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/* Subjects: Science
COMMENTS: Behavior
1=#N cooperates consistently with the teacher and other students.
2=#N transitions easily between classroom activities without distraction.
3=#N is courteous and shows good manners in the classroom.
4=#N conducts #s with maturity.
5=#N responds appropriately when corrected.
6=#N remains focused on the activity at hand.
7=#N resists the urge to be distracted by other students.
8=#N is kind and helpful to everyone in the classroom.
9=#N sets an example of excellence in behavior and cooperation.
10=#N follows classroom rules.
COMMENTS: C10/11 Science General
1=#N will often contribute to class discussions, answering questions using key scientific vocabulary.
2=#N shows a good understanding of difficult scientific concepts and is able to apply #h knowledge.
3=#N will always complete classwork, adding detail to written work.
4=#N shows a basic understanding of difficult scientific concepts and is sometimes able to apply #h knowledge when answering.
5=#N always completes homework to a high standard.
6=#N always completes homework, however, more effort and detail should be included to help develop a deeper understanding of scientific concepts.
7=#N shows a high level of understanding in all science subjects and is able to explain key abstract ideas with confidence.
8=#N's written work is detailed, showing a high level of understanding of difficult scientific concepts
9=#N always participates with enthusiasm during class practicals, showing skills, and in-depth knowledge.
10=#N often participates with enthusiasm during class practicals, showing skills and knowledge of scientific topics.
11=#N will participate, with reluctance during class practicals, showing some scientific knowledge.
12=#N's behaviour is poor during class practicals, this is having an effect on #h understanding of difficult scientific concepts.
COMMENTS: C9 Intro Science 1
1=#N has had a good start to our program this term 1. #E usually works hard on all #h Science units and topics.
2=#N has had an excellent start to our program this tem 1.. #E always works hard in all #h Science units and topics.
3=#N has not had a great start tto our program this term 1.. #E has needed reminding to focus and work hard on all #h units and topics.
COMMENTS: C9 Intro Science 2
1=#N has shown good dedication and concentration in lessons, listening carefully to instructions and completing work quickly. #E should make good progress this year if #e continues with this excellent attitude.
2=#N has shown that #e is mostly able to concentrate in lessons, but sometimes needs reminding to listen carefully to instructions. If #N works hard and with good focus, #e will make good progress this year.
3=#N often needs reminding to concentrate in lessons, as #e does not listen to instruction carefully. #E will have to improve #h focus and dedication in class to make good progress this year.
COMMENTS: C9 Intro Science 3
1=#N is a good classmate and friend, frequently sharing and helping others around #m. #E is an important member of our class.
2=#N is usually a good classmate, but sometimes needs to be reminded about the Vinser Values. I hope #e will work hard to be a good friend.
3=#N sometimes argues or fights with #h classmates - #e will have to work hard this year to remember the Vinser Values and how to be a good friend.
COMMENTS: C9 Lights 1
1=#N understands that we need light in order to see and that dark is the absence of light.
2=#N can explain that we need light in order to see and that dark is the absence of light.
3=#N can explain using scientific vocabulary that we need light in order to see and that dark is the absence of light.
4=#N can describe in simple terms how light is reflected from surfaces, and understands that light travels in straight lines.
5=#N can explain how light is reflected from surfaces, and understands that light travels in straight
6=#N can explain how light is reflected from surfaces and give examples of how we use this to help us.
COMMENTS: C9 Science Closing
1=#N is a very inquisitive student and is able to ask and answer tricky questions to further #h understanding. #N must make sure that #e always reads test questions very carefully and answer precisely.
2=#N is a dedicated student and is increasingly able to ask and answer tricky questions. #N must ensure that #e reads test questions very carefully and uses scientific vocabulary in answers.
3=#N is a focused student, who is beginning to ask and answer tricky questions. #N must make sure that #e always reads test questions very carefully and uses scientific vocabulary to give full answers.
4=#N can be a very dedicated student, although #e needs to work more independently to learn new vocabulary and concepts. #N needs to read questions very carefully, and revise all Science learning to use in #h answers.
5=#N has made some progress in Science this term, but needs to improve #h knowledge and understanding of the different topics we have covered. New learning needs to be practised and thought about carefully so that #e can improve #h scores.
COMMENTS: C9 Science Closing End of Summer Course
1=I have really enjoyed teaching #N this summer - #e is a #? student and I wish #m all the best for the next academic year.
2=I have enjoyed teaching #N this year - #e is a #? student and I wish #m good luck for the next academic year.
3=#N has made excellent progress this year through hard work and dedication. I wish #m all the best for next academic year.
4=#N has shown some spectacular qualities in Science this summer - I hope that #e displays them more often next academic year.
5=#N has shown the ability to work hard and conscientiously this summer - #e must try to do this consistently to improve in next academic year.
COMMENTS: C9 Science Closing EOY
1=#N can ask and answer difficult questions to further #h own understanding. #E can describe the reasons for controlling variables in a fair test.
2=#N can ask and answer a variety of questions to show #h own understanding. #E can list variables to make a fair test.
3=#N is gaining confidence in asking and answering questions, and is able to make links between different areas of knowledge. #E can identify variables in a fair test.
4=#N often needs extra support with answering and asking questions about different topics, and needs to make sure that #e focuses fully on all new learning and vocabulary. #E must practise reading carefully and answering fully in tests.
5=#N often needs to be reminded to fully participate in class. When prompted, #e can sometimes answer questions about different topics. To improve in Science, #N must make sure #e learns new vocabulary and pay attention always.
6=#E must make sure #e always focuses in class.
7=#E should also try to join in more with class discussions.
8=#E has made good progress this term by improving #h focus in lessons, I hope this continues.
COMMENTS: C9 Science Closing in
1=If #N continues to work with such dedication and commitment in our science lessons, I am confident #e will achieve good results in #h future studies.
2=#N has shown that #e is able to give 100% focus and effort in lessons. #E must now make sure that #e does this all of the time so that #e can succeed.
3=#N has made great progress already this summer in Science, and should continue to work hard to succeed.
4=#N often needs reminding to focus during Science lessons and must make a greater effort not to be distracted if #e wants to succeed.
5=#N also needs to develop #h confidence to speak clearly in front of the class.
COMMENTS: C9 Science Forces
1=#E has understood different types of force and what they can do. #E should be very proud of this understanding as this was a very challenging topic.
2=#E can identify some different uses of forces and is beginning to understand their use in everyday life.
3=#E is beginning to understand how forces are used and how to measure them.
COMMENTS: C9 Science Investigating Shadows
1=#E was able to suggest questions which might be investigated such as investigating the distance of object from screen, distance of the object from light source, angle at which light source shines on an object.
2=#E was able to show that , in the investigation, that #ehad changed only one factor while keeping others the same.
3=#E was able to identify results which do not seem to fit the pattern and #e checked these by repeating #h measurements.
4=#E has successfully made a generalisation from #h results such as the nearer the figure was to the torch, the bigger the shadow.
COMMENTS: C9 Science Life Processes
1=#E knows the seven life processes and can group living and non-living things in a variety of ways.
2=#E knows most of the seven life processes and can group living and non-living things in different ways.
3=#E can describe some of the life processes of all living things, and can sort information about them.
4=#E needs to revise the seven life processes, and has begun to sort living and non-living things in different ways.
COMMENTS: C9 Science Materials
1=#N can define and give examples of different materials and their properties.
2=#N can identify many materials and their properties, and suggest uses for them.
3=#N needs support to identify many materials and their properties, and suggest uses for them.
COMMENTS: C9 Science Opening
1=#N works hard in Science lessons to learn new concepts and vocabulary. #E is able to define new words learnt, and use them in written and spoken explanations.
2=#N pays good attention in Science lessons, working hard to learn new concepts and vocabulary. #E is often able to explain the meaning of new words learnt, and use them in explanations.
3=#N focuses well in Science lessons, working hard to learn new concepts and vocabulary. #E is usually able to explain the meaning of new words, and is beginning to use them in written and spoken explanations.
4=#N sometimes needs support to focus in Science lessons, so that #e can learnt the new concepts and vocabulary for each unit. #E can identify words from their definitions, and is beginning to use them in written and spoken explanations.
5=#N often needs support in Science lessons to understand and learn new words and concepts. With help and repetition, #e is able to remember definitions of new vocabulary, and is sometimes able to apply them in written and spoken explanations.
COMMENTS: C9 Science Opening EOY
1=#N works hard in Science lessons to learn new concepts and vocabulary.
2=#N pays good attention in Science lessons, working hard to learn new concepts and vocabulary.
3=#N focuses well in Science lessons, working hard to learn new concepts and vocabulary.
4=#N sometimes needs support to focus in Science lessons, so that #e can learn the new concepts and vocabulary for each unit.
5=#N often needs support in Science lessons to understand and learn new words and concepts.
COMMENTS: C9 Science Plants
1=#E can identify the four parts of a flowering plant and describe their functions. #E knows what a plant needs to be healthy.
2=#E can identify most parts of a flowering plant and describe their functions. #E knows what a plant needs to be healthy.
3=#E can identify some parts of a flowering plant and can list some of the things they need to be healthy.
4=#E needs to revise the parts of a flowering plant and their functions. #E knows some things a plant needs to be healthy.
COMMENTS: C9 Science Solid, Liquid Gas
1=#N can discuss the differences in particles in solids, liquids and gases, identifying the ways that bonds and energy influence the states of matter. #E can also identify changes of state from data and observations.
2=#N can discuss the differences in particles in solids, liquids and gases, and is beginning to understand how bonds and energy influence the states of matter. #E can also identify changes of state from data and observations.
3=#N can discuss the differences between particles in solids, liquids and gases. With support, #e can also identify changes of state from data and observations.
4=With support, #N can describe the properties of solids, liquids and gases, and name some of the changes of state.
COMMENTS: Character
1=#N shows respect for teachers and peers.
2=#N treats school property and the belongings of others with care and respect.
3=#N is honest and trustworthy in dealings with others.
4=#N is concerned about the feelings of peers.
5=#N faithfully performs classroom tasks.
6=#N can be depended on to do what #e is asked to do.
7=#N seeks responsibilities and follows through.
8=#N is thoughtful in interactions with others.
9=#N is patient and kind when working with #h peers who need extra assistance
10=#N trustworthy and can always be counted on to step in and help where needed
11=#N is exceptionally organized and takes care of #h things
12=#N is always enthusiastic when completing #h work
13=#N is agreeable and polite when working with others
14=#N is very hardworking and always completes all of #h work
15=#N is honest and trustworthy in dealings with others.
16=#N does not give up when facing a task that is difficult and always does #h best
17=#N perseveres when faced with difficulty by asking questions and trying #h best
18=#N can always be counted on to cooperate with #h peers
19=#N is patient and kind when working with #h peers who need extra assistance
20=#N trustworthy and can always be counted on to step in and help where needed
COMMENTS: Class teacher 1
1=#N is a well-rounded pupil who has been a delight to teach this year.
2=#N has been a pleasure to have in class this year.
3=#N
4=#E is popular among #h peers because of #h caring, compassionate manner.
5=#E is well-respected by #h peers because of #h demure and conscientious attitude to #h work.
6=#E is well-liked among #h classmates because of #h warmth and sense of humour.
7=#E is a loyal and caring friend who is very kind to #h classmates.
8=#H friends know that they can always rely on #m for support.
9=#E is always welcoming and enjoys taking great care of #h friends.
10=#N has a very responsible nature and enjoys taking on monitor roles in the classroom.
11=#N enjoys being helpful and often volunteers for extra roles of responsibility in the classroom.
12=#N
COMMENTS: Communication Skills
1=#E has a well-developed vocabulary.
2=#E chooses words with care.
3=#E expresses ideas clearly, both verbally and through writing.
4=#E has a vibrant imagination and excels in creative writing.
5=#E has found their voice through poetry writing. uses vivid language in writing.
6=#E writes clearly and with purpose.
7=#E writes with depth and insight.
8=#E can make a logical and persuasive argument.
9=#E listens to the comments and ideas of others without interrupting.
COMMENTS: English Introduction
1=#N tries hard and has made pleasing academic gains in English.
2=#N has approached English class topics with great enthusiasm.
3=#N has shown steady progress in English.
4=#N is a diligent student who participates in all English learning experiences.
5=#N's maturity and organisational skills have enabled #m to consistently produce work of a high standard in English this semester.
6=#N is a diligent worker who has achieved high academic results in English.
7=#N has struggled with some concepts this semester, but #h effort has been impressive and #e is determined to improve.
8=#N requires teacher assistance to complete set tasks, but #e always tries #h best and it is a pleasure to witness.
9=#N is working consistently and is making good progress in all areas of English.
10=#N tries hard to complete #h work and has made pleasing progress in English this semester.
COMMENTS: EOT2 (Analysis)
1=#E can confidently present action plans on how to improve personal choices.
2=#E can confidently explain what changes they will make, if any, to their own chocolate buying and eating habits.
3=#E can present action plans on how to improve personal choices to a good extent and with little support.
4=#E can explain what changes they will make, if any, to their own chocolate buying and eating habits to a good extent and with little support.
5=#E can present action plans on how to improve personal choices to a fair extent and with some support.
6=#E can explain what changes they will make, if any, to their own chocolate buying and eating habits to a fair extent and with some support.
7=#E is unable to present action plans on how to improve personal choices.
8=#E is unable to explain what changes they will make, if any, to their own chocolate buying and eating habits.
COMMENTS: EOT2 (Presentation Skills)
1=#H presentation was timed correctly with loud enough and clear spoken language. #H body language was used effectively with good use of tone and voice.
2=#H presentation was timed correctly with generally loud and clear spoken language. #H body language was used and with appropriate use of tone and voice.
3=#H presentation was over/under timed with sometimes loud and clear spoken language. #H sometimes used body language was used and appropriate use of tone and voice.
4=#H presentation waspoor timing with not loud loud enough and clear spoken language. #H didn't use body language and with poor use of tone and voice.
COMMENTS: EOT2 Challenge(Creativity)
1=During our End-of-Term 2 Challenge: My Chocolate Bar, #e has excellent use of space and good use of colour.
2=During our End-of-Term 2 Challenge: My Chocolate Bar, #e has excellent use of space; good use of colour
3=During our End-of-Term 2 Challenge: My Chocolate Bar, #e showed some elements or layout choices with some colour and visuals used. The space sometimes used well.
4=During our End-of-Term 2 Challenge: My Chocolate Bar, #e showed little attention to design with no colour with rather poor layout and use of visuals.
COMMENTS: EOT2(Research)
1=#N can confidently construct own questions to aid understanding of a topic.
2=#N can confidently locate relevant information and answers to questions within sources provided.
3=#N can confidently select, organize and record information from sources and findings from research in simple charts or diagrams.
4=#N can construct own questions to aid understanding of a topic to a good extent.
5=#N can locate relevant information and answers to questions within sources provided to a good extent.
6=#N can select, organize and record information from sources and findings from research in simple charts or diagrams to a good extent.
7=#N can construct own questions to aid understanding of a topic to a fair extent.
8=#N can locate relevant information and answers to questions within sources provided to a fair extent.
9=#N can select, organize and record information from sources and findings from research in simple charts or diagrams to a fair extent.
10=#N are unable to construct own questions to aid understanding of a topic.
11=#N are unable to locate relevant information and answers to questions within sources provided.
12=#N are unable to select, organize and record information from sources and findings from research in simple charts or diagrams.
COMMENTS: ESL Language Conventions
1=#N shows use of #a-few basic conventions (rules of language).
2=#N writes #numerous simple sentences that contain appropriate and accurate punctuation, grammar and spelling.
3=#N #confidently uses correctly the learned spelling, grammar and punctuation conventions.
4=#N uses #most of the learned and taught conventions #frequent-errors.
5=#N has been introduced to the skills necessary for writing an essay (i.e. research, introduction, transitions, paragraphs and conclusion). #E requires #some assistance while researching and reporting on a topic.
6=#N sometimes remembers to use capitals and periods, and the sentence structure shows some maturity.
7=To get a higher mark in writing it is recommended that #e expresses #h thoughts in a more detailed and organized manner, paying attention to length of sentences and correct punctuation
8=#N received assistance and numerous reminders to correct spelling and punctuation errors in written work. Much greater effort is needed in the future if #e is to reach #h/ full potential and experience success in writing.
9=Throughout the term, much time had been spent assisting #m with the penmanship technique, physical organization of written text, basic punctuation, spelling and grammar.
10=#N has made some progress in area of writing conventions, but spelling, punctuation and grammar continue to be a challenge for #m.
COMMENTS: ESL Oral Communication
1=#E is able to express ideas with #much coherence and #some detail, for different #specified tasks. #E #raely participates in class and shows #excellent ability to concentrate and stay on topic. #H deas and opinions are shared #coherence.
COMMENTS: ESL Reading Comprehension
1=In reading comprehension, #e can understand main idea and order of ideas accurately #always.
2=In reading comprehension, #e correctly describes, shares, retells #most of the facts, ideas, events and/or details.
3=In reading comprehension, #e understands what has been read through the use of strategies with #much success and #much assistance.
4=In reading, #N is learning to apply strategies, such as imaging, to help #m improve reading comprehension. Daily reading for pleasure, at home, is still highly recommended as it increases familiarity with, and exposure to new words.
5=#E has been developing confidence in reading. #E often volunteers to read aloud during class discussions. #E needs to practice the reading strategies learned in class when #e reads. #E is also encouraged to read for pleasure as often as possible (every night/ on daily basis)
6=#E often volunteers to read aloud (in class) and often participates with enthusiasm. When reading aloud, #e is encouraged to adjust #h reading speed according to the purpose or difficulty of written text. Error-free decoding of words will lead to improved comprehension.
7=#E is able to understand reading material with great deal of success when it is read, studied and discussed together with the rest of the class.
8=#E continues to decode unfamiliar words through the use of strategies with some success and assistance. Daily, regular reading at home, throughout the school year, is highly recommended as it is likely to help #m maintain and improve reading skills.
9=Improved decoding skills would help improve #N’s reading comprehension skills. #E is still encouraged to read in class with purpose and higher level of concentration. Daily reading for pleasure, at home, is (highly) recommended as it increases familiarity with, and exposure to new words.
10=To improve word recognition, it is important that #e stop, think, and remember some of the decoding strategies taught in class, prior to seeking teacher assistance. Daily reading at home, including the provided exercises, will help #m gain confidence and improve performance in this area. #E is to be commended for #h effort and excellent attitude in class.
COMMENTS: ESL Speaking and Oral Communication
1=In our speaking and oral communication activities, #N #communicates #ideas with #much clarity and confidence. #E #rarely, uses eye contact, variations in pace, and appropriate gestures in oral presentations. #E #consistently contributes to class by offering opinions expressing ideas and opinions, and volunteering answers to questions. #With-reminders listens to discussions on familiar topics and asks relevant questions.
COMMENTS: ESL Speaking and Oral Communication 2
1=In our speaking activities, #e is able to express ideas with #much coherence and #some detail, for different #specified tasks. #E #rarely participates in class and shows #excellent ability to concentrate and stay on topic. #H deas and opinions are shared #coherence.
COMMENTS: ESL Writing Process
1=#E arranges ideas into paragraphs with #some teacher guidance, supervision, and assistance.
2=#Ocassionally, expresses ideas, thoughts, feelings and information to pre-determined audiences, using expected/taught forms of writing.
