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COMMENTS: Art
1=#N has tried very hard to improve #h observational drawings using pencil and takes good care of #h work.
2=#E makes excellent drawings showing precise observations.
3=#N produces imaginative artwork using various materials.
4=#N shows great imagination and flair in art work and #h work is always of a very high quality.
5=#E makes effective use of many different techniques and always produces artwork of a very good standard.
6=#N works enthusiastically in all areas of art and #h work has improved because of this.
7=#N always shows great pride and care in #h work and confidently uses any new technique #e is introduced to.
8=#E makes good use of many different sorts of techniques and concentrates well during art lessons.
9=#N enjoys art lessons, but needs to ensure #h works at a quick enough pace to complete #h work.
10=#N enjoys art lessons, but needs to take a little more time and care to ensure #h work is not rushed.
11=#N has had the opportunity to extend #h understanding of a variety of different methods and techniques and always enjoys art lessons.
12=#N has had the opportunity to extend #h understanding of a variety of different methods and techniques.
13=#N is developing #h confidence using a variety of art techniques and needs to be more positive about #h work.
14=#N is developing #h confidence using a variety of art techniques and sometimes needs to be more positive about #h work.
15= #E uses colour and pattern well.
16= #E needs to develop confidence when drawing and be pleased with the end result of #h work.
17= #N enjoys all from of artwork and #h confidence when drawing and sketching has improved greatly over the year.
18= #N has a good colour sense and uses this to good effect in whatever work #e is doing in art lessons.
19=Although #N enjoys all different forms of artwork, #h work has sometimes suffered through being somewhat rushed. #E realises this and has shown good progress in taking a little more care. 
20=#E enjoyed learning to draw in perspective and produced some accurate and interesting work.

COMMENTS: Art 2
1=#N has enjoyed creating Tudor portraits, using a combination of different materials. #E was able to create careful sketches using perspective in #h drawings. #E was able to recreate watercolour scenes using a variety of different media.
2=#E was able to compare the differences in effect created using the different media.
3=#N produces imaginative artwork.
4=#N shows great imagination and flair in art work and #h work is always of a very high quality.
5=#E makes effective use of many different techniques and always produces artwork of a very good standard.
6=#N enjoys art lessons, but needs to take a little more time and care to ensure #h work is not rushed.
7= #E uses colour and pattern well.
8= #N has a good colour sense and uses this to good effect in whatever work #e is doing in art lessons.

COMMENTS: DT
1=In DT #N enjoyed evaluating a range of biscuits, looking at a variety of criteria such as taste, texture etc. #E examined the packaging of the biscuits and made suggestions for improvements. #E also examined the list of ingredients in each biscuit and compared the costings.
2=In DT #N enjoyed comparing a variety of different biscuits. #E looked at criteria such as taste, texture, cost etc. #E examined the packaging of the biscuits and made suggestions for improvements.
3=#N really enjoys DT and displays enthusiasm for it. #E worked at comparing a variety of different biscuit types looking at taste, texture cost etc. #N also examined the packaging of a range of biscuits and made suggestions for improvements.
4=#N is developing #h confidence working with #h hands and has extended #h skills using a range of materials and techniques.
5=#N has displayed enthusiasm using a variety of materials and techniques and always tries to work carefully and accurately with #h hands.
6=#N is developing #h accuracy working with #h hands and has extended #h skills using a range of materials and techniques.
7=#N always works accurately and carefully with #h hands.
8=#E has good design ideas, and is systematic when designing and making.  
9=#N's finished work is of good standard and well made.
10=#N has good control when cutting and assembling different materials, and has begun to develop ideas of #h own when designing. 
11=#N has had the opportunity to extend #h understanding of a variety of different methods and techniques.
12=#N is developing #h confidence using a variety of art techniques and needs to be more positive about #h work.
13=#N is developing #h confidence using a variety of art techniques and sometimes needs to be more positive about #h work.
14= #E uses colour and pattern well.
15= #E needs to develop confidence when drawing and be pleased with the end result of #h work.
16= #N enjoys all from of artwork and #h confidence when drawing and sketching has improved greatly over the year.
17= #N has a good colour sense and uses this to good effect in whatever work #e is doing in art lessons.
18=Although #N enjoys all different forms of artwork, #h work has sometimes suffered through being somewhat rushed. #E realises this and has shown good progress in taking a little more care. 

COMMENTS: English 2a
1=#N is starting to know when to use the first person and the third person in #h writing.
2=#N can normally write in the past tense.
3=#H stories have a beginning, several events and a simple ending.
4=#E can describe the events in my stories.
5=#N can describe the characters in #h stories.
6=In non-fiction #N can include a short introduction or concluding sentence.
7=#E uses headings to organise #h non-fiction writing.
8=#E sometimes choose words and phrases to interest the reader.
9=#N often chooses interesting vocabulary for effect in #h writing.
10=#N can use interesting adjectives or verbs to help describe a person or thing.
11=#E sometimes uses pronouns (he, she, it, they) instead of characters’ or things’ names.
12= At least half of #h sentences use the correct punctuation (capital letters, full stops, ? and !).
13=#N sometimes uses commas to separate items in a list.
14=#N can spell all common words with one syllable. 
15=#E uses #h knowledge of spelling patterns, suffixes and prefixes to help #m spell tricky words.

COMMENTS: English 2b
1=#N can write a story in order, describing either #h characters or the setting.
2=#E knows some ways to show that #h writing is non-fiction.
3=#E can use vocabulary that helps organise #h writing, e.g. next, then, after, first.
4=#E can use detail to make #h writing interesting for the reader.
5=#N sometimes uses interesting vocabulary for effect.
6=#E can write a simple sentence to describe a person or thing using interesting words.
7=In non-fiction #e chooses words carefully to explain or describe.
8=#E can use different, simple connectives such as, because, so.
9=#E often knows when to write in the past or present tense.
10=#E sometimes uses question marks and exclamation marks. 
11=All #h upper and lower case letters are the correct size and shape.
12=#E can spell most words with one syllable.
13=#E uses #h sounds to help #h spell longer words with more than one syllable.

COMMENTS: English 3a
1=#N can structure a story clearly, e.g. beginning, problems, resolution, ending. All sections are linked together and well paced.
2=#E can develop #h main characters through description and/or dialogue and create interaction between the characters.
3=#E can describe #h story settings in some detail using all #h senses.
4=In non-fiction #e has an introduction, conclusion and ordered sections. 
5=#E can use interesting and imaginative language to help the reader understand my characters or events.
6=#H chooses a style of writing that will interest the reader e.g. through use of specific detail or humour.
7=#E can describe how an action is performed using adverbial phrases e.g. The snake slithered along the ground stealthily.
8=#E can choose and use verbs, adjectives and adverbs together to make #h writing interesting and imaginative.
9=In non-fiction writing #e makes effective use of technical or specific vocabulary.
10=#E can use some complex sentence structures to add extra information.
11=#E use a new line when each character speaks and speech marks to show dialogue. 
12=#N can use commas in lists and most of my punctuation is correct.
13=#H can use an apostrophe for omission e.g. don’t, can’t, it’s.

COMMENTS: English 3b
1=#N always uses the first person (I, we) and third person (he, she, it, they) in the right places.
2=#E sometimes uses different tenses to write about what might happen.
3=All the events in #h stories are linked to each other. 
4=When #e changes events, setting or time in my stories #e uses paragraphs.
5=#E can describe how the narrator or characters react to events in my stories.
6=In non-fiction #e always writes a simple introduction and conclusion.
7=#E can use precise words which are lively and imaginative, to amuse, frighten etc.
8=#E can use sentences with a wider variety of connectives e.g. however, whilst, whenever, therefore.
9=In non-fiction the first sentence of each section will say what #e is writing about.
10=#E full stops, capital letters, exclamation marks, and question marks are mostly accurate.
11=#E can use speech marks to indicate beginning and end of direct speech.
12=#N can spell common words with one or more syllables correctly.
13=#H handwriting is neat and always joined.
14=#N can spell words with more than one syllable containing common prefixes and suffixes correctly. 
15= #E can use #h knowledge of spelling patterns, suffixes and prefixes to help #m spell new words with more than one syllable.

COMMENTS: English 3c
1=#N always uses the past tense when writing a story. 
2=#N always uses the present tense when characters are speaking.
3=#H can develop description of characters by including speech, feelings or emotion using interesting vocabulary.
4=#E can use interesting ways to describe setting so the reader can imagine it.
5=#N can write details of events to entertain or amuse my audience or create tension.
6=In non-fiction writing #e groups similar information together.
7=#E is beginning to use paragraphs, bullet points or headings to separate sections in #h writing.
8=#E can use noun phrases, e.g. the golden haired #b or adverbs e.g. slowly.
9=#N often chooses words for variety and which add interest and detail.
10=#E is beginning to use different ways to start #h sentences to make them more interesting.
11=#E can sometimes use question marks and exclamation marks in the right place.
12=#N can use speech marks to show when a character is speaking e.g. “Hello” said Bob.
13=#H handwriting is neat and usually joined.
14=#N can spell many words correctly which have more than one syllable.

