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Subjects: English, History
Levels: Secondary/High school
Grades: Grades 7-12, Canadian/UK curriculum
Location: Canada
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COMMENTS: (TEST) April Report Cards - Intro ELA
1=This term, we studied poetry with a focus on Canadian Aboriginal content.
2=This term Canadian Aboriginal content and paragraph writing were the topics we focused on.

COMMENTS: Apathy
1=Unfortunately, #N is showing a lack of effort and engagement with their assignments.
2=#N struggles to attempt any work in class. #H lack of effort is having a very negative effect on their grade.
3=#N usually has difficulties starting their work. I encourage #h to ask for assistance when needed.
4=#N often attempts to sleep in class and puts very little effort into #h work. Please come to school rested and ready to learn.

COMMENTS: Attendance
1=#N is encouraged to attend more frequently to help #h achieve a grade that reflects #h true ability.
2=Unfortunately, #N has not attended enough classes to achieve success in our current term. I look forward to seeing more of #N in future lessons.
3=#N attendance is sporadic. More consistency will have a positive impact on #h progress.
4=#N has a hard time staying awake in lesson. #H is encouraged to come to school rested and prepared to work hard on #h assignments.

COMMENTS: bad
1=#N has achieved a #Actual in English so far on #h coursework. #H target is a #Target. #E has two upcoming literature exams on May 20 and 23, which will definitely have an effect on #h final grade.
2=#N has put forth inconsistent effort during year and has failed to complete most tasks and assignments.
3=Unfortunately, #N frequently engages in poor behaviour which has had an effect on the progress of both #s and the learning of others.
4=#H participation is limited which I believe could be having and impact on #h progress. #E is encouraged to participate in order to engage #s in the material and allow myself to address any issues #e may have immediately.
5=I would like to remind #N that revision is available Wednesday and Thursday nights from 3:30pm-4:30pm with myself in mobile 44 should #e require any assistance before the upcoming exam.

COMMENTS: Behaviour
1=#N is well behaved.
2=#N is always well behaved in my lessons.
3=#N is always well behaved in my English lessons.
4=#N is a model student regarding classroom behaviour.
5=#N models excellent student behaviour in the classroom.
6=#E begins #h work quickly after listening to instructions.
7=I appreciate #h good behaviour in my classroom.
8=#E serves as an example to the other students.
9=#N is sometimes off task and needs to be reminded to get back to work. But #e is quick to recognise #e is off task and gets back to work.
10=#N sometimes distracts other students from their work. But #e quickly returns returns to work after being reminded.
11=#N is sometimes off task and needs to be reminded to get back to work. But #e is quick to recognise they are also off task and sets back to work.
12=#N sometimes distracts other students from their work. But #e quickly returns to work after being reminded.
13=#?
14=#N has improved #h behaviour since the beginning of the year.
15=#N has improved #h behaviour since the beginning of the year. Well done #N.
16=#N is a capable student who needs to ensure that #h in-class behaviour does not prevent #m from making sustained progress.
17=#N poor behaviour is drastically effecting their progress. To date #h has received #1-20 detentions.

COMMENTS: Behaviour2
1=#N is well behaved.
2=#N is always well behaved in my lessons.
3=#N is always well behaved in my English lessons.
4=#N is a model student regarding classroom behaviour.
5=#N models excellent student behaviour in the classroom.
6=#E begins #h work quickly after listening to instructions.
7=I appreciate #h good behaviour in my classroom.
8=#E serves as an example to the other students.
9=#N is sometimes off task and needs to be reminded to get back to work. But #e is quick to recognise #e is off task and gets back to work.
10=#N sometimes distracts other students from their work. But #e quickly returns returns to work after being reminded.
11=#N is sometimes off task and needs to be reminded to get back to work. But #e is quick to recognise they are also off task and sets back to work.
12=#N sometimes distracts other students from their work. But #e quickly returns to work after being reminded.
13=#?
14=#N has improved #h behaviour since the beginning of the year.
15=#N has improved #h behaviour since the beginning of the year. Well done #N.
16=#N is a capable student who needs to ensure that #h in-class behaviour does not prevent #m from making sustained progress.
17=However, #e has tendency to lose focus which can affect #h progress.
18=However, at times #e is too chatty, which can affect #h progress.

COMMENTS: Blank Space
1=#?

COMMENTS: End sentence last report card
1=It has been my pleasure having #N in my class.
2=I have enjoyed being #N's English teacher.
3=It has been my great pleasure to be #N's English teacher.
4=I have greatly enjoyed being #N's English teacher this year.
5=I am thankful for having had a student like #N in my class.
6=#N was a very welcome member of PYP 6 English.
7=We were fortunate to have #N as a member of PYP 6 English.
8=I am fortunate to have #N as a student.
9=I am fortunate to have #N as part of my PYP 6 English class.
10=It has been my pleasure having #N in my English lessons.
11=I wish #m continued success in Grade 7.
12=You've done a lot of hard work #N. Thank you and all the best next year.
13=Thank you for all your hard work #N. I wish you success in Grade 7.
14=You've done great work this last semester #N. Thank you and have a great summer.
15=Good luck next year #N!
16=Great effort #N!
17=Thanks for all your hard work #N!
18=I am sure #e will do well in Grade 7.
19=Great job in PYP 6. All the best in Grade 7 #N.
20=Keep up the good work next year #N.

COMMENTS: End sentence.
1=It has been my pleasure having #N in my class.
2=I have enjoyed being #N's English teacher.
3=It has been my great pleasure to be #N's English teacher.
4=I have greatly enjoyed being #N's English teacher this year.
5=I am thankful for having a student like #N in my class.
6=#N is a very welcome member of PYP 6 English.
7=We are fortunate to have #N as a member of PYP 6 English.
8=I am fortunate to have #N as a student.
9=I am fortunate to have #N as part of my PYP 6 English class.
10=It has been my pleasure having #N in my English lessons.
11=I wish #m continued success in PYP 6 English.
12=I look forward to continued good work from #m.
13=#?
14=Keep up the good work #N!
15=Great work #N!
16=Great effort #N!
17=Thanks for all your hard work #N!
18=I am sure #h will have a fantastic second semester!
19=Great job in the first semester, #N and I look forward to an excellent second semester with you!
20=I look forward to an excellent second semester with #N!

COMMENTS: English - Opener
1=#N enjoys discussing texts in English and #h general written work is now better organised, and structured more thoughtfully.
2=#N has been encouraged to take an active part in shared reading and writing activities as well as independent work.
3=#N has recently made good progress in this area of the curriculum, and now shows greater confidence in #h ability to express #s on paper.

COMMENTS: English - Reading (1)
1=#E has achieved full fluency in #h reading and has good expression when reading aloud.
2=#E is expected to read a variety of materials. #E can create atmosphere when reading aloud, by varying pace and intonation and is deriving more pleasure from #h books.
3=#E reads independently showing good expression and understanding. #E has an affinity with books and enjoys silent reading. #E is starting to use very descriptive words in #h own writing; often picking them up from the books #e has read.
4=#N's reading has shown good progress this year. #E reads a variety of books with growing expression and good fluency.
5=#E can select and evaluate information from a wide range of reference materials.
6=#E reads independently showing good expression and understanding. #E shows obvious enjoyment in reading, choosing a good range of appropriate texts.
7=#E reading is increasingly fluent, and #e uses #h voice well to bring the characters and plot to life.
8=#E reads fluently, with appropriate expression, deriving pleasure from an increasingly wide range of books.
9=#E demonstrates a good level of fluency when reading. #E reads with understanding and enjoys using reference books.
10=In poetry lessons, #e can comment critically on the overall impact of a poem, showing how the language and themes have been developed.
11=#E can find and select information and use it effectively.
12=#E is becoming a competent reader and is starting to enjoy more demanding books. #E is able to read silently, with sustained concentration.
13=#E demonstrates a good level of reading fluency, and #e puts expression into #h voice. #E is now reading a wider range of texts and has a growing enthusiasm for books.
14=#E reads independently showing good understanding, and is starting to use descriptive words in #h own writing; often picking them up from the books #e has read.
15=#N's reading has shown good progress this year. #E reads a variety of books and styles with growing expression and increasing fluency.
16=#E shows a developing interest in reading; and is reading a range of more testing books.
17=#E now enjoys reading more demanding books.
18=#E has really improved #h reading this year. #E is choosing a range of more demanding and interesting texts. This variety of styles will lead to a consequent maturity in #N's story writing.
19=#N's reading is gaining in fluency. #E is more willing to share a book with an adult during the Literacy Hour and senses that #e is making some improvement this year.
20=#E is now reading with greater fluency as a result of more regular practice; and is certainly deriving pleasure from #h books.

COMMENTS: English - Reading (2)
1=#E is reading more fluently as a result of regular practice, and enjoys reading more demanding books. #E can talk about what #e has read, showing a depth of understanding.
2=#E is expected to read a variety of materials and reads fluently, with appropriate expression.
3=#E improvement in reading has been excellent and #e is now more confident and enjoying books.
4=#E is beginning to introduce expression into the way #e reads. #E prefers reference books to story books, and particularly enjoys silent reading.
5=#E reads books and poems with an increased confidence in #h abilities.
6=#E, at times, can be a reluctant reader and therefore has been encouraged to look for books which interest #m. #E is now more willing to talk about the texts #e reads.
7=#E is now more confident about #h ability in English and enjoys reading a wider range of books.
8=N's reading has improved and #e is more aware of the value of books.
9=In #h reading, #e shows increasing fluency but should try to take more notice of punctuation. This will help to improve #h understanding of the text. Generally, #e is beginning to make good progress but #e now needs to read more challenging books.
10=#E is a reluctant reader and needs encouragement to become interested in books. If #e is to improve #e must read more regularly at home.

COMMENTS: English - Speaking, Listening (1)
1=#E listens attentively. When asked to talk about #h work, #e reports back clearly and concisely.
2=#N's spoken comments are often perceptive and reflect #h well-developed listening skills.
3=When asked to talk about Literacy texts, #e speaks in front of an audience with confidence, and shows a super understanding of the ideas under discussion.
4=#E listens attentively, responds well to the ideas of others and can report back clearly and concisely.
5=#E listens attentively and responds well to the suggestions and ideas of others.
6=#E listens attentively in class.
7=#E listens extremely well, and invariably makes perceptive comments during discussions.
8=#E contributes well to class discussions, offering quite perceptive comments.
9=#E contributes well to class discussions, often injecting some humour, and is willing to justify #h opinions and feelings to others.
10=#E is not afraid to express #h feelings and opinions to others during class discussions; and speaks with greater clarity and thought.
11=#E is well informed, and quietly puts #h point of view over in class discussions. #E listens with interest during these sessions.
12=#E is well informed. #E listens with interest during class discussions and is very composed when answering questions.