3=#E is able to explain the main idea in written work and how the outlined details support the main idea #prompting.
4=#E #consistently #generates and records ideas for writing through discussion/brainstorming, and develops a good writing plan #outline. This is often done with #without teacher assistance.
5=With assistance, #e is able to write a #composition that includes a very clear main idea.
6=Some progress was observed, and #e is to be commended for #h willingness and enthusiasm to succeed in writing.
7=Writing #conventions, including the writing process, need to be re-taught next year/term in order to solidify #N’s understanding of writing.
8=#N’s work is always done to the very best of ability, and displays eagerness to follow our planning, proofreading and editing routines.
9=#E is encouraged to examine and write about topics at a deeper level. This can be accomplished through careful and patient planning and reflecting prior to writing.
10=#E puts a great deal of effort into #h written work. Greater results could be accomplished through more effective planning and editing of work.
11=Writing sentences that accurately communicate ideas is a challenge for #N.
12=#E is encouraged to make revision and editing a routine part of the writing process.
13=#E has difficulty with completing written assignments without direct supervision.
14=#E is encouraged to work on the development and organization of ideas in written work.
15=#E needs to make brainstorming and organization of ideas a routine part of every writing activity.
16=#E communicates ideas in written form with assistance, using few of the conventions studied.
17=Written ideas must be planned, organized in meaningful sequence, introduced and concluded effectively.
18=#E has some difficulty brainstorming for ideas and organizing information in a way that makes sense.
19=To further improve in the area of writing #N must make an effort to develop a writing plan (outline, diagram, story map, brainstorm for possible ideas etc) as one of the first steps of the writing process
20=In #N’s opinion, only the “draft” copy of written work is necessary. #E usually submitted assignments without an independent effort to correct the convention type of errors. When questioned, #e showed evidence of understanding the proofreading, and editing strategies.
COMMENTS: ESL Writing Process Proofreadig
1=#E could improve #h writing ability by taking the time to ensure that the whole/entire writing process is followed (prewriting, drafting, editing and revising, and publishing). #E often gives up on simple tasks, without putting forth the required amount of planning and effort. With assistance, #N's is able to write a composition that includes a relatively main idea.
2=#E needs to talk about #h ideas at length before initiating any written work. Once #e has expressed #s orally, #e can begin to recognize key words and concepts which can aid the writing process. #E requires intensive support in this area to be successful. #E feels more successful in writing when the teacher initially scribes for #m. This helps #m organize #h thoughts and stay on task. #E has difficulty with completing written assignment without direct supervision.
3=Revision of own written work is done #routinely.
4=#Encouragement uses the proofreading checklist sheet.
5=Evidence (test results) shows that #N’s written work has improved due to independent, peer or teacher assisted proofreading and revision.
6=Lessons learned in class have always been applied to written work, and #N is to be congratulated on the consistent effort in this area.
7=#N’s work is always done to the very best of ability and displays eagerness to follow our planning, proofreading and editing routines.
8=#N continued to amaze everyone with #h progress in writing this term. Progress occurred mostly in terms of volume, better quality of work, and noted change in attitude.
9=#N has begun to improve #h ability to express ideas on paper. Spelling errors, sentence structure, and independent proofreading remain areas of need and future growth.
10=Proofreading and editing do not come naturally (and are not easy) for #N, but current effort is encouraging.
11=#N has made some progress in area of writing conventions but spelling, punctuation and grammar continue to be a significant challenge.
12=Editing of own work is a difficult task for #N but #e has been observed working diligently on this part of the writing process.
13=Proof-reading and editing stages are often skipped as #e habitually negglected to correct written work.
14=Revision and proofreading of work remain areas of (great) need for #N as #e continues to struggle with spelling and sentence structure.
15=#E is encouraged to strive toward a more thorough and consistent proofreading and editing routine. More time needs to be spent on memorizing common and frequently used words in order to become a more confident speller.
COMMENTS: Food Chain
1=#E has #limited ability interpreting simple food chains.
2=#E can construct and interpret simple food chains #confidently.
3=#E can construct and interpret detailed food chains #teacher-assistance.
4=#E can explain that plants and animals need energy to grow, live and be healthy, and plants get their energy from light while animals get their energy from eating plants or other animals #support.
5=#E can describe food chains as being made of producers and consumers, and classify consumers as herbivores, omnivores, carnivores, predator and/or prey #support.
COMMENTS: G4 Math General Negative
1=Basic computational skills remain(unchanged) at a level similar to that of at the beginning of the year.
2=Higher degree of concentration and commitment to tasks would produce improved results.
3=More effective studying for tests is needed to ensure future academic success in mathematics.
4=Rehearsal of the multiplication table facts at home, one section at a time, would help improve basic numeracy skills.
5=#N participates eagerly in discussions, but often needs reminders to settle down and focus on the relevant topic.
6=Additional re-teaching of math computational skills needs to take place in order to assist #m with future growth in mathematics.
7=Rehearsal of the facts that are not yet committed to memory is something that #e can continue to do at home.
8=#N’s comfort level with math problem-solving should improve with increased amount of practice and exposure at home.
9=Problem-solving is an area in which it is difficult for #N to experience growth, and this is mainly due to #h weak reading skills.
10=#N rushes through #h work and often ignores the important details, which usually leads to inaccurate results and lower marks.
11=#N has difficulty remembering the steps necessary for successful and accurate completion of the whole number and decimal computational operations.
12=#N continues to have difficulty understanding some of the more abstract concepts and needs to be taught using the “hands-on” and manipulatives types of strategies.
13=To improve academic achievement in mathematics, #h needs to ensure that all homework assignments are completed (and) on time. #N also needs to study for tests and ask questions, if and, when math concepts are not understood.
14=#E is encouraged to record solutions to problems in an organized way, showing all important work and details.
COMMENTS: G4B - Parts of the flowers and their Functions
1=#N can identify the parts of flowering plants.
2=#N can identify the parts of flowering plants and describe what they do.
3=#N can identify the parts of plants and flowers and describe what they do.
4=#N has explored the life cycle of flowering plants and the functions of flowers.
5=#N can describe the life cycle of flowering plants and the functions of flowers.
6=#N can describe the life cycle of flowering plants and the structure and functions of flowers.
COMMENTS: G4B Intro Science 1
1=#N has had a good start to our program this term 1. #E usually works hard on all #h Science units and topics.
2=#N has had an excellent start to our program this tem 1.. #E always works hard in all #h Science units and topics.
3=#N has not had a great start tto our program this term 1.. #E has needed reminding to focus and work hard on all #h units and topics.
COMMENTS: G4B Intro Science 2
1=#N has shown good dedication and concentration in lessons, listening carefully to instructions and completing work quickly. #E should make good progress this year if #e continues with this excellent attitude.
2=#N has shown that #e is mostly able to concentrate in lessons, but sometimes needs reminding to listen carefully to instructions. If #N works hard and with good focus, #e will make good progress this year.
3=#N often needs reminding to concentrate in lessons, as #e does not listen to instruction carefully. #E will have to improve #h focus and dedication in class to make good progress this year.
COMMENTS: G4B Intro Science 3
1=#N is a good classmate and friend, frequently sharing and helping others around #m. #E is an important member of our class.
2=#N is usually a good classmate, but sometimes needs to be reminded about the Vinser Values. I hope #e will work hard to be a good friend.
3=#N sometimes argues or fights with #h classmates - #e will have to work hard this year to remember the Vinser Values and how to be a good friend.
COMMENTS: G4B Math General 4
1=#E can #perform the steps and process in converting mixed numbers to improper fractions and vice versa #with-teacher-assistance.
2=#E is able to carry out the #method in converting fractions to decimals to percent and vice versa #with-notable-errors.
3=#Only-with-teacher-assistance, #e works with, and interprets the diagram to identify the value of the percentage and fractions by matching them correctly.
4=#E #rarely-and-with-limited compares the the value of the sum and difference of the fractions and decimal numbers through calculating them.
5=#E can name the different types of triangles: Isoosceles, scalene, equilateral and right-angle by identifying their features and properties.
6=#E displayed a deep understanding about 3D figures by illustrating an isometric cube and cuboid #with-difficulty.
COMMENTS: G4B Math General 5
1=#N demonstrates an understanding about the nets of a cube (edges, vertice, faces) and other geometric shapes, constructing #simple #geometric-models #only-with-teacher-assistance.
2=#N can identify the number of the lines of symmetry of a given illustration #notable-errors.
3=#N can illustrate the reflection of the given image on the square grid #only-with-intense.
COMMENTS: G4B Math General 6a
1=#E uses and applies learned knowledge of probability #effortlessly to solve #simple problems. #E records the results of probability experiments #with-major-errors. Probability data is interpreted and understood #assistance.
COMMENTS: G4B Math General Positive
1=Reviewing multiplication (table) facts at home, as part of a daily homework routine, would help with computational skills.
2=Some progress was observed, and #e is to be commended for #h willingness and enthusiasm to succeed.
3=Further practice of multiplication facts and basic computational skills is necessary in order to improve achievement in this subject.
4=#E perseveres through challenging tasks and usually tries hard to follow through with the recommended problem-solving process.
5=#N 's confidence with basic numeracy skills continues to increase with ongoing classroom practice. When unsure of instructions, and when additional clarification is needed, #e is encouraged to seek teacher assistance
6=#N's confidence with basic numeracy skills has increased with ongoing classroom practice. When unsure of the instructions #e has learned to ask questions for clarification and willingly accepts assistance that is offered. Practicing number facts regularly would be beneficial in reinforcing the math skills acquired to date.
7=Based on in-class observations since the beginning of this school term, #e has come a long way in learning to work independently and developing and maintaining more effective learning habits on #h own.
COMMENTS: G4B Maths General 1
1=#E is able to #math-skills, but often struggles with #math-skills in our mathematics program.
2=#E is experiencing #much difficulty with abstract concepts.
3=#E has #impressive understanding of concepts relating to #maths-lessons, #maths-lessons, and #maths-lessons.
COMMENTS: G4B Maths General 2
1=#H computational skills required in solving problems that involve whole numbers and decimals are applied #considerable-assistance.
2=#E carries out addition and subtraction with #whole-numbers #with-difficulty.
3=#Only-with-teacher-assistance, #e interprets, evaluates, creates and solves #simple word problems involving fractions.
4=#E compares and orders numbers #whole-numbers #only-with-intense.
5=#E carries out the required computation skills and solves assigned problems involving fractions and decimals with #much accuracy. #E perseveres through challenging tasks and always tries hard to follow through with the recommended problem-solving process and steps.
COMMENTS: G4B Science General
1=#N will often contribute to class discussions, answering questions using key scientific vocabulary.
2=#N shows a good understanding of difficult scientific concepts and is able to apply #h knowledge.
3=#N will always complete classwork, adding detail to written work.
4=#N shows a basic understanding of difficult scientific concepts and is sometimes able to apply #h knowledge when answering.
5=#N always completes homework to a high standard.
6=#N always completes homework, however, more effort and detail should be included to help develop a deeper understanding of scientific concepts.
7=#N shows a high level of understanding in all science subjects and is able to explain key abstract ideas with confidence.
8=#N's written work is detailed, showing a high level of understanding of difficult scientific concepts
9=#N always participates with enthusiasm during class practicals, showing skills, and in-depth knowledge.
10=#N often participates with enthusiasm during class practicals, showing skills and knowledge of scientific topics.
11=#N will participate, with reluctance during class practicals, showing some scientific knowledge.
12=#N's behaviour is poor during class practicals, this is having an effect on #h understanding of difficult scientific concepts.
COMMENTS: G4B Science General 2
1=#E shows understanding of #only-a-few of the required curriculum taught within the #term1unit unit.
2=#E shows #admirable awareness and understanding of the safety procedures.
3=The expected #knowledge is #rarely communicated with clarity during tests and other forms of evaluation.
4=#Moderate progress in unit on #term1unit has been observed.
5=#E shows understanding of #few of the basic (main/ important) concepts taught in this term's #term1unit unit.
6=#E consistently communicates with clarity and confidence what #e has learned in the science class this term.
7=#E gives explanations showing #limited understanding of the what has been taught during this term.
8=#E uses materials and equipment #close-supervision and is able to identify the parts of a flower and describe their functions. #with-teacher-assistance in our Life cycle of the flowering plant unit this term.
COMMENTS: G4B Science General 3
1=#N ’s predictions, observations, and conclusions, as they relate to our science experiments, show #masterful understanding of the subject
2=#N shows understanding of #almost-all of the concepts curriculum taught this term, #rarely providing #complete and thorough explanations
3=#N plans #clear procedures for conducting a fair test, while identifying and controlling listed variables #accurately.
4=Predictions, observations, and conclusions, as they relate to our science experiments, #often-required.
5=#N applies #the-required of the required skills needed to demonstrate an understanding of #topic-sound&matters. #E is able to #skills #with-considerable-assistance. #E has shown the required knowledge #with-clarity.
6=Notes and written comments in science are not recorded as instructed and the writing is often disorganized and difficult to read.
7=Notes and written comments in science are tend to be very short and often lacking in content.
8=Notes and written comments in science need to be better organized and recorded as instructed in order to make studying for tests easier.
9=Notes and written comments in scienceare neat, well organized and written very effectively
COMMENTS: G4B Science General 4
1=#E can #perform the steps and process in converting mixed numbers to improper fractions and vice versa #with-teacher-assistance.
2=#E is able to carry out the #method in converting fractions to decimals to percent and vice versa #with-notable-errors.
3=#Only-with-teacher-assistance, #e works with, and interprets the diagram to identify the value of the percentage and fractions by matching them correctly.
4=#E #rarely-and-with-limited compares the the value of the sum and difference of the fractions and decimal numbers through calculating them.
5=#E can name the different types of triangles: Isoosceles, scalene, equilateral and right-angle by identifying their features and properties.
6=#E displayed a deep understanding about 3D figures by illustrating an isometric cube and cuboid #with-difficulty.
COMMENTS: G4B Science General 4 Negative
1=However, many of the concepts taught are difficult for #e to understand.
2=However, #e continues to require assistance with the writing portion of our science program.
3=However, expressing answers related to science, and communicating explanations in written form are difficult for #m.
4=However, some of the material taught in science class is difficult for #N to understand without additional, or after school assistance.
5=However, writing sentences that accurately express scientific concepts, terms, ideas and information is a challenge for #N
6=However, #N is unable to participate in the written part of our science program due to #h difficulty with the written language.
COMMENTS: G4B Science General 4 Positve
1=#N has demonstrated a high degree of interest in science class this term.
2=#N participates positively and with enthusiasm in all of our science activities.
3=#N always volunteers to help conduct our scientific experiments and demonstrations.
4=#N wants to be the first person to verbalize predictions and make statements regarding the performed/ completed experiments.
COMMENTS: G4B Science General 5
1=#N demonstrates an understanding about the nets of a cube (edges, vertice, faces) and other geometric shapes, constructing #simple #geometric-models #only-with-teacher-assistance.
2=#N can identify the number of the lines of symmetry of a given illustration #notable-errors.
3=#N can illustrate the reflection of the given image on the square grid #only-with-intencse.
COMMENTS: G4B Science General 6
1=#E uses and applies learned knowledge of probability #effortlessly to solve #simple problems. #E records the results of probability experiments #with-major-errors. Probability data is interpreted and understood #wiyh-assistance.
COMMENTS: G4B Science General Positive
1=Reviewing multiplication (table) facts at home, as part of a daily homework routine, would help with computational skills.
2=Some progress was observed, and #e is to be commended for #h willingness and enthusiasm to succeed.
3=Further practice of multiplication facts and basic computational skills is necessary in order to improve achievement in this subject.
4=#E perseveres through challenging tasks and usually tries hard to follow through with the recommended problem-solving process.
5=#N 's confidence with basic numeracy skills continues to increase with ongoing classroom practice. When unsure of instructions, and when additional clarification is needed, #e is encouraged to seek teacher assistance
6=#N's confidence with basic numeracy skills has increased with ongoing classroom practice. When unsure of the instructions #e has learned to ask questions for clarification and willingly accepts assistance that is offered. Practicing number facts regularly would be beneficial in reinforcing the math skills acquired to date.
7=Based on in-class observations since the beginning of this school term, #e has come a long way in learning to work independently and developing and maintaining more effective learning habits on #h own.
COMMENTS: GENERAL CLOSING COMMENTS
1=#N has achieved a well-deserved best overall result in Science. Well done!
2=#N has achieved a well-deserved good overall result in Science. Well done!
3=With a little more effort #e could achieve more in Science.
4=#N has not had the best of starts this year and is still working lower of #h stage.
5=I am so proud of all you have accomplished. Keep up the wonderful things you are doing!
6=#E is an amazing student, and #e truly shine!
7=#E has had a terrific quarter, and I am confident the next one will be even better!
8=For a goal I would like to see #N share.
COMMENTS: General Comment
1=#N is a cooperative student who works well with #h classmates.
2=#N consistently builds positive relationships with peers and adults.
3=#N is a very considerate student who enjoys learning and works well with others.
4=#N is a cooperative, pleasant, and quiet student who is genuinely motivated to learn .
5=#N is a quiet, independent student who uses class time well . #H classmates value #N as a thoughtful and productive member of the class.
6=#N is a highly motivated independent learner who is to be commended for #h high level of achievement this term. #E is a role model for other students in terms of #h ability to focus on the task and consistent completion of work with high quality.
7=#N regularly participates in class and group activities. #E is encouraged to approach all subjects and problems with a positive attitude and to continue to develop a growth mindset.
COMMENTS: General Comment Intro
1=#N has made good progress this term.
2=#N is a cooperative student who works well with #h classmates .
3=#N is a motivated, happy learner who always participates well in class.
4=#N is a conscientious student who always completes tasks accurately and with care.
5=#N is a quiet, independent student who uses class time well.
6=#N is a very conscientious student who forms positive relationships with #h peers.
7=#N is a cooperative, polite class member who always displays a positive attitude toward #h learning.
8=#N is a quiet, polite member of the class.
9=#N is a considerate student who has had some difficulty adjusting to the academic expectations of the classroom this semester.
10=#N identifies and pursues learning tasks independently and with great deal of enthusiasm.
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 does find difficulty in remaining on task as #e prefers to 'chat' to others around #m. In order to maintain the progress that #e is making, #e needs to give #h full concentration at all times.
13=#E needs to help with putting resources away.
14=#E needs to concentrate and apply #s in full to achieve #h full potential.
15=I am sure that the challenge of a year six curriculum will inspire #m to realise #h full potential.
16=#E sometimes lacks confidence, and needs to start being more independent in the classroom.
17=#E is keen to answer questions, but needs to remember to put up #h hand.
18=Occasionally, #e can be easily distracted and #e needs to realise that #e must settle down to work straight away.
19=#E always settles down quickly to work, but needs to listen carefully to the instructions given so #e can complete the work successfully.
20=#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 school.
3=#E has established good relationships with #h peers and adults within school.
4=#E has a close circle of friends and gets on well with any adults #e comes into contact with.
5=#E socialises well with the other children and relates well to adults within school.
6=#E has made an impressive start to year 5 and has settled into the class.
7=#E has made an excellent start to year 5 and has settled easily into the class.
8=#E is adapting well to the demands of the upper school.
9=#E is a confident child who is always polite and friendly.