COMMENTS: English 4a
1=#H ideas and material are developed through imaginative detail.
2=#E is able to show feelings through the images #e develops rather than by a direct statement. 
3=Through the pace and the settings in #h writing, #e is able to create mood and atmosphere.
4=#H characters' dialogue and reported speech help to move #h stories on.
5=#E understands that viewpoints need to be consistent and #e is beginning to do this in #h writing.
6=#E select and uses the appropriate language and presentational features to clearly establish context and purpose.
7=#E I am able to adapt #h writing to suit a particular audience.
8=#E is beginning to use literacy features, such as personification, alliteration and idioms, effectively in #h writing. 
9=#E can structure #h writing appropriately in a range of genres.
10=#H is able to use a range of techniques to engage the reader.
11=#E is able to choose appropriately between standard English, colloquialism or dialect, according to the formality of the writing.
12=#H writing is organised into a planned and coherent series of paragraphs.
13=#E can use a wide and varied range of connectives.
14=#E can use a wide range of connectives, such as furthermore, nevertheless, on the other hand, to clarify the relationship between ideas.
15=#E can position a clause to achieve a specific effect. 
16=#E can use a full range of punctuation appropriately.
17= #E is able to use precise and adventurous vocabulary for effect.
18= #E am able to use a range of styles of handwriting for different purposes.

COMMENTS: English 4b
1=Within paragraphs, #N  can develop sequences of events around a main sentence.
2=#E can link characters actions to key events.
3=#E can use relationships between sections or paragraphs to give structure to the whole text. 
4=In non-fiction #N can balance #h main points and information as appropriate to the purpose.
5=In non fiction #h can reflect on the main points in #h conclusion.
6=#E can adapt the form and presentation of my writing for a specific readership.
7=#E can use some devices such as simile, metaphor, alliteration, personification for a specific purpose.
8=#E can use a wide range of interesting verbs and make good use of adverbs for precision. 
9=#E can use a range of simple and complex sentences are to create effect or extend meaning.
10=#H can adapt #h sentence structure to support a clear account of events in #h stories.
11=#E can use expanded phrases and clauses to express #h ideas. 
12=#N always use of commas to mark phrases or clauses.
13=#E is starting to use a wider range of punctuation e.g. brackets, dashes or colons, semi-colons, ellipses.

COMMENTS: English 4c
1=#N change time and place in #h stories to help shape the story and guide the reader through the text.
2=#E sometimes link #h paragraphs together effectively.
3=#H characters will talk and act together as they would in real life.
4=#E uses #h setting to create the mood of the story.
5=In non-fiction #e uses introductory phrases to start new sections and paragraphs.
6=#E engages the reader by helping them to feel moods and feelings in #h stories. 
7=#E engages the reader by adding or emphasising details.
8=#E can maintain the viewpoint of #h narrator and characters.
9=#E always includes imaginative detail and precise vocabulary for effect.
10=#E can use adverbial phrases to engage as well as inform.
11=#E can use complex sentence structure and a wider range of sentence connectives to develop meaning e.g. also, besides, even though, never the less, despite. 
12=#N can use a mixture of compound, complex and simple sentences to good effect.
13=#H sometimes use commas to mark phrases or clauses.
14=#E can use the apostrophe for omission and possession e.g. the #b’s coat, the teachers’ staff room, can’t, won’t, it’s.

COMMENTS: English 5c
1=#N is able to weave dialogue, action and description through #h stories.
2=Through careful selection of words and sentence structure #N is able to avoid repetition and superfluous statements.
3=When writing non-fiction, #e is confident in the structure and information #e needs to convey.
4=#E is beginning to elaborate upon #h viewpoints.
5=#N can use flashbacks and time shifts confidently in #h narrative writing, signalling them clearly.
6=#E beginning to create subordinate plots to be woven into #h main plot.
7=In #h non-chronological writing, #e introduces, develops and concludes paragraphs appropriately.
8=In #h closing statements, #e is able to refer back to the starting points.
9=#H paragraphs are varied in length and structure.
10=#H final paragraphs offer an appropriate summary or appeal to the reader.
11=#E is able to use modal verbs in sentences. (the #b should be, would be, could be).
12=#E can use a full range of punctuation to convey and clarify meaning.
13=#N uses punctuation for effect.
14=#H writing includes a range of figurative language to enhance narrative.

COMMENTS: General comments
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=#N 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=#N has become more confident about answering questions and talking in front of the class 
5=#N 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=#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 develop work, having produced some excellent homework.
9=#N has a mature approach to many aspects of #h work and shows independence, settling down to work without a fuss.
10= #N is a friendly and cheerful member of our class.
11= #N is a cooperative, friendly and cheerful member of our class.
12=#N is a cooperative member of our class. 
13=#N is able to demonstrate responsible behaviour by working cooperatively with a group and showing appreciation for the efforts of others
14=#N is willing to share, to cooperate in a group setting, to voice feelings and opinions and to listen to the opinions of others.
15=#N helps to maintain a cooperative working environment by interacting appropriately and by accepting a share of the responsibility for completing a task.
16=#N is able to participate in cooperative team effort when working with a small group. 

COMMENTS: General comments 2
1=#N has become more confident about answering questions and talking in front of the class   
2=#N has worked hard in many curriculum areas and has produced some work to be really proud of.  
3=#E is quiet in class but works hard.  
4=#N has a positive attitude towards all aspects of #h schoolwork, and sets a superb example.
5=#E is extremely conscientious, producing work to be really proud of. 
6=#E sets an excellent example of good behaviour and has a sensible attitude.
7=#E has a high level of independent working skills. 
8=#E is considerate and is always polite and sensible.
9=#E takes a lot of pride in #h work.  
10= #N is a friendly member of the class, who works with enthusiasm and regularly contributes to class discussion.
11= #N is a confident member of the class and contributes well in lessons.
12=#N is extremely conscientious and has produced some excellent work to be really proud of.  
13=#E is considerate with many friends and is always polite and sensible. 
14=#N is a helpful pupil who is sensible and well behaved.  
15=#N is a cheerful pupil and a popular member of the class. 
16=#N gets on well with a variety of children in the class and is a very lively and cheerful pupil.
17=#E is making excellent progress.
18=#E makes good contributions to discussions in class and often asks questions.
19=#E gets along well with others and has many friends. 
20=#N has many friends and is always displays a pleasant nature.  

COMMENTS: General comments 3
1=#N gets on well with a variety of children in the class and is a very lively and cheerful pupil.
2=#N has been working extremely hard in a variety of curriculum areas.
3=#E seems to prefer to work on an individual basis rather than in a group situation.  
4=#N can work equally well independently, or with others
5=#E is always helpful and willing to undertake jobs around the classroom.
6=#E is always polite and friendly and gets on well with everyone. 
7=#E is usually cheerful with a smile and a joke. 
8=#E has a good sense of humour and enjoys sharing a joke with children and adults alike.

COMMENTS: General comments improvements
1=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. 
2=#E needs to put more effort into written work.
3=#N  is too easily distracted in class. 
4=#N is generally hardworking, although #e can be easily distracted.
5=#E is always helpful and willing to undertake jobs around the classroom.
6=#E is always polite and friendly and gets on well with everyone. 
7=#E is usually cheerful with a smile and a joke. 
8=#E has a good sense of humour and enjoys sharing a joke with children and adults alike.

COMMENTS: General comments improvements 1
1=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. 
2=#E needs to put more effort into written work.
3=#N  is too easily distracted in class. 
4=#N is generally hardworking, although #e can be easily distracted.
5=#H attitude to school and work in general has improved this term and #e has calmed down. 
6=#N has produced some good work when #e makes the effort but is capable of more.  
7=#N must ask if #e does not understand the work and in this way #e will make much more progress.
8=Recently, #N  has settled down well and worked much harder in class. 
9= 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.  
10= #H attitude to work when working in class is good but #e needs to do #h homework in order to make progress.
11= In order to maintain the progress that #N is making, #e needs to listen carefully to instructions.
12= 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. 
13= Although #N is beginning to show signs of increased maturity, there are days when #e can be silly and lack the concentration needed to make progress. 
14= If #N develops this more positive approach to work and behaviour, #e will reach #h full potential.
15= #N is a clever capable #b, but this is not always reflected in #h written work. 
16=#N has the ability to produce good work in all subjects but needs to avoid the temptation to chatter for sustained periods to friends.
17=At certain times #N 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.
18= #E needs to help with putting resources away. 
19= #N needs to concentrate and apply #s in full to achieve #h full potential. 
20= I am sure that the challenge of a year six curriculum will inspire #m to realise #h full potential. 