COMMENTS: English - Speaking, Listening (2)
1=#E acting skills are super, and #e can deliver #h lines with aplomb.
2=#E listens superbly, and can put forward #h own points of view clearly and articulately.
3=#E contributes well to discussions, usually paying close attention to what is being said. #E is quite shy in class situation and must learn to value, and put forward, #h own opinions.
4=#E responds more confidently in a small group situation.
5=#E contributes well to class discussions, offering quite perceptive comments, and always listens at6tentively. #E makes excellent responses to stories and poems.
6=During class discussions, #N's verbal contribution is not as high as it could be.
7=#E is a good contributor to class discussions, and latterly is thinking more carefully about the point #e is trying to make.
8=#E is quite shy in a class situation but has learned to value, and put forward, #h own opinions.
9=#E listens well to others and comments sensibly on what has been said when asked to do so.
10=#E generally listens attentively and makes good responses to stories and poems. #E can be self-conscious about speaking in front of others.
11=#E listens well in discussions and is joining in with more enthusiasm. #E generally thinks carefully about the point #e is trying to get over to others.
12=#E is not a confident speaker, but enjoys listening to stories. #E is beginning to take part in discussions, and give #h point of view.
13=#E must curb #h tendency to daydream when involved in class discussions.
14=When asked to talk about #h work in a group, #e is beginning to participate more readily and can express #h point of view sensibly. #E is able to discuss a book's plot, demonstrating a good understanding of the material read.
15=#E listens well in class, and is not afraid to express #h feelings and opinions to others. #E needs to remember to indicate when #e is unclear about an idea under discussion.
16=#E is beginning to take part in discussions, but usually has to be encouraged to do so.
17=#E is beginning to participate more readily during discussions and can express #h point of view sensibly.
18=When asked to talk about #h work in groups, #e will quietly offer #h views and opinions.
19=During class discussions, #e contributes #h views confidently but becomes distracted when listening to others.
20=During class discussions, #N's verbal contribution is not as high as it could be. #E responds more confidently in a small group situation.

COMMENTS: English - Spelling (1)
1=#E is a good speller, and #h handwriting is joined accurately.
2=#E is showing improvement in #h spelling and will use a dictionary to find or correct a spelling, when prompted.
3=#E spells accurately many polysyllabic words.
4=#E uses a dictionary carefully when checking spellings.
5=#N's spelling is still erratic, but #e is starting to be more aware of key patterns.
6=#E spelling is much improved.
7=#E often finds #e can spell a word correctly if #e thinks about it but needs to be encouraged to check #h work for errors.
8=#E spells most words accurately, but must remember to read #h writing through to check for unforced errors.
9=#E needs to reinforce #h knowledge of homophonic words to ensure accurate spelling.
10=#N's spelling is generally accurate, and #e is able to correct #h own work using a dictionary.
11=#E has made a good attempt to consolidate #h spellings, and seems happier writing stories in a limited amount of time.
12=#E needs to reinforce #h present knowledge of spelling patterns by regularly practising key words.
13=#E has worked hard to improve #h spelling, but still needs to read #h work back to check for avoidable errors.
14=#E has made a good effort to learn #h spellings and has also developed #h handwriting; introducing accurate joins.
15=#E understanding and use of punctuation is developing steadily, and #e is being encouraged to have a go at difficult spellings and use a dictionary where possible.
16=#E still needs support with spelling.
17=#E spelling needs constant reinforcement.
18=#E reads with fluency but lacks some expression when reading aloud.
19=#E is a fluent and expressive reader.
20=#E has been reading a variety of fiction and non-fiction books which #e can recall with great interest.

COMMENTS: English - Spelling (2)
1=#E has read a wide variety of stories and #e can talk about the characters and situations with good recall.
2=#E is continuing to widen #h reading experience with a variety of stories which #e can recount with enthusiasm.
3=#E reads clearly but is lacking in expression when #e is reading aloud.
4=#E is beginning to become more fluent and therefore more confident in
5=#h reading and has covered a variety of stories over the year.
6=#E has tried very hard and shown a great interest in #h reading books, consequently #e has improved a great deal.
7=#E is inconsistent in #h reading ability - some days #e will misread words and is not at all fluent; it is not surprising that #h recall of stories is often confused.
8=#E shows a spasmodic interest in reading: sometimes #e is keen to practise at home, at other times #e has to be encouraged to take #h reading times seriously.
9=#H confidence will develop much more if regular reading at home backs up #h daily school reading; #e must be willing to participate fully in this.
10=A great deal of confidence has been gained by #m with #h continuing progress through the 'Wellington Square' reading scheme.
11=#E must be encouraged to sound-out letter blends in difficult words and not simply wait to be told.
12=#E does try hard to sound-out letter blends in words that #e has difficulty reading.
13=It is a pity that #e finds it difficult to sit silently and read; #e is distracted far too easily and this can disrupt other children.
14=The content of #N's written work is always of a good standard but #e must focus more on checking through #h own work for mistakes.
15=#E has difficulty remembering that simple punctuation is a very important part of clear writing; #e must plan #h ideas much more carefully and listen to instructions before #e starts any writing.
16=#E has tried hard to check #h writing more closely this year;
17=#E still rushes and finds it hard to spot #h mistakes.
18=#N's stories and other writings are very clear; #e plans well and the end-product is always intelligently and imaginatively written.
19=#E is imaginative in #h creative writing and #e writes at length with good punctuation; #e can also explain clearly and concisely in other forms of writing.
20=#E enjoys writing once #e gets started; #e writes at length but forgets to use #h knowledge of well-known rules on punctuation. #E gives up very easily when writing 'free' stories; #e has difficulty thinking-out ideas and putting these into a progressive piece of writing.

COMMENTS: English - Spelling (3)
1=Once #e has settled down and become involved with #h writing #e produces clear, imaginative pieces and writes in a well-structured way using good punctuation.
2=#E is rather lazy when it comes to writing stories of any length;
3=#E has some good ideas in discussions but sometimes fails to produce the finished goods.
4=#E finds writing very hard; practise in making-up simple and clear sentences is still essential for #m.
5=#E finds writing exercises hard; #e has imagination but is easily disillusioned when #e tries to get #h ideas down on paper.
6=Talking too much can affect both #N's efforts and the end result of #h written work. #E must plan #h writing quietly and carefully and #e must read #h work carefully when finished.

COMMENTS: English - Writing (1)
1=#E writes well-structured stories; #e use of interesting detail and expressive words means that #h creative writing involves the reader.
2=#E writes stories with feeling and expression, and is willing to draft and redraft them, when appropriate. #E has a lively imagination.
3=#E forms #h handwriting joins correctly, and #h work is invariably well presented.
4=#E general written work is coherently structured and well executed.
5=#E is developing a solid understanding of the rules of grammar and punctuation. #H stories are usually nicely planned and imaginative.
6=#E has made good progress during the Literacy Hour; #h story writing is more descriptive and increasingly well plotted.
7=#E is able to write independently, in complete sentences, using capital letters, full stops and question marks; and can spell most common words.
8=#E produced a beautifully presented and well crafted letter during Literacy work.
9=#E can revise and redraft #h own work, using a dictionary as necessary.
10=#E reads fluently and with appropriate expression. #H imaginative writing has some interesting ideas and #e gives careful thought to making the meaning clear.
11=#E is willing to listen to advice and this has led to a wider use of adjectives and descriptive phrases in #h work.
12=#N's imaginative story work is full of original ideas and #e uses a good range of vocabulary.
13=#N's handwriting is well-formed and accurately joined.
14=#E has a generally accurate grasp of sentence punctuation; writing fluently, with considerable thought and inventiveness. However, #e still needs to check through #h work before handing it in to eliminate preventable errors.
15=#E writes with confidence, and #h stories are now more detailed and descriptive. #E tends to set #h ideas down in a colloquial fashion, but is becoming more aware of when to use formal language.
16=#E writes imaginatively, though #h work is usually concise. #E needs to introduce more descriptive phrases in order to hold the reader's attention. #N's handwriting is much neater, and more legible. #E must remember to join.
17=#E has a lively writing style and is often quite imaginative. #H use of more advanced punctuation can, at times, be erratic.
18=#E has tried hard to grasp the basics of sentence punctuation. While #e still has difficulties with commas and quotation marks, #e seems generally secure about full stops and the use of capitals. #H story writing needs greater use of descriptive words and phrases.
19=When writing, #e uses sentence punctuation accurately, and is beginning to introduce descriptive phrases.
20=When asked to present #h thoughts on paper, #e is less expressive, though the amount #e writes has increased dramatically over the year. #E is very slow when writing stories, and although #e has good ideas, #h stories are never very long.

COMMENTS: English - Writing (2)
1=#E handwriting is invariably neat, though it can become untidy during creative writing.
2=#E is starting to use descriptive words in #h own writing, picking them up from the books has read, and the Literacy Hour. Though #e still needs to develop #h stories further, by adding greater detail.
3=This year in story writing, #e has developed imaginative plots, but they do occasionally lack a clear structure.
4=#N's written work is becoming more organised, showing greater attention to detail. #E produces work that is accurately punctuated, and has been encouraged to redraft #h writing in order to develop #h thoughts.
5=#E is developing a better understanding of the rules of grammar and punctuation, and has clear handwriting.
6=#N's written work is now better organised and structured more thoughtfully.
7=#E use of punctuation is good, but further work on apostrophes is required. #N's handwriting is clear, and #e has made a good start with cursive script.
8=#E is able to write independently, and use full stops and capital letters but not always accurately. Therefore, #e needs to spend more time revising and redrafting #h work.
9=#E has tried hard to grasp the basics of sentence punctuation. Though #e still has difficulties using commas and quotation marks, #e seems generally secure about full stops and capitals.
10=#E is starting to produce writing that uses complete sentences, and #h spellings are more accurate. However, #e must read #h work through to check that the grammar and punctuation makes sense.
11=#E produces writing that is generally well punctuated. #N's handwriting has shown some recent improvement but #e needs to continue to practise #h letter joins.
12=#N's handwriting has recently improved but #e will need to practise #h letter joins.
13=#N's handwriting has made some progress but #e must practise #h letter formation.
14=#E is beginning to join #h handwriting, but still requires further practice.
15=#N's handwriting has improved recently.
16=#E has made a good attempt to form #h handwriting correctly and now takes a lot more care with #h presentation of work. #E is often keen to write #h thoughts and ideas down on paper, and is starting to organise #h writing more effectively. #H grasp of basic punctuation is not yet secure, but #e is making good progress.
17=#E wrote a super newspaper article, after listening very carefully during the Literacy Hour.
18=#E improved handwriting has led to #h feeling more confident about #h own writing; and resulted in longer, more detailed pieces of work.
19=#E is writing more, and is keener to express #h point of view on paper, but it does take a long time for #m to work through a task.
20=#E has a good use of sentence punctuation, though more work is needed, especially on the use of speech marks. #H handwriting is clear, and #e has made a good start with cursive script.

COMMENTS: English - Writing (3)
1=#E has tried hard to master the basics of sentence punctuation, though #e tends to write slowly, and sometimes does not finish #h work in the time available. At times, #e will lack control over #h handwriting and this means #h letter formation is poor.
2=#N's handwriting is more controlled, and #e makes a good attempt to spell simple words correctly. #E writes in basic, often short, sentences. Longer sentences with more detail should be #N's aim next year.
3=#E imaginative work has some good ideas but #e needs to develop #h vocabulary.
4=#E handwriting is gradually improving and #e generally presents #h work well. Though #e will need further practise joining letters.
5=#N's handwriting has improved though it is still over-large and uncontrolled at times.
6=#N's handwriting has improved, but #e must join more.
7=#E stories show a better use of punctuation and a greater awareness of setting and plot.
8=#E has made some progress in written English this year. #E is now writing stories of greater length, but still without consistent punctuation.
9=#E presentation has improved over the year, and #h writing is more legible.
10=#E handwriting is neater and less inconsistent.
11=At present #e general writing lacks consistency. For example, #N's stories are without substantial content, and poorly punctuated. #E therefore needs to appreciate that #h English work will only improve if #e pays close attention to what #e is being taught.
12=#E has gaps in #h knowledge, due to extended absences, and will need considerable reinforcement of basic skills if #e is to improve on #h current level of literacy.
13=#E is producing writing that uses complete sentences, and #h punctuation is more accurate. #E writes slowly and this means that, at times, #e does not get through all that #e needs to.