10=#E is a friendly child who displays a good sense of humour.
11=#E is generally a quiet child who tends to keep #s to #s.
12=#E is a pleasant, friendly child who is always polite.
13=#E shows maturity and co-operates well in the classroom.
14=#E shows a positive attitude to #h work and school.
15=#E shows enthusiasm for #h work.
16=#E sometimes shows a little lack of motivation when it comes to work.
17=#E needs to focus on #h listening skills this year.
18=#E listens well in inputs and contributes to discussions
19=#E has good concentration skills
20=I would like #m to focus on improving #h handwriting this year.
COMMENTS: General comments (5)
1=I would like #m to focus on improving the presentation of #h work this year.
2=#E has made a good effort with the presentation of #h work.
3=#E has made some effort to improve the presentation of #h work.
4=#E needs to take homework a little more seriously, ensuring that work is returned to school at the correct time.
5=#E has started to take homework a little more seriously, returning #h work at the correct time.
6=#E has worked conscientiously in all areas of the curriculum and made every effort to present #h work well.
7=It would be of benefit to #m if #e remembers to do #h homework and return it to school at the right time.
8=I would like #m to remember to take #h Wellington Square work home every day and to return it to school the next day.
9=#E is a willing helper and takes responsibility seriously.
10=#E is capable of working co-operatively within a group as well as independently.
11=#E is not yet capable of working totally independently of adult help and relies on the support of adults for some tasks.
12=#E finds it easier to work on #h own away from the distractions of working alongside other children but needs to develop the self-discipline of not allowing #s to become distracted.
13=#E has had an excellent year.
14=#E is a good team member with the ability to lead a group and support others sensitively within it.
15=#E is happy working either independently or as part of a group.
16=#E has shown great maturity when dealing with #h peers.
17=#E has maintained #h enthusiasm for learning throughout Year 5, participating fully in every aspect of the curriculum and beyond school in after-school clubs.
18=This is constantly reflected in the quality of #h work.
19=#E has had a good year academically, achieving good results across the curriculum.
20=#E takes great pride in the presentation of #h work, and the content is of equally high quality.
COMMENTS: General comments (6)
1=#E has a very positive attitude to school and works quietly and conscientiously in class.
2=#E has made good progress over the year and is much better now at settling to a task, having developed a positive attitude to #h work.
3=#E has had a good year and continues to make good progress in #h work.
4=#H levels of concentration have shown an improvement over the year.
5=#E has a sensible and mature attitude to school.
6=#E is gaining in maturity and confidence, working towards greater independence in #h work.
7=Over the year #N's confidence has noticeably blossomed.
8=#E has a close circle of friends which has remained fairly constant throughout Year 5.
9=#E is a sociable child with a number of friends within the class.
10=#E is a happy, friendly child of a confident disposition.
11=#E has enjoyed good relationships with the others in the class and maintained a close friendship circle throughout the year.
12=#E is a confident and outgoing child who has developed a wide circle of friends and also has good relationships with adults around school.
13=#E has been a lively personality in the class, enjoying good relationships with a wide circle of friends.
14=#E is becoming more able to co-operate when #e is working within a group, depending on the nature of the task.
15=#E can, however, have a tendency to distract others from their work and #e needs to learn to respect their need to concentrate.
16=#E can, however, be easily distracted when listening to inputs and #e would do well to sit away from #h friends at these times so that the temptation is not so great!
17=#E lacks a little confidence in class discussions and will hold back unless encouraged to participate verbally.
18=#E is much more confident on a one to one or in a small group situation.
19=#E is a friendly but quiet child who lacks confidence when speaking to the class and joining in with class discussions. As a consequence #e seems to find it easier to work independently rather than within a group.
20=#E needs very clear structures to work to and much support to ensure that #e focuses on a task and completes it within a given time.
COMMENTS: General comments (7)
1=#E has a circle of friends with whom #e socialises well during break times.
2=#E is a popular child with a wide friendship group among #h peers. #E has the odd tiff with #h friends but this always appears to resolve itself very quickly.
3=#E has worked with enthusiasm throughout #h time in Year 5, showing a positive attitude in all that #e tackles.
4=#E has had a good year and has continued to make progress in all areas of #h work due to #h positive approach.
5=#E is a quiet child with a good attitude towards #h work
6=#E has a very positive attitude to school which is reflected in the standard of #h work and #h continued ability to focus on the task in hand.
7=#E has a good attitude towards school and is well motivated and conscientious in class.
8=In group situations, #e is a good team member, making valuable contributions and supporting others.
9=When working in a group #e is a good team member, making valuable contributions to the work.
10=#E is a good team member in group work situations as well as being capable of working well on #h own.
11=#E is a well-liked member of the class and I have enjoyed having #m in my class this year!
12=#E is a happy and popular character in the class and I have thoroughly enjoyed having #m in my class.
13=#E has worked well and with enthusiasm throughout the year.
14=#E has much enthusiasm in particular areas of the curriculum which I'm sure #e will develop successfully.
15=#E has good concentration and settles well to tasks in class.
16=#E has proved #s to be hard-working and motivated in most areas of #h work.
17=#E still occasionally forgets #s and becomes distracted, and can be prone to chattiness.
18=#H maturity has continued to develop and #e shows great sensitivity towards others.
19=#E has a close circle of friends and is very supportive to others within the class, helping those who need it whenever #e can.
20=#H good-natured and helpful disposition has been an asset to the class.
COMMENTS: General comments (8)
1=Throughout the year, #e has always been polite, helpful and co-operative.
2=#E has always behaved well in class.
3=On the whole a good year, but #e would do well to improve on #h concentration and listening skills for next year.
4=#E has a mature and responsible attitude to #h work and to #h chores around the classroom.
5=#E is a friendly, helpful child who relates well to #h peers and is confident in #h dealings with adults.
6=#E is a friendly child and has had good relationships with any adults #e comes into contact with in school.
7=Although mostly of a sensible and studious nature, #e can have spells of silliness and giggly behaviour which can be detrimental and #e would do well to learn to control these in the classroom environment.
COMMENTS: GPT G4 Math 1
1=#N has a #limited understanding of concepts relating to #LearningOutcomeP1, #LearningOutcomeP1, and #LearningOutcomeP1.
2=#N has a #limited understanding of concepts relating to #LearningOutcomeP2, #LearningOutcomeP2 and #LearningOutcomeP2.
COMMENTS: GPT G4 Math 2
1=# has a #impressive understanding of concepts relating to #LearningOutcomeP1, #LearningOutcomeP1,and #LearningOutcomeP1.
2=# has a #impressive understanding of concepts relating to #LearningOutcomeP2, #LearningOutcomeP2,and #LearningOutcomeP2.
COMMENTS: Grade 4 Closing
1=#N can ask and answer difficult questions to further #h own understanding. #E can describe the reasons for controlling variables in a fair test. To continue to make good progress, #N must always read questions carefully to make sure #h answer fully matches what is asked.
2=#N can ask and answer a variety of questions to show #h own understanding. #E can list variables to make a fair test. To make good progress, #N must always read questions carefully to make sure #h answer fully matches what is being asked, and use scientific vocabulary.
3=#N is gaining confidence in asking and answering questions, and is able to make links between different areas of knowledge. #E can identify variables in a fair test. To improve, #e must always read the question very carefully, and make sure to answer thoroughly and precisely.
4=#N often needs extra support with answering and asking questions about different topics, and needs to make sure that #e focuses fully on all new learning and vocabulary. #E must practise reading carefully and answering fully in tests.
5=#N often needs to be reminded to fully participate in class. When prompted, #e can sometimes answer questions about different topics. To improve in Science, #N must make sure #e learns new vocabulary and pay attention always.
6=#E must make sure #e always focuses in class.
7=#E should also try to join in more with class discussions.
8=#E has made good progress this term by improving #h focus in lessons, I hope this continues.
COMMENTS: Group Work
1=#N offers constructive suggestions to peers to enhance their work.
2=#N accepts the recommendations of peers and acts on them when appropriate.
3=#N is sensitive to the thoughts and opinions of others in the group.
4=#N takes on various roles in the work group as needed or assigned.
5=#N welcomes leadership roles in groups.
6=#N shows fairness in distributing group tasks.
7=#N plans and carries out group activities carefully.
8=#N works democratically with peers.
9=#N encourages other members of the group.
10=#N helps to keep the work group focused and on task.
COMMENTS: Habitat Introduction
1=In the unit 'Habitats' #N began to understand the concept of a habitat, how it provides organisms found there with conditions for life and how animals depend on plants or other animals which eat plants for food. Throughout the unit ways in which organisms are suited to the habitat was clearly emphasised. #H experimental and investigative work focused on #m turning #h ideas into a form that could be tested and making a prediction. #E has make observations. After this, #e had to decide
COMMENTS: Heating and Cooling
1=#E can explain that some materials change state when they are heated or cooled #teacher-assistance.
2=#E can explain, with examples, that different materials change state at different temperatures.
3=#E can compare, with examples, the different temperatures that cause different materials to change state.
4=#E can explain the role of evaporation and condensation in the water cycle with details.
5=#E can explain how temperature affects the rate of evaporation with confidence.
COMMENTS: impressive
1=impressive
2=with practically no minor errors
3=independently and accurately
4=impressively and confidently
COMMENTS: Independent Work
1=#N applies #s in #h work even when not under direct supervision. #E effectively interprets instructions and embraces opportunities for self-directed work. #N effectively gathers needed materials and resources to get #h work done.
2=#N applies #s in #h work with little teacher supervision. #N requires occasional assistance to gather needed materials and resources to get #h work done.
3=#N works well when #e devotes all #h attention to #h work, ignoring those around #m.
4=#N needs direct supervision to apply #s in #h work. #E requires assistance to gather and use materials and resources effectively to get #h work done.
5=#N is encouraged to be productive during practice activities in order to ensure a better understanding of what is being taught.
6=#N could accomplish more by eliminating friendly conversations with those around #m.
7=#N will continue to be supported by being directed to sit near the teacher and to use verbal and visual cues to continue to develop #h independent work skills.
8=Assignments will continue to be divided into smaller steps/manageable chunks to help #N complete independent tasks.
COMMENTS: Initiative
1=#N shows initiative by immediately starting an appropriate activity after completing assigned work. #E completes extension activities such as reading responses, math facts practice or assists other students.
2=#N shows initiative by keeping track of outstanding assignments and devising a plan to complete them.
3=#N show initiative by looking for ways to go beyond what is expected in assignments.
4=#N shows initiative by using resources to review and improve #h assignments prior to handing them in.
5=#N shows initiative by locating needed materials/resources in the classroom to complete various assignments.
6=#N shows initiative by using the list of activities posted in the class to know what to do next rather then waiting for the teacher to prompt #m.
7=#N needs supervision to start an appropriate activity after completing assigned work. #E is found wandering around the classroom instead of actively seeking the next learning opportunity.
8=#N needs assistance to keep track of outstanding assignments and devise a plan to complete them.
9=#N needs to improve taking initiative in #h work by using resources to review and/or improve #h assignments prior to handing them in.
COMMENTS: Introductory Comments (General + Positive)
1=#N has made #some-progress progress this term.
2=#N remains focused in class, but #often needs reminders to stay on task.
3=#N consistently takes responsibility for #h own share of the work when participating in class and group activities. #H remains focused in class, but #often needs reminders to stay on task.
4=#N is a leader in #h class who cooperates with others and always tries to work above and beyond the assigned tasks.
5=#N is a highly motivated student who participates in class activities with creativity and great deal of enthusiasm. #H willingness to lead, organize and inspire others is well noted.
6=#N’s work often exhibits thought and care.
7=#N works well independently and with others.
8=#N consistently participates in class and group activities.
9=#N shows self-direction in goal setting and goal achievement.
10=#N shows (continues to demonstrate) a keen interest in learning.
11=#N shows effective time management and organizational skills.
12=#N is a co-operative student who works well with other classmates.
13=#N has put forth a consistent effort in all areas of #h work this term.
14=#N has been a very helpful, courteous, polite and hard working student.
15=#N’s enthusiasm for learning is reflected in #h effort to do things well.
16=#N shows good leadership skills when working with classmates in groups.
17=#N has made a good adjustment to #h new school in a short period of time.
18=#N continues to work well independently and shows good motivation in class.
19=#N is a very considerate student who enjoys learning and works well with others
20=#N is a cooperative, pleasant and quiet student who is genuinely motivated to learn.
COMMENTS: Introductory Comments + Grade 3 GP (P)
1=In GP this term , #N willingness to lead, organize and inspire others is well noted.
2=In GP this term, #N shows effective time management and organizational skills.
3=In GP this term, #N consistently seeks work and new opportunities for learning.
4=#N participates well in class and begins tasks of #h own initiative.
5=#N works well independently and is consistently on task. #E shows self-direction in learning.
6=#N possesses strong leadership potential and is encouraged to provide leadership in a variety of groupings.
7=In GP this term, #N is a highly motivated student who participates in class activities with creativity and great deal of enthusiasm
8=In GP this term, ome progress was observed, and #N is to be commended for #h willingness and enthusiasm to succeed.
9=#N shows motivation and self-confidence. #E puts forth a consistent effort and seeks positive solutions to conflict.
10=In GP, #N is a motivated, happy learner who enjoys being with #h peers and working on group projects. #E participates well in class.
11=In Gp this term, #N works well independently, shows good motivation and is a risk taker, especially when working on tasks that require problem solving and creativity.
12=#N is a highly motivated student who participates in class activities with creativity and great deal of enthusiasm. #H willingness to lead, organize and inspire others is well noted.
13=#N is a considerate and energetic student who has adjusted (fairly) well to the routines and expectations of our classroom. #H willingness to lead and organize class activities is noted and appreciated.
COMMENTS: Introductory Comments Comment G3 GP (N)
1=#E is encouraged to show motivation, initiative and contribute to cooperative problem solving.
2=#E is reminded to put forth initiative towards all written work in order to experience further success.
3=#E needs to improve #h level of commitment and concentration on daily tasks and on long term assignments.
4=#E needs to assume greater responsibility for being prepared for class, with notes and materials readily available to commence work.
5=#E demonstrates lack of self-direction in learning and rarely completes homework on time and with care. #E rarely investigates and obtains information independently.
COMMENTS: Introductory Comments G3 GP Problem solving (G)
1=#E #rarely solves problems independently.
2=#E #teacher-assistance modifies or thinks of strategies for problem solving.
3=#N often interprets and understands problems.
4=#N shows motivation and self-confidence. #E puts forth a consistent effort and looks for positive solutions to conflict.
5=#N seeks #concrete solutions to problems and often solves problems without teacher assistance.
6=#N perseveres through challenging tasks and usually tries hard to follow through with the recommended problem-solving process.
7=#N works well independently, shows good motivation and is a risk taker, especially when working on tasks that require creative problem solving.
COMMENTS: Investigating 2D shapes
1=#N shows an understanding of naming and identifying attributes of main 2D and 3D geometric shapes.
2=#N shows understandig in constructing [simple/ more complex] geometric models #only-with-teacher-assistance.
COMMENTS: LearningOutcomeP2
1=1. applying tests of divisibility to find a missing digit in a number or use given digits to form a number which is divisible by 4 or 8
2=2. calculating the perimeter/area of a rectangle.
3=5. recognising time intervals less than 1 second
4=6. finding a ratio comparing two quantities.
5=9. identifying obtuse, acute and reflex angles in a given shape
6=11. interpreting data from bar charts, line graphs
7=12. finding the position of coordinates on a grid
8=15. expressing time intervals as a decimal or mixed units
9=16. completing the incomplete parts in a given bar charts/ line graphs/ Waffle diagrams/ frequency diagrams/ line graphs
10=18. finding the coordinates of a shape on a square grid.
11=19. finding time intervals in seconds, minutes and hours
COMMENTS: materials, substances and particles
1=During our unit about materials, substances and particles, #e shows the understanding to escribe the particle model for solids and liquids.
2=During our unit about materials, substances and particles, #e can identify the difference between materials, substances and particles.
3=During our unit about materials, substances and particles, #e knows that particles are in constant motion, even when in a solid.
4=During our unit about materials, substances and particles, #e can identify if a material is a solid, a liquid or a gas #support.
5=During our unit about materials, substances and particles, #e can compare and group solids, liquids and gases #support.
6=During our unit about materials, substances and particles, #e can compare and group solids, liquids and gases, and describe their physical properties #support.
COMMENTS: MATH Cambridge Stage 4 Unit 1A
1=#N #proficiency-level partitioning numbers up to 10000.
2=#N #proficiency-level reads and writes numbers up to 10000.
3=#N reads numbers up to 10000 well, but needs extra practice writing them.
4=#N #proficiency-level multiplication and division.
5=#N #proficiency-level of relationships between multiplication and division.
6=#N #proficiency-level multiplying and dividing by multiples of 10.
7=#N #proficiency-level using different methods to add, subtract, and multiply. One of the methods is partitioning.
8=#N #proficiency-level of number concept.
COMMENTS: MATH Cambridge Stage 4 Unit 1B
1=#N #proficiency-level telling digital and spoken times.
2=#N #proficiency-level calculating elapsed time.
3=#N #proficiency-level calculating area and perimeter of regular shapes.
4=#N #proficiency-level using #h measurement knowledge and skills in real life situations.
COMMENTS: MATH Cambridge Stage 4 Unit 1C
1=#N #proficiency-level creating and reading tally charts and bar graphs.
2=#N #proficiency-level comprehending the data presented in tally charts and bar graphs and answering questions about it.
3=#N #proficiency-level tally charts and bar graphs and creates questions that show deep understanding of the concept.
4=#N #proficiency-level organizing data in pictograms.
5=#N #proficiency-level reading and comprehending data presented in Carroll and Venn diagrams.
COMMENTS: Math comments
1=#N confidently gives answers to mental addition and subtraction problems up to 20.
2=#N confidently uses a range of strategies to solve mental addition and subtraction problems up to 20.
3=With some help, #N solves #h mental addition and subtraction problems up to 20. #E requires more time to solve the problem mentally and this slows #m down when solving three-digit problems.
4=In order to demonstrate progress in semester two #N needs to work closely with mental addition and subtraction problems up to 20. Mental calculation of smaller sums is the foundation of the more complex skills and, unfortunately, keeps #m aback.
5=Please, encourage #N to use mental calculation in every day life to show importance and usefulness of this skill.
6=Please, encourage #N to work further with mental calculation over the break to show better progress in semester two.
COMMENTS: Maths - Basic skills
1=#E has consolidated and extended #h understanding of the four basic rules of number and applies them to real life situations effectively.
2=#E has a good understanding of the basic four rules of number and is learning to apply these when faced with real life problems.
3=#E is confident with addition and subtraction and is beginning to extend #h knowledge of multiplication and division.
4=#E has consolidated #h understanding of the four basic rules of number and has been learning to apply these in real life situations.
5=#E enjoys working with numbers and has extended #h understanding of place value to thousands.
6=#E can use effective methods of mentally adding and subtracting two digit numbers and has tried hard to learn two, three, five and ten times tables.
7=#E has worked hard to learn #h two, three, five and ten times tables.
8=#E does experience problems when it comes to following written instructions and has to be reminded to ask for help if #e doesn't understand something.
9=#E has discussed and used different strategies of mentally adding and subtracting numbers and is becoming more confident doing so.
10=#E has worked hard to learn #h two, three, four, five and ten times tables.
