/* SAVE YOURSELF HOURS... /* IMPORT THESE COMMENTS INTO: SchoolReportWriter.COM /* No.1 in GOOGLE - "BEST TEACHER REPORTS APP": /* - TRUSTED by 1000s of teachers, since 2012 /* - QUICKLY create personalised reports /* - PASTE into your school system, Word etc /* - GENDER NEUTRAL option /* - DEMO video at SchoolReportWriter.COM /* FOR HELP see end of this document. /* Subjects: Science, Biology, Physics, Chemistry /* Author says: /* "Our comments are set as bullet point Strengths then Targets /* only." COMMENTS: IB Biology Report Comments Strengths 1=-ability to understand strengths and weakness in order to grow and develop as a learner{BR} 2=-ability to accurately use scientific vocabulary, terminology and conventions{BR} 3=-ability to apply material to unfamiliar contexts and apply knowledge from one area of the syllabus to another{BR} 4=-sound ability to present reasoned explanations for phenomena, patterns or relationships{BR} 5=-sound ability to interpret graphs to identify a correlation between two variables{BR} 6=-sound ability to make clear differences between two or more concepts or items{BR} 7=-sound ability to make and record observations, measurements and estimates{BR} 8=-sound ability to evaluate and analyse data and present logical and reasoned explanations{BR} 9=-sound ability to manipulate numerical or other data{BR} 10=-sound knowledge of the themes of the nature of science and their links to the skills and applications in the syllabus{BR} 11=-excellent creation of revision notes from class notes, textbooks and other resources{BR} 12=-sound ability to self reflect, analyse areas for development and act on them resulting in measurable improvement{BR} 13=-sound ability to demonstrate knowledge and understanding of facts, concepts and technical terminology{BR} 14=-sound ability to demonstrate knowledge and understanding of required practical methodologies and techniques{BR} 15=-sound ability to demonstrate knowledge and understanding of communicating scientific information of processes{BR} 16=-sound ability to apply facts, concepts and terminology{BR} 17=-sound ability to formulate, analyse, and evaluate hypotheses, research questions and predictions{BR} 18=-sound ability to develop conceptual understanding across a range of biological concepts{BR} 19=-sound ability to construct an extended response in a logical and concise manner{BR} 20=-sound ability to draw required diagrams and explain their biological structure or function{BR} COMMENTS: IB Biology Report Comments Targets 1=-ability to be a reflective learner and develop their own ideas{BR} 2=-ability to accurately use scientific vocabulary, terminology and conventions{BR} 3=-ability to apply material to unfamiliar contexts and apply knowledge from one area of the syllabus to another{BR} 4=-ability to present reasoned explanations for phenomena, patterns or relationships{BR} 5=-ability to develop strong problem solving skills, including some of a quantitative nature{BR}} 6=-ability to develop a response to a prompt using technical language and detail{BR} 7=-ability to manipulate numerical or other data{BR} 8=-study habits by incorporating a variety of revision strategies{BR} 9=-quality of revision notes by utilising class notes, textbooks and other resources{BR} 10=-ability to self reflect, analyse areas for development and act on them with measurable improvement{BR} 11=-ability to use information to identify patterns, report trends and draw inferences{BR} 12=-ability to apply the principles from the syllabus to a new situation in a logical and deductive way{BR} 13=-ability to understand and differentiate between command terms{BR} 14=-ability to construct an extended response in a logical and concise manner{BR} 15=-ability to develop a more conceptual understanding of how biological concepts link together{BR} 16=-ability to incorporate technical language into extended responses{BR} 17=-ability to use information to identify patterns, report trends and draw inferences{BR} 18=-understanding the themes of the nature of science and their links to the skills and applications in the syllabus{BR} 19=-ability to draw required diagrams and explain their biological structure or function{BR} COMMENTS: Intro statements 1=#N's strengths are #h:{BR} 2={BR}{BR}#N's targets are to improve #h:{BR} COMMENTS: OLD-Intro statements 1=#N's strengths are #h:{BR} 2={BR}#N's targets are to improve #h:{BR} COMMENTS: Strength KS3 1=-proficiency and safety in the laboratory{BR} 2=-participation in practical activities{BR} 3=-confidence in the laboratory{BR} 4=-improved confidence in the laboratory{BR} 5=-ability to process data and reach intelligent conclusions{BR} 6=-ability to typically process data and reach conclusions{BR} 7=-maintenance of a very high standard of written work{BR} 8=-maintenance of a full record of work covered{BR} 9=-pro-activity and self-motivation{BR} 10=-performance on tests and quizzes{BR} 11=-ability to accomplish tasks independently{BR} 12=-ability to make insightful comments in class{BR} 13=-demonstration of an excellent command