=#N is a #OpeningQualities member of the class who has a good sense of humour. 6=#E has a good sense of humour and enjoys sharing a joke with children and adults alike. 7=#N is a #OpeningQualities member of the class. #E has a positive work ethic and will always try #h best, striving to finish tasks accurately and within the time frame of the lesson. 8=#N is a #OpeningQualities member of the class with a good group of friends. 9=#E is considerate and is always polite and sensible. 10=#E is a friendly member of the class, who works with enthusiasm and regularly contributes to class discussion. 11=#E is always helpful and willing to undertake jobs around the classroom. 12=#E has a large circle of friends and is both liked and well respected by the class. 13=#E has a large circle of friends and is both liked and well respected by the class. 14=#E has a wide circle of friends and relates well to adults in school. 15=#E has established good relationships with #h peers and adults within school. 16=#E has a close circle of friends and gets on well with any adults #e comes into contact with. 17=#E has a close circle of friends and gets on well with any adults #e comes into contact with. COMMENTS: History F2 1 opening 1=In History lessons this year, #N has engaged well and produces work of a good standard. 2=#N is an enthusiastic participant in History lessons and works hard in all areas of the subject. 3=I’ve really enjoyed getting to know #N during our history lessons this year. COMMENTS: History F2 2 Qing 1=#E will often ask sensible questions and likes discussing how people lived in the past. 2=At the start of a unit, #e can sometimes struggle to think of suitable questions #e would like to find answers to, for example, 'What did the Egyptians eat? What did children do for fun?' and should look to develop this for next year. COMMENTS: History F2 2 Qing & Sequencing 1=#E will often ask sensible questions and likes discussing how people lived in the past. 2=#E will often ask sensible questions and likes discussing how people lived in the past. #E is usually able to sequence events and place them on a simple timeline in chronological order. 3=At the start of a unit, #e can sometimes struggle to think of suitable questions #e would like to find answers to, for example, 'What did the Egyptians eat? What did children do for fun?' and should look to develop this for next year. COMMENTS: History F2 3 Inference, Sources & Artefacts 1=#H skills of inference are developing well. Through partnered discussion, #e is able to use primary sources such as photographs of Egyptian artefacts to make simple deductions about everyday life at the time. 2=#H skills of inference are beginning to develop. Through partnered discussion, #e is able to use primary sources such as photographs of Egyptian artefacts to make simple deductions about life at the time. 3=#H skills of inference need to be developed further. Through adult-supported discussion, #e is able to use primary sources such as photographs of Egyptian artefacts to make simple deductions about life at the time. 4=#E is beginning to understand that knowledge of the past is based upon what has been left behind and is beginning to make simple deductions using a range of historical sources COMMENTS: History F3 1 Opening 1=#N's chronological awareness is developing well. #E knows that the past can be divided into different periods of time and is beginning to use the terms BC and AD with increasing accuracy. 2=#N is developing a sense of chronology, beginning to recognise that the past can be divided into different periods of time. COMMENTS: History F3 2 Greeks 1 1=#E can suggest ways in which modern society has been advanced by the legacy and achievements of the Ancient Greeks. #E worked well with ??? to research information from a range of sources about a specific aspect of life in Ancient Greek times. Their findings were put together in Google slides which they then presented to the rest of the class, teaching them about Greek #Greekppt. 2=#E can suggest ways in which today’s society has benefited from the ideas and theories the Ancient Greeks left behind. #E worked well with ??? to research information from different sources about a specific aspect of life in Ancient Greek times. They presented their findings in a slideshow which they then shared with the rest of the class, teaching them about Greek #Greekppt. COMMENTS: Maths opening comments 1=#N has had a positive year in Maths showing improvement in a number of key areas. 2=#N has had an excellent year in Maths displaying good understanding and knowledge. 3=#N has generally demonstrated interest in Maths this year and has engaged with the majority of topics. COMMENTS: My Comments (group name added automatically) 1=#N has had a positive year in Maths showing improvement in a number of key areas. 2=#N has had an excellent year in Maths displaying good understanding and knowledge. 3=#N has generally demonstrated interest in Maths this year and has engaged with the majority of topics. COMMENTS: Opening Core Values 1=#E is a good communicator and will often take an active part in both class and group discussions, voicing #h thoughts and opinions with confidence. 