11=#E is quick working mentally and can discuss #h methods effectively.
COMMENTS: Maths - opener
1=#N has shown great application in all aspects of mathematics and shows #e is capable of working to a high level.
2=#N enjoys Math and is confident working in all aspects of the subject.
3=#N has enjoyed Math and works hard, making good progress.
4=#N always enjoys Math lessons and has progressed steadily.
5=#N always enjoys Math and has made steady progress.
6=#N enjoys Math and works hard in this subject. #E has made steady progress in all areas.
7=#N enjoys working in all areas of Math and shows good application. #E has made good progress as a result.
8=#N has shown good application in mathematics, making steady progress in all areas.
9=#N enjoys work in all areas of mathematics and has responded well to tasks set, making good progress as a result.
10=#N enjoys work in all areas of mathematics and has responded well to tasks set.
11=#N enjoys Math and is confident working in all aspects of the subject.
COMMENTS: Maths - Times-tables
1=#E has consolidated and extended #h understanding of the four basic rules of number and applies them to real life situations effectively.
2=#E has a good understanding of the basic four rules of number and is learning to apply these when faced with real life problems.
3=#E is confident with addition and subtraction and is beginning to extend #h knowledge of multiplication and division.
4=#E has consolidated #h understanding of the four basic rules of number and has been learning to apply these in real life situations.
5=#E enjoys working with numbers and has extended #h understanding of place value to thousands.
6=#E can use effective methods of mentally adding and subtracting two digit numbers and has tried hard to learn two, three, five and ten times tables.
7=#E has worked hard to learn #h two, three, five and ten times tables.
8=#E has discussed and used different strategies of mentally adding and subtracting numbers and is becoming more confident doing so.
9=#E has worked hard to learn #h two, three, four, five and ten times tables.
10=#E is quick working mentally and can discuss #h methods effectively.
COMMENTS: Maths closing
1=#E has found adding diagrams and creating resources such as tables, diagrams and bar models helpful as they provide #m with a useful foundation to problem solving.
2=#E understands the importance of adding diagrams and using tables, diagrams and bar models and is beginning to use these resources independently to structure #h problem solving methods.
3=#E understands the importance of adding diagrams and using tables, diagrams and bar models and can use these resources with support to structure #h problem solving methods.
4=However, #e must remember to remain focused during problem solving during lessons to maximise #h learning and to avoid making simple mistakes.
5=I was really impressed with the effort #N put into completing work online during the Spring Term which helped #m to maintain a strong foundation of calculation skills and a flexible, positive mindset.
6=In the Spring Term, #N completed much of the online work well, helping #m to maintain a foundation of calculation skills which #e then built upon after #h return to lessons in school.
7=In the Spring Term, #N did not engage consistently with online work but worked hard to maintain a foundation of calculation skills after #h return to lessons in school.
8=#N is an active member of the class who enjoys sharing #h ideas and supporting #h classmates.
9=#N is an active member of the class who is able to share #h knowledge with #h peers and can confidently explain #h reasoning.
10=#N is an active member of the class who, when confident of #h knowledge, enjoys explaining #h reasoning to the class.
11=Although #N is not always confident to share #h ideas with the class, #e always listens carefully and responds thoughtfully when confident.
12=#E has been a credit to the group and I am sure #e will continue to flourish in #h Year 7 Maths class.
13=#E has been a pleasure to teach this year and a real credit to the class.
14=#E should be very proud of #h achievements this year.
15=#H hard work in maths this year will ensure that #h efforts continue to pay off into Year 7.
COMMENTS: Maths opening
1=#N is a very hard working pupil who always tries #h best in maths.
2=It has been fantastic to watch #N's confidence with maths grow throughout the term.
3=#N has become increasingly confident in maths throughout the term.
4=#N is a very keen pupil who is constantly challenging #s to improve particularly in our maths topics.
5=#E has applied #s to secure the formal written methods for each operation and is now confident in all areas of number.
6=#E has put a lot of effort into #h calculation skills and is becoming increasingly fluent when using the formal written methods for each operation.
7=Although #e is not a confident mathematician, #e has worked hard and greatly improved #h calculation skills throughout the term.
8=I have been particularly impressed with #h dedication to quick recall the mathematical concept we have learned during the term.
9=#E has worked hard throughout the term to improve #h times table recall and #h knowledge is improving steadily; #e should continue to practise times tables regularly throughout the year.
10=Although #e can recall basic mathematical facts from memory, #e needs to concentrate on practicing these concepts #e finds more challenging.
11=#N enjoys the challenge of problem solving and always works diligently to find the solution, approaching increasingly difficult problems with maturity.
12=#N enjoys the challenge of problem solving and always works diligently to find the solution, both when working independently and when working collaboratively with others.
13=#N enjoys the challenge of problem solving and is able to work collaboratively with #h peers to solve increasingly difficult problems.
14=#N approaches problem solving with maturity; however, #e must remember to be resilient when #e finds a task challenging.
15=When problem solving, #N occasionally struggles to progress when #e finds work challenging and must remember to rely on #h own resilience rather than adult support.
COMMENTS: Maths YR3 Approach
1=#E generally understands new concepts well and knows the appropriate time to ask for help if #e gets stuck.
2=#E understands new concepts well and knows when #e has to ask for help with #h work.
3=#E is keen to learn but sometimes, when faced with new concepts, needs to take a little more time and ask for help if stuck.
4=#E can correct #h own work well when #e makes mistakes and think round a problem if #e becomes stuck.
5=#E does experience problems when it comes to following written instructions and has to be reminded to ask for help if #e doesn't understand something.
6=Overall #e is working above the expected level of #h year group.
7=Overall #e is working within the expected level of #h year group.
8=Overall #e is working towards the expected level of #h year group.
9=#E has shown great application in all aspects of mathematics and shows #e is capable of working to a high level.
10=#E enjoys Math and is confident working in all aspects of the subject.
11=#E has enjoyed Math and works hard, making good progress.
12=#E always enjoys Math lessons and has progressed steadily.
13=#E always enjoys Math and has made steady progress.
14=#E enjoys Math and works hard in this subject. #E has made steady progress in all areas.
15=#E enjoys working in all areas of Math and shows good application. #E has made good progress as a result.
16=#E has shown good application in mathematics, making steady progress in all areas.
17=#E enjoys work in all areas of mathematics and has responded well to tasks set, making good progress as a result.
18=#E enjoys work in all areas of mathematics and has responded well to tasks set.
COMMENTS: Maths YR3 Basic skills
1=#E has consolidated and extended #h understanding of the four basic rules of number and applies them to real life situations effectively.
2=#E has a good understanding of the basic four rules of number and is learning to apply these when faced with real life problems.
3=#E is confident with addition and subtraction and is beginning to extend #h knowledge of multiplication and division.
4=#E has consolidated #h understanding of the four basic rules of number and has been learning to apply these in real life situations.
5=#E enjoys working with numbers and has extended #h understanding of place value to thousands.
6=#E can use effective methods of mentally adding and subtracting two digit numbers and has tried hard to learn two, three, five and ten times tables.
7=#E has worked hard to learn #h two, three, five and ten times tables.
8=#E does experience problems when it comes to following written instructions and has to be reminded to ask for help if #e doesn't understand something.
9=#E has discussed and used different strategies of mentally adding and subtracting numbers and is becoming more confident doing so.
10=#E has worked hard to learn #h two, three, four, five and ten times tables.
11=#E is quick working mentally and can discuss #h methods effectively.
COMMENTS: Maths YR3 Conclusion
1=Overall, #N is developing useful skills and gaining confidence. #E is making a commendable effort to learn the times tables and needs to keep working on these to build up speed.
2=#E has a sound working knowledge of the units of measurement and can apply this knowledge to problem solving tasks.
3=#E does not use class time effectively and misses out on many opportunities to strengthen #h skills.
4=#N needs to be more willing to show working out when requested so the teacher can get an insight into #h thought processes.
5=#N is developing strong problem solving skills and #h excellent reading comprehension allows #m to interpret word problems correctly.
6=#N is eager to learn and #e completes #h bookwork neatly.
7=#E is also gaining confidence in reading and interpreting word problems.
8=#N needs to work a little more thoughtfully and check #h work thoroughly to avoid careless errors in calculations.
9=#N can solve one-step problems and is becoming more competent at interpreting and solving word problems. #E works well in group activities and efficiently carries out practical tasks.
10=#N works effectively both as a leader and member of activity groups.
11=Although #N's confidence in recalling times tables is improving, #e needs to keep working on these to build up speed and accuracy. #E could improve #h performance by listening more carefully to instructions and checking carefully to improve accuracy.
12=#E can solve most one-step problems and is developing strategies to solve more complex questions.
13=#N benefits from practical demonstrations of the concepts and it would be helpful for #m to notice where and how mathematical concepts are used in every day life. Overall, #N has strengthened #h understanding this year.
14=#N does #h best work in practical settings and it would benefit #m to be encouraged to see numbers at work in daily life.
15=Overall, #N is developing useful skills and gaining confidence. Continued practice on #? will benefit #h greatly.
COMMENTS: Maths YR3 Intro
1=Although #N works enthusiastically, #e finds it difficult to grasp many of the mathematical concepts required at this year level.
2=#N has a sound understanding of mathematical concepts and processes.
3=#N is making excellent progress in #h understanding of mathematical concepts.
4=#N is a capable mathematician who has the potential to achieve the top grade.
5=#N is working steadily and understands basic concepts.
6=Although #N's scores are still quite low, #e is starting to develop an understanding of basic concepts. #E is eager to learn and always tries to do #h best. To improve #e needs to #?
7=#N has a solid understanding of basic mathematical concepts in the number strand, but #h progress is hindered by slow recall of number facts. #E would benefit from some holiday practice doing tables games on the computer, using each of the four processes.
8=#N has a solid understanding of mathematical concepts which enables #h to work efficiently and accurately on most tasks.
9=#N is a capable mathematician with strong problem solving skills.
10=#N works enthusiastically and is making steady progress.
11=#N is a hard working student who is making pleasing progress. #E is eager to learn and always tries to do #h best.
12=#N works enthusiastically and likes to complete tasks quickly.
13=#N has a true enthusiasm and gift for Mathematics. #H effort is reflected in #h high grade. #E is also an excellent class member, as #e frequently assists other students with concepts, not answers.
14=To improve #e needs to #?
COMMENTS: Maths YR3 Measurement
1=#N is a practical, resourceful student and this helps #m to successfully complete measurement tasks.
2=#N is a practical, resourceful student and works well in the measurement strand.
3=The measurement and space activities are more practical and #e performs better doing these less abstract tasks.
4=#N has a sound working knowledge of the units of measurement and can apply this knowledge to problem solving tasks.
5=#N has an excellent understanding of clocks and works well with the other units of measurement.
6=#N is quick to recognise patterns and demonstrates a working knowledge of the units of measurement.
7=#E performs better in the Measurement and Space strands because they are less abstract and more visual.
8=#N works well on practical tasks.
9=The word problems are become more demanding and #N requires assistance in reading and interpreting the questions.
COMMENTS: Maths YR3 Number
1=The number strand is particularly difficult for #m and #e still needs concrete materials to complete many of the operations.
2=Lack of confidence in #h knowledge of number facts tends to slow down #h work output and rob #m of valuable practice. Although #e has made a commendable effort to learn #h tables, #e needs to keep practicing to build up speed.
3=The number strand has become more challenging for #m as the tasks have started making greater use of hundreds and thousands.
4=#E has made a commendable effort to master #h times tables. #E would benefit from some holiday practice on computer games for addition and subtraction number facts. #E still needs concrete materials to complete many of the number questions.
5=#E has made a commendable effort to master the times tables and needs to keep practising to build up #h speed.
6=Although #e can calculate the answers to number facts, #e needs to have automatic recall so that #e can efficiently complete calculations in problems. This would enable #m to work more quickly, get more practice and achieve #h potential.
7=#E has made a commendable effort to master the times tables and can usually apply this knowledge to solve problems.
8=#E scored highly in the final maths tests. #E has a sound understanding of place value and can apply this to decimal notation.
9=#E works best on routine type questions which do not require too much reading.
10=#H understanding of place value has improved and #e is becoming confident in the use of decimal notation.
11=#E has made a commendable effort to master the times tables. #E can apply this knowledge to one-step problems and is learning how to solve more complex questions.
12=#E has a sound understanding of place value and the four operations. Although #h recall of number facts is improving, #e needs to keep practising to build up speed and confidence.
13=#N has made a commendable effort to master the times tables and this has given #m greater confidence in working with numbers. #E works best in practical settings and would benefit from reminders to observe numbers at work in daily life.
14=To improve #e needs to #?
15=#E was able to count reliably at least 20 objects, recognizing that when rearranged the number of objects stayed the same.
16=#E is able to read and write numerals from 0 to 20, then beyond. #N can use #h knowledge of place value to position these numbers in order.
COMMENTS: Maths YR3 Number 2
1=#E has consolidated and extended #h understanding of the four basic rules of number and applies them to real life situations effectively.
2=#E has a good understanding of the basic four rules of number and is learning to apply these when faced with real life problems.
3=#E is confident with addition and subtraction and is beginning to extend #h knowledge of multiplication and division.
4=#E has consolidated #h understanding of the four basic rules of number and has been learning to apply these in real life situations.
5=#E enjoys working with numbers and has extended #h understanding of place value to thousands.
6=#E can use effective methods of mentally adding and subtracting two digit numbers and has tried hard to learn two, three, five and ten times tables.
7=#E has worked hard to learn #h two, three, five and ten times tables.
8=#E does experience problems when it comes to following written instructions and has to be reminded to ask for help if #e doesn't understand something.
9=#E has discussed and used different strategies of mentally adding and subtracting numbers and is becoming more confident doing so.
10=#E has worked hard to learn #h two, three, four, five and ten times tables.
11=#E is quick working mentally and can discuss #h methods effectively.
12=#N recognizes and continues number sequences formed by counting on or back in steps of constant size.
13=#N can read and write proper fractions (e.g. three sevenths, nine tenths), interpreting the denominator as the parts of a whole and the numerator as the number of parts.
14=#N can read, write and order whole numbers to at least 10000 and position them on a number line.
15=#N can read, write and order whole numbers to at least 1000 and position them on a number line.
COMMENTS: Maths YR3 opener
1=#N has shown great application in all aspects of mathematics and shows #e is capable of working to a high level.
2=#N enjoys Math and is confident working in all aspects of the subject.
3=#N has enjoyed Math and works hard, making good progress.
4=#N always enjoys Math lessons and has progressed steadily.
5=#N always enjoys Math and has made steady progress.
6=#N enjoys Math and works hard in this subject. #E has made steady progress in all areas.
7=#N enjoys working in all areas of Math and shows good application. #E has made good progress as a result.
8=#N has shown good application in mathematics, making steady progress in all areas.
9=#N enjoys work in all areas of mathematics and has responded well to tasks set, making good progress as a result.
10=#N enjoys work in all areas of mathematics and has responded well to tasks set.
11=#N enjoys Math and is confident working in all aspects of the subject.
COMMENTS: Maths YR3 Shape
1=#E understands the ideas of symmetry and area and recognises a range of 2D and 3D shapes.
2=#E can recognise and sort 2D and 3D shapes and use nets to construct solid objects.
3=#E can recognise and sort a range of 2D and 3D shapes and understands what a right angle is.
4=#E is able to use a variety of graphs and interpret these effectively.
5=#E can recognise and sort a range of 2D and 3D shapes and understands what a right angle is.
6=#E has worked well with money and has begun to get to grips with fractions.
7=#E has made practical use of a range of measures and furthered #h understanding of time.
COMMENTS: Maths YR3 Times-tables
1=#E has consolidated and extended #h understanding of the four basic rules of number and applies them to real life situations effectively.
2=#E has a good understanding of the basic four rules of number and is learning to apply these when faced with real life problems.
3=#E is confident with addition and subtraction and is beginning to extend #h knowledge of multiplication and division.
4=#E has consolidated #h understanding of the four basic rules of number and has been learning to apply these in real life situations.
5=#E enjoys working with numbers and has extended #h understanding of place value to thousands.
6=#E can use effective methods of mentally adding and subtracting two digit numbers and has tried hard to learn two, three, five and ten times tables.
7=#E has worked hard to learn #h two, three, five and ten times tables.
8=#E has discussed and used different strategies of mentally adding and subtracting numbers and is becoming more confident doing so.
9=#E has worked hard to learn #h two, three, four, five and ten times tables.
10=#E is quick working mentally and can discuss #h methods effectively.
COMMENTS: Next Step - Excellent Progress
1=#E has made fantastic progress during this term and should now continue to apply #s to exceed targets #h set targets.
2=#E displays a wonderful work ethic and should consider how #e can develop and transfer #h skills within the world of work.
3=#E has really grown in confidence throughout the term. It would be wonderful to see if #e can now help #s peers by nurturing their confidence as well.
4=#E has shown resilience this term by not giving up when learning new concepts and skills. It would be great to see #s continue to apply this important skill across the programme.
5=#E always takes ownership of #h learning and it would be fabulous to see #h take this a step further. #E should involve #s more in the process of target-setting.
6=#E is really becoming confident in expressing #h individuality and it would be lovely to see #m continue to develop this in the future.
COMMENTS: Next Step - Good Progress
1=#E has made good progress during this term and should now continue to apply #s to meet #h set targets .
2=#E displays a good work ethic and should consider how #e can develop and transfer #h skills within the world of work.
3=#E has gained confidence throughout the term and it would be lovely to see this continue to develop further.
4=#E has developed #h resilience this term by not giving up when learning new concepts and skills. It would be great to see #s continue to work on this important approach to learning.
5=#E takes ownership of some aspects of #h learning and it would be fabulous to see #h continue to develop this independent approach.
6=#E is becoming more confident in expressing #h individuality and it would be lovely to see #s continue to develop this in the future.
COMMENTS: Next Step - Some Progress
1=#E has made progress during this term and should now continue to apply #s more consistently to meet #h set targets .
2=#E often displays a good work ethic and should consider how #e can develop this further.
3=#E has started to grow in confidence throughout the term and it would be lovely to see this continue to develop further.
4=With support, #e has developed #h resilience this term by not giving up when learning new concepts and skills. #E should continue to work on this important approach to learning.
5=#E has started to take ownership for some aspects of #h learning and #e should now continue to develop this approach, independently.
6=With support, #e is becoming more confident in expressing #h individuality and it would be lovely to see #h continue to develop this in the future.
COMMENTS: OLD-General Comment
1=#N is a cooperative student who works well with #h classmates.
2=#N consistently builds positive relationships with peers and adults.
3=#N is a very considerate student who enjoys learning and works well with others.
4=#N is a cooperative, pleasant, and quiet student who is genuinely motivated to learn .
5=#N is a quiet, independent student who uses class time well . #H classmates value #N as a thoughtful and productive member of the class.
6=#N is a highly motivated independent learner who is to be commended for #h high level of achievement this term. #E is a role model for other students in terms of #h ability to focus on the task and consistent completion of work with high quality.
7=#N regularly participates in class and group activities. #E is encouraged to approach all subjects and problems with a positive attitude and to continue to develop a growth mindset.
COMMENTS: OLD-General Comment Intro
1=#N has made good progress this term.
2=#N is a cooperative student who works well with #h classmates .