of scientific vocabulary{BR} 14=-demonstration of a sound command of scientific vocabulary{BR} 15=-understanding and application of new concepts successfully{BR} 16=-demonstration of a sound understanding of core concepts{BR} 17=-considerable improvement on subsequent assessments{BR} 18=-wide general scientific knowledge{BR} 19=-demonstration of a sound knowledge of scientific facts and principles{BR} COMMENTS: Strengths 1=-Proficiency and safety in the laboratory{BR} 2=-Participation practical activities{BR} 3=-Confidence in the laboratory{BR} 4=-Improving confidence in the laboratory{BR} 5=-Ability to process data and reach intelligent conclusions{BR} 6=-Ability to typically process data and reach conclusions{BR} 7=-Maintaining a very high standard of written work{BR} 8=-Maintaining a full record of work covered{BR} 9=-Proactivity and self-motivation{BR} 10=-Performance on tests and quizzes{BR} 11=-Ability to accomplish tasks independently{BR} 12=-Making insightful comments in class{BR} 13=-Displaying an excellent command of scientific vocabulary{BR} 14=-Displaying a sound command of scientific vocabulary{BR} 15=-Understanding and application of new concepts successfully{BR} 16=-Demonstrating a sound understanding of core concepts{BR} 17=-Improving considerably on subsequent assessments{BR} 18=-Wide general scientific knowledge{BR} 19=-Demonstrating a sound knowledge of scientific facts and principles{BR} COMMENTS: Strengths IG 1=-ability to take excellent class notes that reflect understanding of concepts{BR} 2=-strong interest in the subject matter{BR} 3=-ability to communicate effectively with peers during group learning activities{BR} 4=-enthusiastic participation in class{BR} 5=-utilisation of the available resources during revision time{BR} 6=-strong analytical skills, understanding the reasons behind each idea{BR} 7=-focus during lessons and management of distractions in a mature manner{BR} 8=-excellent interpersonal skills, especially visible during group work{BR} 9=-ability to memorise define command terms{BR} 10=-organisational and time management skills{BR} 11=-deep understanding of scientific concepts 12=-excellent ability to retain copious amounts of knowledge{BR} 13=-diligent use of lesson time when{BR} 14=-persistence, working at difficult problems until they are understood{BR} 15=-focus on tasks most of the time{BR} COMMENTS: Targets 1=-Self-reliance in the laboratory{BR} 2=-Participation in practical activities{BR} 3=-Maintaining a full record of work covered{BR} 4=-Following of instructions more carefully in the laboratory{BR} 5=-Skill to process data and reach conclusions in investigations{BR} 6=-Focus on completion of written work{BR} 7=-Level of participation during practical activities{BR} 8=-Pro-activity and self-motivation{BR} 9=-Revision techniques for assessments{BR} 10=-Independence in class{BR} 11=-Confidence to ask questions if unsure of topic content{BR} 12=-Keeping questions in class relevant to work being covered{BR} 13=-Level of engagement in class{BR} 14=-Development and use of scientific vocabulary{BR} 15=-Self-motivation rather than relying on external motivation{BR} 16=-Ability to avoid minor distractions{BR} 17=-Ability to apply scientific concepts{BR} 18=-Exploration of extension material and research{BR} 19=-Learning of scientific facts more thoroughly{BR} 20=-Time management skills{BR} COMMENTS: Targets IG Biology 1=-revision of past quizzes, topic tests and unit exams to study areas where more marks could have been gained{BR} 2=-revision of past unit exams to research questions where more marks could have been gained and study these points again in the textbooks and class notes{BR} 3=-attempts at re-writing questions from previous unit exams where more marks could have been attained, using the textbook and the mark schemes, with the intention of perfecting answers{BR} 4=-revision of past paper questions from previous paper 2 (core) exams in order to gain confidence in answering exam questions before moving on to paper 3 questions which include the supplement, and more difficult material{BR} 5=-ability to answer exam style questions without notes, then use class notes and textbooks to fill in any difficult questions before using the available mark scheme to correct answers, then use this information to judge which topic areas need more study focus{BR} 6=-ability to answer past paper questions with mark schemes to become familiar with the finer and more detailed points required to gain top marks in exams{BR} 7=-ensuring that #h handwriting is legible in order for the examiner to understand exactly what the answer is saying{BR} 8=-ensuring that #h handwriting is legible in order to ensure that marks are not lost due to examiners having difficulty understanding specific words{BR} 9=-ensuring that #h handwriting is legible in order to ensure that all possible marks are obtained from all answers{BR} 10=-overall Biology grade up to a C by term 2 in Y11 by reviewing all Y10 material, including all topics covered in the End of Year Exam and all topics covered in