COMMENTS: General comments improvements 2
1=#N sometimes lacks confidence, and needs to start being more independent in the classroom. 
2=#E is keen to answer questions, but needs to remember to put up #h hand.
3=Occasionally, #N can be easily distracted and #h needs to realise that #h must settle down to work straightaway.
4=#N always settles down quickly to work, but needs to listen carefully to the instructions given so #e can complete the work successfully.
5=#H attitude to school and work in general has improved this term and #h has calmed  down.

COMMENTS: Geography
1=#N has worked carefully in all areas of this subject.
2=Although #N has shown an interest in geography, #h work would benefit from a little bit more care.
3=#N is beginning to show an understanding of basic geographical skills but needs to find the confidence to contribute to class discussions.
4=#N can communicate #h findings using appropriate vocabulary.
5=#N can describe how people can improve and damage the environment.
6=#N can reach valid conclusions and present information in writing and in graphs.
7=#N can offer explanations for similarities and differences between places.
8=#N can offer explanations for ways in which people affect environments and recognise that people attempt to manage and improve them.
9=#N is beginning to show an understanding of basic geographical skills but needs to find the confidence to contribute to class discussions.
10=Although #N has shown an interest in geography, #h work would benefit from a little bit more care.
11= #E has learned about erosion, transportation and deposition during our rivers topic. #E has learned about how rivers develop and how they can change course over time.
12= #E has learned about the differences between Langley and Llandudno, and has carried out a traffic survey in Langley and compared this with the traffic in Llandudno.
13= #N has worked hard during geography lessons this year.
14= #N enjoys geography.

COMMENTS: History
1=#N has a good understanding of chronology, and recognises similarities and differences between different times in the past. 
2=#N is beginning to describe event in chronological order, and is beginning to recognise the differences between past times.
3=#N offers reasons for the changes that happened in history before and after major events.
4=#N has shown a keen interest in studying history and #h written work and drawings have consistently been of a very good standard.
5=#N has worked hard in all our history topics and has produced a lot of quality work.
6=#N has shown a good level of interest in finding out about the past and #h written work has improved in quality, although sometimes #e would benefit from working a little quicker.
7=#N shows a great interest in finding out about the past and has enjoyed our history topics.
8=#N's work has been of a very good quality, showing care and understanding.
9=#N has shown an interest in finding out about the past, but #h written work doesn't always reflect this. I feel more care would demonstrate #h knowledge much better.
10=#N has shown an interest in our history topics and can talk about the differences between modern life and life in the past. #E has tried hard with the written work and has produced some good pictures.
11= #N can discuss the differences between life in the past and the modern day.
12= #N can make suggestions about why people acted the way they did in the past.

COMMENTS: History 2
1=#N has really enjoyed studying the Tudor period this year.
2=#N has enjoyed studying the Tudor period this year.
3=#E has been able to contribute to discussion about life at this time, and this understanding is reflected in #h written work. 
4=Using #h knowledge and understanding, #e is beginning to evaluate sources of information, identify those that are useful for particular tasks and select and combine information from different sources.
5=This year #N enjoyed learning about the Tudors. 
6=#N was keen to learn about the differences between living in Tudor times and modern day, especially the living conditions at the time
7=#E is able to describe some of the main events, people and changes over the period studied, to give some reasons for changes and explain the results of these changes.  
8=Using #h knowledge and understanding, #e is beginning to evaluate sources of information and identify those that are useful for particular tasks. 
9=#N really enjoyed the trip to Hampton Court Palace, it really brought the topic to life for #h.  
10=#N enjoyed studying the Tudors this year, with our visit to Hampton Court Palace enabling #h to visualise life during this period in time. and life in the past. #E has tried hard with the written work and has produced some good pictures.
11=#E is able to describe the main event, people and changes over the period studied. 
12=#N is able to make comparisons between the Tudor period and modern day. 
13=#E is able to use different sources to gather evidence when answering questions about the past and is beginning to select information from these sources to determine why important figures in history acted as they did.
14=#N has really enjoyed learning about the Tudors this year, particularly the differences in living condition then and now. 
15=#E is able to describe some of the main events, people and changes over the Tudor period, such as the Battle of Bosworth.
16=#E is able to give some reasons for changes and explain the results of these changes. 
17=#N benefited from our trip to Hampton Court Palace where #e learnt a lot about life in Tudor times, especially in the kitchens.
18=#N now needs to go beyond making simple observations, questioning sources and artefacts to develop #h understanding further. 

COMMENTS: History 3
1=#N really enjoyed learning about the Tudors this year and is able to give reasons for main events and changes, #e particularly enjoyed learning about the differences between living condition in the Tudor period and modern day. #N is able to produce well-structured work, making appropriate use of historical terms. #E is beginning to use sources of information and observations to ask and answer questions about the past. #N really enjoyed our trip to Hampton Court Palace
2=#N has enjoyed learning about the Tudors this year. #E is able to make comparisons between the Tudor period and modern day, #e particularly enjoyed finding out about living conditions at the time. #N is able to use different sources to gather evidence when answering questions about the past and is beginning to select and combine information from different sources to determine why important figures in history acted as they did. 
3=#N has shown a great enthusiasm for our Tudor topic, #e is able is describe events, people and changes that have taken place during this period. #E demonstrates an increasing depth of factual knowledge and understanding of aspects of the history of Britain. #N is able to select and combine information from different sources. #E greatly enjoyed our trip to Hampton Court Palace and learnt a great deal about Tudor life. 
4=#N has been enthusiastic about our history topic on the Tudors, #e benefited from our trip to Hampton Court Palace where #e was able to see first-hand what life as Tudor nobility would have been like. #N is beginning to use sources of information to answer questions about the past on the basis of simple observations. #N is beginning to recognise why people in the past acted as they did, and beginning to put forward suggestions about the reasons for this.
5=#N has enjoyed learning about the Tudors this year. #E is able to use different sources to gather evidence when answering questions about the past and is beginning to select and combing information from different sources to determine why important figures in history acted as they did. #N is able to make clear comparisons between the Tudor period and modern day. #E greatly enjoyed our trip to Hampton Court Palace and learnt a great deal about Tudor life. 
6=#N has really enjoyed studying the Tudor period this year. Using #h knowledge and understanding, #e is beginning to evaluate sources of information, identify those that are useful for particular tasks and select and combine information from different sources. #N has been able to contribute to discussion about life during the Tudor period, and this understanding is reflected in #h written work. g conditions at the time
7=#N was really enthusiastic about our topic of the Tudors this year. #E is able to make comparison between the Tudor period and modern day life. #N is able to use different sources to gather evidence when answering questions about the past and is beginning to select and combine information from different sources to determine why important figures in history acted as they did.   
8= #N really enjoyed our Tudor topic this year, particularly our trip to Hampton Court Palace which bought the period to life for #h. #N is able to recall the main events, people and changes of the Tudor period. #E is aware that the past can be represented a number of different ways and has been able to use these sources of information and answer simple questions about events, people and changes that have occurred.
9=#N has enjoyed learning about the Tudors in history this year and is able to give reasons for main events and changes, #e enjoyed learning about the six wives of Henry VIII. #N is beginning to use sources of information and observations to ask and answer questions about the past. #E is able to produce well-structured work, making appropriate use of historical terms. #N enjoyed our trip to Hampton Court Palace., 
10=#N has enjoyed learning about the Tudors. #E is developing #h understanding of chronology and understands that the past is divided into different periods of time. #N is able to describe some of the main events, changes and people during this period of time, as well as beginning to ask and answer basic questions based on simple observations. #E now needs to develop this skill and go beyond simple observations. #N really enjoyed our trip to Hampton Court Palace. 
11=#N has enjoyed studying the Tudors this year and is able to recall some of the main events, people and changes at this time. #E is aware that the past can be represented a number of different ways and has been able to use these sources of information to ask and answer simple questions about events, people and changes that have occurred. #E is able to recognise there are reasons for and results of the main events and changes during the Tudor period, such as the Battle of Bosworth.  

COMMENTS: History Lower
1=#N has really enjoyed our Tudor topic this year. #E benefited from our trip to Hampton Court Palace. #N can make suggestions about why people acted the way they did in the past and ask questions about historical artefacts. #N is beginning to use sources of information to answer questions about the past on the basis of simple observations. #E now needs to develop this skill and go beyond simple observations.
2=#N has enjoyed learning about the Tudors this year. #E is developing #h understanding of chronology and understands that the past is divided into different periods of time. #E is able to make comparisons between the Tudor period and modern day. #N is able to use different sources to gather evidence when answering questions about the past. #N benefited from our trip to Hampton Court Palace. 
3=#N has been very enthusiastic about our history topic on the Tudors. #E benefited from our trip to Hampton Court. #N is beginning to use sources of information to answer questions about the past on the basis of simple observations. #E now needs to develop this skill and go beyond simple observations. #N is beginning to recognise that there are reasons why people in the past acted as they did.