3=#N is a motivated, happy learner who always participates well in class.
4=#N is a conscientious student who always completes tasks accurately and with care.
5=#N is a quiet, independent student who uses class time well.
6=#N is a very conscientious student who forms positive relationships with #h peers.
7=#N is a cooperative, polite class member who always displays a positive attitude toward #h learning.
8=#N is a quiet, polite member of the class.
9=#N is a considerate student who has had some difficulty adjusting to the academic expectations of the classroom this semester.
10=#N identifies and pursues learning tasks independently and with great deal of enthusiasm.
COMMENTS: OLD-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: OLD-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: OLD-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 does find difficulty in remaining on task as #e prefers to 'chat' to others around #m. In order to maintain the progress that #e is making, #e needs to give #h full concentration at all times.
13=#E needs to help with putting resources away.
14=#E needs to concentrate and apply #s in full to achieve #h full potential.
15=I am sure that the challenge of a year six curriculum will inspire #m to realise #h full potential.
16=#E sometimes lacks confidence, and needs to start being more independent in the classroom.
17=#E is keen to answer questions, but needs to remember to put up #h hand.
18=Occasionally, #e can be easily distracted and #e needs to realise that #e must settle down to work straight away.
19=#E always settles down quickly to work, but needs to listen carefully to the instructions given so #e can complete the work successfully.
20=#E attitude to school and work in general has improved this term and #e has calmed down.
COMMENTS: OLD-General comments (4)
1=#E has made a good start to year 5 and is settling well into the class.
2=#E has a wide circle of friends and relates well to adults in school.
3=#E has established good relationships with #h peers and adults within school.
4=#E has a close circle of friends and gets on well with any adults #e comes into contact with.
5=#E socialises well with the other children and relates well to adults within school.
6=#E has made an impressive start to year 5 and has settled into the class.
7=#E has made an excellent start to year 5 and has settled easily into the class.
8=#E is adapting well to the demands of the upper school.
9=#E is a confident child who is always polite and friendly.
10=#E is a friendly child who displays a good sense of humour.
11=#E is generally a quiet child who tends to keep #s to #s.
12=#E is a pleasant, friendly child who is always polite.
13=#E shows maturity and co-operates well in the classroom.
14=#E shows a positive attitude to #h work and school.
15=#E shows enthusiasm for #h work.
16=#E sometimes shows a little lack of motivation when it comes to work.
17=#E needs to focus on #h listening skills this year.
18=#E listens well in inputs and contributes to discussions
19=#E has good concentration skills
20=I would like #m to focus on improving #h handwriting this year.
COMMENTS: OLD-General comments (5)
1=I would like #m to focus on improving the presentation of #h work this year.
2=#E has made a good effort with the presentation of #h work.
3=#E has made some effort to improve the presentation of #h work.
4=#E needs to take homework a little more seriously, ensuring that work is returned to school at the correct time.
5=#E has started to take homework a little more seriously, returning #h work at the correct time.
6=#E has worked conscientiously in all areas of the curriculum and made every effort to present #h work well.
7=It would be of benefit to #m if #e remembers to do #h homework and return it to school at the right time.
8=I would like #m to remember to take #h Wellington Square work home every day and to return it to school the next day.
9=#E is a willing helper and takes responsibility seriously.
10=#E is capable of working co-operatively within a group as well as independently.
11=#E is not yet capable of working totally independently of adult help and relies on the support of adults for some tasks.
12=#E finds it easier to work on #h own away from the distractions of working alongside other children but needs to develop the self-discipline of not allowing #s to become distracted.
13=#E has had an excellent year.
14=#E is a good team member with the ability to lead a group and support others sensitively within it.
15=#E is happy working either independently or as part of a group.
16=#E has shown great maturity when dealing with #h peers.
17=#E has maintained #h enthusiasm for learning throughout Year 5, participating fully in every aspect of the curriculum and beyond school in after-school clubs.
18=This is constantly reflected in the quality of #h work.
19=#E has had a good year academically, achieving good results across the curriculum.
20=#E takes great pride in the presentation of #h work, and the content is of equally high quality.
COMMENTS: OLD-General comments (6)
1=#E has a very positive attitude to school and works quietly and conscientiously in class.
2=#E has made good progress over the year and is much better now at settling to a task, having developed a positive attitude to #h work.
3=#E has had a good year and continues to make good progress in #h work.
4=#H levels of concentration have shown an improvement over the year.
5=#E has a sensible and mature attitude to school.
6=#E is gaining in maturity and confidence, working towards greater independence in #h work.
7=Over the year #N's confidence has noticeably blossomed.
8=#E has a close circle of friends which has remained fairly constant throughout Year 5.
9=#E is a sociable child with a number of friends within the class.
10=#E is a happy, friendly child of a confident disposition.
11=#E has enjoyed good relationships with the others in the class and maintained a close friendship circle throughout the year.
12=#E is a confident and outgoing child who has developed a wide circle of friends and also has good relationships with adults around school.
13=#E has been a lively personality in the class, enjoying good relationships with a wide circle of friends.
14=#E is becoming more able to co-operate when #e is working within a group, depending on the nature of the task.
15=#E can, however, have a tendency to distract others from their work and #e needs to learn to respect their need to concentrate.
16=#E can, however, be easily distracted when listening to inputs and #e would do well to sit away from #h friends at these times so that the temptation is not so great!
17=#E lacks a little confidence in class discussions and will hold back unless encouraged to participate verbally.
18=#E is much more confident on a one to one or in a small group situation.
19=#E is a friendly but quiet child who lacks confidence when speaking to the class and joining in with class discussions. As a consequence #e seems to find it easier to work independently rather than within a group.
20=#E needs very clear structures to work to and much support to ensure that #e focuses on a task and completes it within a given time.
COMMENTS: OLD-General comments (7)
1=#E has a circle of friends with whom #e socialises well during break times.
2=#E is a popular child with a wide friendship group among #h peers. #E has the odd tiff with #h friends but this always appears to resolve itself very quickly.
3=#E has worked with enthusiasm throughout #h time in Year 5, showing a positive attitude in all that #e tackles.
4=#E has had a good year and has continued to make progress in all areas of #h work due to #h positive approach.
5=#E is a quiet child with a good attitude towards #h work
6=#E has a very positive attitude to school which is reflected in the standard of #h work and #h continued ability to focus on the task in hand.
7=#E has a good attitude towards school and is well motivated and conscientious in class.
8=In group situations, #e is a good team member, making valuable contributions and supporting others.
9=When working in a group #e is a good team member, making valuable contributions to the work.
10=#E is a good team member in group work situations as well as being capable of working well on #h own.
11=#E is a well-liked member of the class and I have enjoyed having #m in my class this year!
12=#E is a happy and popular character in the class and I have thoroughly enjoyed having #m in my class.
13=#E has worked well and with enthusiasm throughout the year.
14=#E has much enthusiasm in particular areas of the curriculum which I'm sure #e will develop successfully.
15=#E has good concentration and settles well to tasks in class.
16=#E has proved #s to be hard-working and motivated in most areas of #h work.
17=#E still occasionally forgets #s and becomes distracted, and can be prone to chattiness.
18=#H maturity has continued to develop and #e shows great sensitivity towards others.
19=#E has a close circle of friends and is very supportive to others within the class, helping those who need it whenever #e can.
20=#H good-natured and helpful disposition has been an asset to the class.
COMMENTS: OLD-Maths - Basic skills
1=#E has consolidated and extended #h understanding of the four basic rules of number and applies them to real life situations effectively.
2=#E has a good understanding of the basic four rules of number and is learning to apply these when faced with real life problems.
3=#E is confident with addition and subtraction and is beginning to extend #h knowledge of multiplication and division.
4=#E has consolidated #h understanding of the four basic rules of number and has been learning to apply these in real life situations.
5=#E enjoys working with numbers and has extended #h understanding of place value to thousands.
6=#E can use effective methods of mentally adding and subtracting two digit numbers and has tried hard to learn two, three, five and ten times tables.
7=#E has worked hard to learn #h two, three, five and ten times tables.
8=#E does experience problems when it comes to following written instructions and has to be reminded to ask for help if #e doesn't understand something.
9=#E has discussed and used different strategies of mentally adding and subtracting numbers and is becoming more confident doing so.
10=#E has worked hard to learn #h two, three, four, five and ten times tables.
11=#E is quick working mentally and can discuss #h methods effectively.
COMMENTS: OLD-Maths - opener
1=#N has shown great application in all aspects of mathematics and shows #e is capable of working to a high level.
2=#N enjoys Math and is confident working in all aspects of the subject.
3=#N has enjoyed Math and works hard, making good progress.
4=#N always enjoys Math lessons and has progressed steadily.
5=#N always enjoys Math and has made steady progress.
6=#N enjoys Math and works hard in this subject. #E has made steady progress in all areas.
7=#N enjoys working in all areas of Math and shows good application. #E has made good progress as a result.
8=#N has shown good application in mathematics, making steady progress in all areas.
9=#N enjoys work in all areas of mathematics and has responded well to tasks set, making good progress as a result.
10=#N enjoys work in all areas of mathematics and has responded well to tasks set.
11=#N enjoys Math and is confident working in all aspects of the subject.
COMMENTS: OLD-Maths - Times-tables
1=#E has consolidated and extended #h understanding of the four basic rules of number and applies them to real life situations effectively.
2=#E has a good understanding of the basic four rules of number and is learning to apply these when faced with real life problems.
3=#E is confident with addition and subtraction and is beginning to extend #h knowledge of multiplication and division.
4=#E has consolidated #h understanding of the four basic rules of number and has been learning to apply these in real life situations.
5=#E enjoys working with numbers and has extended #h understanding of place value to thousands.
6=#E can use effective methods of mentally adding and subtracting two digit numbers and has tried hard to learn two, three, five and ten times tables.
7=#E has worked hard to learn #h two, three, five and ten times tables.
8=#E has discussed and used different strategies of mentally adding and subtracting numbers and is becoming more confident doing so.
9=#E has worked hard to learn #h two, three, four, five and ten times tables.
10=#E is quick working mentally and can discuss #h methods effectively.
COMMENTS: OLD-Maths YR3 Approach
1=#E generally understands new concepts well and knows the appropriate time to ask for help if #e gets stuck.
2=#E understands new concepts well and knows when #e has to ask for help with #h work.
3=#E is keen to learn but sometimes, when faced with new concepts, needs to take a little more time and ask for help if stuck.
4=#E can correct #h own work well when #e makes mistakes and think round a problem if #e becomes stuck.
5=#E does experience problems when it comes to following written instructions and has to be reminded to ask for help if #e doesn't understand something.
6=Overall #e is working above the expected level of #h year group.
7=Overall #e is working within the expected level of #h year group.
8=Overall #e is working towards the expected level of #h year group.
9=#E has shown great application in all aspects of mathematics and shows #e is capable of working to a high level.
10=#E enjoys Math and is confident working in all aspects of the subject.
11=#E has enjoyed Math and works hard, making good progress.
12=#E always enjoys Math lessons and has progressed steadily.
13=#E always enjoys Math and has made steady progress.
14=#E enjoys Math and works hard in this subject. #E has made steady progress in all areas.
15=#E enjoys working in all areas of Math and shows good application. #E has made good progress as a result.
16=#E has shown good application in mathematics, making steady progress in all areas.
17=#E enjoys work in all areas of mathematics and has responded well to tasks set, making good progress as a result.
18=#E enjoys work in all areas of mathematics and has responded well to tasks set.
COMMENTS: OLD-Maths YR3 Basic skills
1=#E has consolidated and extended #h understanding of the four basic rules of number and applies them to real life situations effectively.
2=#E has a good understanding of the basic four rules of number and is learning to apply these when faced with real life problems.
3=#E is confident with addition and subtraction and is beginning to extend #h knowledge of multiplication and division.
4=#E has consolidated #h understanding of the four basic rules of number and has been learning to apply these in real life situations.
5=#E enjoys working with numbers and has extended #h understanding of place value to thousands.
6=#E can use effective methods of mentally adding and subtracting two digit numbers and has tried hard to learn two, three, five and ten times tables.
7=#E has worked hard to learn #h two, three, five and ten times tables.
8=#E does experience problems when it comes to following written instructions and has to be reminded to ask for help if #e doesn't understand something.
9=#E has discussed and used different strategies of mentally adding and subtracting numbers and is becoming more confident doing so.
10=#E has worked hard to learn #h two, three, four, five and ten times tables.
11=#E is quick working mentally and can discuss #h methods effectively.
COMMENTS: OLD-Maths YR3 Conclusion
1=Overall, #N is developing useful skills and gaining confidence. #E is making a commendable effort to learn the times tables and needs to keep working on these to build up speed.
2=#E has a sound working knowledge of the units of measurement and can apply this knowledge to problem solving tasks.
3=#E does not use class time effectively and misses out on many opportunities to strengthen #h skills.
4=#N needs to be more willing to show working out when requested so the teacher can get an insight into #h thought processes.
5=#N is developing strong problem solving skills and #h excellent reading comprehension allows #m to interpret word problems correctly.
6=#N is eager to learn and #e completes #h bookwork neatly.
7=#E is also gaining confidence in reading and interpreting word problems.
8=#N needs to work a little more thoughtfully and check #h work thoroughly to avoid careless errors in calculations.
9=#N can solve one-step problems and is becoming more competent at interpreting and solving word problems. #E works well in group activities and efficiently carries out practical tasks.
10=#N works effectively both as a leader and member of activity groups.
11=Although #N's confidence in recalling times tables is improving, #e needs to keep working on these to build up speed and accuracy. #E could improve #h performance by listening more carefully to instructions and checking carefully to improve accuracy.
12=#E can solve most one-step problems and is developing strategies to solve more complex questions.
13=#N benefits from practical demonstrations of the concepts and it would be helpful for #m to notice where and how mathematical concepts are used in every day life. Overall, #N has strengthened #h understanding this year.
14=#N does #h best work in practical settings and it would benefit #m to be encouraged to see numbers at work in daily life.
15=Overall, #N is developing useful skills and gaining confidence. Continued practice on #? will benefit #h greatly.
COMMENTS: OLD-Maths YR3 Intro
1=Although #N works enthusiastically, #e finds it difficult to grasp many of the mathematical concepts required at this year level.
2=#N has a sound understanding of mathematical concepts and processes.
3=#N is making excellent progress in #h understanding of mathematical concepts.
4=#N is a capable mathematician who has the potential to achieve the top grade.
5=#N is working steadily and understands basic concepts.
6=Although #N's scores are still quite low, #e is starting to develop an understanding of basic concepts. #E is eager to learn and always tries to do #h best. To improve #e needs to #?
7=#N has a solid understanding of basic mathematical concepts in the number strand, but #h progress is hindered by slow recall of number facts. #E would benefit from some holiday practice doing tables games on the computer, using each of the four processes.
8=#N has a solid understanding of mathematical concepts which enables #h to work efficiently and accurately on most tasks.
9=#N is a capable mathematician with strong problem solving skills.
10=#N works enthusiastically and is making steady progress.
11=#N is a hard working student who is making pleasing progress. #E is eager to learn and always tries to do #h best.
12=#N works enthusiastically and likes to complete tasks quickly.
13=#N has a true enthusiasm and gift for Mathematics. #H effort is reflected in #h high grade. #E is also an excellent class member, as #e frequently assists other students with concepts, not answers.
14=To improve #e needs to #?
COMMENTS: OLD-Maths YR3 Measurement
1=#N is a practical, resourceful student and this helps #m to successfully complete measurement tasks.
2=#N is a practical, resourceful student and works well in the measurement strand.
3=The measurement and space activities are more practical and #e performs better doing these less abstract tasks.
4=#N has a sound working knowledge of the units of measurement and can apply this knowledge to problem solving tasks.
5=#N has an excellent understanding of clocks and works well with the other units of measurement.
6=#N is quick to recognise patterns and demonstrates a working knowledge of the units of measurement.
7=#E performs better in the Measurement and Space strands because they are less abstract and more visual.
8=#N works well on practical tasks.
9=The word problems are become more demanding and #N requires assistance in reading and interpreting the questions.
COMMENTS: OLD-Maths YR3 Number
1=The number strand is particularly difficult for #m and #e still needs concrete materials to complete many of the operations.
2=Lack of confidence in #h knowledge of number facts tends to slow down #h work output and rob #m of valuable practice. Although #e has made a commendable effort to learn #h tables, #e needs to keep practicing to build up speed.
3=The number strand has become more challenging for #m as the tasks have started making greater use of hundreds and thousands.
4=#E has made a commendable effort to master #h times tables. #E would benefit from some holiday practice on computer games for addition and subtraction number facts. #E still needs concrete materials to complete many of the number questions.
5=#E has made a commendable effort to master the times tables and needs to keep practising to build up #h speed.
6=Although #e can calculate the answers to number facts, #e needs to have automatic recall so that #e can efficiently complete calculations in problems. This would enable #m to work more quickly, get more practice and achieve #h potential.
7=#E has made a commendable effort to master the times tables and can usually apply this knowledge to solve problems.
8=#E scored highly in the final maths tests. #E has a sound understanding of place value and can apply this to decimal notation.
9=#E works best on routine type questions which do not require too much reading.
10=#H understanding of place value has improved and #e is becoming confident in the use of decimal notation.
11=#E has made a commendable effort to master the times tables. #E can apply this knowledge to one-step problems and is learning how to solve more complex questions.
12=#E has a sound understanding of place value and the four operations. Although #h recall of number facts is improving, #e needs to keep practising to build up speed and confidence.
13=#N has made a commendable effort to master the times tables and this has given #m greater confidence in working with numbers. #E works best in practical settings and would benefit from reminders to observe numbers at work in daily life.
14=To improve #e needs to #?
15=#E was able to count reliably at least 20 objects, recognizing that when rearranged the number of objects stayed the same.
16=#E is able to read and write numerals from 0 to 20, then beyond. #N can use #h knowledge of place value to position these numbers in order.
COMMENTS: OLD-Maths YR3 Number 2
1=#E has consolidated and extended #h understanding of the four basic rules of number and applies them to real life situations effectively.
2=#E has a good understanding of the basic four rules of number and is learning to apply these when faced with real life problems.
3=#E is confident with addition and subtraction and is beginning to extend #h knowledge of multiplication and division.
4=#E has consolidated #h understanding of the four basic rules of number and has been learning to apply these in real life situations.
5=#E enjoys working with numbers and has extended #h understanding of place value to thousands.
6=#E can use effective methods of mentally adding and subtracting two digit numbers and has tried hard to learn two, three, five and ten times tables.
7=#E has worked hard to learn #h two, three, five and ten times tables.
8=#E does experience problems when it comes to following written instructions and has to be reminded to ask for help if #e doesn't understand something.
9=#E has discussed and used different strategies of mentally adding and subtracting numbers and is becoming more confident doing so.
10=#E has worked hard to learn #h two, three, four, five and ten times tables.
11=#E is quick working mentally and can discuss #h methods effectively.
12=#N recognizes and continues number sequences formed by counting on or back in steps of constant size.
13=#N can read and write proper fractions (e.g. three sevenths, nine tenths), interpreting the denominator as the parts of a whole and the numerator as the number of parts.
14=#N can read, write and order whole numbers to at least 10000 and position them on a number line.
15=#N can read, write and order whole numbers to at least 1000 and position them on a number line.