COMMENTS: Excellent
1=#N has achieved a #Actual in English so far on #h coursework. #H target is a #Target. #E has two upcoming literature exams on May 20 and 23, which will definitely have an effect on #h final grade.
2=#N has put forth a fantastic effort all year and has worked diligently to complete most tasks and assignments.
3=#N is an enthusiastic #b who is a joy to teach in lesson.
4=Despite being in a difficult class, #N has managed to stay free from engaging in poor behaviour and does #h part in creating a positive learning environment.
5=#H participation is consistent and enthusiastic during most English lessons and #e is a postive role model for #h peers.
6=I would like to remind #N that revision is available Wednesday and Thursday nights from 3:30pm-4:30pm with myself in mobile 44 should #e require any assistance before the upcoming exam.

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: Good
1=#N has achieved a #Actual in English so far on #h coursework. #H target is a #Target. #E has two upcoming literature exams on May 20 and 23, which will definitely have an effect on #h final grade.
2=#N has put forth a reasonably good, though not always consistent, effort all year and has worked to complete some tasks and assignments. Further completion and revision would definitely have a positive effect on #h overall grade.
3=#N is encouraged to maintain a positive attitude and work hard to participate in lesson.
4=Despite being in a difficult class, #N has managed to stay generally free from engaging in poor behaviour though reminders are sometimes needed to avert from distractions and perform to #h ability.
5=I would like to remind #N that revision is available Tuesday, Wednesday and Thursday nights from 3:30pm-4:30pm, with myself in mobile 44, should #e require any assistance before the upcoming exam.

COMMENTS: Grade 10 Microsoft PowerPoint (Good)
1=#N studied very hard during our Microsoft PowerPoint unit this term.
2=#N came to class regularly and succeeded in our Microsoft PowerPoint unit this term.
3=We covered Microsoft PowerPoint this term. #N had much success in this unit.

COMMENTS: Grade 10 Microsoft PowerPoint (middle)
1=#N studied well during our Microsoft PowerPoint unit this term.
2=#N came to class ocassionally and sometimes succeeded in our Microsoft PowerPoint unit this term.
3=We covered Microsoft PowerPoint this term. #N had some success in this unit.

COMMENTS: Grade 10 Microsoft PowerPoint (poor grades)
1=#N did not study during our Microsoft PowerPoint unit this term.
2=#N rarely came to class and did not succeed in our Microsoft PowerPoint unit this term.
3=We covered Microsoft PowerPoint this term. #N had little success in this unit.

COMMENTS: Handwriting
1=#H cursive handwriting and printing are very neat and clear.
2=#H cursive handwriting and printing are legible.
3=#H cursive handwriting and printing are sometimes difficult to read.
4=#H cursive handwriting and printing quality could use improvement.
5=I would like to see #m put more effort in to the quality of #h handwriting.
6=#H cursive handwriting and printing are neat and clear.
7=#H cursive handwriting and printing are clear.
8=#H handwriting is neat and clear and a pleasure to read.
9=I appreciate the care #N takes in #h handwriting quality.
10=I appreciate the care #N takes in #h handwriting.
11=Thank you #N for making your handwriting a joy to read.
12=Thank you #N for making your handwriting a pleasure to read.
13=#N takes care in #h handwriting quality. I appreciate that.
14=#?
15=#N still needs to improve #h handwriting. It is difficult to read at times.
16=#N has made improvements in #h handwriting. I really appreciate the effort.
17=#N has made some improvements in #h handwriting. I really appreciate the effort.

COMMENTS: History a START HERE
1=#N , this is your Learning Action for your recent work. Date: ____________ . Marked By: Mr. MacSween.

COMMENTS: History Book Presentation1
1=The date and title is written down.
2=You are missing some dates and titles. Please go back and fill them in.
3=The date and title are underlined with a ruler.
4=Please go back through your work and underline all dates and titles with a ruler.
5=Your writing is neat and well laid out.
6=Please begin using all free space by underlining your work after each lesson. Go back and fill in the blank pages/half-pages.
7=Please take more care with your neatness. If this does not improve you will need to re-write your notes.
8=Do not graffiti your work.
9=You have many loose sheets. Please glue them in.
10=Please complete your handouts and get them glued into your work. I expect that this is your homework until it is complete.xt

COMMENTS: History Book Presentation2
1=There has been a huge improvement in the presentation of #h work which is good to see.
2=There has been an improvement in the presentation of #h work which is good to see.
3=The presentation of #h written work has improved a lot, but again, #e needs to improve consistency in this area.
4=The presentation of #h written work has improved a lot, and now #e needs to achieve consistency in this area.
5=#N is capable of setting #h work out in a neat, tidy and well organised way but must take care to ensure standards of presentation do not slip.
6=#N work is always presented in a clear and well organised way.
7=#N work is usually presented in a clear and well organised way.
8=#N is keen to progress and has learnt to set #h work out in a clear way.
9=#N work is generally set out in a clear and organised way and #e can go back and correct #h own work when mistakes are made.
10=#N has worked hard this year to improve the presentation and layout of #h work, and I am pleased with #h progress in this area.
11=There has been a huge improvement in the presentation of #h work which is good to see.
12=#N work is always presented in a clear and well organised way.
13=#N generally understands new concepts well and knows the appropriate time to ask for help if #e gets stuck.
14=#N understands new concepts well and knows when #e has to ask for help with #h work.
15=#N is keen to learn but sometimes, when faced with new concepts, needs to take a little more time and ask for help if stuck.
16=#N has worked hard this year to improve the presentation and layout of #h work, and I am pleased with #h progress in this area.
17=The presentation of #h written work has improved a lot, and now #e needs to achieve consistency in this area.
18=#N work is generally set out in a clear and organised way and #e can go back and correct #h own work when mistakes are made.
19=#N can correct #h own work well when #e makes mistakes and think round a problem if #e becomes stuck.
20=#N is capable of setting #h work out in a neat, tidy and well organised way but must take care to ensure standards of presentation do not slip.

COMMENTS: History Comments on work
1=#N has produced some fantastic project work throughout the year. I was particularly pleased with #N's work on the #Projects.
2=I have been disappointed with #N's lack of project work this year. I hope that #e will successfully complete #s project on the Berlin Wall.
3=#N was fantastic during a recent debate the class completed on the dropping of the Atomic Bomb.
4=#N is often too keen to finish first; this leads to careless mistakes that #N could easily avoid.
5=#N will often chat during lessons and complete the work to a minimal standard. #E will often say "but I have done the work" which is true; although, it is beneath the standard that I expect from #N.
6=#N produces consistently outstanding classwork. I am so pleased with #N's effort in lessons.
7=#N is good at debating and answering questions verbally; #e needs to show more evidence of this in #h written work.
8=#N needs to try too contribute #h good ideas to class discussion.

COMMENTS: History Comparisons and Judgements
1=Please be sure to compare these people based on the importance and influence of their inventions on other people and other time periods.
2=Please be sure to compare these people based on the importance and influence of their new way of understanding ______ on other people and other time periods.
3=Please be sure to compare these people based on the importance and influence of their the new knowledge of ______ on other people and other time periods.
4=Please be sure to compare these people based on the their limitations they overcame (such as factors, existing ways of thinking, lack of technology etc.).

COMMENTS: History Connectives
1=To improve this work you must be sure to include connectives such as #connectives-history to begin and/or end you paragraphs.

COMMENTS: History Easy Book Marking
1=#N, I am disappointed with your effort this lesson.
2=#N, This is brilliant work.
3=#N, to improve this work you need to #history-connectives.

COMMENTS: History Factors
1=To improve you must comment on how this person links to the factor of #History-Factors.
2=You must comment on how this discovery links to the factor of #History-Factors.
3=You must comment on how this time period was influenced or hindered by the factor of #History-Factors.

COMMENTS: History Group work
1=During group work, #N helps others in a very friendly way and makes a brilliant leader in group work.
2=#N must be sure to be listening when instructions are given out. The only reason I that #e may not be listening is because #e is either talking about the work, completing a previous task or helping someone else. While I do not wish to discourage #m from doing this, #e just needs to be a little more aware.
3=#N must realise that group work is not an opportunity for #m to chat.
4=#N's contribution, following group work, to our Atomic Bomb debate was fantastic. I was so impressed by #N ability to argue and justify their opinion in the debate. I would encourage #N to use the same skills in #h written work.
5=#N must ensure that #e is fully focused in lessons
6=#N often plays a key role during group work and contributes well to class discussions.

COMMENTS: History In achieving
1=In achieving a level 5, #N has shown that #e has good explaining skills. #N must now work to ensure they are analysing texts and sources to consider their reliability.
2=#N failure to reach their end of year target has been because of their lack of focus in lessons. This is because #N is often too busy trying to talk to other members of the class and distracts #s.
3=#N can produce good work. However, #e prevents #s from doing so by being distracted by those around #h.
4=#N often provides a lot of information in #h answers and explanations; although, it is not always relevant to the question.
5=#N must ensure to express #h own opinion in the explanations. This will help #m to progress to level 5.
6=#N is an extremely able and enthusiastic member of the group who takes a keen interest in History and appears to enjoy most aspects of the work.
7=In achieving a level 6, #N has been successful in analysing a range of sources to produce a structure argument. #E is capable of developing #h descriptive writing into a good explanation. To achieve a level 7, #N will need to justify #h own opinion using sources and historical facts to back up #h conclusions.
8=In achieving a level 4, #N has shown a good ability to identify and describe information from sources, events and societies. To achieve a level 5, #N must aim to consider the impact and really develop this in #h explanations.
9=#N is extremely hard working and with this has made good progress this year.
10=#N is a superbly hard-working member of the class. #E rarely gives up on a challenge and once #h mind set on completing #h work #h focus is soling on doing #h best.
11=#N needs to consider the importance of events, changes in societies and the impact these have upon the people of the time.
12=#N has not reached their end of year target. #E needs to focus more upon the tasks set and ensure that #e is showing #h true potential at all times.
13=In achieving a Level 7, #N has worked extremely hard in lessons. #N has an extremely conscientious approach to History and #h work is always a joy to read. Not only is it historically correct, #N has the ability to convince the reader into agreeing with their argument.
14=#N is a very likeable student; although, #h work is often hindered by #h chatting. #N is an excellent historian who will regularly complete the work in less detail than #e is truly capable of.

COMMENTS: History In class
1=In class, #N consistently produce fantastic work.
2=During lessons, #N can be guilty of becoming distracted too much.
3=I feel, despite #N's achievements this year, #e can achieve even higher by focusing more in lessons and listening to the task first time.
4=#N was brilliant during our recent class debate over whether America should have dropped the Atomic Bomb.
5=#N must apply #s better in lessons. Regardless of whether #N is taking History or not, we will be working on exam technique skills that will be useful across a variety of subjects.
6=In lessons, #N works well and consistently produces good work.
7=In lessons, #N is a quiet student. I would encourage #m to contribute some of the fantastic ideas #e has written down to class discussions.

COMMENTS: History KS3 Causation
1=You give some reasons why
2=You begin to suggest how some of the causes link together.
3=You need to suggest how some causes link together.
4=You have explained a range of causes of
5=You need to explain a range of causes in more detail.
6=You have explained the links between the different causes of
7=You must make and explain links between different causes.
8=You have compared different causes and shown which causes and more significant in explaining the

COMMENTS: History KS3 Historical Knowledge
1=You need to describe the events in more detail
2=You have described the events well.
3=You have reached a full description of
4=You have reached a well-supported conclusion.

COMMENTS: History KS3/4 Book Presentation1
1=The date and title is written down.
2=The date and title are underlined with a ruler.
3=Your writing is neat and well laid out.