class thus far{BR} 11=-overall attainment grade by at least one full grade boundary for term 1 report Y11 by studying specifically in topic areas where more marks could have been attained in the End of Year Exam{BR} 12=-utilisation of the textbook to read topics, and constantly revise material as it is covered in class{BR} 13=-review of all required investigations and identify their independent variables, dependent variables, control variables, and safety requirements{BR} 14=-ability to distinguish between describe and explain command terms{BR} 15=-study habits and seeking assistance in formulating a revision timetable when needed{BR} 16=-ability to refine #h study habits by ensuring that topics to be revised are prioritised according to mock result analysis{BR} 17=-high level of effort already invested and remain focused on the goal of the final exams{BR} 18=-revising efforts on the topics that gained the least number of successful marks according to mock exam analysis{BR} 19=-focus on the specific topics that require improvement according to analysis of the mock exams{BR} 20=-use past paper questions in order to evaluate how well a topic is mastered{BR} COMMENTS: Targets IG Chemistry 1=-allocation of more time to assessment preparation and revising facts{BR} 2=-succinctness in answering questions based on qualitative material{BR} 3=-revision of keywords vocabulary to demonstrate better scientific awareness{BR} 4=-devotion to more time memorising factual topics{BR} 5=-devoting to more time learning describe and explain learning objectives{BR} 6=-summarising topics by reading the text book and making notes or mind maps linking the pertinent facts{BR} 7=-care when drawing graphs to ensure that scales and data points are accurate{BR} 8=-consolidation of material covered in Y10 over the summer vacation{BR} 9=-practise of drawing dot and cross diagrams for covalent molecules and ionic compounds{BR} 10=-understanding of kinetic theory by explaining rate of reaction in terms of the frequency and energy of colliding particles and by viewing simulations of colliding particles{BR} 11=-building of models or practise drawing the structural formulae of organic molecules{BR} 12=-use of the periodic table as an aid to determine the formula of ions and ionic compounds{BR} 13=-ability to learn how to identify the products at each electrode by relating cations to their position in the reactivity series and anions to their concentration in solution{BR} 14=-summation of organic chemistry topic by making reaction route maps linking compounds and homologous series{BR} 15=-practise of writing and balancing equations{BR} 16=-understanding of reversible reactions by relating the position of equilibrium to changes in temperature and pressure{BR} 17=-ability to relate the method of extraction of a metal from its ore to its position in the reactivity series{BR} 18=-performance in moles calculations to memorise mathematical procedures and avoid careless errors{BR} 19=-knowledge of industrial processes by creating story-lines and/or by sequencing reactions and equations{BR} 20=-ability to devise and use flash cards to memorise chemical tests more thoroughly{BR} COMMENTS: Targets IG General 1=-memorisation of all definitions and command terms{BR} 2=-practice of applying command terms by practicing with past papers and carefully breaking down and analysing the questions{BR} 3=-organisation of all notes, sort them out into topics and ensure they are complete{BR} 4=-note-taking and spending time going through them to fill in as much detail as possible{BR} 5=-expansion of topic notes by reading additional material and adding this to each unit summary{BR} 6=-summation of all topic material into notes that can be used as a revision resource{BR} 7=-creation of revision resources by summarising topics including classwork, lesson slides and information from textbooks{BR} 8=-creation of detailed revision resources that include information from class notes, lesson slides, labs, investigations, activities, information from both textbooks and information gained from other reliable sources{BR} 9=-ability to spend time after every class revising what was covered in that lesson{BR} 10=-ability to ensure that every afternoon the material covered during the day is revised and the textbook chapter referred to{BR} 11=-consistence in reading through all material covered in class after each lesson and ensure that time is spent on at least one additional resource each week{BR} 12=-attendance to Target Practice sessions weekly and work with a peer who can confidently help to answer questions{BR} 13=-attendance to Target practice sessions weekly and work in a group to revise{BR} 14=-attendance to Target Practice sessions weekly and consolidate knowledge by helping others{BR} 15=-focus in lessons and continue to sit where distractions are minimised{BR} 16=-responsibility for continuing to improve the level of focus in class and not allow distractions to occur{BR} 17=-responsibility for one's self discipline and to remain focused in class at all times{BR} 