COMMENTS: OLD-Maths YR3 opener
1=#N has shown great application in all aspects of mathematics and shows #e is capable of working to a high level.
2=#N enjoys Math and is confident working in all aspects of the subject.
3=#N has enjoyed Math and works hard, making good progress.
4=#N always enjoys Math lessons and has progressed steadily.
5=#N always enjoys Math and has made steady progress.
6=#N enjoys Math and works hard in this subject. #E has made steady progress in all areas.
7=#N enjoys working in all areas of Math and shows good application. #E has made good progress as a result.
8=#N has shown good application in mathematics, making steady progress in all areas.
9=#N enjoys work in all areas of mathematics and has responded well to tasks set, making good progress as a result.
10=#N enjoys work in all areas of mathematics and has responded well to tasks set.
11=#N enjoys Math and is confident working in all aspects of the subject.
COMMENTS: OLD-Maths YR3 Shape
1=#E understands the ideas of symmetry and area and recognises a range of 2D and 3D shapes.
2=#E can recognise and sort 2D and 3D shapes and use nets to construct solid objects.
3=#E can recognise and sort a range of 2D and 3D shapes and understands what a right angle is.
4=#E is able to use a variety of graphs and interpret these effectively.
5=#E can recognise and sort a range of 2D and 3D shapes and understands what a right angle is.
6=#E has worked well with money and has begun to get to grips with fractions.
7=#E has made practical use of a range of measures and furthered #h understanding of time.
COMMENTS: OLD-Maths YR3 Times-tables
1=#E has consolidated and extended #h understanding of the four basic rules of number and applies them to real life situations effectively.
2=#E has a good understanding of the basic four rules of number and is learning to apply these when faced with real life problems.
3=#E is confident with addition and subtraction and is beginning to extend #h knowledge of multiplication and division.
4=#E has consolidated #h understanding of the four basic rules of number and has been learning to apply these in real life situations.
5=#E enjoys working with numbers and has extended #h understanding of place value to thousands.
6=#E can use effective methods of mentally adding and subtracting two digit numbers and has tried hard to learn two, three, five and ten times tables.
7=#E has worked hard to learn #h two, three, five and ten times tables.
8=#E has discussed and used different strategies of mentally adding and subtracting numbers and is becoming more confident doing so.
9=#E has worked hard to learn #h two, three, four, five and ten times tables.
10=#E is quick working mentally and can discuss #h methods effectively.
COMMENTS: OLD-TRA06: Shapes
1=Foundation Stage Understanding shape objectives
2=-----------------------------------------------------------
3=#E has used familiar objects and common shapes to create and recreate patterns and build #h own models.
4=#E is able to use language such as 'circle' or 'bigger' to describe the shape and size of solids and flat shapes.
5=#E uses everyday words to describe position
6=Year 1 Understanding shape objectives
7=----------------------------------------------
8=#E has visualised and named common 2-D shapes and 3-D solids and described their features
9=#E can use common 2-D shapes and 3-D solids to make patterns, pictures and models.
10=#E is able to identify objects that turn about a point (e.g. scissors) or about a line (e.g. a door).
11=#E has recognised and made whole, half and quarter turns.
12=#E has visualised and used everyday language to describe the position of objects and the direction and distance #e has used when moving them.
13=Year 2
14=---------
15=#N visualises common 2-D shapes and 3-D solids.
16=#E can identify shapes from pictures of them in different positions and orientations.
17=#E sorts, makes and describes shapes, referring to their properties.
18=#N identifies reflective symmetry in patterns and 2-D shapes and #e draws lines of symmetry in shapes.
19=#N can follow and give instructions involving position, direction and movement.
20=#N is able to recognise and uses whole, half and quarter turns, both clockwise and anticlockwise.
COMMENTS: OLD-TRA06: Shapes--part2
1=#E knows that a right angle represents a quarter turn.
COMMENTS: OLD-TRA07: Measuring
1=Foundation Stage Measuring Objectives
2=-----------------------------------------------
3=#E is able to use language such as 'greater', 'smaller', 'heavier' or 'lighter' to compare different quantities.
4=#E uses everyday language related to time.
5=#E is able to order and sequence familiar events and measure short periods of time.
6=Year 1 Measuring Objectives
7=-----------------------------------
8=#E can estimate, measure, weigh and compare objects.
9=#E is able to choose and use suitable uniform non-standard or standard units and measuring instruments (e.g. a lever balance, metre stick or measuring jug) as appropriate.
10=#E has used vocabulary related to time.
11=#E is able to order the days of the week and months.
12=#E can read the time to the hour and half hour.
13=Year 2
14=---------
15=#E can estimate, compare and measure lengths, weights and capacities.
16=#E can choose and use the correct standard units (m, cm, kg, litre) and a suitable measuring instrument.
17=#E can read the numbered divisions on a scale, and interpret the divisions between them (e.g. on a scale from 0 to 25 with intervals of 1 shown but only the divisions 0, 5, 10, 15 and 20 numbered).
18=In addition, #N uses a ruler to draw and measure lines accurately to the nearest centimetre.
19=#E use the units of time (seconds, minutes, hours, days) and knows the relationships between them.
20=#N can read the time to the quarter hour and can identify time intervals, including those that cross the hour.
COMMENTS: Organization
1=#N consistently uses our class check lists and charts to assist #m in meeting #h daily work goals.
2=#N is reminded to use our class check lists and charts to assist #m in meeting #h daily work goals.
3=#N demonstrates a keen interest in #h schooling by seeking out additional information related to topics and discussions in class.
4=#N maintains complete and organized notebooks and keeps a tidy and organized desk.
5=#N is encouraged maintain complete and organized notebooks and keep a tidy and organized desk.
6=#N is reliable and responsible in #h participation in school activities and clubs however, needs encouragement to follow through with #h responsibilities for #h class work.
7=When given some support, #N is able to gather information from different sources to complete class work.
8=Many of #N's errors or mistakes can be attributed to working too quickly, rather than a lack of understanding.
9=#N frequently completes #h work hastily rather than carefully.
10=#N often has difficulty in getting started on tasks or assignments and should ask for clarifications if needed.
11=#N will continue to work on keeping #h materials neatly organized by sorting #h daily work, recording notes in #h agenda and preparing materials for homework. #E is encouraged to develop a similar routine at home.
12=#N is learning how to gather and use information from a variety of sources when researching in a variety of subject areas. As our term continues, #e will have further opportunities to research other topics and will use our class check lists to ensure that #h researching skills are being further developed.
13=At home on a weekly basis, parents are encouraged to go through #N's binder and school back to organize notes and assignments.
14=Next term, #N will continue to learn how to gather and evaluate information for a variety of tasks by using class success criteria and a step by step research process.
15=Using the classroom website would allow #N to develop a better grasp of new ideas and concepts.
16=#N is encouraged to utilize informational resources, such as the Internet or our class website, at school and at home to gather information and resources to support #h learning.
COMMENTS: Organs of the body/Group of Animals
1=#N can identify the major organs parts of the human body such as: brain, lungs, heart, stomach and intestine.
2=#N can draw and label the main organs of the human body such as: brain, lungs, heart, stomach and intestine and say which part of the body is associated with each function confidently.
3=#N can draw and label the main organs of the human body, and give examples of activities that we use them with accuracy.
4=#E recognises common fish, amphibians, reptiles, birds and mammals.
5=#E can identify a variety of common fish, amphibians, reptiles, birds and mammals.
6=#E can identify a wide range of common fish, amphibians, reptiles, birds and mammals.
COMMENTS: Participation
1=#N listens attentively to the responses of others. follows directions.
2=#N takes an active role in discussions.
3=#N enhances group discussion through insightful comments.
4=#N shares personal experiences and opinions with peers.
5=#N responds to what has been read or discussed in class and as homework.
6=#N asks for clarification when needed.
7=#N regularly volunteers to assist in classroom activities.
8=#N remains an active learner throughout the school day.
COMMENTS: PDH YR3 Conclusion
1=#N has #LevelList level of competence in physical education skills and is developing a confident swimming style.
2=#N has #LevelList level of competence in physical education skills and is #LevelList swimmer.
3=#N has #LevelList level of competence in physical education skills and is improving #h swimming style.
COMMENTS: PDH YR3 Middle
1=#E keeps on task, cooperates with other members and works towards completing the task.
2=#E keeps on task, is learning how to cooperate with other members and works towards completing the task.
3=#E usually keeps on task, cooperates with other members and works towards completing the task.
COMMENTS: Sample intro sentences
1=#N is an outstanding student who has worked very hard throughout the #Time-period and I expect #m to do well in #h exams next year.
2=#N has had a mixed #Time-period but there are signs of improvement in #h behaviour of late.
3=After a difficult start #N has done some excellent work and is now back on target. A very pleasing #Time-period. Well done #N!
4=#N is a friendly and hard-working member of the class and has put in a steady performance throughout the #Time-period.
5=Overall #N has worked very well but there are a few issues with #h time-keeping and homework that #e needs to address.
6=We have been working on the Environmental Issues module throughout the #Time-period. #N seems to enjoy this topic and has made very pleasing progress.
COMMENTS: Sample project-work sentences
1=#E has worked hard this year on all of #h projects but I was especially impressed with the high-quality of #h #Science-topics assignment.
2=Project-work has been done to a minimum standard and is often handed in late. To improve #e needs to #How-to-improve.
3=Although #h #Science-topics project-work was satisfactory, I do expect #m to do more background research next time.
4=#H project-work is always excellent as demonstrated in #h #Science-topics assignment. We were all very impressed with #h creative and entertaining website designs which were an inspiration to the class.
5=#H project-work has varied considerably, however #h highly-imaginative #Science-topics project was excellent and was displayed in reception at the School Open Day. An excellent achievement #N.
COMMENTS: Sample summing-up sentences
1=#N always tries #h best and has achieved a well-deserved Level #? overall. An excellent performance, keep it up!
2=#N has reached Level #?. This was #h target and #e should be proud of #s. To ensure #e keeps this up next year #e should #How-to-improve.
3=#N has achieved a Level #? overall. #E often works below #h best and with a little more effort #e could easily reach Level #?. To improve #e should #How-to-improve.
4=#N has not had the best of starts this year and is still working at Level #?. #E rarely completes #h work on time. To achieve more next year #e needs to #How-to-improve.
COMMENTS: Science 2020
1=#N relishes the investigative nature of science and has shown great skill and enthusiasm throughout the year.
2=#N has a naturally inquisitive mind and an excellent understanding of scientific concepts.
3=#N has a naturally inquisitive mind and is engaged with learning about a wide range of scientific concepts.
4=#N has a very enthusiastic attitude to Science lessons, especially when we are working practically.
5=#E is able to plan and carry out #h own experiments independently and can interpret and evaluate #h results with confidence.
6=#E is able to plan, carry out and evaluate #h own experiments independently.
7=#E is able to plan, carry out and evaluate #h own experiments with support from #h peers.
8=With adult support, #e is able to plan, carry out and evaluate experiments.
9=#E listens carefully and respects #h peers, making #m a valuable member of any practical group.
10=#E enjoys working with a group of #h peers, but must remember to stay on task during practical activities when working in this way.
11=#E enjoys working with a group of #h peers but sometimes struggles with the social demands of practical group activities.
12=#N understands the importance of a fair test and is always able to adjust #h methodology efficiently.
13=#N understands the importance of a fair test and is able to discuss which adjustments to methodology may be necessary to ensure that #h results are reliable.
14=#E can discuss scientific processes accurately but is particularly proficient at demonstrating them using diagrams, graphs and charts.
15=#E is able to use a wide range of diagrams, graphs and charts to demonstrate scientific processes, but is most at home explaining and discussing them verbally.
16=#E is a quieter member of the class but can always explain #h thinking clearly through written work and diagrams.
17=#E is well on the way to becoming a brilliant scientist - well done, #N.
18=#N is working hard to gain fantastic scientific skills and has been a pleasure to teach this year.
19=Well done, #N, for a super year of Science.
COMMENTS: SCIENCE Cambridge Stage 4 Unit 1
1=#N #proficiency-level that humans (and some animals) have bony skeletons inside their bodies.
2=#N #proficiency-level how skeletons grow as humans grow, support and protect the body.
3=#N #proficiency-level that animals with skeletons have muscles attached to the bones.
4=#N #proficiency-level how a muscle has to contract (shorten) to make a bone move and muscles act in pairs.
5=#N #proficiency-level explain the role of drugs as medicines.
6=#N #proficiency-level in main concept covered in science this semester.
COMMENTS: SCIENCE Cambridge Stage 4 Unit 1-Skeletons
1=#N #comprehends that humans and some animals have bony skeletons inside their bodies.
2=#N #comprehends how skeletons grow as humans grow, support and protect the body.
3=#N #comprehends that animals with skeletons have muscles attached to the bones.
4=#N #comprehends of how a muscle has to contract (shorten) to make a bone move and muscles act in pairs.
5=#N #comprehends of the role of drugs as medicines.
COMMENTS: SCIENCE Cambridge Stage 4 Unit 2
1=#N #proficiency-level knowing how different animals are found in different habitats and are suited to the environment in which they are found.
2=#N #proficiency-level understanding that plants and animals need energy to grow, live and be healthy, and plants get their energy from light while animals get their energy from eating plants or other animals.
3=#N #proficiency-level recognizing ways that human activity affects the environment e.g. river pollution, recycling waste.
4=#N #proficiency-level understanding about food chains as being made of producers and consumers, and classify consumers as herbivores, omnivores, carnivores, predator and/or prey.
COMMENTS: Science Cambridge Stage 4 Unit 3.1
1=#E can describe the particle model for solids and liquids #only-with-teacher-assistance.
2=#E can understand the difference between materials, substances and particles #only-with-teacher-assistance.
3=#E displayed knowledge that particles are in constant motion, even when in a solid #only-with-teacher-assistance.
4=#E use the particle model to explain the properties of solids and liquids #only-with-teacher-assistance.
5=#E can describe and explain how some solids can behave like liquids referring to the particle model #only-with-teacher-assistance.
6=#E can describe solidification/ freezing and melting, using the particle model to describe the change of state #only-with-teacher-assistance.
7=#E displays solid understanding that the change of state of a substance is a physical process.
8=#E shows knowledge that some substances will react with another substance to produce one or more new substances and this is called a chemical reaction #only-with-teacher-assistance.
COMMENTS: Science Cambridge Stage 4 Unit 4
1=#N #comprehends the structure of Earth which includes a core, a mantle and a crust.
2=#N #comprehends that different animals are found in, and suited to, different habitats.
3=#N #comprehends that plants and animals can survive in environments other than their habitats.
COMMENTS: Science Cambridge Stage 4 Unit 5
1=#E #demonstrates-very-little knowledge in describing how objects which are not sources of light are seen.
2=#E #demonstrates-very-little knowledge about how light travels in straight lines and this can independently represent with ray diagrams.
3=#E can draw a diagram to represent a real-world situation and/or scientific idea.
4=#E #demonstrates-very-little understanding about how light reflects off different surfaces shows that light can reflect off surfaces #only-with-teacher-assistance.
COMMENTS: Science Cambridge Stage 4 Unit 5.2
1=#E knows that the Sun is the centre of our solar system.
2=#E can name the planets in our solar system and can explain clearlysolar systems can contain stars, planets, asteroids and comets.
3=#E can xplain why the spinning of the Earth on its axis leads to the apparent movement of the Sun, night and day (and changes in shadows.
COMMENTS: Science ends
1=#N is able to explain a wide range of scientific processes and can draw complex diagrams and graphs to support #h thinking.
2=#N is able to accurately record #h results using bar and line graphs and can discuss and analyse #h findings verbally.
3=#N is able to communicate #h findings clearly, both verbally and by drawing bar and line graphs.
4=#N can verbally explain #h results and is beginning to use graphs and diagrams to support #h explanations.
5=#N can verbally explain many scientific processes and enjoys asking questions and discussing answers to further develop #h own understanding.
6=#E has a detailed understanding of all areas of the curriculum covered this year, and particularly enjoyed #Sciencelist topic.
7=#E has a secure understanding of many areas of the curriculum and particularly enjoyed #Sciencelist topic.
8=Well done, #N, for a super year of Science.
9=#E is well on the way to becoming a brilliant scientist - well done, #N.
10=#E enjoys the investigative nature of science and has been a pleasure to teach this year- well done, #N.
11=#E has shown great skill and enthusiasm for the subject throughout the year - well done, #N.
12=#N is developing fantastic scientific skills and has been a pleasure to teach this year.
COMMENTS: Science opening
1=#N has a very enthusiastic attitude to Science lessons.
2=#N has a naturally inquisitive mind and an excellent understanding of scientific concepts.
3=#N is a very hard working pupil who really enjoys Science lessons.
4=#N has a very inquisitive mind that is well suited to Science lessons.
5=#N relishes the investigative nature of science and has shown great skill and enthusiasm throughout the year.
6=#E shows great aptitude for practical activities and has been able to carefully plan and carry out #h own experiments.
7=#E enjoys conducting practical investigations and is able to design and conduct experiments as part of a group.
8=#E has gained confidence when conducting practical investigations and is beginning to do so independently.
9=#E enjoys conducting practical investigations with a group and, with support, can draw conclusions from #h results.
10=#E has gained confidence with practical science and enjoys working with a group to plan and conduct experiments.
11=#E understands the importance of carrying out a fair test and meticulously evaluates #h work to control variables.
12=#E understands the importance of ensuring that #h tests are fair and is able to explain #h results confidently.
13=#E is able to discuss #h results and assess the methods #e used to ensure that #h experiments are always fair tests.
14=#E makes sensible predictions based on prior experiences and is able to carefully adapt #h experiments to ensure that #e is conducting fair tests.
15=#E understands the importance of ensuring that #h tests are fair and can evaluate #h own methods, contributing confidently to group discussions.
16=#E understands the importance of conducting fair tests; to develop further, #e must always remember to evaluate #h own methods thoughtfully.
COMMENTS: Shadow 2
1=#E can #confidently understands that we need light in order to see and that dark is the absence of light.
2=#E can #confidently explain that we need light in order to see and that dark is the absence of light.
3=#E can #confidently explain using scientific vocabulary that we need light in order to see and that dark is the absence of light.
4=#Only-with-teacher-assistance, #N can describe in simple terms how light is reflected from surfaces, and understands that light travels in straight lines.
5=#Only-with-teacher-assistance, #N can explain how light is reflected from surfaces, and understands that light travels in straight
6=#Only-with-teacher-assistance, #N can explain how light is reflected from surfaces and give examples of how we use this to help us.
COMMENTS: Shadow 3
1=#E can explain in simple terms how shadows.
2=#E can explain why shadows are formed when the light from a light source is blocked by an opaque object #only-with-teacher-guidance.
3=#E can explain how shadows are formed and understands what is meant by opaque, translucent and transparent #only-with-teacher-guidance.
4=#E can explain in simple terms how shadows are formed #only-with-teacher-guidance.
5=#E can explain why shadows are formed when the light from a light source is blocked by an opaque object #only-with-teacher-guidance.
6=#E is able to explain that the light has been blocked by the object and this is what causes the shadow #only-with-teacher-guidance.
7=#E can explain how shadows are formed and understands what is meant by opaque, translucent and transparent #only-with-teacher-guidance.
COMMENTS: Shadow 4
1=#N has investigated the way the size of shadows change.
2=#N can explain how and why the size of shadows change.