2=#E enjoys working in groups, sharing #h ideas confidently and listening attentively to others. 3=When working collaboratively in paired or group tasks, #e is able to communicate #h thoughts and opinions mindfully and will compromise with others if necessary. 4=#E tries hard and takes time to think about #h work and reflect upon it, improving it where possible. #E works well collaboratively, communicating #h thoughts and ideas mindfully and compromising if necessary. #H caring nature has been commented upon by other members of staff and I have been particularly pleased with 5=#E recognises that hard work leads to success and is taking increased ownership of #h learning as #e strives to improve, taking advice in the spirit in which it is delivered and acting on it to improve #h end result. 6=#E works hard, listens to feedback and acts on the advice given in an effort to improve #h final piece. #E demonstrates increasing confidence in new and unfamiliar situations and faces challenges with a positive attitude. 7=#E is able to talk about #h work and is beginning to think about what #e has done and what #e needs to do next. 8=#H principled nature and understanding of the difference between right and wrong, means that #e is rarely told off 9=#E sometimes needs to be asked more than once to follow an instruction. In order to keep pace with the demands of Form 4 #N must really focus on listening to an instruction and acting upon it straight away rather than drifting off into #h own world. 10=#E sometimes needs to be asked more than once to follow an instruction. I would like to see #N listening to an instruction and acting upon it straight away as the year progresses. COMMENTS: RE 1 Opening comment 1=Over the year, #N has made good contributions in class discussions, demonstrating sensitivity throughout. 2=Throughout the year, #N has shown a respectful interest and curiosity in the topics covered. 3=In both #h comments in class discussions and in #h written work, #N has shown great sensitivity. 4=#N always gives a lot in class discussion and willingly shares #h personal feelings and ideas. 5=#N listens well to class discussions in RE and enjoys sharing #h opinions with the class. 6=#N listens well to class discussions in RE lessons but lacks confidence when asked to make comments. 7=#N listens well to class discussions in RE lessons but often needs encouragement to join in. 8=#N listens well to class discussions in RE lessons but often needs encouragement to join in. This is something #e should address next year. 9=#N has developed an awareness of moral values and is beginning to understand the importance of being sensitive to the feelings of others. 10=#N is developing an understanding of moral values and is aware of the importance of being sensitive to the feelings of others. 11=#N has developed #h understanding of moral values and is aware of the importance of being sensitive to the feelings of others. COMMENTS: RE 3 Sikhism 1=#E has gained a good understanding of many aspects of Sikhism and knows some of the customs in place when visiting the gurdwara, such as #REgurdwara1 and #REgurdwara1. COMMENTS: RE 4 Inspirational People 1=Recently, #e has looked into the lives of some inspirational people, including #InspPeeps1 and #InspPeeps1. #E is able to list some of their achievements, linking them to the core values of resilience and principled, suggesting ways people can learn from their example. 2=Through our recent study of inspirational people, #e has been able to list some of the achievements of people such as Helen Keller. #E links these to the core values of resilience and ambitious, and suggests ways people can learn from her example. 3=Recently, #e has looked into the lives of some inspirational people, including #InspPeeps1 and #InspPeeps1. #E is able to name some of their achievements, and can suggest ways in which we could all learn from their example. 4=During our recent topic on inspirational people, #e was able to identify some of the difficulties faced by and achievements of #InspPeeps1, suggesting ways in which we could all learn from #h/her example. 5=While #e was able to list some of the achievements of inspirational people such as Helen Keller, #e needed guidance to suggest ways in which we could learn from her example. COMMENTS: RE 5 next steps 1=To develop further, #e should begin to take a more active part in class discussions. 2=Moving forward, #e needs to be more reflective when discussing the beliefs and practices of others. 3=While #N listens well to class discussions, #e usually needs encouragement to join in and should look to address this next year. 4=A great year #N, well done! 5=Well done #N! COMMENTS: Reading comprehension 1=While #h literal comprehension is good, #e could develop #h inferential skills further by answering ‘How do you know?’ and ‘Why?’ questions and giving evidence from the text to support #h answers. 