COMMENTS: History KS3/4 General
1=The date and title is written down.
2=The date and title are underlined with a ruler.
3=Your writing is neat and well laid out.
4=More effort required - you must produce more thoughtful and detailed responses.
5=Use capital letters and punctuation to set work into sentences.
6=Read the question carefully. Make sure you understand the key terms - describe (say what you see), explain (use examples), etc.
7=Use more technical terms and names.
8=Back up your answers with clear examples.
9=Double check your spellings.
10=Double check your information as there are some mistakes.
11=Include dates.
12=Use more descriptive language.
13=Write descriptions of several reasons for why things have happened (e.g. saying why Julius Caesar was murdered).
14=Explain how events might be interpreted differently by different people (e.g. why the Normans and English might have reacted differently to the Battle of Hastings),
15=Analyze how reliable different evidence is (explain whether you can trust the evidence and why).
16=You have quite a few instances of unfinished work that need completing. Go back and once complete please show me.

COMMENTS: History Medicine 1a
1=Example: What does Source A suggest about attitudes to public health in Roman times? Explain your answer using Source A and your knowledge. (4 Marks)
2=Target: Target Knowledge and understanding applied to comprehend and draw an inference from an historical source (AO1: 2 marks & AO3: 2 marks) ( 4 Marks
3=You need to use your knowledge to show you understand what is shown in a source.
4=Begin your answer by saying what you can see happening, then go to explain how and why it is happening.
5=Always try to offer at least two points in your answer.
6=Level 1: Answers that select details from the source or show some knowledge about (1 Mark)
7=Level 2: Answers that draw an informed inference based on the source and/or own knowledge (2-3 Marks)
8=Level 3: Answers that develop a complex, informed inference based on the source and/or own knowledge (4 Marks)

COMMENTS: History Medicine 1b
1=Example:What different attitudes to public health are suggested by Source B? Explain your answer using Sources A and B and your knowledge.
2=Target: Knowledge and understanding applied to comprehend and draw inferences from two historical sources (6 Marks)
3=This builds on question 1a and shows another source from another time period.
4=Use the same "what, how, why" approach as in question 1a.
5=You need to explain how source B shows a different understanding from source A.
6="Whereas" is a great connective word to use to join your ideas about the two sources.
7=Level 1: Answers that select details from Source B (1-2 Marks).
8=Level 2: Answers that provide a simple comparison based on the details of both sources (3-4 Marks).
9=Level 2: Answers that may use both sources but provide an informed inference from one (3-4 Marks).
10=Level 3: Answers that develop an understanding or draw informed inferences about knowledge based on the details of both sources (5-6 Marks).

COMMENTS: History Medicine 1c
1=Example 1c: Why were there different attitudes to public health at these times? Explain your answer using Sources A and B and your knowledge (8 Marks)
2=Target Explanation and understanding of the different ideas and attitudes and how they might change over time (AO1: 2 marks, AO2: 4 and AO3: 2 marks) (8 Marks)
3=This builds on questions 1a and 1b. You now have to give reasons why sources A and B are different.
4=To help you go through the factor checklist: religion, individuals, science and technology, and communications (RISC). Each of these might help. Explain the differences between sources A and B.
5=Level 1 Answers that select details from sources OR Answers that say how the sources are different (1-2 Marks)
6=Level 2 Answers showing simple reasoning about different attitudes based on changes over time, place or author (3-5 Marks)
7=Level 3 Answers showing developed reasoning about different attitudes based on changes over time, place or author (6-8 Marks)

COMMENTS: History Medicine 1d
1=Example 1d: Study Source C. Public health has improved at different times for different reasons. Why was this? Explain your answer using Sources A, B and C and your knowledge. (8 Marks).
2=Target: An understanding and evaluation of causation (AO1: 3 marks, AO2: 3 marks and AO3: 2 marks) (8 Marks).
3=This will give you a factor to evaluate, for example the role of "individuals" in the development of public health.
4=Source C will give you ideas about the factor. Your answer can use all of your knowledge about the subject. It is not limited to only what the source shows.
5=Extra for marks available for SPAG.
6=Level 1 Answers that provide general statements, describe single factors or factual details about public health (1-2 Marks).
7=Level 2 Answers that comment briefly on several factors, to do with improvement in public health (3-4 Marks).
8=Level 3 Answers that recognise and explain several factors to do with improvement in public health in specific detail (5-6 Marks).
9=Level 4 Answers that develop out of level 3 and evaluate the relative importance of individual factors or come to a summary assessment about the factors involved or provide details of the links between factors (7-8 Marks).

COMMENTS: History Medicine Conclusion
1=To improve this work, you must conclude with a sentence that answers the question: "So what?"
2=To improve this work, you must conclude with a sentence that links to the "Big Picture" of the history of Medicine.
3=To improve this work, you must conclude with a sentence that links to the "Big Picture" of the advances history of Medicine.
4=To improve this work, you must conclude with a sentence that reaches a judgement on why this person is most important/had a greater impact on the history of medicine.
5=To improve this work, you must conclude with a sentence that reaches a judgement on why this factor is most important/had a greater impact on the history of medicine.
6=To improve this work, you must conclude with a sentence that reaches a judgement on why this factor hindered the advances of the history of medicine.
7=To improve this work, you must conclude with a sentence that reaches a judgement on why this factor helped with the advances of the history of medicine.

COMMENTS: History Medicine Keywords DI
1=When writing a Disease and Infection paragraph like this, be sure to use keywords and write about: "causes of disease" (link to factors where possible).
2=When writing a Disease and Infection paragraph like this, be sure to use keywords and write about: "treatments" (specifically "Natural" vs "Supernatural").
3=When writing a Disease and Infection paragraph like this, be sure to use keywords and write about: "preventions".
4=When writing a Disease and Infection paragraph like this, be sure to use keywords and write about: "who treated the sick and why" (linking to factors).

COMMENTS: History Medicine Keywords Public Health
1=When writing a Public Health paragraph like this, be sure to use keywords and write about: Attitudes (link to other factors when possible).
2=When writing a Public Health paragraph like this, be sure to use keywords and write about: Why people had a lack of knowledge/understanding (link to other factors when possible).
3=When writing a Public Health paragraph like this, be sure to use keywords and write about: developments/buildings/inventions (link to other factors when possible).
4=When writing a Public Health paragraph like this, be sure to use keywords and write about: "The government got involved because..."
5=When writing a Public Health paragraph like this, be sure to use keywords and write about: resources.
6=When writing a Public Health paragraph like this, be sure to use keywords and write about: links to causes/treatments/preventions of Disease and Infection.
7=When writing a Public Health paragraph like this, be sure to use keywords and write about: links to Surgery.

COMMENTS: History Medicine Keywords Surgery
1=When writing a Surgery paragraph like this, be sure to use keywords and write about: pain.
2=When writing a Surgery paragraph like this, be sure to use keywords and write about: links to causes/treatments/preventions of Disease and Infection.
3=When writing a Surgery paragraph like this, be sure to use keywords and write about: people's or government's attitudes (link to other factors when possible).
4=When writing a Surgery paragraph like this, be sure to use keywords and write about: improvements to surgical methods and techniques (link to other factors when possible).
5=When writing a Surgery paragraph like this, be sure to use keywords and write about: limitations to surgical methods and techniques (link to other factors when possible).
6=When writing a Surgery paragraph like this, be sure to use keywords and write about: improvements/limitations to tools (link to other factors when possible).
7=When writing a Surgery paragraph like this, be sure to use keywords and write about: knowledge of anatomy (link to other factors when possible).

COMMENTS: History Medicine Question 1
1=(a) What does Source A suggest about #?? Explain your answer using Source A and your knowledge. (Out of 4 Marks) Question Target: Knowledge and understanding applied to comprehend and draw an inference from an historical source (AO1: 2 marks & AO3: 2 marks)
2=Level 1 Answers that select details from the source or show some knowledge of factors and themes over time. (1 Mark)
3=Level 2 Answers that draw an informed inference based on the source and/or own knowledge (2-3 Marks)
4=Level 3 Answers that develop a complex, informed inference based on the source and/or own knowledge (4 Marks)

COMMENTS: History Medicine Section B and C
1=Example 2a: Choose one of the medical pioneers below. • Andreas Vesalius • William Harvey What did #e do? (4 Marks).
2=Target Understanding of the key features of the period (AO1: 4 marks).
3=Question A: As simple as it looks. You must show your knowledge of 1 bullet point. Use PEEL, connectives and Factors.
4=Level 1 Answers that show recognition and simple understanding of the key feature mentioned in the question Answers will show simple recognition of either ____ or ____ .
5=Level 2 Answers that explain and show understanding in a broader context of the period (3-4 Marks).
6=Example 2b: Which of these medical pioneers contributed most to improved medical knowledge during the Renaissance: • Andreas Vesalius • William Harvey Explain your answer. (8 Marks.)
7=Target Evaluation and understanding of the key features of the period (AO1 & AO2 4 + 4 marks).
8=Question B: You have to compare both bullet points. You need to evaluate the contribution or impact of both theories, people, periods or developments.
9=Use in Question B: Introduction - "In both these..."
10=Use in Question B: Positive points about first bullet.
11=Use in Question B: Negative points about first bullet.
12=Use in Question B: Positive points about second bullet.
13=Use in Question B: Negative points about second bullet.
14=Use in Question B: Conclusion - Your judgement supported by reasons from the list above.
15=Level 1 Describes the work of Vesalius and/or Harvey (1-2 Marks).
16=Level 2 Answers that comment briefly on both people in a simple comparison OR Answers that consider one person's contribution to the Renaissance in depth (3-5 Marks).
17=Level 3 Answers that explain and evaluate both people's contribution to the Renaissance in a comparison that is detailed (6-8 Marks).

COMMENTS: History Medicine Section B and C Question
1=Example 2a: Choose one of the medical pioneers below. • Andreas Vesalius • William Harvey What did #e do? (4 Marks).
2=Target Understanding of the key features of the period (AO1: 4 marks).
3=Question A: As simple as it looks. You must show your knowledge of 1 bullet point. Use PEEL, connectives and Factors.
4=Level 1 Answers that show recognition and simple understanding of the key feature mentioned in the question Answers will show simple recognition of either ____ or ____ .
5=Level 2 Answers that explain and show understanding in a broader context of the period (3-4 Marks).
6=Example 2b: Which of these medical pioneers contributed most to improved medical knowledge during the Renaissance: • Andreas Vesalius • William Harvey Explain your answer. (8 Marks.)
7=Target Evaluation and understanding of the key features of the period (AO1 & AO2 4 + 4 marks).
8=Question B: You have to compare both bullet points. You need to evaluate the contribution or impact of both theories, people, periods or developments.
9=Use in Question B: Introduction - "In both these..."
10=Use in Question B: Positive points about first bullet.
11=Use in Question B: Negative points about first bullet.
12=Use in Question B: Positive points about second bullet.
13=Use in Question B: Negative points about second bullet.
14=Use in Question B: Conclusion - Your judgement supported by reasons from the list above.
15=Level 1 Describes the work of Vesalius and/or Harvey (1-2 Marks).
16=Level 2 Answers that comment briefly on both people in a simple comparison OR Answers that consider one person's contribution to the Renaissance in depth (3-5 Marks).
17=Level 3 Answers that explain and evaluate both people's contribution to the Renaissance in a comparison that is detailed (6-8 Marks).
18=Level 3 Answers that explain and evaluate both factors contribution to the development of medicine in a comparison that is detailedLevel 3 Answers that explain and evaluate both factors contribution to the development of medicine in a comparison that is detailed (6-8 Marks)

COMMENTS: History Medicine Types of Questions
1=1a - "What does source A suggest about..." (4 marks) You must show: source knowledge and comprehension.
2=1b - "What different... is suggested by source B?" (6 marks) You must show: source comprehension and knowledge and cross reference them.
3=1c - "Why was... different a these times?" (8 marks) You must show you can: explain how factors have effected medicine + SPAG.
4=1d - "How important have... been in improving ... ?" (8 marks + 4) You must show you can: explain how factors have effected medicine + SPAG.
5=Section B and C (Questions 2-5) A: "Choose one ... below. What did .. ?" (4 marks) You must show knowledge.
6=Section B and C (Questions 2-5) B: "Which of ... contributed more to ... ?" (8 marks) You must show knowledge, understanding and evaluation.