3=#N can explain with evidence how and why the size of shadows change.
4=#N recognises that light can be blocked by objects and shadows are formed
5=#N knows that when light from sources other than the Sun is blocked shadows are formed.
6=#N has identified e.g. in drawings that the shape of the shadow is like the shape of the object and it is different at different times of day #only-with-teacher-guidance.
COMMENTS: Social Skills
1=#N makes friends quickly in the classroom.
2=#N is well-liked by classmates.
3=#N handles disagreements with peers appropriately.
4=#N treats other students with fairness and understanding.
5=#N is a valued member of the class.
6=#N has compassion for peers and others.
7=#N seems comfortable in new situations.
8=#N enjoys conversation with friends during free periods.
9=#N chooses to spend free time with friends.
COMMENTS: SP 2nd term Special Number/Divisibility
1=#N has #limited understanding in comparing positive and negative numbers using the symbols <, > or =, #and can order positive and negative numbers #only-with-teacher-assistance.
2=#E can recognise and use odd, even and square numbers, and multiples and factors in context #support.
3=#E showed the ability to estimate the answer in multiplying a whole number up to 1000 by a 1-digit number. and can multiply a whole number by a 1-digit number #confidently.
4=#N #rarely recalls multiplication and division facts.
COMMENTS: Symmetry
1=#E can identify all horizontal, vertical and diagonal lines of symmetry on 2D shapes and patterns #teacher-assistance.
2=#E is able to identify and describe 2D faces of 3D shapes #with-considerable-assistance.
COMMENTS: Symmetry and nets
1=#E can identify all horizontal, vertical and diagonal lines of symmetry on 2D shapes and patterns #teacher-assistance.
2=#E is able to identify and describe 2D faces of 3D shapes #with-considerable-assistance. #N has shown the required knowledge in match nets to the 3D shapes they make #only-with-teacher-guidance
COMMENTS: Term 1 Grade 4 Science
1=#N shows an understanding of the role animals and plants play in a habitat by correctly classifying them as producers, decomposers or consumers.
2=#N shows a basic understanding of the role animals and plants play in a habitat by classifying some of them as producers, decomposers or consumers.
3=#N needed to review the concept of producers, decomposers and consumers in order to identify the role animals and plants play in a habitat.
4=In #h project on the wolf and in discussions about other animals, #e could identify adaptations that help animals survive in their environment.
5=In #h project on the wolf and in discussions about other animals, #e could identify some adaptations that help animals survive in their environment.
6=#N demonstrates the ability to reflect about the positive and negative impacts of human interactions with habitats. In #h responses to enquiry questions, #e included information learned from previous discussions and/or lessons. #E could name many examples of what #h family could do to reduce the amount of garbage they produce.
7=#N is beginning to reflect about the positive and negative impacts of human interactions with habitats. When answering enquiry questions, #e should work towards including more information learned from previous discussions and/or lessons. #E could name some examples of what #h family could do to reduce the amount of garbage they produce.
8=#H follows models provided to reflect about science enquiry questions such as the positive and negative impacts of human interactions with habitats. #E is learning to include information learned from previous discussions and/or lessons in #h responses. #E could name a few examples of what #h family could do to reduce the amount of garbage they produce.
9=Discussing #h ideas orally about the positive and negative impacts of human interactions with habitats helped #N complete enquiry questions with more clarity.
10=In our unit on Rocks and Minerals, #N demonstrated an understanding that rocks and minerals are important natural resources that we use every day in a variety of ways. #E identified the three main types of rocks and described the characteristics of each. #E accurately labelled a diagram of the rock cycle and orally explained how igneous, metamorphic and sedimentary rocks are formed.
11=In our unit on Rocks and Minerals, #N demonstrated an understanding that rocks and minerals are important natural resources that we use every day in a variety of ways. #E identified the three main types of rocks but needed prompting to describe the characteristics of each. #E accurately labelled a diagram of the rock cycle and gave a brief/needed assistance to retrieve the necessary science vocabulary to explain how igneous, metamorphic and sedimentary rocks are formed.
COMMENTS: Term 2 - Grade 4 Science
1=#N successfully built a simple pulley system demonstrating an understanding of how pulleys improve our ability to do work. #E can identify different types of gears and their application in real life situations. #N investigated familiar objects that uses pulleys and gears such as blinds or an ice cream scoop and can explain in detail how they work.
2=#N successfully built a simple pulley system demonstrating an understanding of how pulleys improve our ability to do work. #E can identify different types of gears and their application in real life situations. #N investigated familiar objects that uses pulleys and gears such as blinds or an ice cream scoop and can explain verbally how they work.
3=#E completed all components of #h project on (device).
4=#E needed to review #h project on (device) to complete missing requirements.
5=#N conducted experiments in order to investigate different ways in which light and sound are produced and transmitted. #E created a device that produces and transmits sound energy. #E can explain most of the science involved when demonstrating #h sound device to the class.
6=#N conducted experiments in order to investigate different ways in which light and sound are produced and transmitted. #E created a device that produces and transmits sound energy. With assistance, #e can explain most of the science involved when demonstrating #h sound device to the class.
7=#N conducted experiments in order to investigate different ways in which light and sound are produced and transmitted. #E created a device that produces and transmits sound energy. With assistance, #e can explain most of the science involved when demonstrating #h sound device to the class.
COMMENTS: Term 2 - Grade 5 Science
1=#N participates in building challenges to investigate how forces such as compression and tension act on a structure. #E is able to develop a plan, select strategies and resources when completing a project. #N can recognize when a plan requires modifications in order to be successful. This was demonstrated when #e built a device to lift a charge during our "Save the Bear Challenge". #E is encouraged to use information from previous learning to support #h opinions.
2=#N participates in building challenges to investigate how forces such as compression and tension act on a structure. #E requires some assistance to develop a plan, select strategies and resources when completing a project. #N is learning to recognize when a plan requires modifications in order to be successful. #E is encouraged to describe #h observations more fully and link them clearly to the purpose of the experiment.
COMMENTS: Term 2 Grade 4 Science
1=#N successfully built a simple pulley system demonstrating an understanding of how pulleys improve our ability to do work. #E can identify ways in which pulleys and gears are used in real-life and the positive benefits of their uses. #N made clear and logical observations when completing activities on the properties of light.
2=#E explains the science involved when investigating musical instruments and how they produce and transmit sound energy. #E is encouraged to continue using information posted in class and in #h Science duo-tang to complete observations following experiments.
3=#N built a simple pulley system demonstrating an understanding of how pulleys improve our ability to do work. #E can identify some ways in which pulleys and gears are used in real-life and the positive benefits of their uses. #N made brief observations when completing activities on the properties of light.
4=#E explains the science involved when investigating musical instruments and how they produce and transmit sound energy. #E is encouraged to use information posted in class and in #h Science duo-tang to complete observations following experiments in more detail.
5=With assistance, #N built a simple pulley system demonstrating an understanding of how pulleys improve our ability to do work. With an opportunity for review. #E can identify some ways in which pulleys and gears are used in real-life and the positive benefits of their uses. #N required support to record basic observations when investigating the characteristics and properties of light.
6=#E hesitantly explains the science involved when investigating musical instruments and how they produce and transmit sound energy. #E is encouraged to use information posted in class and in #h Science duo-tang to complete observations following experiments in more detail.
7=With assistance #N built a simple pulley system demonstrating an understanding of how pulleys improve our ability to do work. With prompting, #e can identify few ways in which pulleys and gears are used in real-life and the positive benefits of their uses. #N required much support to make logical observations when investigating the characteristics and properties of light.
8=#N has difficulty explaining the science involved when investigating musical instruments and how they produce and transmit sound energy. #E requires much prompting to complete written tasks and observations. #E routinely copies modeled answers and observations from the board instead of completing them on #h own.
9=In #h responses to enquiry questions, #e included information learned from previous discussions and/or lessons.
10=When answering enquiry questions, #e should work towards including more information learned from previous discussions and/or lessons.
11=#H follows models provided to reflect about science enquiry questions.
12=Discussing #h ideas orally helped #N complete enquiry questions with more clarity.
13=#E investigated familiar objects that uses pulleys and gears such as blinds or an ice cream scoop and can explain in detail how they work.
14=#E investigated familiar objects that uses pulleys and gears such as blinds or an ice cream scoop and can explain verbally how they work.
15=#E investigated familiar objects that uses pulleys and gears such as blinds or an ice cream scoop. With prompting, #e explains verbally how they work.
16=#E investigated familiar objects that uses pulleys and gears such as blinds or an ice cream scoop. With prompting, #e explains verbally how they work.
17=#E investigated familiar objects that uses pulleys and gears such as blinds or an ice cream scoop. With prompting, #e explains verbally how they work.
COMMENTS: Term1-Grade 5 Science
1=#N uses scientific experimentation skills to investigate changes in body systems such as heart rate and breathing increasing as a result of physical activity.
2=#E records data and observations clearly.
3=#E follows models to record data and complete observations.
4=#N correctly identifies major organs, parts and functions when explaining how a body system works.
5=#N requires prompting to correctly identify organs, parts and functions when explaining how a body system works.
6=#E used subject specific vocabulary when completing #h research on the * system.
7=#N included interesting facts and identified what we can do to keep this system healthy and prevent diseases.
8=#N needed help looking for information, writing #h finding clearly and identifying what we can do to keep this system healthy and prevent diseases.
9=#E could explain the relationship between the digestive system and the circulatory system.
10=#E needed assistance to give a complete explanation of the relationship between the digestive system and the circulatory system.
11=With prompting and assistance, #e gave a brief explanation of the relationship between the digestive system and the circulatory system.
12=#E identifies renewable and non-renewable sources of energy, where they come from, how they are transformed and used in daily life. #N participated in the Eco-Friendly House Challenge and demonstrated an understanding of ways to conserve energy in #h home design by adding features such as insulation, water collector for rainwater, recycling bins, energy saving appliances, solar panels and a windmill.
13=With support, #e identifies renewable and non-renewable sources of energy, where they come from, how they are transformed and used in daily life. #N participated in the Eco-Friendly House Challenge and demonstrated a basic understanding of ways to conserve energy in #h home design by adding features such as insulation, energy saving appliances, solar panels, and a windmill.
14=#N is encouraged to continue researching how #e can reduce the amount of energy used at home
15=#N is encouraged to remain focused in class and to seek assistance when completing and organizing activities inside #h science duo-tang.
COMMENTS: Time Management
1=#N tackles classroom assignments, tasks, and group work in an organized manner.
2=#N uses class time wisely.
3=#N arrives on time for school (and/or class) every day. is well-prepared for class each day.
4=#N works at an appropriate pace, neither too quickly or slowly.
5=#N completes assignments in the time allotted.
6=#N paces work on long-term assignments.
7=#N sets achievable goals with respect to time.
8=#N completes make-up work in a timely fashion.
COMMENTS: TR1
1=#N is a very sensible and friendly member of the class who is #adjective
2=#N is a confident and amiable member of the class who is #adjective
3=#N is a kind and conscientious member of the class who is #adjective
4=#E always sets a good example with #h #attitude
5=#E often sets a good example with #h #attitude
6=#E is always very thoughtful and enjoys offering to help classmates and staff with many different tasks.
7=#E has enjoyed taking on extra responsibilities in the classroom, such as volunteering to be #role
8=#E takes an organised and mature approach to every task and is able to present #h work to a high standard.
9=#E generally takes an organised approach to each given task and #h presentation has improved greatly.
10=#E has become more organised in #h approach to work as #e has matured.
11=It has been wonderful to watch #h confidence in many subject areas grow throughout the year.
12=It has been wonderful to watch #h confidence, both academically and personally, grow throughout the year.
13=It has been wonderful to see #h confidence and work ethic grow throughout the year.
14=It has been wonderful to see #h hard work paying off throughout the year.
15=#N's report shows that #e is #work and making #progress progress.
16=#E should be particularly proud of #h #grade Attitude to Learning in #subject
COMMENTS: TR2
1=Across all subjects, #e has shown an in-depth understanding of the topics covered.
2=Across most subjects, #e has shown a good understanding of the topics covered.
3=Across many subject areas, #e has shown a good understanding of the topics covered.
4=#E has made fantastic progress with #h Renaissance Reading which has helped #m to develop deeper comprehension skills and a wider vocabulary.
5=#E has engaged with Renaissance Reading but needs to focus on reading more widely in order to develop #h comprehension and widen #h vocabulary.
6=#E has taken part in the Renaissance Reading system but I would have liked to see #m testing more often throughout the year; #e would benefit from reading more often and more widely to support #h understanding.
7=#E has engaged with Renaissance Reading throughout the year but now needs to slow down and focus to develop the accuracy of #h understanding.
8=As #e moves into KS3, #N needs to continue to develop into an independent learner who is increasingly able to rely on self-motivation to engage with learning.
9=I would now like to see #N #? as it would #?.
10=Outside of lessons, #N has enjoyed varied activities such as #?.
11=#E has also made a valuable contribution to the school by #?.
12=Well done, #N, for all your hard work this year. You have been a highly valued member of 6RW and it has been a pleasure having you in my class. I wish you the very best for next year.
13=Well done, #N, for contributing so much to 6RW this year. You have impressed me and your peers with your outstanding attitude and it has been a pleasure having you in my class. I wish you all the best for next year.
14=Well done, #N, for your continued hard work this year. You should be proud of everything you have achieved - I am certainly proud of you. I wish you all the best for next year.
COMMENTS: TRA01: Introduction
1=In the unit 'Habitats' #N began to understand the concept of a habitat, how it provides organisms found there with conditions for life and how animals depend on plants or other animals which eat plants for food. Throughout the unit ways in which organisms are suited to the habitat was clearly emphasised. #H experimental and investigative work focused on #m turning #h ideas into a form that could be tested and making a prediction. #E has make observations. After this, #e had to decide
COMMENTS: TRA02: Evaporation
1=Section 2: Water evaporation & Section 3: Evaporation of other liquids
2=#E was able to identify the process that takes place when water changes to a gas as evaporation.
3=#E could identify a range of contexts in which water evaporates.
4=#E has described some contexts in which other liquids evaporate.
5=#E is able to explain that #e can smell things when liquids evaporate and the gas reaches #h nose.
COMMENTS: TRA02: Habitats
1=Section 2: Finding different habitats
2=#E has identified local habitats and recognised those which are similar in scale or diversity.
3=#E recognises that animals and plants are found in many places e.g. on window sills.
COMMENTS: TRA03: Animals
1=Section 3: Different animals in different habitats
2=Children:
3=#E could make and justify a prediction e.g. the woodlice would be under the stones because it's damp there.
4=#E has described a habitat in terms of its environmental conditions eg leaf litter is cool, damp and dark.
5=#E was able to state that animals and plants are found in some places and not in others and #e could explain why.
COMMENTS: TRA03: Investigation
1=Sections 4-6: Planning to investigate evaporation
2=#E is able to identify factors that could affect how fast water evaporates.
3=#E was able to make a reasonable prediction and, with some help, suggest a fair test to test the prediction.
4=#E could, with help in choosing what to do, present #h results in a graph.
5=#E was able to compare #h results and draw #h own conclusions.
6=#E is able to explain how to make things 'dry' more quickly using #h own ideas about the factors affecting evaporation.
COMMENTS: TRA04: Condensation
1=Section 7: Condensation & Section 8: Finding condensation
2=#E was able to identify the process which takes place when water vapour turns to a liquid as condensation.
3=#E is able to explain why condensation occurs in a number of situations such as on kitchen windows on a cold day or on cold taps in the bathroom.
4=#E was able to explain where condensation wasn't so frequently seen.
5=#E knows that air contains water vapour which cannot be seen but its vapour may condense when it hits a cold surface.
6=#E recognises condensation in the bathroom as droplets of water forming on a cold surface.
COMMENTS: TRA04: Grouping
1=Section 4: Grouping living things
2=#E is able to identify similarities and differences between similar organisms.
3=#E can group animals and explain #h criteria on which the groups are based.
COMMENTS: TRA05: Boiling
1=Section 9: Boiling
2=#E was able to identify the pattern in #h data and use this to make predictions.
3=#E has recognised that simply heating water at its boiling point will not result in it getting hotter.
4=#E can state that the boiling temperature of water is 100C.
COMMENTS: TRA05: Calculating
1=Foundation Stage Calculating objectives
2=-----------------------------------------------
3=#E is beginning to relate addition to combining two groups of objects and subtraction to 'taking away'.
4=In practical activities and discussion, #e is starting to use the vocabulary involved in adding and subtracting.
5=#E can count repeated groups of the same size.
6=#E has been able to share objects into equal groups and count how many there are in each group.
7=Year 1 Calculating objectives
8=-----------------------------------
9=#E can relate addition to counting on.
10=#E recognises that addition can be done in any order.
11=#E is able to use practical and informal written methods to support the addition of a one-digit number or a multiple of 10 to a one-digit or two-digit number.
12=#E understands subtraction as 'take away' and find a 'difference' by counting up.
13=#E is able to use practical and informal written methods to support the subtraction of a one-digit number from a one digit or two-digit number and a multiple of 10 from a two-digit number.
14=#E solves practical problems that involve combining groups of 2, 5 or 10, or sharing into equal groups.
15=#E has used the vocabulary related to addition and subtraction and symbols to describe and record addition and subtraction number sentences.
16=Year 2 Calculating objectives
17=-----------------------------------
18=#E adds or subtracts mentally a one-digit number or a multiple of 10 to or from any two-digit number. #N uses practical and informal written methods to add and subtract two-digit numbers.
19=#E understands that subtraction is the inverse of addition and vice versa. #N uses this to derive and record the related addition and subtraction number sentences.
20=#E can represent repeated addition and arrays as multiplication, and sharing and repeated subtraction (grouping) as division.
COMMENTS: TRA05: Calculating--part2
1=#N has used practical and informal written methods and the related vocabulary to support multiplication and division, including calculations with remainders.
2=#E uses the symbols +, -, �, � and = to record and interpret number sentences involving all four operations.
3=#N has calculated the value of an unknown in a number sentence (e.g. ? � 2 = 6, 30 - ? = 24).
COMMENTS: TRA05: Keys
1=Section 5: Using keys to identify plants and animals
2=#E has used simple keys to identify local plants and animals.
COMMENTS: TRA06: Investigation
1=Section 6: Investigating plants and animals
2=#E was able to suggest a question which related to an organism in its natural habitat and #e was able to say what #e thought would happen.
3=#E could recognise what evidence was needed e.g. woodlice should be able to choose between a damp and a dry place and that a reasonable number of woodlice should be used.
4=#E has made observations which were relevant to the question under investigation.
5=#E could draw #h own conclusions which matched the observations made and #e was able to relate these to #h original prediction and to #h knowledge about the habitat.
COMMENTS: TRA06: Melting
1=Section 10: Observing melting
2=#E is able to state that the freezing temperature of water is 0C.
3=#E recognises that the temperature in the classroom is usually around 18C - 22C.
COMMENTS: TRA06: Shapes
1=Foundation Stage Understanding shape objectives
2=-----------------------------------------------------------
3=#E has used familiar objects and common shapes to create and recreate patterns and build #h own models.
4=#E is able to use language such as 'circle' or 'bigger' to describe the shape and size of solids and flat shapes.