2=#H literal understanding is good and #e is now beginning to make connections between the text and #h prior knowledge and needs to continue with this. 3=To develop #h comprehension skills, #e should be encouraged to use evidence from the text to justify #h answers and begin to identify distinctive language, structural and presentational features and show how these help the reader draw meaning from the text. 4=#E needs to develop #h comprehension skills further. Asking #m questions and getting #m to use specific examples from the text to support #h answers will help #h understanding of the text. 5=To improve #h reading further, #e must try to slow down and focus on developing #h inferential skills by answering questions such as ‘how do you know?’ and ‘why?’. 6=To move #h comprehension skills on to the next level, #e should be encouraged to use evidence from the text to justify #h answers and begin to identify distinctive language, structural and presentational features and show how these help the reader draw meaning from the text. 7=#E finds inferential questions a bit harder to answer - this is due to the increasing complexity of the texts #e reads. #E must now look to use evidence from the text to justify #h answers and begin to identify distinctive language, structural and presentational features and show how these help the reader draw meaning from the text. 8=#H level of comprehension is good; #e can answer literal questions about a text with ease. #E finds inferential questions a bit harder to answer - this is due to the increasing complexity of the texts #e reads. 9=Further practice of reading between the lines, discussing texts and answering inferential questions will also help. 10=#E would benefit from developing #h inferential skills further by answering ‘How do you know?’ and ‘Why?’ questions and giving evidence from the text to support #h answers. 11=#E needs to develop #h summarising and inferential comprehension skills further. Asking #m to retell the main events of the text and answering questions such as ‘how do you know?’ and ‘why?’ will help with this. 12=#E should also now look to use evidence from the text to justify #h answers and begin to identify how language, structure and presentation contribute to meaning. 13=To help #m at home, discuss the sequence of events and get #m to make simple inferences about the feelings, thoughts or motivations of characters on the basis of what has been said or done; this will help to extend #h understanding of what #e has read. #E should begin to justify answers using evidence from the text. 14=#E must now look to use evidence from the text to justify #h answers and begin to identify distinctive language, structural and presentational features and show how these help the reader draw meaning from the text. Further practice of reading between the lines, discussing texts and answering inferential questions will also help. COMMENTS: Reading fluency and expression 1=When reading aloud, #e can create atmosphere by varying pace and intonation and is deriving more pleasure from books. 2=#E demonstrates a good level of fluency when reading and uses #h voice well to bring the characters and plot to life. 3=#E is a fluent reader, using some expression, and should now look to develop this more when reading sections of dialogue and using the approriate intonation for question marks and exclamation marks. 4=#E reads with fluency and expression and is able to vary #h pace, tone and volume as #e reads. 5=#E is a fluent reader who will adjust #h pace to the text type when reading aloud. 6=#E is a fluent reader who will adjust #h pace to the text type when reading aloud and will often self-correct when #e reads a word and knows it is wrong. 7=#E reads with increased fluency and expression and is beginning to inntonate #h voice approriately. 8=When reading aloud, #e needs to develop #h fluency and try to read with a more natural rhythm and pace. 9=#E reads with fluency and expression and recently read #h Dirty Beasts poem to the class; the variation of #h pace, tone and volume had the children eating out of the palm of #h hand! 10=#E is an accomplished reader. #E reads fluently and expressively with natural rhythm and phrasing reflecting a greater depth of understanding. #E can accurately decode most text-specific vocabulary using a range of strategies. 11=When reading aloud, #e is very fluent, but #e does tend to rush. This can mean that #e doesn’t fully comprehend what #e has read and #e often has to refer back to the text to answer simple retrieval questions. To improve #h reading further, #e must try to slow down and focus on developing #h inferential skills by answering questions such as ‘how do you know?’ and ‘why?’. COMMENTS: Reading opening 1=#N has made good progress with #h reading this year. 2=#N has made really good progress with #h reading this year and is reading a wide range of more complex texts. 3=#N has really improved #h reading this year and is choosing a range of more demanding and interesting texts. This variety of styles will lead to a greater maturity in #h story writing. 4=#N reads independently showing good expression and understanding. #E shows obvious enjoyment in reading, choosing a good range of appropriate texts. 5=#N is becoming a competent reader and is starting to enjoy more demanding books. #E is able to read silently, with sustained concentration. 