COMMENTS: ICT
1=#N is extremely confident using computers and skilfully works with a variety of software in a range of areas.
2=#N enjoys using ICT and is gaining confidence in its use. 
3=#N needs to be more confident of #h own ability, #e works well when supported by a partner
4=#E still needs support with loading, saving and printing #h work.
5=#E has used graphic modelling to manipulate shapes and create a model classroom.
6=#E has created an e-card using Powerpoint.
7= #E has used Microsoft Publisher to create a calendar.
8=#E has successfully created a database on the solar system.
9=#E has created a database containing information about the solar system and has used graphic modelling to manipulate shapes and create a model classroom. #E has used Microsoft Powerpoint to create an e-card and has used Microsoft Publisher to create a seasonal calendar.

COMMENTS: Level 5 Reading Statement
1=#N can read a range of texts fluently and accurately. #E is able to express #h thoughts briefly and clearly when responding to either fiction or non-fiction. #E can see how the author’s choice of specific vocabulary makes the meaning within the text more precise.
2=#N can read a range of texts fluently and accurately. #E is aware of the author’s ability to convey feelings through a series of images rather than direct statements and is also aware of how authors use personification or alliteration to create stronger images. #N can perceive hidden irony in texts and can see how the author’s choice of specific vocabulary makes the meaning within the text more precise.
3=#N can read a range of texts fluently and accurately. #E can perceive hidden irony within texts and can appreciate how the author has managed detail and sequence to sustain the reader’s interest, e.g. conflict or relationship between characters. #E is able to succinctly summarise the main positive and negative points from a story or information text.

COMMENTS: Maths 3a statement
1=#E is particularly good at mental arithmetic and can use mental methods quickly to do calculations with all the four operations. #E can add and subtract decimals to two places and can multiply a simple decimal by a single digit. #E can convert mixed numbers to improper fractions and vice versa. #E can also recognise equivalent fractions, decimals and percentages. #E is beginning to understand simple ratio and can use and interpret coordinates in the first quadrant. 
2=#E can also solve two-step problems. #E can recognise right-angled, equilateral, isosceles and scalene triangles and can measure and draw acute and obtuse angles to the nearest 5º. #E can use a grid to plot the reflection in a mirror line and #e can rotate a shape around the origin. #E can record data using a frequency table and can create simple line graphs. #E can use Venn and Carroll diagrams to record sorting and classifying of information. 

COMMENTS: Maths 3b statement
1=#E understands place value in numbers to 1000. #E can recognise sequences of numbers and can add and subtract three-digit numbers using written method. #N can recognise some fractions that are equivalent to 1/2. #E can also record fractions that are several parts of the whole such as 3/4, 2/5. #N can recognise common 3-D shapes and knows some nets of familiar 3-D shapes. 
2=#E can reflect shapes, presented on a grid, in a vertical or horizontal mirror line and knows when a shape does not have a line of symmetry. #E understands what area and perimeter are. #N can make a sensible choice for recording data, e.g. a tally chart or frequency table and can construct a bar chart.

COMMENTS: Maths 4c statement
1=#N can use mental methods to do calculations with all the four operations and can order decimals to three decimal places. #E understand and can use fractions such as 1/2, 1/4, 1/3, 1/5, 1/10 and is beginning to understand simple ratio. #N can add and subtract three-digit numbers using written method. 
2=#N can use a grid to plot the reflection in a mirror line and #e can rotate a shape around the origin. #E can measure a length to the nearest ½ cm. #N can record data using a frequency table and can use Venn and Carroll diagrams to record sorting and classifying of information.

COMMENTS: Maths Level 2a
1=#N knows #h 10, 2x and 1x table.
2=#N knows #h number doubles to 10 +10. 
3=#E know by heart all the answers to any addition or  subtraction up to 10.
4=#E knows that subtraction is the inverse of addition.
5=#N can choose the appropriate operation when solving addition and subtraction problems.
6=#N knows that #e can work out the answer to a multiplication  problem by repeated addition.
7=#E understands halving as a way of 'undoing' doubling and vice versa. 

COMMENTS: Maths Level 2b
1=#N can partition a number into Tens and Units and then recombine them.
2=#N can recognise sequences of numbers in 2s, 5s and  1Os.
3=#E knows what is meant by odd or even numbers.
4=#E can double and half numbers to 20.
5=#N can add 2 two-digit numbers.
6=#N can subtract a single-digit number from a two digit  number without using apparatus.
7=#E can shade half or one quarter of a given shape.

COMMENTS: Maths Level 2c
1=#N can read and order numbers up to 100.
2=#N knows which is the smallest or largest number is in  any given group up to 100.
3=#E can use a number line to add numbers together by counting on.
4=#E can subtract by counting back on a number line.

COMMENTS: Maths Level 3 MA2
1=#N understands  place value in numbers to 1000.
2=#N can show and compare numbers using number lines and 100 squares.
3=#E can show that some numbers can be represented as different arrays.
4=#E can use place value to multiply and divide numbers by 10.
5=#N can use place value to estimate.
6=#E can recognise negative numbers.
7=#N can recognise sequences of numbers (multiples of 2, 5 and 10).
8=#E understand and can use fractions such as 1/2, 1/4, 1/3, 1/5, 1/10.
9=#N can find fractions of shapes and sets of objects.
10=#N can record fractions that are several parts of the whole such as 3/4, 2/5.
11=#N can recognise some fractions that are equivalent to 1/2.
12=#E can order decimals with one decimal place.
13=#N can order decimals with two decimal places  in relation to money.
14=When given a number  sentence #N can use #h knowledge of operations to create related sentences, e.g. given 14 × 5 = 70, create 5 × 14 = 70, 
15=#N can use inverses to find missing whole numbers in problems.
16=#E can solve ‘balancing’ problems such as 7 × 10 = 82 – ?
17=#E can find a quarter of a number of objects and explain #h method.
18=#E is learning  ×6, ×8, ×9 and ×7 tables
19=#N can add and subtract three-digit numbers using written method.

COMMENTS: Maths Level 3 MA3
1=#N can sort objects and shapes using more than one criteria.
2=#N can sort the shapes which have all edges the same length and all angles the same size.
3=#E is beginning to understand the terms ‘regular’ and ‘irregular’.
4=#E can recognise right angles in shapes in different positions.
5=#N can find angles which are bigger or smaller than 90°.
6=#E is beginning to use the terms ‘obtuse’ and ‘acute’.
7=#N can recognise right-angled and equilateral triangles.
8=#E can show reflection symmetry by folding.
9=#N knows when a shape does not have a line of symmetry.
10=#N can recognise common 3-D shapes.
11=#N knows some nets of familiar 3-D shapes. 
12=#E can reflect shapes, presented on a grid, in a vertical or horizontal mirror line.
13=#N can use the words left, right, clockwise, anticlockwise, quarter turn, 90° to give directions along a route.
14=#E can measure a length to the nearest ½ cm.
15=#N can read simple scales.
16=#E can read a 12-hour clock.
17=#E understands what area and perimeter are. 
18=#E can find areas of shapes by counting squares.
19=#N can recognise angles as a measure of turn and know how many degrees are in one whole turn.

COMMENTS: Maths Level 3 MA4
1=#N can decide what data to collect to answer a question.
2=#N can make a sensible choice for recording data, e.g. a tally chart or frequency table.
3=#E can construct a bar chart.
4=#E can construct a pictogram, where each picture represents more than 1.
5=#N can use Venn and Carroll diagrams to record my sorting and classifying of information.
6=#E can use a key to interpret data.
7=#N can read scales labelled in twos, fives and tens.
8=#E can compare data.
9=#N can respond to questions of a more complex nature such as ‘How many children took part in this survey altogether?’

COMMENTS: Maths Level 4 MA2
1=#N can continue sequences involving decimals.
2=#N can use and understand the terms multiple, factor and square.
3=#E can use place value to multiply and divide whole numbers by 10 or 100.
4=#E can recognise equivalent  fractions, decimals and percentages .
5=#N can convert mixed numbers to improper fractions and vice versa.
6=#E can order decimals to three decimal places.
7=#N is beginning  to understand simple ratio.
8=#N can use inverse operations to find missing numbers.
9=#E understands ‘balancing sums’.
10=#N can use mental methods to do calculations with all the four operations.
11=#E knows all multiplication facts up to 10 × 10. 
12=#N can quickly calculate the corresponding division facts to all times tables.
13=#E can use written methods of addition, subtraction, multiplication and division.
14=#N can add and subtract decimals to two places.
15=#E can multiply a simple decimal by a single digit.
16=#N can use and interpret coordinates in the first quadrant.
17=#E can solve two-step problems.
18=#E can interpret a calculator display of 4.5 as £4.50 in context of money.
19=#N can carry out simple calculations involving negative numbers in context.