COMMENTS: History PEEL1
1=You must ensure you begin your response with a introductory point sentence. Rearrange the question if you need help.
2=You need to use evidence in "quotation marks" that links to the point you're trying to make.
3=You need to explain how your evidence links to your point. Be sure to use connectives such as #History-Connectives
4=You must finish off your paragraph with a conclusion sentence that restates you point or main idea.
5=You need to clarify your Point sentence.
6=You must explain your evidence in more detail. It has to clearly support your point.
7=Write using full sentences.
8=Use PEEL - point, evidence, explanation & Link.
9=Use paragraphs to structure your answer.
10=Explain what you mean further.
11=Give an example to back up this point.
12=Give your opinion/judgement.
13=Show more balance.
14=Link back to the question here.
15=Use a specific source to back up your view.
16=You must be sure to explain WHY not recall information and state WHAT.
17=Make sure that this is in your own words.
18=Develop your conclusion.
19=Make a link to another factor here.
20=Your comments are too broad and vague. Be more specific and ensure the reader knows exactly what you are talking about.

COMMENTS: History SPAG
1=High performance 4 marks - You spell, punctuate and use the rules of grammar with consistent accuracy and effective control of meaning in the context of the demands of the question. Where required, you use a wide range of specialist terms adeptly and with precision.
2=Intermediate performance 2-3 marks - You spell, punctuate and use the rules of grammar with considerable accuracy and general control of meaning in the context of the demands of the question. Where required, you use a good range of specialist terms with facility.
3=Threshold performance 1 mark - You spell, punctuate and use the rules of grammar with reasonable accuracy in the context of the demands of the question. Any errors do not hinder meaning in the response. Where required, you use a limited range of specialist terms appropriately.

COMMENTS: History Star Literacy
1=Your spelling is accurate.
2=Your punctuation is accurate.
3=You have used paragraphs where appropriate.
4=You have used full and well-structured sentences.
5=You have used key historical terms to enhance your writing.

COMMENTS: ICT
1=#E is extremely confident using computers and skilfully works with programs in a range of subject areas both on the PC using Windows 95, and the Acorn.
2=#E is confident using the class computers and has worked with programs in a range of subject areas both on the PC using Windows 95, and the Acorn.
3=#E has used a variety of programs in a range of subject areas on both the classroom computers and is always keen to extend #h knowledge in this area.
4=#E has used a variety of programs in a range of subject areas on both the classroom computers.
5=#E has had experience of working with programs on an Acorn computer and using Windows 95 on a PC.
6=#E has extended #h skills working with programs on an Acorn computer and using Windows 95 on a PC.
7=#E has written, edited and saved work using word processors, making decisions about the format and font of the text. #E has also sent and received emails via the internal school network, learnt about how to access the internet, and found information related to our topic on the World Wide Web.
8=#E enjoys working on both our class computers and has increased #h knowledge of how to use them effectively.
9=#E has developed skill and confidence with information technology equipment and is competent and assured using the keyboard and mouse.
10=#E is competent and assured using the keyboard and the mouse.
11=#E has used information technology in variety of subject areas, and extended #h skills using both an Acorn computer and Windows 95 on the PC.
12=#E always enjoys the opportunity to work on both the class computers and is confident when doing so.

COMMENTS: In achieving
1=In achieving a level 5, #N has shown that #e has good explaining skills. #N must now work to ensure they are analysing texts and sources to consider their reliability.
2=#N failure to reach their end of year target has been because of their lack of focus in lessons. This is because #N is often too busy trying to talk to other members of the class and distracts #s.
3=#N can produce good work. However, #e prevents #s from doing so by being distracted by those around #h.
4=#N often provides a lot of information in #h answers and explanations; although, it is not always relevant to the question.
5=#N must ensure to express #h own opinion in the explanations. This will help #m to progress to level 5.
6=#N is an extremely able and enthusiastic member of the group who takes a keen interest in History and appears to enjoy most aspects of the work.
7=In achieving a level 6, #N has been successful in analysing a range of sources to produce a structure argument. #E is capable of developing #h descriptive writing into a good explanation. To achieve a level 7, #N will need to justify #h own opinion using sources and historical facts to back up #h conclusions.
8=In achieving a level 4, #N has shown a good ability to identify and describe information from sources, events and societies. To achieve a level 5, #N must aim to consider the impact and really develop this in #h explanations.
9=#N is extremely hard working and with this has made good progress this year.
10=#N is a superbly hard-working member of the class. #E rarely gives up on a challenge and once #h mind set on completing #h work #h focus is soling on doing #h best.
11=#N needs to consider the importance of events, changes in societies and the impact these have upon the people of the time.
12=#N has not reached their end of year target. #E needs to focus more upon the tasks set and ensure that #e is showing #h true potential at all times.
13=In achieving a Level 7, #N has worked extremely hard in lessons. #N has an extremely conscientious approach to History and #h work is always a joy to read. Not only is it historically correct, #N has the ability to convince the reader into agreeing with their argument.
14=#N is a very likeable student; although, #h work is often hindered by #h chatting. #N is an excellent historian who will regularly complete the work in less detail than #e is truly capable of.

COMMENTS: In class
1=In class, #N consistently produce fantastic work.
2=During lessons, #N can be guilty of becoming distracted too much.
3=I feel, despite #N's achievements this year, #e can achieve even higher by focusing more in lessons and listening to the task first time.
4=#N was brilliant during our recent class debate over whether America should have dropped the Atomic Bomb.
5=#N must apply #s better in lessons. Regardless of whether #N is taking History or not, we will be working on exam technique skills that will be useful across a variety of subjects.
6=In lessons, #N works well and consistently produces good work.
7=In lessons, #N is a quiet student. I would encourage #m to contribute some of the fantastic ideas #e has written down to class discussions.

COMMENTS: In General
1=In general #N has a very positive attitude towards all aspects of #h school work and sets a good example with #h behaviour.
2=#N 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. #N has produced some work to be extremely proud of.
4=#N 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=#N is quiet in class but works hard.
7=#N has a large circle of friends and is both liked and well respected by the class.
8=#N has a mature attitude and uses #h own initiative to produce some excellent work.
9=#E has a mature approach to many aspects of #h work and shows independence, settling down to work without a fuss.
10=#N has a positive attitude towards all aspects of #h schoolwork, and sets a superb example.
11=#E is extremely conscientious, producing work to be really proud of.
12=#N sets an excellent example of good behaviour and has a sensible attitude.
13=#N 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=#N 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=#N is considerate with many friends and is always polite and sensible.
20=#N is a helpful pupil who is sensible and well behaved.

COMMENTS: In General 2
1=#E is a cheerful pupil and a popular member of the class.
2=#N 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=#N 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=#N 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=#N works well in a group situation.
12=#N 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=#N is usually cheerful with a smile and a joke.
15=#N 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, #N works very hard and has produced some work to be extremely proud of.
17=#E needs to put more effort into written work.
18=#N is too easily distracted in class.
19=#E is generally hardworking, although #e can be easily distracted.
20=#H attitude to school and work in general has improved this term and #e has calmed down.

COMMENTS: In General 3
1=#N has produced some good work when #e makes the effort but is capable of more.
2=#N must ask if #e does not understand the work and in this way #e will make much more progress.
3=Recently, #N has settled down well and worked much harder in class.
4=However, #h behaviour can still be silly at times and #h needs to realise that next year #e will be in the oldest year group in the school.
5=#N 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 #N is making, #e needs to listen carefully to instructions.
7=Unfortunately, #N 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 #N 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 #N 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 #N does find difficulty in remaining on task as #e prefers to 'chat' to others around #h. In order to maintain the progress that #e is making, #N needs to give #h full concentration at all times.
13=#N needs to help with putting resources away.
14=#E needs to concentrate and apply #hself in full to achieve #h full potential. I am sure that the challenge of a year six curriculum will inspire #N to realise #h full potential.
15=#N sometimes lacks confidence, and needs to start being more independent in the classroom.
16=#E is keen to answer questions, but needs to remember to put up #h hand.
17=Occasionally, #N can be easily distracted and #e needs to realise that #e must settle down to work straightaway.
18=#N always settles down quickly to work, but needs to listen carefully to the instructions given so #e can complete the work successfully.
19=#E attitude to school and work in general has improved this term and #e has calmed down.
20=#E puts time and effort into #h work and never rushes.

COMMENTS: Intro sentence
1=#N has had a mixed year but there are signs of improvement in #h progress of late.
2=#N has made steady progress throughout the year. #N has worked well towards #h end of year target.
3=#N has worked well towards #h end of year target; whilst #N has not achieved it yet, I full expect them to be work on target within the next few weeks.
4=#N has not produced the work I would expect of someone of #h ability. I expect #N to improve #h focus in order to make progress in History.
5=#N is a conscientious student who applies #s well to any challenge presented to them.
6=#N is a joy to teach and consistently puts #h best efforts into their classwork.
7=#N is a fantastic student. #E is thoughtful in #h work and provides fantastic answers in #h work.
8=#N works well some lessons; although, the lack of consistency in #h approach to History means that #h progress has not been as good as it could have been.
9=#N has successfully achieve #h target; although, I hope in the coming weeks, #e can really push #s to achieve an even higher grade.
10=#N has not yet managed to achieve #h end of year target.
11=#N spends too much time involving #s in idle chatter, which prevents #h making the progress I would expect from a student with #h ability.
12=#N is a very capable student. #E can be guilty of chatting too much on occasions but generally works quite well.
13=#N is a friendly student who is capable of working well, and regularly contributes to class discussion. #N does, however, tend to get distracted, resulting in careless mistakes or failing to complete the work set.
14=#N can be a hard working member of the class and at time contribute some superb answers. #E does, however, tend to rush at #h work, resulting in careless mistakes.
15=#N has not quite managed to achieve #s target; however, I hope by the end of the year #e will have achieved it.
16=#N is an extremely hard working student with an enthusiastic approach to #h studies.
17=#N has worked extremely hard to achieve above #h end of year target.
18=#N was worked consistently well to achieve #h challenge target.
19=#N has successfully managed to achieve #h end of year target; although, #e is capable of achieving #h challenge target.

COMMENTS: Listening Skills
1=#E listens attentively when the teacher is speaking.
2=#E listens attentively to the teacher and the students when they are speaking.
3=#E shows great interest when the teacher and students are sharing information.
4=I would like #N to pay more attention to the teacher's instructions.
5=#E listens attentively to both the teacher and students when they speak.
6=#E listens attentively to both the teacher and students when sharing information.
7=#E has good attention and listening skills.
8=#E pays close attention to the teacher when #e is speaking.
9=#E pays attention to the teacher when #e is speaking.
10=#E pays attention when the teacher and students are speaking.
11=#N listens attentively and is able to respond appropriately to what is being said.
12=#E always pays attention to the teacher when #e is speaking.
13=#H has a quiet manner but a very focused member of the class.
14=#E is respectful and listens attentively when others are speaking.
15=#E is respectful and listens attentively when others are sharing information with the class.
16=#?

COMMENTS: Lit. Circ. Last Report
1=#E fully completes #h Literature Circles role sheets.
2=#E continues to put a lot of effort into #h Literature Circles role sheets.
3=#E continues to complete #h Literature Circles role sheets with care.
4=#E always fulfills #h commitment to #h group work when working in Literature Circles.
5=#E completes #h Literature Circles role sheets satisfactorily.
6=#E completed #h 6 Literature Circles role sheets well, showing understanding of vocabulary, character, and story timeline.
7=#H particularly enjoys working on the #LCROLES role.
8=#E always fulfills #h commitment to #h group work and participated enthusiastically when presenting #h Literature Circles role sheets.
9=#E did a great job completing #h Literature Circles roles, in particular the #LCROLES role.
10=When presenting #h roles #e did not rush and did not interrupt the others when it was their turn.