18=-participation in group activities and contribution to collaborative learning{BR} 19=-input in group activities and be more confident in one's own ability to make meaningful contributions{BR} 20=-temptation to do too much in a group activity and rather take on an advisory, an editorial or a coaching role in a group{BR} COMMENTS: Targets KS3 1=-self-reliance in the laboratory{BR} 2=-participation in practical activities{BR} 3=-maintenance of a full record of work covered{BR} 4=-attention to instructions more carefully in the laboratory{BR} 5=-skill to process data and reach conclusions in investigations{BR} 6=-focus on completion of written work{BR} 7=-level of participation during practical activities{BR} 8=-pro-activity and self-motivation{BR} 9=-revision techniques for assessments{BR} 10=-independence in class{BR} 11=-confidence to ask questions if unsure of topic content{BR} 12=-ability to keep questions in class relevant to work being covered{BR} 13=-level of engagement in class{BR} 14=-development and use of scientific vocabulary{BR} 15=-self-motivation rather than relying on external motivation{BR} 16=-ability to avoid minor distractions{BR} 17=-ability to apply scientific concepts{BR} 18=-exploration of extension material and research{BR} 19=-ability to learn scientific facts more thoroughly{BR} 20=-time management skills{BR} COMMENTS: Year 11 IGCSE REPORT COMMENTS 1=reflective learner and has the ability to develop their own ideas 2=excellent observational skills that are demonstrated in successful paper 6 drawings questions 3=able to accurately use scientific vocabulary, terminology and conventions 4=ability to apply material to unfamiliar contexts and apply knowledge from one area of the syllabus to another 5=strong ability to present reasoned explanations for phenomena, patterns or relationships 6=strong ability to solve problems, including some of a quantitative nature 7=strong ability to demonstrate knowledge of how to safely use techniques, apparatus and materials 8=strong ability to plan experiments and investigations 9=strong ability to make and record observations, measurements and estimates 10=strong ability to evaluate methods and suggest possible improvements 11=excellent knowledge of all investigations required for answering paper 6 12=strong ability to manipulate numerical or other data 13=excellent study habits and intrinsically motivated to do well 14=excellent creation of revision notes from class notes, textbooks and other resources 15=ability to self reflect, analyse areas for development and act on them with measurable improvement 16=desire to know more and to continue to learn beyond the syllabus material 17=strong ability to use information to identify patterns, report trends and draw inferences 18=strong ability to apply the principles from the syllabus to a new situation in a logical and deductive way 19=strong ability to translate information from data collection to graphs 20=ability to understand and differentiate between command terms COMMENTS: Year 11 IGCSE REPORT COMMENTS STRENGTHS 1=-ability to understand strengths and weakness in order to grow and develop as a learner{BR} 2=-sound observational skills that are demonstrated in successful paper 6 drawings questions{BR} 3=-ability o accurately use scientific vocabulary, terminology and conventions{BR} 4=-ability to apply material to unfamiliar contexts and apply knowledge from one area of the syllabus to another{BR} 5=-adequate ability to present reasoned explanations for phenomena, patterns or relationships{BR} 6=-adequate ability to solve problems, including some of a quantitative nature{BR} 7=-adequate ability to demonstrate knowledge of how to safely use techniques, apparatus and materials{BR} 8=-adequate ability to plan experiments and investigations{BR} 9=-adequate ability to make and record observations, measurements and estimates{BR} 10=-adequate ability to evaluate methods and suggest possible improvements{BR} 11=-excellent knowledge of all investigations required for answering paper 6{BR} 12=-adequate ability to manipulate numerical or other data{BR} 13=-excellent study habits and intrinsically motivated to do well{BR} 14=-excellent creation of revision notes from class notes, textbooks and other resources{BR} 15=-ability to self reflect, analyse areas for development and act on them resulting in measurable improvement{BR} 16=-desire to know more and to continue to learn beyond the syllabus material{BR} 17=-adequate ability to use information to identify patterns, report trends and draw inferences{BR} 18=-adequate ability to apply the principles from the syllabus to a new situation in a logical and deductive way{BR} 19=-adequate ability to translate information from data collection to graphs{BR} 20=-sound ability to understand and differentiate between command terms{BR} COMMENTS: Year 11 IGCSE REPORT COMMENTS TARGETS 1=-observational skills which are required for biological drawings{BR} 2=-ability to accurately use scientific vocabulary, terminology and conventions{BR} 3=-ability to apply material