6=#N is an accomplished reader. #E reads fluently and expressively with natural rhythm and phrasing reflecting a greater depth of understanding. #E can accurately decode most text-specific vocabulary using a range of strategies. 7=#N is a keen reader and will often be found reading. 8=#N is an avid reader who derives pleasure from an increasingly wide range and variety of more complex books. 9=#N is a keen reader and will often be found quietly reading. 10=#N is an avid reader and can often be found with #h head buried deep in #BooksList! 11=#N clearly enjoys reading and will often have #h head buried in #BooksList. 12=#N reads independently showing good expression and understanding. #E enjoys silent reading and is starting to use descriptive words and phrases in #h own writing; often picking them up from the books #e has read. COMMENTS: Reading prediction - Spring 1=#E is able to make predictions of what #e thinks might happen next using #h knowledge and experience of similar texts. 2=#E is able to summarise age-appropriate texts and will draw on #h experience of similar texts to predict what might happen next. 3=When independently reading an age-appropriate text, #e is able to draw on #h experience of similar texts to predict what #e thinks might happen next. 4=In guided sessions, #e is able to join in in discussions about the text, expressing #h views and preferences. COMMENTS: Reading summarising 1=When summarising what #e has read, #e needs to make sure #e includes all the relevant detail. 2=When summarising texts, #e is able to pick out the main points, and should now look to use more text-specific vocabulary to aid this process. 3=#E is able to summarise the main events of age-appropriate texts confidently and succinctly. 4=#E can summarise what #e has read, but will often include far too much detail and needs to focus on picking out the important information that impacts on the story and provide a more succinct retelling of the main events. COMMENTS: Reading targets 1=To develop further, #e should continue to answer inferential questions about the text. 2=To develop further, #e should begin to explain #h inferences and justify them with evidence from the text. 3=Where possible, discuss new vocabulary and its meaning with #N. This will cement #h understanding and make it more likely that #e will use the words in conversation and in writing. 4=When reading aloud, I would like to see #N be more expressive with sentences containing exclamation and question marks and when reading dialogue between characters. 5=When reading aloud, if #N misreads a word that doesn’t make sense in the context of the sentence, #e should be encouraged to go back and check it again. 6=When reading aloud, #N needs to develop #h fluency and try to read with a more natural rhythm and pace. 7=To develop further, #e needs to summarise the main ideas from more than one paragraph. 8=#E must now look to use evidence from the text to justify #h answers and begin to identify distinctive language, structural and presentational features and show how these help the reader draw meaning from the text. Further practice of reading between the lines, discussing texts and answering inferential questions will also help. 9=Identify and / or comment on writers’ use of words, phrases and language features including figurative language 2LFE2 Discuss and evaluate how writers use words, phrases and language features to have an impact on the reader, at word, sentence and text level 10=Identify and / or comment on writers’ use of words, phrases and language features including figurative language 2LFE2 Discuss and evaluate how writers use words, phrases and language features to have an impact on the reader, at word, sentence and text level 11=Explain how the language, structural and presentational features of a text contributes to meaning 12=Predict what might happen from details stated and implied COMMENTS: Sample intro sentences 1=#N is an outstanding student who has worked very hard throughout the #Time-period and I expect #m to do well in #h exams next year. 2=#N has had a mixed #Time-period but there are signs of improvement in #h behaviour of late. 3=After a difficult start #N has done some excellent work and is now back on target. A very pleasing #Time-period. Well done #N! 4=#N is a friendly and hard-working member of the class and has put in a steady performance throughout the #Time-period. 5=Overall #N has worked very well but there are a few issues with #h time-keeping and homework that #e needs to address. 6=We have been working on the Environmental Issues module throughout the #Time-period. #N seems to enjoy this topic and has made very pleasing progress. COMMENTS: Sample project-work sentences 1=#E has worked hard this year on all of #h projects but I was especially impressed with the high-quality of #h #Science-topics assignment. 2=Project-work has been done to a minimum standard and is often handed in late. To improve #e needs to #How-to-improve. 3=Although #h #Science-topics project-work was satisfactory, I do expect #m to do more background research next time. 4=#H project-work is always excellent as demonstrated in #h #Science-topics assignment. We were all very impressed with #h creative and entertaining website designs which were an inspiration to the class. 