COMMENTS: Literature Circles
1=#N has been working in Literature Circles groups studying stories with 6 different novel-study role sheets.
2=#N has been studying novels in Literature Circles using 6 novel-study role sheets.
3=Students have been studying novels and stories with 6 novel-study role sheets in what is called Literature Circles.
4=In groups of 4, students are studying novels in Literature Circles using 6 novel-study role sheets.
5=#E fully completes #h role sheets.
6=#E needs to make sure #h roles sheets are fully completed.
7=#E needs to put more effort into #h role sheets.
8=I would like to see #m put more effort into #h role sheets.
9=I would like to see #m make sure all #h role sheets are completed fully.
10=#E puts a lot of effort into #h role sheets. We know #e will continue.
11=#E completes #h role sheets with care.
12=#E always contributes well.
13=#E always fulfills #h commitment to the group work.
14=#E always completes #h role sheets.
15=#E completes #h role sheets satisfactorily.
16=#E enjoys working on #h role sheets.
17=#E completes #h role sheets with quality.
18=#?
19=#E particularly enjoys working on the #LCRoles role.
20=#E did a great job completing #h Literature Circles roles, in particular the #LCRoles role.

COMMENTS: Maths - 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 Maths and is confident working in all aspects of the subject.
11=#E has enjoyed Maths and works hard, making good progress.
12=#E always enjoys Maths lessons and has progressed steadily.
13=#E always enjoys Maths and has made steady progress.
14=#E enjoys Maths and works hard in this subject. #E has made steady progress in all areas.
15=#E enjoys working in all areas of Maths 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 - 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=enjoys Maths and is confident working in all aspects of the subject.
3=#N has enjoyed Maths and works hard, making good progress.
4=#N always enjoys Maths lessons and has progressed steadily.
5=#N always enjoys Maths and has made steady progress.
6=#N enjoys Maths and works hard in this subject. #E has made steady progress in all areas.
7=#N enjoys working in all areas of Maths and shows good application. #E has made good progress as a result.
8=#N has shown good application in mathematics, making steady progress in all areas.
9=#N enjoys work in all areas of mathematics and has responded well to tasks set, making good progress as a result.
10=#N enjoys work in all areas of mathematics and has responded well to tasks set.
11=#N enjoys Maths and is confident working in all aspects of the subject.

COMMENTS: Maths - 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 - 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: Music
1=Listening to music is an activity that #e has particularly enjoyed and #e is always willing to contribute to discussion.
2=In listening activities #e has enjoyed the experience and is becoming more confident in expressing #h feelings about the music.
3=When listening to music #e really enjoys the experience and is good at talking about what #e has listened to. #E enjoys singing.
4=When listening to music #e finds it difficult to sit quietly and simply enjoy the experience.
5=#E has contributed well to class singing and shown interest when listening to music.
6=#E has enjoyed singing sessions in class and has joined in well in music-making.
7=#E needs encouragement to participate fully in singing but has enjoyed the opportunity to listen to music.
8=#E lacks confidence and can sometimes behave in a silly way rather than join in properly.
9=#E joins in with great enthusiasm when we have class-singing sessions.
10=#E has developed an increasing understanding of musical elements such as rhythm.
11=#E has performed in a group, maintaining a simple part and presenting performances.
12=#E has improved #h knowledge of musical elements through various activities.
13=#E finds it difficult to keep a steady beat.
14=#E has had the opportunity to create compositions using a variety of percussion instruments and to perform as part of a group.

COMMENTS: Notebook and materials
1=#E keeps a nice and neat notebook showing good organizational skills.
2=#E has a nice and tidy notebook showing good organizational skills.
3=#H notebook is always neat and tidy. #E has good organizational skills.
4=#H notebook is always in good condition.
5=#H notebook is sometimes a little messy and needs to practice #h organizational skills.
6=#H notebook is a little untidy and unorganized in the way work is entered onto the paper.
7=#H takes good care of #h notebook and materials.
8=#H is organised with #h materials.
9=#E is organised and always brings #h materials to lessons.
10=#E is organised and brings all #h materials to lessons.
11=#E sometimes forgets to bring some materials to lessons and has to return to the classroom to get them.
12=#?

COMMENTS: On Task (good)
1=#E comes to computer class on time, starts their computer and launches the required software right away.
2=#E usually arrives on time and gets straight to work.

COMMENTS: Opening sentence
1=#N is a diligent worker.
2=I have really enjoyed being #N's English teacher this year.
3=It has been a pleasure having #N as a student in my English class this year.
4=#N has been a great addition to my English class.
5=#N has been an outstanding addition to our English class this year.
6=#N is an exceptionally polite and well-mannered student.
7=It has truly been a pleasure being #N's English teacher this year.
8=#N has made progress as a student of English this year.
9=I feel fortunate as a teacher to have #N as my student this year.
10=I am very pleased to have #N for a student in my class this year.
11=I have really enjoyed getting to know #N as #h English teacher this semester.
12=It has been my great privilege to get to know #N as an outstanding student in my English Literacy class.
13=#N is a hardworking and friendly member of the class.
14=#N has worked well and made good progress.
15=#N is a hardworking and dedicated student.
16=#N is a conscientious and disciplined student.
17=#N is a passionate student, who approaches all tasks with enthusiasm.
18=#N is a confident pupil who has made reasonable progress this year.
19=#N is a quietly capable pupil who has progressed well this year.

COMMENTS: Opening sentence2
1=#N is an enthusiastic and dedicated student, who always tries #h best.
2=#N is a quiet but increasingly confident worker; #e must continue to ask for guidance and advice when necessary.
3=#N is a lively pupil who could be much more purposeful in English.
4=#N is a happy, lively pupil who could be more purposeful in English.
5=#N is a lively and enthusiastic pupil who has made sound progress this year.
6=#N is a confident and capable pupil.
7=#N is a quiet though capable pupil who has progressed well this year though #e could be bolder in class discussions.
8=#N is an enthusiastic student who has made progress this year.
9=#N is a quietly capable pupil who has made progress this year.
10=#N is a quiet and disciplined student who has made good progress this year, as reflected in #h recent marks.
11=#N is a lively student who, when focused, can achieve the objectives of the lessons.
12=#N is a confident and thoughtful member of the class.
13=#N is a quiet and thoughtful member of the class.

COMMENTS: Participation
1=I appreciate #h contributions to class discussions.
2=The students and I appreciate #h contributions to class discussions and raises a hand when necessary.
3=#E participates in class discussions from time to time but we hope #e will share more often.
4=I appreciate #h contributions to group and class discussions.
5=The students and I appreciate #h contributions to group and class discussions.
6=#N is a regular contributor to class discussions.
7=I would love to see #m participate more in class discussions.
8=I would love to see #m participate more in group and class discussions.
9=#H keeps a low profile in group or class discussions but is able to express views clearly and justify them when encouraged.
10=We hope to see #m participate more in class discussions.
11=We hope to see #m participate more in group and class discussions.
12=#N is a little quiet in class but is gaining confidence and participating more.
13=#N is quiet in class but is gaining confidence and participating more.
14=#N is becoming more comfortable in class.
15=#N is becoming more comfortable speaking with #h teacher.
16=#?
17=#N makes meaningful contributions to the English classroom and #e tries very hard to be successful in #h projects and in #h learning.

COMMENTS: Personal Letter
1=#N wrote an interesting personal letter to a celebrity and followed all instructions.
2=#N wrote an interesting personal letter to a celebrity and followed instructions well.
3=#N followed all instructions well to type a personal letter which #e was given the opportunity to post.
4=#N was able to type a personal letter to a celebrity and given the opportunity to post it.
5=#N worked well on #h typed letter to a celebrity.
6=I was pleased with the work #e did on #h typed letter to a celebrity.
7=#E seemed to enjoy working on #h typed letter to a celebrity which #e had the opportunity to then post.

COMMENTS: Presentation
1=There has been a huge improvement in the presentation of #h work which is good to see.
2=There has been an improvement in the presentation of #h work which is good to see.
3=The presentation of #h written work has improved a lot, but again, #e needs to improve consistency in this area.
4=The presentation of #h written work has improved a lot, and now #e needs to achieve consistency in this area.
5=#N is capable of setting #h work out in a neat, tidy and well organised way but must take care to ensure standards of presentation do not slip.
6=#N work is always presented in a clear and well organised way.
7=#N work is usually presented in a clear and well organised way.
8=#N is keen to progress and has learnt to set #h work out in a clear way.
9=#N work is generally set out in a clear and organised way and #e can go back and correct #h own work when mistakes are made.
10=#N has worked hard this year to improve the presentation and layout of #h work, and I am pleased with #h progress in this area.
11=There has been a huge improvement in the presentation of #h work which is good to see.
12=#N work is always presented in a clear and well organised way.
13=#N generally understands new concepts well and knows the appropriate time to ask for help if #e gets stuck.
14=#N understands new concepts well and knows when #e has to ask for help with #h work.
15=#N is keen to learn but sometimes, when faced with new concepts, needs to take a little more time and ask for help if stuck.
16=#N has worked hard this year to improve the presentation and layout of #h work, and I am pleased with #h progress in this area.
17=The presentation of #h written work has improved a lot, and now #e needs to achieve consistency in this area.
18=#N work is generally set out in a clear and organised way and #e can go back and correct #h own work when mistakes are made.
19=#N can correct #h own work well when #e makes mistakes and think round a problem if #e becomes stuck.
20=#N is capable of setting #h work out in a neat, tidy and well organised way but must take care to ensure standards of presentation do not slip.

COMMENTS: Reading
1=#E is reading at an advanced level.
2=#E is reading above the expected level for PYP 6 English.
3=#E has excellent English reading proficiency.
4=#E is reading at an appropriate level for PYP 6 English.
5=#E is reading at the expected level for PYP 6 English.
6=#E enjoys reading English material.
7=#E struggles to read at PYP 6 English level but is making progress.
8=#E is reading at an adequate level.
9=#E has enjoyed the novel and stories we have studied in class.
10=#E enjoys reading a variety of different types of materials found in the classroom.
11=#E enjoys reading as can often be found at the classroom library when #h work is complete.
12=#E is an avid reader.
13=#E can often be found reading a novel at #h desk when finished #h work.
14=#E seems to really enjoy #h novel studies.
15=I encourage #N to read English at home more often both fiction and non-fiction.
16=Please encourage #N to read English material at home in #h free time.
17=#N could benefit from reading English books and magazines at home as often as possible.
18=#N is reading at level #?.
19=Please remember to have English materials at home for #m to read. #E can check maximum 2 English books out from the library.
20=#?