COMMENTS: Maths Level 4 MA3
1=#N can name most quadrilaterals.
2=#N can recognise right-angled, equilateral, isosceles and scalene triangles.
3=#E can recognise an oblique line of symmetry in a shape.
4=#E can use words such as horizontal, vertical, congruent.
5=#N understand properties of shapes, e.g. why a square is a special rectangle.
6=#E can recognise shapes different positions.
7=#N can draw common 2-D shapes in different positions on a grid.
8=#N I can use a grid to plot the reflection in a mirror line.
9=#E can rotate a shape around the origin.
10=When measuring #N can choose and use appropriate units and instruments.
11=#E can measure a length using mm.
12=#N can measure and draw acute and obtuse angles to the nearest 5º.
13=#E can find the area by counting squares and part squares.
14=#N can find the area of other shapes by dividing them into rectangles.
15=#E can calculate time durations that go over the hour.
16=#N can read and interpret timetables. 

COMMENTS: Maths Level 4 MA4
1=#N can suggest possible answers and data to collect.
2=#N can test a suggestion about the frequency of an event by collecting data.
3=#E can record data using a frequency table.
4=#E can decide whether a bar chart, Venn diagram or pictogram would be most appropriate.
5=#N can use one symbol to represent, say, 2, 5, 10 or 100  on a pictogram. 
6=#E can create simple line graphs. 
7=#N can use Venn and Carroll diagrams to record sorting and classifying of information.

COMMENTS: Maths Level 4a statement
1=#E can use written methods of addition, subtraction, multiplication and division well. #N can add and subtract numbers that do not have the same number of decimal places and can multiply or divide decimal numbers by a single digit. #N can convert mixed numbers to improper fractions and vice versa and #e understands and can use simple ratio.
2=#N can carry out simple calculations involving negative numbers in context. #E can rotate a shape around the origin and can reflect shapes in oblique (45°) mirror lines where the shape either does not touch the mirror line, or where the shape crosses the mirror line. #E can measure and draw reflex angles to the nearest degree. #E can record data using a frequency table and can create and interpret line graphs.

COMMENTS: Maths Level 4b statement
1= #E can add and subtract decimals to two places and can also use place value to multiply and divide whole numbers by 10 or 100. #N can convert mixed numbers to improper fractions and vice versa. #E can recognise equivalent fractions, decimals and percentages. 
2=#N is beginning to understand simple ratio. #N can use a grid to plot the reflection in a mirror line and can rotate a shape around the origin. #E can measure and draw acute and obtuse angles to the nearest 5º. #N can record data using a frequency table and can create simple bar and line graphs.

COMMENTS: Maths Level 5
1=#N is able to respond to a question by working through the necessary steps to solve it.
2=#N has made steady progress throughout the year.
3=#E shows good perseverance.  
4=#E is learning to check #h answers carefully. 
5=#N responds well to mental maths questions and scores well in tests.
6=#E can multiply and divide whole numbers and decimals by 10, 100 and 1000. 
7=#E is confident with using written calculations for the four number operations. 
8=#N likes problem solving activities and has flexible ways to approach these types of tasks
9=#N has a secure understanding of place value and is confident when applying this knowledge to help #h multiply and divide both whole and decimal numbers. 
10=#E can convert metric units, using the correct decimal form.  
11=#E is learning to check #h answers by carrying out inverse operations.
12=#N has also developed #h understanding of converting between decimals, fractions and percentages. 
13=#N interprets a range of graphs and diagrams.  
14=#N has explored the probability of events and considered what the outcomes tell #m.
15=#N has made excellent progress in maths and #e is now working securely at Level. 
16=#E is improving #h problem solving skills and #e thinks more clearly and works methodically.
17=#N responds confidently to timed mental maths questions.
18=#N can recognise and describe number patterns, and relationships including multiple, factor and square.
19=#E collects discrete data and records using a frequency table. 
20=#N understands and uses the mean, mode, median and range to describe sets of data. 

COMMENTS: Maths Level 5 MA2
1=#N can use place value to multiply and divide whole numbers by 10, 100 and 1000 and explain the effect. 
2=#N can use place value to multiply and divide decimals by 10, 100 and 1000 and explain the effect. 
3=#E can round decimals to the nearest decimal place.
4=#E can order negative numbers.
5=#N can find 2 digit prime numbers.
6=#E can convert fractions such as 2/5 into tenths or hundredths and express them as decimals or percentages.
7=#N can reduce a fraction to its simplest form.
8=#E can order fractions with different denominators.
9=#N can order decimals that have a mixture of one, two or three decimal places.
10=#N understand simple ratio.
11=#N can calculate decimal complements to 10 or 100.
12=#E can multiply a two-digit number by a single digit. 
13=#N can  calculate simple fractions or percentages of a number.
14=#E can use inverse operations.
15=#N knows and can use the order of operations, including brackets.
16=#E can add and subtract negative numbers.
17=#N can add and subtract numbers that do not have the same number of decimal places.
18=#N can multiply or divide decimal numbers by a single digit.
19=#E can use symbols to represent an unknown number or a variable

COMMENTS: Maths Level 5 MA3
1=#N can understand and can use the term ‘parallel’.
2=#N can classify quadrilaterals  using their properties.
3=#E can draw a parallelogram or trapezium of a given area on a square grid.
4=#E can  calculate ‘missing angles’ in triangles, including isosceles triangles or right-angled triangles, when only one other angle is given.
5=#N can  find lines of reflection symmetry in shapes and diagrams.
6=#E can reflect shapes in oblique (45°) mirror lines where the shape either does not touch the mirror line, or where the shape crosses the mirror line.
7=#N can reflect shapes in two mirror lines.
8=#E can rotate shapes, through 90° or 180°.
9=#N can translate shapes along an oblique line.
10=#N can visualise a 3-D shape from its net.
11=#N can draw shapes with a fixed number of lines of symmetry.
12=#E can measure and draw reflex angles to the nearest degree.
13=#N can read and interpret scales on a range of measuring instruments.
14=#E can solve problems involving the more than one unit of measurement.
15=#N can find the length of a rectangle given its perimeter and width
16=#E can find the area or perimeter of simple L shapes when  given some edge lengths.

COMMENTS: Maths Level 5 MA4
1=#N can ask questions, plan how to answer them and collect the data.
2=#N understands that different outcomes may result from repeating an experiment.
3=#E understands and can calculate the mean of data.
4=#E can create and interpret line graphs.
5=#N can compare two simple distributions, using the range and one of mode, median or mean.
6=#E can interpret bar graphs with grouped data.
7=#N can read between labelled divisions on a scale.

COMMENTS: Maths Level 5 shape
1=#N uses and interprets coordinates in all four quadrants.
2=#N is able to measure and draw angles to the nearest degree.
3=#E knows the angle sum of a triangle and that of angles at a point.
4=#E can find the perimeter and area of different shapes. 
5=#N classifies quadrilaterals according to their properties.
6=#E interprets graphs and diagrams, including pie charts, and draw conclusions.
7=#N can accurately convert improper fractions to mixed numbers.
8=#N interprets a range of graphs and diagrams.  
9=#N has explored the probability of events and considered what the outcomes tell #m.
10=#N has made excellent progress in maths and #e is now working securely at Level. 
11=#E is improving #h problem solving skills and #e thinks more clearly and works methodically.
12=#N responds confidently to timed mental maths questions.
13=#N can recognise and describe number patterns, and relationships including multiple, factor and square.
14=#E collects discrete data and records using a frequency table. 
15=#N understands and uses the mean, mode, median and range to describe sets of data. 

COMMENTS: Maths level 5 statement
1=#N can add and subtract numbers that do not have the same number of decimal places and can multiply or divide decimal numbers by a single digit. #E can round decimals to the nearest decimal place and can order negative numbers. #N can reduce a fraction to its simplest form and can convert fractions such as 2/5 into tenths or hundredths and express them as decimals or percentages and understand the terms multiple, factor and square. #N can reduce a fraction to its simplest form.

2=#E can reflect shapes in oblique (45°) mirror lines where the shape either does not touch the mirror line, or where the shape crosses the mirror line. #E can measure and draw reflex angles to the nearest degree. #N can find the area or perimeter of simple L shapes when given some edge lengths. #E understands and can calculate the mean of data. #E can create and interpret line graphs..

COMMENTS: Maths 4a statement version 2
1=#N can use mental methods to do calculations with all the four operations. #E can add and subtract numbers that do not have the same number of decimal places. #N can use and understand the terms multiple, factor and square. #N can reduce a fraction to its simplest form and can order decimals that have a mixture of one, two or three decimal places. 
2=#N can understand and use simple ratio. #E can find lines of reflection symmetry in shapes and diagrams and can reflect shapes in oblique (45°) mirror lines where the shape either does not touch the mirror line, or where the shape crosses the mirror line. #E can rotate a shape around a point on a grid. #E can record data using a frequency table and can create simple line graphs.