to unfamiliar contexts and apply knowledge from one area of the syllabus to another{BR} 4=-ability to present reasoned explanations for phenomena, patterns or relationships{BR} 5=-ability to develop strong problem solving skills, including some of a quantitative nature{BR} 6=-ability to demonstrate knowledge of how to safely use techniques, apparatus and materials{BR} 7=-ability to plan experiments and investigations in a sequential and logical order{BR} 8=-ability to make and record observations, take measurements and estimates{BR} 9=-ability to evaluate methods and suggest possible improvements{BR} 10=-ability to manipulate numerical or other data{BR} 11=-improve study habits by incorporating a variety of revision strategies{BR} 12=-quality of revision notes by utilising class notes, textbooks and other resources{BR} 13=-ability to self reflect, analyse areas for development and act on them with measurable improvement{BR} 14=-ability to use information to identify patterns, report trends and draw inferences{BR} 15=-ability to apply the principles from the syllabus to a new situation in a logical and deductive way{BR} 16=-ability to translate information from data tables to graphs{BR} 17=-ability to understand and differentiate between command terms{BR} 18=-ability to identify and label anatomical structures{BR} 19=-ability to explain biological functions by giving a detailed account of causes, reasons, or mechanism{BR} 20=-ability to construct concise responses for short answer questions{BR} LIST: How-to-improve 1=focus more in the lessons 2=put more time aside for homework 3=try not to chat during lessons 4=do more project research on the internet 5=develop #h computer skills 6=pay more attention to instructions LIST: Science-topics 1=Heating and Cooling 2=Light and Sound 3=Exploring Magnetism 4=Changing Earth LIST: Time-period 1=year 2=semester 3=1st semester 4=2nd semester 5=3rd semester 6=4th semester 7=term 8=1st term 9=2nd term 10=3rd term 11=4th term /*========================================= /* HELP: Creating & Importing Files /*========================================= /* /* See also, YouTube Teacher Training Video at: /* SCHOOL REPORT WRITER .COM /* https://schoolreportwriter.com/ /* /* #N - Name /* #E - She/He/They /* #e - she/he/they /* #H - His/Her/Their /* #h = his/her/their /* #b - girl/boy/child /* #m - him/her/them /* #s - herself/himself/themself /* #? - be prompted for text later e.g. #N achieved #?% in the exam. /* #your-list-name - select from a list later e.g. #N excelled in #topics. /* {BR} - line break; {BR}{BR} - double line break. /* /* /* DID YOU KNOW? /* /* You can also import comment files in the, /* Teachers Report Assistant format. /* There are 1000s around the web. /* School Report Writer automatically converts them. /* /* /* YOUR EXISTING COMMENTS ARE SAFE: /* /* When you upload, you will be shown the comments /* you are about to import. You will be told if names /* are already in use and you can pick-&-click which /* comments to add to your comment bank. /* /* /* USE 'PLAIN TEXT' (.txt) FILES ONLY: /* /* Import files must be 'plain text'. The easiest way to /* create one is to download a comment file from our site /* and open it on your computer. On most systems it will /* automatically open in a plain text editor. If you /* make changes and save, the file should automatically be /* saved as plain text. On PCs it will usually open in /* NotePad. On Macs, usually TextEdit. In Word, and other /* word processors, use 'save as' (see Word File menu) /* and then choose file type: 'text only/plain text'. /* /* /* ADDING HELPFUL NOTES: /* /* Lines starting /* are for notes (like this line). /* They are ignored when files are imported. /* You can add notes anywhere in the file. Blank lines /* are also ignored and can also be included anywhere. /* /* /* COMMENTS AND LISTS: /* /* Files contain groups of comments and lists. /* Each group should start with either: /* /* COMMENTS: your-comment-name-here /* or /* LIST: your-list-name-here /* /* List names are 2-30 characters long and contain /* only letters, numbers, '&', hyphens and NO SPACES. /* /* Comment names can include spaces, and any other /* characters except: < > \ # (max length 50). /* /* Each group may include up to 20 numbered lines, e.g. /* /* COMMENTS: Science Yr7 project work /* 1= #N's work on #Science-topics was excellent. /* 2= #N gave an inspiring #Science-topics presentation. /* 3= #N received a well-deserved A+ in #Science-topics. /* 4= etc... /* /* LIST: Science-topics /* 1= Heating and Cooling /* 2= Light and Sound /* 3= Exploring Magnetism /* 4= Changing Earth /* 5= etc... /* /* REMINDER... lines beginning /* are for notes. /* So to import the two science examples above, /* you would need to remove the /*, otherwise /* the lines would be ignored when imported. /* /* /* NEED MORE HELP? support@SchoolReportWriter.com - we usually reply the same day. /* /* SCHOOL REPORT WRITER .COM /* https://schoolreportwriter.com/ /* The FREE ONLINE school report writing software & school report card comments bank.