COMMENTS: Reading 2
1=#N has achieved full fluency in #h reading and has good expression when reading aloud.
2=#E is expected to read a variety of materials. #N can create atmosphere when reading aloud, by varying pace and intonation and is deriving more pleasure from #h books.
3=#N reads independently showing good expression and understanding. #E has an affinity with books and enjoys silent reading. #N is starting to use very descriptive words in #h own writing; often picking them up from the books #e has read.
4=#N's reading has shown good progress this year. #E reads a variety of books with growing expression and good fluency.
5=#E has achieved full fluency in #h reading and has good expression when reading aloud.
6=#E can select and evaluate information from a wide range of reference materials.
7=#N reads independently showing good expression and understanding. #E shows obvious enjoyment in reading, choosing a good range of appropriate texts.
8=#H reading is increasingly fluent, and #N uses #h voice well to bring the characters and plot to life.
9=#N reads fluently, with appropriate expression, deriving pleasure from an increasingly wide range of books.
10=#N demonstrates a good level of fluency when reading. #E reads with understanding and enjoys using reference books.
11=In poetry lessons, #e can comment critically on the overall impact of a poem, showing how the language and themes have been developed.
12=#E can find and select information and use it effectively.
13=#N is becoming a competent reader and is starting to enjoy more demanding books. #E is able to read silently, with sustained concentration.
14=#N demonstrates a good level of reading fluency, and #e puts expression into #h voice. #N is now reading a wider range of texts and has a growing enthusiasm for books.
15=#E reads independently showing good understanding, and is starting to use descriptive words in #h own writing; often picking them up from the books #e has read.
16=#N's reading has shown good progress this year. #E reads a variety of books and styles with growing expression and increasing fluency.
17=#N shows a developing interest in reading; and is reading a range of more testing books.
18=#E now enjoys reading more demanding books.
19=#E has really improved #h reading this year. #E is choosing a range of more demanding and interesting texts. This variety of styles will lead to a consequent maturity in #N's story writing.
20=#N's reading is gaining in fluency. #E is more willing to share a book with an adult during the Literacy Hour and senses that #e is making some improvement this year.

COMMENTS: Reading 3
1=#E is now reading with greater fluency as a result of more regular practice; and is certainly deriving pleasure from #h books.
2=#N is reading more fluently as a result of regular practice, and enjoys reading more demanding books. #E can talk about what #e has read, showing a depth of understanding.
3=#E is expected to read a variety of materials and reads fluently, with appropriate expression.
4=#H improvement in reading has been excellent and #e is now more confident and enjoying books.
5=#N is beginning to introduce expression into the way #e reads. #E prefers reference books to story books, and particularly enjoys silent reading.
6=#E has really tried hard with #h reading, and seems to be much more confident. #E is developing good library skills and becoming increasingly self-reliant when searching for information.
7=#N, at times, can be a reluctant reader and therefore has been encouraged to look for books which interest #m. #E is now more willing to talk about the texts #e reads.
8=#N is now more confident about #h ability in English and enjoys reading a wider range of books.
9=#N's reading has improved and #e is more aware of the value of books.
10=In #h reading, #e shows increasing fluency but should try to take more notice of punctuation. This will help to improve #h understanding of the text. Generally, #N is beginning to make good progress but #e now needs to read more challenging books.
11=#E is a reluctant reader and needs encouragement to become interested in books. If #e is to improve #e must read more regularly at home.
12=#N reads books and poems with an increased confidence in #h abilities.

COMMENTS: Reading 4
1=#E has made good progress with #h reading skills. In reading, #N can identify relevant points and should continue to choose a variety of challenging texts in order to develop this skill further.
2=In reading, #N can pick out some relevant points though more careful consideration of tasks will enable #h to make comments based on inferences.
3=In reading, #N can identify layers of meaning within a text. #E must continue to read a variety of texts in order to develop this skill.
4=In reading, #N has started to identify layers of meaning within a text. #E must continue to read a variety of texts in order to develop this skill.
5=In reading, #e can identify the layers of meaning within a text.
6=In reading #e can identify relevant points; #N must now use more inference and deduction, finding layers of meaning within a text.
7=In reading, #N can identify the layers of meaning within a text. #E must continue to choose a range of challenging texts in order to develop this skill.
8=In reading, #N must continue to choose a range of challenging texts to increase #h inference and deduction skills.
9=In reading, #N has progressed this year, although #e struggles to find layers of meaning in texts.
10=In reading, #e can clearly identify the author's intentions and can comment on hidden meanings; to improve #e should concentrate on how texts are structured and how this can affect meaning.
11=In reading, #N is able to identify hidden meanings; to improve #e should focus on identifying the socio- historical context and how it influences a text.
12=In reading, #N can identify some hidden meanings; to improve #e must ensure that #e always asks for help if #e does not understand.

COMMENTS: Recording Work
1=#N's work is always recorded well and illustrates clearly the knowledge #e has gained.
2=#N's work is recorded very well; #h presentation of diagrams, tables and written explanations is always of a high standard.
3=#N's written work usually reflects the understanding and knowledge
4=#N has shown in group and whole-class discussions.
5=#N's written work does not reflect the understanding and knowledge
6=#N shows in group and class discussions; this is an area in which #e could improve.
7=#N's work is haphazard in the way #e records; #e relies far too much on others doing the work for #m.
8=#N needs to take more time to think out how #e is recording #h work; #e has made some improvement over the year.
9=#N needs to think out #h ideas more carefully before recording
10=#N work in order to give a clearer presentation showing full understanding.
11=Presentation of #h written work is poor; #e relies too much on teacher supervision in order to complete follow-up work.
12=#N finds recording work very hard; #e still needs a great deal of assistance from myself in order to cope.

COMMENTS: Responds (Reader's Response)
1=When #N writes #h Reader's Response #e puts a lot of thought into it. #E makes a solid connection between what #e has read and #h life or the world.
2=#N's Reader's Response writing if very in depth. I appreciate #h effort.
3=But #e needs to remember to punctuate #h sentences and use capitalization when necessary.
4=I would like to see #N put more thought into completing #h Reader's Response.

COMMENTS: Sample intro sentences
1=#N has had a mixed term but there are signs of improvement in #h behaviour of late.
2=#N has made steady progress throughout the term.
3=#N has made #SampleRatingList start to the year.

COMMENTS: Sample project-work sentences
1=#E has put a lot of effort into #h project-work and I was especially pleased with #h #SampleScienceTopics assignment.
2=Project-work has been done to a minimum standard and is often handed in late.
3=#H project-work has varied considerably however #h #SampleScienceTopics assignment was excellent and has been displayed in reception.

COMMENTS: Sample summing-up sentences
1=#N has achieved a well-deserved Level #? overall. Well done #N.
2=#N has achieved a Level #? overall. With a little more effort #e could reach Level #?.
3=#N has not had the best of starts this year and is still working at Level #?.

COMMENTS: Summative
1=In #h written work #e follows all instructions.
2=#E follows all instructions when working on written tasks.
3=Written assignments are always completed with diligence.
4=Written assignments are always completed well.
5=Written assignments are completed satisfactorily.
6=#H written work is done with care and good creativity.
7=#H written work is done with care and attention.
8=#E understands both narrative and descriptive writing.
9=#E understands how to write both narrative and descriptive pieces.
10=#E completed narrative and descriptive pieces satisfactorily.
11=#E was able to show understanding of several genres of writing.
12=#E showed #h understanding of narrative and descriptive writing with several quality pieces.
13=#E was able demonstrate understanding of several genres of writing.
14=#N consistently submits neat assignments.
15=#E demonstrated an understanding of narrative and descriptive writing.
16=#E demonstrated different writing genres such as narrative and descriptive.
17=#?

COMMENTS: Summing up sentence
1=I hope #N will continue #h fantastic work in the final weeks of the half-term as we learn about the Berlin Wall.
2=I think it is important that #N regains #h focus for the remainder of the term. We are currently deciding how the Berlin Wall changed the lives of people living there.
3=As #N has not yet achieved #h end of year target, I hope that #e can achieve #h target in the coming weeks.
4=As #N has not yet achieved #h end of year target, I think #e will to work hard in an attempt to achieve their end of year target in the coming weeks.
5=In the three years I have taught #N, #e has been a joy to teach. I wish #m every success in #h GCSEs.
6=Despite being distracted at times, #N has worked well to achieve #h end of year target. #E is a joy to teach and has produced some fantastic work throughout the year.
7=In the final few weeks of the term, I hope that #N will continue to good effort in History.
8=For the final half-term, I hope #N can avoid chatting needlessly and engage fully in the Berlin Wall work.
9=#N has had a good year in History; keep up the good work #N!

COMMENTS: Targets
1=#N must aim to complete all tasks to the best of #h ability.
2=#N must aim to attempt all tasks and ask questions when needed to enable progress.
3=#N must continue to complete all tasks and ask questions when needed to extend progress potential.
4=#E should strive to remain focused and avert the temptation to engage in poor behaviour that will limit progress in lesson.
5=#E can continue to work diligently, remaining a role model of excellent behaviour and strong initiative.
6=#E must focus in lesson and cease to participate in poor behaviour and distractions. Continuation of this behaviour will no doubt lead to a lack of progress with results that to not accurately reflect #h ability.
7=#N should aim to continue participation in class discussions surrounding #h revision texts. This will ensure I am able to address any issues that should surface before the May examination.
8=#N must strive to participate in or focus on the participation of others during class discussions of the revision texts.This will ensure I am able to address any issues that should surface before the May examination.
9=#N must try very hard to focus during class discussions of revision texts in order to familiarize themselves with content for the upcoming May examination.
10=#N can often share thoughts orally, but must complete tasks in writing in order to build and develop the skills needed to succeed on the exam.
11=#E must withdraw from off-topic discussions with peers and focus on completing tasks to prepare #m for the exam.
12=#N must disengage from using #h cellphone in lesson which has become a major barrier to #h learning. This in turn has greatly effected their progress.
13=#E must aim to arrive to all lessons as attendence has become an issue that could have a great impact on their ability to succeed. Please make use of availible revision time and support with myself.
14=#N is an outstanding pupil whose hard work and dedication is reflected in the grades that #e receives. #H attitude is always positive and #h enthusiasm to learn is clear in every lesson. #E is confident and always contributes to whole class and small group discussion by making meaningful and informed comments. #N is on track to achieve #h target grade in both reading and writing.
15=#N is a quiet, polite student who approaches each task with creativity and a positive attitude. #E has made some good progress this year, particularly in speaking and listening where I have seen #h confidence increase. Similarly, #h reading and writing has developed as #e has gained an understanding of a variety of texts. To improve #e should
16=#N is a pleasant, polite student who tries hard and applies #s well. #E approaches each task with creativity and a positive attitude. #E has made some good progress this year, developing #h writing skills and #h understanding of a variety of texts. Within lessons #e offers thoughtful comments and is keen to participate. To improve #e should
17=#N is a conscientious student who approaches every task with enthusiasm and creativity. #E has made good progress this year showing that #e can write in a variety of styles competently and with imagination. Within lessons #e makes many thoughtful comments during class discussion and is growing in confidence. To improve
18=#N is a lively and friendly student. #E is making progress in speaking and listening, reading and writing and is currently on track to achieve #h target grade. However, #e can be easily distracted and must make greater effort to settle down to work. To improve #e must
19=#N has made considerable improvement in all areas of English this year. #H attitude to learning has
20=#N must ensure all assignments are completed and handed in so that #h grade may reflect #h true ability.

COMMENTS: Test 1
1=#N consistently completes all work to the best of their ability.
2=#E needs to arrive to class on time.

COMMENTS: Topics Nov. 2016-2017
1=During this term we have explored the novel "Hatchet" as well as worked towards writing and reading skills to prepare for Grade 11.
2=During our second term, we have been working on a variety of topics such as aboriginal creation stories around the world and the Metis.
3=Topics this term have included a focus on the short story "The Landlady," reading comprehension skills and a variety of writing assessments.
4=During our first term, we have been completing a novel study of "Tuesday's With Morrie," as well as topics in preparation for their upcoming exam.
5=During our first term, we have been working on a novel study of "Tuesday's With Morrie." We have also covered topics such as identifying and implementing language devices, persuasive writing techniques and letter form in preparation for their upcoming exam .
6=During our first term, we have been working on a novel study of "Of Mice and Men," as well as covered many topics in preparation for next year's exam.
7=During our first term, we have been working on a novel study of "Of Mice and Men." We have also covered many topics in preparation for their Grade 12 exam such as identifying and implementing language devices, persuasive writing techniques and letter form.
8=During our first term, we have been working on a variety of topics such as aboriginal world views, aboriginal language distribution in Canada, as well as the main aboriginal communities in Canada, Australia, and Brazil.