COMMENTS: Positive closers
1=Overall this has been a good year for #N and I wish #m well in the future.
2=If N's improved attendance at school can be maintained I am sure that #e will sustain #h current rapid progress.
3=#N is a charming pupil and I wish #m well for the future.
4=If #N's learning style continues to mature I am sure #e will be able to fulfil #h considerable potential. I wish #m well for the future.
5=#N is a delightful child and I wish #m well for the future.
6=#N has been a pleasure to teach and I wish #m well for the future. This has been a good year for #N.
7=#N is a delightful child who has been a pleasure to teach. I wish #m well for the future

COMMENTS: RE 1 Year 5
1=#N listens carefully to stories from the Bible. #N is capable of discussing what messages they convey and is able to link religious understanding to these stories.
2=#E is also able to retell the stories using the correct vocabulary and can make links to religious actions.  
3=#N understands that the Bible is made up of different books and is able to follow references to find these
4=#E has covered a number of topics including
5=#N is able to make particularly thoughtful contributions to class discussions.
6=#N uses a developing religious vocabulary to describe and show understanding of sources, practices, beliefs, ideas, feelings and experiences. 
7=#E is able to makes links between Old and New Testament scripture. 
8=#E is able to describe some similarities and differences between the Catholic faith and that of others. 
9=#E is able to describe the impact of religion on people’s lives.
10=#E is able to suggest meanings for a range of forms of religious expression and celebration. 
11=#E is able to explain the meaning and symbolism in Sacraments such as Marriage.
12=#E is able to recall stories from the Bible and to explain the moral message behind them.
13=#N is able to identify important features of the Catholic faith and explain the importance of these features.
14=#E can identify how faith is expressed in different ways. 
15=During this last topic #N was able to make particularly thoughtful contributions to class discussions.

COMMENTS: RE 2 Year 5
1= #N is developing an understanding of some of the basic elements of Catholic theology.
2= #E thinks critically about aspects of our Faith, questions things and is starting to think about the scriptural basis for what we believe.
3= #N has a very keen interest in morality and considers right or wrong in light of what #e thinks Jesus would do.
4= #N has a good knowledge of the Bible and is able to suggest other specific examples in scripture that relate to the scripture being discussed in the lesson.
5= #E is able to relate what the Old Testament prophets predicted, to the events in the New Testament.
6= #E understands and is able to explain the symbolism involved in the sacrifice of Jesus, as the Lamb of God, to the sacrament of the Eucharist.
7= #N understands and is able to explain how and why the Holy Spirit came upon the disciples at Pentecost and what it spurred the disciples to do.
8= #E understands and can explain the main reasons why Jesus appeared to Cleopas on the road to Emmaus and accompanied him for several hours before revealing Himself.
9= #N understands the importance of prayer and knows that personal prayer can take many forms.
10= #E is beginning to understand the importance of community in regard to communal Christian worship.
11= #E is able to discuss and express reasons why Jesus chose to represent certain types of people in the parables He told (eg why he chose a Samaritan to be the one to stop and help, and why he chose a Rabbi and a Levite to be the ones to walk on by).
12= #E is able to link the second coming of Christ to scripture from both New and Old Testament. 
13= #E can relate our waiting in joyful hope for Christ's second coming to waiting during Advent, to Old Testament prophecy, and to the waiting of the Jews in the Old Testament.

COMMENTS: RE Statement Good
1=#N understands that the Bible is made up of different books and is able to follow references to find these. #N is capable of discussing the messages contained in Bible stories and is able to link religious understanding to these stories. #E is able to makes links between Old and New Testament scripture. #E understands and is able to explain the symbolism involved in the sacrifice of Jesus, as the Lamb of God, to the sacrament of the Eucharist.
2=#E also understands and is able to explain how and why the Holy Spirit came upon the disciples at Pentecost and what it spurred the disciples to do. 

COMMENTS: RE Statement very top
1=#N has a good knowledge of the Bible and is able to suggest other specific examples in scripture that relate to the scripture being discussed in the lesson. #E understands and is able to explain how and why the Holy Spirit came upon the disciples at Pentecost and what it spurred the disciples to do. #E understands and is able to explain the symbolism involved in the sacrifice of Jesus, as the Lamb of God, to the sacrament of the Eucharist.
2=#N is very familiar with the Bible and is able to recall stories from the Bible and explain the moral message behind them. #E thinks critically about aspects of our Faith, questions things and is starting to think about the scriptural basis for what we believe. #E is able to link the second coming of Christ to scripture from both New and Old Testament.

COMMENTS: RE Year 5
1=#N listens carefully to stories from the Bible. #N is capable of discussing what messages they convey and is able to link religious understanding to these stories.
2=#E is also able to retell the stories using the correct vocabulary and can make links to religious actions.  
3=#N understands that the Bible is made up of different books and is able to follow references to find these
4=#E has covered a number of topics including
5=#N is able to make particularly thoughtful contributions to class discussions.
6=#N uses a developing religious vocabulary to describe and show understanding of sources, practices, beliefs, ideas, feelings and experiences. 
7=#E is able to makes links between Old and New Testament scripture. 
8=#E is able to describe some similarities and differences between the Catholic faith and that of others. 
9=#E is able to describe the impact of religion on people’s lives.
10=#E is able to suggest meanings for a range of forms of religious expression and celebration. 
11=#E is able to explain the meaning and symbolism in Sacraments such as Marriage.
12=#E is able to recall stories from the Bible and to explain the moral message behind them.
13=#N is able to identify important features of the Catholic faith and explain the importance of these features.
14=#E can identify how faith is expressed in different ways. 
15=During this last topic #N was able to make particularly thoughtful contributions to class discussions.

COMMENTS: Reading 2a 
1=#N is able to use appropriate expression in my reading.
2=#E can read independently, using a range of reading strategies appropriately to establish meaning.
3=#E shows good understanding of the main points of the text and retell the story.
4=#E is able to alter #h voice when reading something exciting, humorous or emotional.
5=#E can recognise similarities in plot or characters between different stories.
6=#E can quickly identify key words within a passage by scanning.
7=When making a point about a story #e has read, #e uses examples drawn from the text.
8=#E can make sensible predictions about what is likely to happen in the story.
9=#E knows that most stories #e reads can belong to a certain type, eg, mystery.
10=#E can extract information from non-fiction texts, using contents, index, chapters, headings and glossary.
11=#E can read poetry, using intonation and expression appropriately.
12=#E can handle humour in texts and poetry appropriately when #e needs to.
13=#E knows how suspense is built up in a story, including the development of the plot.
14=#E is beginning to be aware of how a writer uses different words and phrases to help make a point.
15=From a given text, #e can identify the main arguments for or against a particular point of view.
16=#E is able to see how certain text may be written for an intended audience.
17=#E can express reading preferences both by naming the author and talking about the types of stories #e likes.
18= #E can explain why #h enjoys the work of a particular author.
19= #E knows that many stories contain information about the way of life of a group of people.

COMMENTS: Reading 2b 
1=When reading, #N can enhance meaning through expression and intonation.
2=#E notices when reading does not make sense and takes appropriate action.
3=#E can self-correct, looking backwards and forwards in text and searching for meaning.
4=#E can use the beginning and endings of words to help #h read unfamiliar words.
5=#E can look for initial blends in unfamiliar words to give #h additional confidence about reading them.
6=#E can use #h knowledge of the alphabet to locate information in dictionaries.
7=#H reading of simple unfamiliar text is mostly accurate.
8=#E can use a range of strategies to decode unfamiliar words.
9=#E read ahead to confirm meaning.
10=#E can identify and comment on the main characters in a story.
11=#E can comment on the way characters relate to one another.
12=#E can include important detail when retelling a story #e have just read
13=When talking about a story, #e can make specific reference to the text.
14=#E can express #h own opinion about events and action within a text.
15=#E can talk about things that might have happened and make predictions. 
16= #E is very aware of the main differences between fiction and non-fiction and show some preferences within each type.
17= #E can comment on the way that non-fiction text is organised and can see how this helps the reader to find wanted information.
18= #E is able to understand why and how the author has used humour in certain situations.
19= #E is able to identify sections of text that lend themselves to humour or create atmosphere.
20= #E is beginning to recognise that some authors have very specific ways of writing.

COMMENTS: Reading 3a
1=#N can read a range of texts fluently and accurately.
2=#E can recognise how authors use different ways to start sentences to create variety and interest in their writing.
3=#E uses pauses as well as my body language to generate maximum effect when #e is reading aloud.
4=#E can identify key points when reading appropriate texts and I understand the significant ideas, themes, events and characters.
5=#E can see why a character may hold a strong point of view about an issue.
6=#E can appreciate that people use bias in persuasive writing, including in articles and advertisements.
7=#E is able to see how the author has used language precisely to get across a point of view.
8=#E can see how authors vary the openings of their stories, sometimes using action, dialogue or description.
9=#E can see how some authors use time shifts effectively to help set the scene within a story.
10= #E can quickly work out how an author’s point of view comes across in the story or information text.