5=#H project-work has varied considerably, however #h highly-imaginative #Science-topics project was excellent and was displayed in reception at the School Open Day. An excellent achievement #N. COMMENTS: Sample summing-up sentences 1=#N always tries #h best and has achieved a well-deserved Level #? overall. An excellent performance, keep it up! {BR}{BR} Next semester dates: {BR} Monday September 1st - Friday December 22nd. 2=#N has reached Level #?. This was #h target and #e should be proud of #s. To ensure #e keeps this up next year #e should #How-to-improve. {BR}{BR} Next semester dates: {BR} Monday September 1st - Friday December 22nd. 3=#N has achieved a Level #? overall. #E often works below #h best and with a little more effort #e could easily reach Level #?. To improve #e should #How-to-improve. {BR}{BR} Next semester dates: {BR} Monday September 1st - Friday December 22nd. 4=#N has not had the best of starts this year and is still working at Level #?. #E rarely completes #h work on time. To achieve more next year #e needs to #How-to-improve. {BR}{BR} Next semester dates: {BR} Monday September 1st - Friday December 22nd. LIST: BooksList 1=a Tom Gates adventure 2=a football annual 3=a good book 4=an adventure story LIST: Greekppt 1=clothes and jewellery 2=theatre and plays 3=festivals, parties and games 4=homes and architecture 5=warfare 6=schools and children 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: InspPeeps1 1=Helen Keller 2=Martin Luther King 3=Mahatma Gandhi 4=Ruby Bridges 5=Nelson Mandela LIST: OpeningQualities 1=polite, thoughtful 2=polite, friendly 3=polite, cheerful 4=polite, good-natured 5=polite, well-mannered 6=popular, friendly 7=cheerful, happy 8=cheerful, confident 9=friendly, cheerful 10=friendly, popular 11=conscientious, helpful 12=well-mannered, helpful 13=quiet, thoughtful 14=thoughtful, kind and hard working 15=kind, quiet and hard working 16=quiet, friendly and popular LIST: REgurdwara1 1=washing hands 2=sitting on the floor to show everybody is equal 3=taking off shoes 4=covering heads as a mark of respect LIST: Time-period 1=year 2=term 3=first term /*========================================= /* HELP: Creating & Importing Files /*========================================= /* /* See also, YouTube Teacher Training Video at: /* SCHOOL REPORT WRITER .COM /* https://schoolreportwriter.com/ /* /* #N - Name /* #E - She/He/They /* #e - she/he/they /* #H - His/Her/Their /* #h = his/her/their /* #b - girl/boy/child /* #m - him/her/them /* #s - herself/himself/themself /* #? - be prompted for text later e.g. #N achieved #?% in the exam. /* #your-list-name - select from a list later e.g. #N excelled in #topics. /* {BR} - line break; {BR}{BR} - double line break. /* /* /* DID YOU KNOW? /* /* You can also import comment files in the, /* Teachers Report Assistant format. /* There are 1000s around the web. /* School Report Writer automatically converts them. /* /* /* YOUR EXISTING COMMENTS ARE SAFE: /* /* When you upload, you will be shown the comments /* you are about to import. You will be told if names /* are already in use and you can pick-&-click which /* comments to add to your comment bank. /* /* /* USE 'PLAIN TEXT' (.txt) FILES ONLY: /* /* Import files must be 'plain text'. The easiest way to /* create one is to download a comment file from our site /* and open it on your computer. On most systems it will /* automatically open in a plain text editor. If you /* make changes and save, the file should automatically be /* saved as plain text. On PCs it will usually open in /* NotePad. On Macs, usually TextEdit. In Word, and other /* word processors, use 'save as' (see Word File menu) /* and then choose file type: 'text only/plain text'. /* /* /* ADDING HELPFUL NOTES: /* /* Lines starting /* are for notes (like this line). /* They are ignored when files are imported. /* You can add notes anywhere in the file. Blank lines /* are also ignored and can also be included anywhere. /* /* /* COMMENTS AND LISTS: /* /* Files contain groups of comments and lists. /* Each group should start with either: /* /* COMMENTS: your-comment-name-here /* or /* LIST: your-list-name-here /* /* List names are 2-30 characters long and contain /* only letters, numbers, '&', hyphens and NO SPACES. /* /* Comment names can include spaces, and any other /* characters except: < > \ # (max length 50). /* /* Each group may include up to 20 numbered lines, e.g. /* /* COMMENTS: Science Yr7 project work /* 1= #N's work on #Science-topics was excellent. /* 2= #N gave an inspiring #Science-topics presentation. /* 3= #N received a well-deserved A+ in #Science-topics. /* 4= etc... /* /* LIST: Science-topics /* 1= Heating and Cooling /* 2= Light and Sound /* 3= Exploring Magnetism /* 4= Changing Earth /* 5= etc... /* /* REMINDER... lines beginning /* are for notes. /* So to import the two science examples above, /* you would need to remove the /*, otherwise /* the lines would be ignored when imported. /* /* /* NEED MORE HELP? support@SchoolReportWriter.com - we usually reply the same day. /* /* SCHOOL REPORT WRITER .COM /* https://schoolreportwriter.com/ /* The FREE ONLINE school report writing software & school report card comments bank.