5=#E uses everyday words to describe position
6=Year 1 Understanding shape objectives
7=----------------------------------------------
8=#E has visualised and named common 2-D shapes and 3-D solids and described their features
9=#E can use common 2-D shapes and 3-D solids to make patterns, pictures and models.
10=#E is able to identify objects that turn about a point (e.g. scissors) or about a line (e.g. a door).
11=#E has recognised and made whole, half and quarter turns.
12=#E has visualised and used everyday language to describe the position of objects and the direction and distance #e has used when moving them.
13=Year 2
14=---------
15=#N visualises common 2-D shapes and 3-D solids.
16=#E can identify shapes from pictures of them in different positions and orientations.
17=#E sorts, makes and describes shapes, referring to their properties.
18=#N identifies reflective symmetry in patterns and 2-D shapes and #e draws lines of symmetry in shapes.
19=#N can follow and give instructions involving position, direction and movement.
20=#N is able to recognise and uses whole, half and quarter turns, both clockwise and anticlockwise.
COMMENTS: TRA06: Shapes--part2
1=#E knows that a right angle represents a quarter turn.
COMMENTS: TRA07: Changes
1=#E has a good understanding that melting, freezing, evaporation and condensing are all changes which can be reversed and all changes which involved a change of state #independence
2=#N can give examples of melting, freezing, evaporation and condensing #support.
COMMENTS: TRA07: Comment 7
1=Section 7: Finding out about food sources & Section 8: Identifying food chains
2=#E was able to describe what a particular animal eats and explain that it could only live where its food source was available and where the conditions e.g. warmth, moisture are suitable.
3=#E can identify the food of a specific animal e.g. the privet hawk moth prefers privet.
4=#E has stated that predators eat other animals.
5=#E is able to identify animals which are predators and their prey.
6=#E knows that many animals which are prey live on green plants.
7=#E has sequenced a valid food chains relating to a local habitats using the arrow convention correctly.
COMMENTS: TRA07: Measuring
1=Foundation Stage Measuring Objectives
2=-----------------------------------------------
3=#E is able to use language such as 'greater', 'smaller', 'heavier' or 'lighter' to compare different quantities.
4=#E uses everyday language related to time.
5=#E is able to order and sequence familiar events and measure short periods of time.
6=Year 1 Measuring Objectives
7=-----------------------------------
8=#E can estimate, measure, weigh and compare objects.
9=#E is able to choose and use suitable uniform non-standard or standard units and measuring instruments (e.g. a lever balance, metre stick or measuring jug) as appropriate.
10=#E has used vocabulary related to time.
11=#E is able to order the days of the week and months.
12=#E can read the time to the hour and half hour.
13=Year 2
14=---------
15=#E can estimate, compare and measure lengths, weights and capacities.
16=#E can choose and use the correct standard units (m, cm, kg, litre) and a suitable measuring instrument.
17=#E can read the numbered divisions on a scale, and interpret the divisions between them (e.g. on a scale from 0 to 25 with intervals of 1 shown but only the divisions 0, 5, 10, 15 and 20 numbered).
18=In addition, #N uses a ruler to draw and measure lines accurately to the nearest centimetre.
19=#E use the units of time (seconds, minutes, hours, days) and knows the relationships between them.
20=#N can read the time to the quarter hour and can identify time intervals, including those that cross the hour.
COMMENTS: TRA08: Comment 8
1=Section 9: Protecting habitats
2=#E recognise that making changes to the habitat has an impact on some of the resident organisms present.
COMMENTS: TRA08: Handling Data
1=Foundation Stage Handling data objectives
2=--------------------------------------------------
3=#E is able to sort familiar objects in order to show that #e has identified their similarities and differences.
4=#N is able to count how many objects share a particular property. #E then presented #h results using pictures, drawings or numerals.
5=Year 1 Handling data objectives
6=--------------------------------------
7=#N has answered a question by recording information in lists and tables.
8=#E is able to present #h outcomes using a wide range of practical resources, pictures, block graphs or pictograms.
9=#N is able to use diagrams to sort objects into groups according to a given criterion.
10=#E has suggested a different criterion for grouping the same objects.
11=Year 2 Handling data objectives
12=--------------------------------------
13=#N has answered a question by collecting and recording #h data in lists and tables.
14=#E can represent the data as block graphs or pictograms to show results.
15=#E has used ICT to organise and present #h data.
16=#N can use lists, tables and diagrams to sort objects.
17=In addition, #e is able to explain #h choices using the appropriate language, including 'not'.
COMMENTS: Unit 2 - Energy
1=#E can describe solidification, freezing and melting, using the particle model to describe the change of state.
2=#E #proficiency-level that the change of state of a substance is a physical process.
3=#E can use the particle model to explain the properties of solids and liquids.
4=#E #proficiency-level describe and explain how some solids can behave like liquids (e.g. powders), referring to the particle model.
5=#E can describe the particle model for solids and liquids.
6=#E can nderstand the difference between materials, substances and particles.
7=#E shows knowledge that particles are in constant motion, even when in a solid.
8=#E #proficiency-level that some substances will react with another substance to produce one or more new substances and this is called a chemical reaction.
COMMENTS: Unit 3- Erths and Habitats
1=#N can #independently describe the model of the structure of the Earth which includes a core, a mantle and a crust.
2=#E shows knowledge that different animals are found in, and suited to, different habitats.
3=#E can tell that plants and animals can survive in environments other than their habitats.
COMMENTS: Work Habits
1=#N is a conscientious, hard-working student.
2=#N works independently.
3=#N is a self-motivated student.
4=#N consistently completes homework assignments.
5=#N puts forth their best effort into homework assignments.
6=#N exceeds expectations with the quality of their work.
7=#N readily grasps new concepts and ideas.
8=#N generates neat and careful work.
9=#N checks work thoroughly before submitting it.
10=#N stays on task with little supervision.
11=#N displays self-discipline.
12=#N uses class time wisely.
13=#N arrives on time for school (and/or class) every day.
14=#N is well-prepared for class each day.
15=#N works at an appropriate pace, neither too quickly or slowly.
16=#N completes assignments in the time allotted.
17=#N paces work on long-term assignments.
18=#N sets achievable goals with respect to time.
19=#N completes make-up work in a timely fashion.
20=#N avoids careless errors through attention to detail.
COMMENTS: Work Habits and Attitudes (P)
1=#N's work often exhibits thought and care.
2=#N shows interest and enthusiasm in the classroom.
3=#N listens and does not interrupt the class with off the topic comments.
4=#N shows responsibility in attendance, punctuality, and task completion.
5=#N has demonstrated a positive attitude towards learning and shown good leadership skills.
6=Some progress was observed, and #N is to be commended for #h willingness and enthusiasm to succeed.
7=#N demonstrates an ability to pay attention in class, asking and appropriately answering relevant questions.
LIST: a-few
1=a few
2=some
3=most
4=all
LIST: accurately
1=with teacher assistance
2=with some teacher assistance
3=with little teacher assistance
4=independently
5=independently and accurately
LIST: adjective
1=highly respected by #h peers.
2=well-liked by #h classmates.
3=popular amongst #h peers.
4=an excellent role-model for #h peers.
LIST: admirable
1=very little
2=little
3=moderate
4=satisfactory
5=excellent
6=admirable
7=better than expected
LIST: almost-all
1=few
2=some
3=most
4=all
5=almost all
LIST: always
1=some of the time
2=most of the time
3=always
LIST: and
1=and
2=but
3=also
4=however
LIST: are-not-recorded
1=are not recorded as instructed.
LIST: assistance
1=considerable assistance
2=with some assistance
3=with only occasional assistance
4=without assistance
LIST: attitude
1=conscientious and thoughtful attitude.
2=happy and well-mannered nature.
3=enthusiasm and natural warmth.
4=perseverance and determination.
LIST: but
1=but
2=and
3=however
LIST: charactertraits
1=happy
2=curious
3=outgoing
4=polite
5=motivated
6=quiet
7=responsible
8=hard-working
9=kind
10=generous
11=creative
12=observant
13=enthusiastic
14=energetic
15=friendly
16=sensitive
17=imaginative
18=honest
LIST: clear
1=clear
2=complete
3=accurate
LIST: close-supervision
1=only with teacher assistance and close supervision
2=with someteacher assistance
3=safely and independently
4=effectively
LIST: coherence
1=without much coherence and in limited ways
2=with some coherence and accuracy
3=clearly and accurately for distinct purposes
4=clearly
5=accurately and confidently for different purposes and within
LIST: communicates
1=communicates
2=shares
3=expresses
LIST: complete
1=complete
2=nearly complete
LIST: composition
1=composition
2=essay
3=paper
LIST: comprehends
1=comprehends only a few of the of the basic concepts
2=comprehends only a few of the taught concepts
3=comprehends some of the basic concepts
4=comprehends some of the taught concepts
5=comprehends most of the taught concepts
6=comperhends all of the taught concepts
LIST: concrete
1=concrete
2=positive
3=workable
4=possible
LIST: confidently
1=confidently
2=impressively
3=independently
4=accurately
5=only with intense teacher assistance
6=with some teacher assistance
7=with notable errors
8=inconsistently with several minor errors
9=frequently with few minor errors
10=consistently and accurately
11=with accuracy
12=effortlessly
LIST: considerable-assistance
1=considerable assistance
2=with some assistance
3=with only occasional assistance
4=without assistance
LIST: consistently
1=consistently
2=rarely
3=sometimes
4=usually
LIST: conventions
1=conventions
2=rules
LIST: demonstrates-very-little
1=demonstrates very little
2=demonstrates little progress
3=demonstrates moderate
4=demonstrates satisfactory
5=demonstrates excellent
6=demonstrates admirable
7=demonstrates better
LIST: effectively
1=with assistance
2=sometimes
3=frequently
4=consistently
5=effectively and confidently
LIST: effortlessly
1=with difficulty
2=with some difficulty
3=accurately and quickly
4=effortlessly
LIST: Encouragement
1=Only with teacher assistance
2=With assistance and encouragement
3=With some assistance and encouragement
4=Independently
5=Routinely
LIST: excellent
1=excellent
2=limited
3=good
4=some
LIST: few
1=only a few
2=few
3=some
4=most
5=all
LIST: frequent-errors
1=with numerous and frequent errors
2=with several minor errors
3=with practically no errors
4=with no errors
LIST: generates
1=generates
2=constructs
3=organize
LIST: geometric-models
1=geometric models
2=solving geometric problems
3=finding the missing parts/face to compose a complete cube
LIST: grade
1='outstanding'
2='very good'
3='good'
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: ideas
1=ideas
2=opinion
3=thoughts and feelings
LIST: impressive
1=independently
2=effortlessly
3=independently and accurately
4=usually and with frequent accuracy
LIST: independently
1=with full independence
LIST: knowledge
1=knowedge
2=expertise
3=comprehension
LIST: la-topics
1=recognizing and using parts of speech
2=recognizing and using punctuation marks
3=planning their writing
4=making simple oral presentations
5=determining meaning and pronunciation of unfamiliar words
LIST: laconcepts
1=reading
2=writing
3=speaking
4=listening
LIST: limited
1=limited
2=good
3=with considerable teacher assistance
4=with several negligible errors
5=with a few minor errors
LIST: masterful
1=a little
2=some
3=very good
4=excellent
5=thorough
6=masterful
LIST: math-skills
1=sequence numbers including negatives in correct patterns
2=find the values of the symbols to represent numbers
3=identify and draw the spatial sequances
4=identify and differentiate prime and square numbers
LIST: math-topics
1=multiplication facts up to 10x10
2=addition and subtraction of three-digit numbers
3=units of measure for length, time, temperature, and mass
4=mental calculation of addition and subtraction problems up *
LIST: mathconcepts
1=use written methods to add and subtract three digit numbers
2=use mental recall of multiplication tables
3=classify two- and three-dimensional shapes according to thei
4=able to organize their work in a coherent way
LIST: maths-lessons
1=caltulating the sum and difference of decimal numbers
2=finding the product and quotient of the decimals with 10,100
3=expressing decimals in expanded form
LIST: mathslist
1=dedication to improving #h knowledge of times tables.
2=growing confidence towards number skills and place value.
3=growing confidence towards fractions and percentages.
4=improved confidence towards shape and measure.
5=improved confidence towards time and timetables.
LIST: method
1=method
2=process
3=steps
4=procedure
LIST: moderate
1=very little
2=little
3=moderate
4=satisfactory
5=excellent
6=admirable
LIST: most
1=most
2=a few
3=at least half
4=some
5=all
6=few
LIST: much
1=good deal of
2=much
3=some
4=no
LIST: notable-errors
1=with notable errors
2=with several negligible errors
3=with a few minor errors
4=with practically no minor errors
LIST: numerous
1=few
2=one or more
3=numerous
LIST: objectives-flowering-plants
1=some plants have flowers and other plants do not have flower
2=flowers can be sorted and grouped based on their features.
LIST: Ocassionally
1=Ocassionally
2=With teacher assistance
3=Usually
LIST: often-required
1=often required assistance and specific teacher guidance
2=were lacking in detail and accuracy
3=were written in much detail
4=were done well and in detail
5=were written well and as instructed
LIST: OLD-How-to-improve
1=focus more during lessons
2=complete #s homework in a timely manner
3=spend more time practicing the skill
4=further explore the topic through the internet research
5=develop #h computer skills
6=pay more attention to instructions
LIST: OLD-Science-topics
1=Heating and Cooling
2=Light and Sound
3=Exploring Magnetism
4=Changing Earth
LIST: OLD-Time-period
1=year
2=semester
3=1st semester
4=2nd semester
5=3rd semester
6=4th semester
7=term
8=1st term
9=2nd term
10=3rd term
11=4th term
LIST: only-a-few
1=only a few
2=more than half
3=most
4=all
LIST: only-with-intense
1=only with intense teacher assistance
2=with some teacher assistance
3=independently
4=integers
5=independently and effectively
6=independently and accurately
LIST: Only-with-teacher-assistance
1=Only with teacher assistance
2=With assistance
3=With some teacher assistance
4=Independently
5=With ease
6=Effortlessly
LIST: only-with-teacher-guidance
1=with teacher guidance and prompting
2=with some assistance
3=independently
LIST: outline
1=outline
2=diagram
3=story map
LIST: perform
1=perform
2=describe
3=tell
4=explain
5=ellaborate
6=presnt
LIST: poor
1=poor
2=good
3=very good
4=excellent
5=thorough
6=effective
LIST: proficiency-level
1=will benefit from additional practice in
2=grasped well the concept of
3=shows great understanding of
4=displays amazing skills in
5=demonstrates great progress in
6=needs more help with
7=consistently shows great understanding
8=finds difficult the concept of
9=can be proud of #h progress in
10=shows a great understanding of the concept
LIST: progress
1=excellent
2=very good
3=good
4=satisfactory
LIST: prompting
1=only with teacher assistance and prompting
2=with some teacher assistance
3=independently and consistently
4=independently and very effectively
LIST: rarely
1=rarely
2=sometimes
3=usually
4=always
5=often
LIST: rarely-and-with-limited
1=rarely and with limited accuracy
2=inconsistently and with some accuracy
3=usually and with frequent accuracy
4=consistently and with a higher level of accuracy
LIST: role
1=a Laptop Monitor.
2=a Book Monitor.
3=a Class Helper.
4=a Plant Monitor.
5=our Eco Representative.
6=our School Council Member.
7=a Register Monitor.
LIST: routinely
1=only with teacher assistance
2=with assistance
3=with some assistance
4=routinely and successfully
5=withour a single reminder
LIST: Science-topics
1=Plants are living things
2=Mixing Materials
3=Lights and Shadows
4=Staying Alive
5=Forces and Magnets
LIST: Sciencelist
1=the practical nature of our Forces
2=creating explosions as part of our States of Matter
3=conducting in-depth research in our Earth and Space
4=building a volcano as part of our States of Matter
5=investigating dissolving and evaporation in our Materials
6=separating mixtures as part of our Materials
7=investigating friction as part of our Forces
8=investigating air resistance as part of our Forces
LIST: shows-little
1=shows little awareness and understanding of
2=shows some awareness and understanding of
3=shows good awareness and understanding of
4=shows excellent awareness and understanding of
5=shows thorough awareness and understanding of
6=shows admirable awareness and understanding of
7=shows surprisingly strong awareness and understanding of
LIST: simple
1=simple
2=more complex
3=two-step
4=multi-step
LIST: skills
1=make predictions
2=describe a pattern in results.
3=see if predictions are correct based on results
4=form a conclusion based on scientific knowledge
5=decide when observations need to be repeated
6=take appropriately accurate measurements
7=describe how accurate predictions were
8=collect and record measurements in tables
9=make a conclusion from results using science knowledge
10=can draw a bar chart of findings
11=investigate how to change the volume and pitch of sounds.
LIST: some
1=some
2=much
3=great deal of
4=little
5=no
LIST: some-progress
1=some
2=good
3=very good
4=excellent
LIST: specified
1=specified
2=particular
3=certain
4=simple
LIST: subject
1=English.
2=Mathematics.
3=Science.
4=Physical Education.
5=Expressive Arts.
6=Computing.
7=French.
8=HSSE.
9=Music.
LIST: subjects
1=mathematics
2=language arts
3=science
4=geography
5=technology
LIST: support
1=but often needs teacher support.
2=with some adult encouragement.
3=with teacher support.
4=with teacher support and prompts.
5=but requires teacher support and assistance.
6=with teacher's support and guidance.
7=with no support needed
8=with accurate result
LIST: teacher-assistance
1=with teacher assistance
2=with some assistance
3=independently
4=always
5=usually
6=with some clarity and accuracy
7=accurately most of the time
8=confidently
LIST: term1unit
1=Life Cycle of Flowering Plants
2=Sound
3=States and Properties of Matter
LIST: the-required
1=few
2=some
3=most
4=the required
LIST: Time-period
1=year
2=semester
3=1st semester
4=2nd semester
5=3rd semester
6=4th semester
7=term
8=1st term
9=2nd term
10=3rd term
11=4th term
LIST: topic-sound&matters
1=How are sounds made?
2=Volume and pitch
3=Changing the volume of sound
4=Changing the pitch of sound
5=Gases
6=Properties of water
7=Evaporation and condensation
8=Solutions
LIST: topics-life-cycle-flowering
1=Flowering and nonflowering plants
2=Pollination, fruits and seeds
3=How seeds are spread
4=Seed germination
LIST: whole-numbers
1=whole numbers
2=fractions
3=decimals
4=integers
LIST: with-clarity
1=only with teacher assistance
2=with some assistance
3=always with clarity and detail
LIST: with-difficulty
1=with difficulty
2=with some assistance
3=independently
4=independently and accurately
5=impressively and confidently
LIST: with-major-errors
1=with major errors
2=with several minor errors
3=with limited errors
LIST: with-notable-errors
1=only with teacher assistance
2=with notable errors
3=inconsistently with several minor errors
4=frequently with few minor errors
5=consistently and accurately
6=with accuracy
7=with accuracy,confidence and ease
8=efortlessly
LIST: with-reminders
1=With reminders and teacher supervision
2=Most of the time
3=Consistently and willingly
LIST: with-teacher-assistance
1=with teacher assistance
2=with some teacher assistance
3=independently
LIST: without
1=some
2=much
3=little
4=without
LIST: work
1=working extremely well
2=working very well
3=working well
4=working exceptionally well
5=generally working well
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/* 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.
/*
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