COMMENTS: Reading 3b 
1=#N can read a range of texts fluently and accurately.
2=#E is able to read ahead to determine direction and meaning in a story.
3=#E is able to skim materials to gain an overview of the text.
4=#E is able to summarise the main points of an argument or discussion and make up #h own mind about what the important points are.
5=#E is able to deduce from the evidence in the text what the characters are like and why they react as they do.
6=#E is beginning to find meaning beyond the literal, eg the way impressions of people are suggested through a choice of details and language.
7=#E can recognise the way the writer has used certain language to help get a point across.
8=#E is able to explain #h thoughts and use points raised from two different perspectives to help clarify ideas.
9=#E is able to consider two different stories written by the same author, and offer points of view about similarities and differences in the way the stories unfolded.

COMMENTS: Reading 3c 
1=#N can read a range of texts fluently and accurately.
2=#E is quick to recognise if #e has made a mistake and will self-correct.
3=#E can use appropriate voices for characters and adopt a story-telling voice when needed.
4=#E can move to the relevant place in #h reading quickly by using key words or phrases to locate information.
5=#E is beginning to recognise how relationships between characters may influence the outcome of the story.
6=#E is aware that non-fiction texts can take different forms, eg, newspapers or reference books.
7=#E can compare different versions of the same myth and legend.
8=Within texts, #e can identify language which is different from that in everyday use.
9=#E has a good idea of what the voices of the main characters in a story might sound like.
10=#E is able to summarise what #e has just read, using appropriate language to do so.
11=#E is able to organise #h thinking so that #e can explain points precisely and in a way that makes sense to others.
12=#E is able to feel happy or sorry for a characters in a story because #e recognises what they may be going through.
13=#E can recognise that stories identify with different sets of people from different backgrounds, e.g. poor or rich.
14=#E knows that some stories are set in times of particular historical interest (eg war-time).

COMMENTS: Reading 4a
1=#N can read a range of texts fluently and accurately.
2=#E can draw on textual evidence to give convincing answers to questions.
3=#E can select sentences, phrases and relevant information to justify my opinions.
4=#E can explain implied meaning by making reference to text.
5=#E recognises the need for the author to use strong verbs and adjectives to make a point when presenting an argument.
6=Within persuasive text, #e can tell the difference between exaggeration and not telling the truth.
7=#E is aware of how the authors use personification or alliteration to create stronger images.
8=#E recognises the need for the author to manipulate narrative pace and setting to reflect mood.
9=#E is aware of the author’s ability to convey feelings through a series of images rather than direct statements.
10=#E can see how an author controls the pace of a story to manipulate suspense.
11=#E can see how the writer has made appropriate choices between standard English, colloquialism or dialect according to need.

COMMENTS: Reading 4b 
1=#N can read a range of texts fluently and accurately.
2=#E is aware of the way certain powerful verbs can add to the tension or deepen a reader’s understanding of a specific situation or action.
3=#E recognises that #h pace is much quicker when #e reads to #s than when #e reads aloud.
4=#E tackles unfamiliar and challenging text with confidence.
5=#E can evaluate texts, referring to relevant passages to support #h opinion.
6=#E is prepared to allow #h own view to be modified after reading a powerful counter argument.
7=#E can see how and why dialogue is sometimes used to introduce a character.
8=#E can see how an author has given more depth and complexity to a character through revealing details of their behaviour and their interaction with other characters.
9=#E understands the way writers present issues and points of view in fiction and non-fiction.
10=Even though #e may have strong feelings about a certain point, #e is prepared to respect the right of others to have a point of view.
11=#E recognises that certain characters that #e reads about will have their own distinctive vocabulary or dialect.

COMMENTS: Reading 4c
1=#N can read a range of texts fluently and accurately.
2=#E shows awareness of the listener by using pauses, giving emphasis and keeping an appropriate pace.
3=#E is aware that the pace of reading can add to the excitement.
4=#E is aware of when to use silences in my reading aloud to create greater effect.
5=#E is able to show by my answers to questions that I have read beyond the text.
6=#E refers to the text to support my ideas and opinions.
7=#E is able to work out if the main characters are feeling unhappy, angry or stressed.
8=#E can work out what a person is thinking even when they have not stated something outright.
9=#E knows that many authors use emotion and feelings when describing characters so as to make the reader’s reaction to each character stronger.

COMMENTS: Reading 5
1=#N can read a range of texts fluently and accurately.
2=#E can perceive hidden irony.
3=#E is able to summarise the main positive and negative points from a story or information text. 
4=#E can consider arguments critically and consider techniques for effective persuasion (choice of language, organisation and layout of text).
5=#E is able to express my thoughts briefly and clearly when responding to either fiction or non-fiction.
6=#E can see how the author’s choice of specific vocabulary makes the meaning within the text more precise.
7=#E can appreciate how the author has managed detail and sequence to sustain the reader’s interest, e.g. conflict or relationship between characters.
8=#E recognises that marketing people employ exaggeration as an acceptable tool for selling products.
9=#E can see how the author’s point of view is well controlled so that the reader sympathises with a particular character.

COMMENTS: Reading statement 4a
1=#N can read a range of texts fluently and accurately. #E can select sentences, phrases and relevant information to justify #h opinions. #E can explain implied meaning by making reference to text and #e is aware of the author’s ability to convey feelings through a series of images rather than direct statements.
2=#N can read a range of texts fluently and accurately. #E is aware of the author’s ability to convey feelings through a series of images rather than direct statements. #E is also aware of how the authors use personification or alliteration to create stronger images. #E can draw on evidence from texts to give convincing answers to questions.

COMMENTS: Reading statement 4b
1=#N can read a range of texts fluently and accurately. #E can evaluate texts, referring to relevant passages to support #h opinion. #E is prepared to allow #h own view to be modified after reading a powerful counter argument.
2=#N understands the way writers present issues and points of view in fiction and non-fiction. #E can see how an author has given more depth and complexity to a character through revealing details of their behaviour and their interaction with other characters.
3=#N can read a range of texts fluently and accurately. #E can evaluate texts, referring to relevant passages to support #h opinion. #E can see how an author has given more depth and complexity to a character through revealing details of their behaviour and their interaction with other characters.

COMMENTS: Reading statement 4c
1=#N can read a range of texts fluently and accurately. #E is able to work out if the main characters are feeling unhappy, angry or stressed and can work out what a person is thinking even when they have not stated something outright. #E refers to the text to support #h ideas and opinions. 
2=#N can read a range of texts fluently and accurately. #E can work out what a person is thinking even when they have not stated something outright. #E can infer and deduce meaning and #e refers to the text to support #h ideas and opinions.

COMMENTS: Science
1=#N has approached all aspects of science work with enthusiasm and interest.
2=#N has approached all aspects of science work with interest and enthusiasm.
3=#E can describe #h story settings in some detail using all #h senses.
4=In non-fiction #e has an introduction, conclusion and ordered sections. 
5=#E can use interesting and imaginative language to help the reader understand my characters or events.
6=#H chooses a style of writing that will interest the reader e.g. through use of specific detail or humour.
7=#E can describe how an action is performed using adverbial phrases e.g. The snake slithered along the ground stealthily.
8=#E can choose and use verbs, adjectives and adverbs together to make #h writing interesting and imaginative.
9=In non-fiction writing #e makes effective use of technical or specific vocabulary.
10=#E can use some complex sentence structures to add extra information.
11=#E use a new line when each character speaks and speech marks to show dialogue. 
12=#N can use commas in lists and most of my punctuation is correct.
13=#H can use an apostrophe for omission e.g. don’t, can’t, it’s.

COMMENTS: Science (M3A)
1=#N is aware of the need for a fair test and can identify factors that can be changed during an experiment.  
2=#E is able to identify some changes as reversible or irreversible and is beginning to understand the differences between a solid, liquid and gas.  
3=#E can identify ways in which we are able to keep our bodies healthy and recognises the importance of a balanced diet.  
4=#E understands that the heart acts as a pump to circulate the blood through vessels around the body.  
5=#E now needs encouragement to take an interest in finding out about the world around #h and it would be nice to see #h develop confidence enough to suggest ideas during class discussions.

COMMENTS: Science (M3B)
1=#N has particularly enjoyed the practical aspects of science this year. 
2=#E is able to describe changes that are made when materials are mixed and any changes if they are heated or cooled. #E is also able to identify some reversible and irreversible changes and is beginning to understand that a change involving different materials that gives off a gas cannot be reversed. 
3=#E is also now beginning to extend #h understanding of one topic and use this to further #h knowledge in another, for example, the changes that occur to water in the water cycle such as evaporation and condensation. 
4= #E enjoyed learning about the Earth, Sun and Moon. #E learned about the orbit of the Earth around the Sun and the effect it has on the seasons.