COMMENTS: Topics Nov. 2017-2018
1=During our first term, we have worked on a variety of reading and writing skills to bridge the gap in academic performance among our students.
2=During this term we have explored the novel "Hatchet" as well as worked towards writing and reading skills to prepare for Grade 11.
3=During our second term, we have been working on a variety of topics such as aboriginal creation stories around the world and the Metis.
4=Topics this term have included a focus on the short story "The Landlady," reading comprehension skills and a variety of writing assessments.
5=During our first term, we have been completing a novel study of "Tuesday's With Morrie," as well as topics in preparation for their upcoming exam.
6=During our first term, we have been working on a novel study of "Tuesday's With Morrie." We have also covered topics such as identifying and implementing language devices, persuasive writing techniques and letter form in preparation for their upcoming exam .
7=During our first term, we have been working on a novel study of "Of Mice and Men," as well as covered many topics in preparation for next year's exam.
8=During our first term, we have been working on a novel study of "Of Mice and Men." We have also covered many topics in preparation for their Grade 12 exam such as identifying and implementing language devices, persuasive writing techniques and letter form.
9=During our first term, we have been working on a variety of topics such as aboriginal world views, aboriginal language distribution in Canada, as well as the main aboriginal communities in Canada, Australia, and Brazil.

COMMENTS: TRA01: History Introduction
1=In the unit 'How has life in Britain changed since 1948?' #N learnt about the reasons for and results of the changes in British life since 1948. #E has investigate in depth one aspect of the changes in British life, e.g. population structure, popular culture, work. #N has developed #h historical understanding of the period, including the characteristic features and diversity of popular culture. #E could make the links between the changes both within and across the period, and apply #

COMMENTS: TRA02: History Changes
1=Section 1: How can we begin to find out about change since the Second World War?
2=History Change over time:
3=#E could select information from different objects to decide which decade it dates from.
4=#E was able to place the object in the correct decade on a time line.
5=#E has identified some similarities in the objects within one decade and some differences between those objects and those we use today.
6=#E could suggest some of the reasons why things have changed over time.

COMMENTS: TRA03: History Info Sources
1=Section 2: What types of evidence can we use to find out about life in Britain since the Second World War?
2=#E was able to identify some similarities and differences between the different sources of information available in different periods in the past.

COMMENTS: TRA04: History Enquiry
1=Section 3 and 4: THE ENQUIRY: What are the changes in work, home life, popular culture, population and technology in Britain since 1948? When did these changes happen?
2=History Children:
3=#E could identify some of the characteristic features of British life before 1948.
4=#E selected and recorded the information that was relevant to #h topic.
5=#E has used #h sources to infer information about how things have changed since 1948.

COMMENTS: TRA05: History Enquiry 2
1=Section 5 and 6: THE ENQUIRY STAGE 2 and 3: What are the changes in work, home life, popular culture, population and technology in Britain since 1948? When did these changes happen?
2=History Children:
3=#E could identify questions that #e still needed to answer and #e has disccused how #e will find answers.
4=#E can answer specific questions about #h topic area.
5=#E identified important changes in #h topic area since 1948.
6=#E can place the changes in #h topic accurately on a time line.

COMMENTS: TRA06: History Interview
1=Section 7 and 8: THE ENQUIRY STAGE 4 and 5: What are the changes in work, home life, popular culture, population and technology in Britain since 1948? When did these changes happen?
2=#E was able listen to, and accurately record the memories adults have shared with #m about life in Britain since 1948.
3=#E has extracted the relevant information from an interview to supplement, and compare with, #h own conclusions about life in Britain since 1948.

COMMENTS: TRA07: History Changes 2
1=Section 9: What links and connections can we make between the changes in British life since 1948?
2=Children:
3=#E could identify the similarities between changes and between causes in the different topics.
4=#E was able to suggest the links between the different topics e.g. the arrival of the Bangladeshi community meant that different foods became more easily available.

COMMENTS: TRA08: History Summary
1=Section 10: What have been the most important changes since 1948? How are these changes linked?
2=#N has selected the relevant information to answer questions about the changes #e has observed over time in #h topic area.
3=#E has reached #h own conclusions about the most important changes and #e has support these conclusions with #h own evidence.
4=#E was able to produce a piece of extended writing about how life has changed in Britain since 1948 in at least one key area.

COMMENTS: Work Ethic
1=#E takes pride in #h work.
2=#E takes great pride in #h work.
3=#E is very conscientious about #h work.
4=I'm very happy to see how #e takes such pride in #h work.
5=#N always submits quality work.
6=I appreciate the time and effort #N puts into #h work.
7=#?

COMMENTS: Work ethic 2
1=Overall this has been an impressive semester for #N.
2=Overall, this has been a very good second semester.
3=#E should aim to maintain the high quality of #h work next year.
4=#E should aim to increase #h confidence by making an effort to be more involved in class discussions.
5=#E should try to take a more active part in practical investigations to improve #h understanding of the inquiry.
6=#E should make an effort to be more actively involved during lessons.
7=#E should aim to produce #h best work at all times.
8=#E needs to be more methodical in #h approach to the subject to enable #m to develop a more complete understanding of the subject matter and ideas/concepts.
9=We would like to see #N put more consistent effort into #h homework.
10=#E should make an effort to concentrate more during discussions.
11=We would like to see #N make more effort to avoid being distracted during lessons.
12=#E should try to improve the presentation of #h written work.
13=Next semester #N would benefit from regularly reading non-fiction resources on the current topic to improve #h background knowledge.
14=#E needs to strengthen #h ability to pull out the most important keyword notes from the resources read.
15=We have thoroughly enjoyed having #m in my class this year. We wish #m all the best for #m future studies in secondary school.
16=#N is a very hardworking #b and should have much success in the 7th grade.
17=With #N's friendly, cooperative attitude, #e will always be a pleasant addition to any class and should have much success in the 7th grade.
18=If #N will put forth in the future the effort to maintain #h academic achievement and improve #h attitude toward school, #e will receive a great deal from #h learning in secondary school next year.
19=Please continue to work on your skills next year. Best of luck, #N.

COMMENTS: Writing
1=#H writing is often interesting though #e must check that #h written responses are always as clear as #h ideas.
2=#H writing is usually well-developed and #e must continue to extend this skill using sophisticated sentencing, as well as cohesion between paragraphs, to create effects in #h work.
3=#H written work has improved this year, as reflected in #h recent marks.
4=#H written work has improved this year, although the technical accuracy sometimes affects #h marks.
5=#H writing is interesting though #e must also consider the effects #e can create through sentencing, word choices and overall paragraphing.
6=#H writing is interesting to read though #e must also consider the effects #e can create through sentences, paragraphs and vocabulary.
7=#H writing is reasonably clear though it lacks sufficient development in terms of effective paragraphing and sentence structure.
8=#H written work is reasonably clear though #e must pay close attention to detail, especially with paragraphing and punctuation.
9=#H written work shows that #e can use simple and complex sentences well; to improve #e must use drafting to check the quality of #h paragraphing and try to add more imaginative details to #h work.
10=#H writing is interesting and largely accurate though #e must consider how to create effects through sentencing, cohesive paragraphing and sophisticated vocabulary.
11=#E has made some pleasing progress this year but to improve #h written work #e must continue to work on the strength and clarity of #h expression.
12=Proof-reading, aloud if necessary, will help #h to improve.
13=#H writing is interesting and imaginative though #e could develop details #h paragraphing and the quality of #h sentences, to achieve higher grades.
14=#H writing is interesting and largely accurate though #e must show more willingness to develop #h work in terms of using more ambitious vocabulary, sophisticated sentencing and cohesive paragraphing.
15=To improve, #e should revise #h use of commas and connectives.
16=The technical aspect of #h writing has improved, although #e must revise #h use of commas.
17=The technical aspect of #h writing has improved, and #e must continue to experiment with using a range of sentence structures, including subordinate clauses, and make an effort to keep #h handwriting neat and tidy.
18=#H writing is imaginative and demonstrates #h ability to use a range of sentence structures for affect
19=#H writing is interesting to read and accurate.
20=#H written work shows that #e can use a range of simple and complex sentences well; to improve #e must focus on selecting words for affect.

COMMENTS: Writing 2
1=#H written work shows that #e can use simple and complex sentences well; to improve #e must use drafting to try to add more imaginative details to #h work.
2=The technical aspect of #h writing is excellent, and #e must continue to experiment with using a range of sentence structures, including subordinate clauses
3=#H writing is very imaginative and #e is able to maintain the correct style throughout; to improve #e should focus on using more sophisticated sentencing and cohesive paragraphing.

LIST: 1-20
1=1
2=2
3=3
4=4
5=5
6=6
7=7
8=8
9=9
10=10
11=11
12=12
13=13
14=14
15=15
16=16
17=17
18=18
19=19
20=20

LIST: Actual
1=B
2=C
3=D
4=E
5=F
6=G

LIST: Connectives-History
1="It can be argued..."
2="Historians have argued..."
3="This source suggests..."
4="I can infer that..."
5="Firstly..."
6="Secondly..."
7="Furthermore..."
8="In addition..."
9="Moreover..."
10="Alternatively..."
11="However,..."
12="On the other hand...."
13="In contrast,..."
14="Therefore,..."
15="As a result,..."
16="The most important factor is ..."
17="In conclusion,..."
18="Therefore _____ is most important because..."

LIST: History-Connectives
1="It can be argued..."
2="Historians have argued..."
3="This source suggests..."
4="I can infer that..."
5="Firstly..."
6="Secondly..."
7="Furthermore..."
8="In addition..."
9="Moreover..."
10="Alternatively..."
11="However,..."
12="On the other hand...."
13="In contrast,..."
14="Therefore,..."
15="As a result,..."
16="The most important factor is ..."
17="In conclusion,..."
18="Therefore _____ is most important because..."

LIST: History-Factors
1=Religion
2=War
3=Chance
4=Communication
5=Government
6=Personal Qualities/Genius
7=Science and Technology

LIST: History-Grades
1=U
2=F
3=E
4=D
5=C
6=B
7=A
8=A*
9=3b
10=3a
11=4c
12=4b
13=4a
14=5c
15=5b
16=5a
17=6c
18=6b
19=6a
20=7c

LIST: HistoryProjects
1=Holocaust Project.
2="Was Haig the Butcher of the Somme?" project.
3=Atomic Bomb debate work.
4=World War II group work.

LIST: LCROLES
1=Discussion Leader
2=Character Trait Tracker
3=Summarizer
4=Word Wizard
5=Connector
6=Illustrator

LIST: Level
1=1
2=2
3=3
4=4
5=5

LIST: OLD-SampleRatingList
1=an excellent
2=a good
3=an average
4=a disappointing
5=a poor

LIST: OLD-SampleScienceTopics
1=Heating and Cooling
2=Light and Sound
3=Exploring Magnetism
4=Changing Earth

LIST: Projects
1=Holocaust Project.
2="Was Haig the Butcher of the Somme?" project.
3=Atomic Bomb debate work.
4=World War II group work.

LIST: SampleRatingList
1=an excellent
2=a good
3=an average
4=a disappointing
5=a poor

LIST: SampleScienceTopics
1=Heating and Cooling
2=Light and Sound
3=Exploring Magnetism
4=Changing Earth

LIST: Target
1=B
2=C
3=D
4=E
5=F
Codes:
#N=Name, #E=She/He, #e=she/he, #H=His/Her, #h=his/her, #b=girl/boy, #m=him/her, #s=herself/himself, #?=prompts you for text later, {BR}=line break, #your-list-name = choose from a list later.
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