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Introduction
In the unit, 'Characteristics of materials' # extended ~ knowledge of the range of materials ^ uses and of the properties that characterise them. This knowledge should help * recognise what needs to be considered when a material is chosen for a particular use. ^ can identify other objects made of a particular material e.g. glass, plastic, wood and name the material. ^ was able to state one or two characteristics of a range of different common materials and ^ could make ~ own comparisons between the materials e.g. wood is usually hard and strong but glass is usually hard and breaks easily.
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purpose
^ can identify sensible reasons for using particular materials e.g. it's useful to see how full the bottle is, the towel needs to soak up water.
^ was able to identify alternative materials and explain which properties were important e.g. the plastic bottle is lighter than the glass bottle.
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properties
# has carried out ~ tests safely.
^ was able to decide whether the test was good enough to answer the question e.g. to rank the floor coverings in order of hardness or how well they wear.
^ can explain whether the test ^ has carried out was fair and if not, say what ^ would have needed to change to make it a fair test.
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absorbency
^ can plan a fair test and explain why it was fair, pointing out any difficulties.
^ can explain why the evidence collected in this investigation was stronger or weaker than that in a previous test e.g. this time we knew how much water the same sized pieces of towel mopped up so it was better than just looking at the scratches on the floor coverings.
^ can state which paper was best e.g. this towel mopped up the most water or rank papers in order of absorbency.
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stretchiness
^ added the same weights to each pair of tights.
^ has made careful measurements of the length of the tights ^ was testing.
^ can, with help, present ~ results in a bar chart and use ~ results to explain which tights were the most stretchy.
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Targets
To further extend ~ skills, ^ needs to focus on writing more clearly and focusing on clear tables and diagrams.

To help # reach ~ potential, it would be of great benefit to * to read more books about science. 

I would suggest # tries to focus more in ~ science lessons.
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