COMMENTS: Science (M4A)
1=#N enjoys science and has approached all aspects of our work with interest and enthusiasm.  
2=#E understands the heart acts as a pump to circulate the blood through vessels around the body, including through the lungs. 
3= #E understands the importance of keeping healthy and is able to explain why a balanced diet and exercise are advisable to stay healthy. 
4=#E enjoys practical experiments and is able to use #h scientific knowledge and understanding to explain observations, measurements or other data or conclusions.  
5=#E grasps new scientific concepts quickly and then can use these to try and explain the results of experiments. 

COMMENTS: Science (M4B)
1=#N enjoys science and has approached all aspects of our work with interest and enthusiasm.  
2=#E grasps new scientific concepts quickly and then can use these to try and explain the results of experiments and has also been able to use #h scientific knowledge to explain everyday occurrences such as steam and condensation in the bathroom.  
3=#E understands the importance of keeping healthy and is able to explain why a balanced diet and exercise are advisable to stay healthy.  
4=#E has a mature approach to science and is able to describe some simple positive and negative consequences of scientific and technological developments. 
5=To further #s in science, #e now needs to begin to link #h prior knowledge to current topics to help #h develop a deeper understanding of the topic.

COMMENTS: Science (M4C)
1=#N has really enjoyed the practical aspects of science this year. 
2=#E is able to describe changes that are made when materials are mixed and any changes when they are heated or cooled.  
3=#E is able to identify some reversible and irreversible changes and can explain why an irreversible change that gives off a gas cannot be reversed.  
4=#E is now beginning to extend #h understanding of the changes that occur in water to the water cycle and is able to explain and understand evaporation and condensation.  
5=#E enjoyed learning about the Earth, Sun and Moon, about the orbit of the Earth and the effect this has on the seasons.  
6=#E now needs to make practical suggestions about how working methods could be improved and perhaps offer simple explanations for any differences encountered in results.

COMMENTS: Science (M5B)
1=#N enjoys science and has approached all aspects of our work with interest and enthusiasm.  
2=#E grasps new scientific concepts quickly and then can use these to try and explain the results of experiments.  
3=#E understands the importance of keeping healthy and is able to explain why a balanced diet and exercise are advisable to stay healthy.
4=#E is aware that the heart acts as a pump to circulate the blood through vessels around the body, including through the lungs. 
5=To help #h gain a deeper understanding of the topic being studied #N now needs to link #h prior knowledge to current topics.

COMMENTS: Science (M5C)
1=#N possesses a real interest in the world around #h.  
2=#E is able to use scientific ideas when describing simple processes or phenomena and can use simple models to describe scientific ideas. 
3=#E is beginning to demonstrate #h mathematical ability through selecting appropriate ways of presenting scientific data and is able to make a set of observations or measurements, identifying the ranges and intervals used.  
4=#E is able to use appropriate scientific forms of language to communicate scientific ideas, processes or phenomena.  
5=#N has very much enjoyed our practical experiments this year, #e is able to decide when it is appropriate to carry out fair tests in investigations and can select appropriate equipment or information sources, answer specific questions or explain ideas.  
6=#E is beginning to gain a deeper understanding of the topic being studied by linking #h prior knowledge to current topics, this will allow #h to develop in science.

COMMENTS: Science Ability
1=#E grasps new scientific concepts quickly and then can use these to try and explain the results of experiments.
2=#E generally understands new scientific concepts and is beginning to be able to use these to explain the results of experiments.
3=#E generally understands new scientific concepts well and is beginning to be able to use these to explain the results of experiments.
4=#E generally understands new scientific concepts well.
5=#E always understands new scientific concepts well.
6=#E always understands new scientific concepts quickly.
7=#E generally understands new scientific concepts quickly.
8=#E tries hard to understand new scientific concepts and now needs to use #h knowledge to try and explain results of experiments.
9=#E needs careful explanations to learn new scientific concepts but always tries hard to understand.

COMMENTS: Science AT1 Level 3
1=#N responds to suggestions, puts forward #h own ideas and, where appropriate, makes simple predictions.
2=#N makes relevant observations and measures quantities, using a range of simple equipment.
3=With some help #N can carry out a fair test, recognising and explaining why it is fair.
4=#N records observations in a variety of ways.
5=#N provides explanations for observations and, where they occur, for simple patterns in recorded measurements.
6=#N can explain what #e has found out from #h work.

COMMENTS: Science AT1 Level 4
1=#N recognises the need for fair tests by describing, or showing in the way #e performs a task, how to vary one factor whilst keeping others the same.
2=Where appropriate, #e makes reasonable predictions.
3=#E selects suitable equipment to use and makes a series of observations and measurements that are adequate for the task.
4=#N presents observations and measurements clearly, using tables and bar charts.
5=#N takes account of patterns when drawing conclusions, and is beginning to relate conclusions to scientific knowledge and understanding.

COMMENTS: Science AT1 Level 5
1=#N identifies the key factors that need to be considered in contexts that involve only a few factors.
2=Where appropriate, #e makes predictions based on scientific knowledge and understanding.
3=#E selects apparatus for a range of tasks and uses it with care.
4=#N makes a series of observations or measurements with precision appropriate to the task.
5=#N is beginning to repeat observations and measurements and to offer simple explanations for any differences encountered.
6=#E draws conclusions that are consistent with the evidence and is beginning to relate these to scientific knowledge and understanding.

COMMENTS: Science AT234 Level 3
1=#E recognises that some changes, such as the freezing of water, can be reversed and some, such as the baking of clay, cannot, and they classify changes in this way. 
2=#E provides simple explanations for changes in living things, such as diet affecting the health of humans.

COMMENTS: Science AT234 Level 4
1=#E uses scientific names for some major organs of body systems, such as the circulatory system, heart and lung, and identifies the position of these organs in the human body.
2=#E can describe some methods, such as filtration, that are used to separate simple mixtures.
3=#E can use scientific terms, such as evaporation or condensation, to describe changes.
4=#E uses knowledge about some reversible and irreversible changes to make simple predictions about whether other changes are reversible or not. 

COMMENTS: Science AT234 Level 5
1=#E can describe the main functions of some organs of the human body, such as the heart.
2=#E uses knowledge about how a specific mixture, such as salt and water, or sand and water, can be separated to suggest ways in which other similar mixtures might be separated. 
3=#E can use scientific terms, such as evaporation or condensation, to describe changes.
4=#E can identify a range of contexts in which changes, such as evaporation or condensation, take place. 
5=#E uses knowledge about some reversible and irreversible changes to make simple predictions about whether other changes are reversible or not. 
6=#E uses knowledge about how a specific mixture, such as salt and water, or sand and water, can be separated to suggest ways in which other similar mixtures might be separated.

COMMENTS: Science Discussion
1=#E has a good general knowledge and is willing to share this with others during class discussions. 
2=#E participates well during class discussions and can always be relied on to offer ideas and suggestions.
3=#E has a good general knowledge and can always be relied on to offer ideas and suggestions during class discussions.
4=#E has a very good general knowledge and is willing to share this with others during class discussions.
5=#E has an excellent general knowledge and is willing to share this with the rest of the class during discussions
6=#E has a very good general knowledge, but sometimes lacks the confidence to share this with the class during discussions.
7=#E has a good general knowledge, and uses this well to think about what #e is learning. 

COMMENTS: Science Group Work
1=#E has a sensible, mature approach to group working, uses equipment carefully and records observations accurately.
2=#E works very well as a member of a group and uses equipment and materials in a sensible and responsible manner.
3=#E works well as a member of a small group and has had experience of using basic scientific equipment.
4=#E works reasonably well as part of a small group, but must try to keep #h concentration on the task in hand. 
5=#E works co-operatively in a group situation, uses equipment maturely, and has learnt to make careful and accurate measurements.
6=#E is getting better at working co-operatively in a small group but sometimes needs to remember to listen carefully to others' suggestions and ideas.

COMMENTS: Science Intro
1=#N has approached all aspects of science work with enthusiasm and interest.
2=#N has approached all aspects of science work with interest and enthusiasm.
3=#N really enjoys science and has approached all aspects of our work with interest and enthusiasm.
4=#N has really enjoyed all aspects of the science work we have covered this year and is developing good investigational techniques.
5=#N has really enjoyed science and is developing good investigational techniques.
6=#N has shown a quiet interest in the areas we have covered in science.
7=#N has a questioning and inquisitive mind and can offer suggestions and ideas in class discussions. 
8=#N has shown a quiet interest in the areas we have covered in science and is developing good investigational techniques.

COMMENTS: Science Level 5
1=#N identifies the key factors that need to be considered in contexts that involve only a few factors.
2=Where appropriate, #e makes predictions based on scientific knowledge and understanding.
3=#E selects apparatus for a range of tasks and uses it with care.
4=#N makes a series of observations or measurements with precision appropriate to the task.
5=#N is beginning to repeat observations and measurements and to offer simple explanations for any differences encountered.
6=#E draws conclusions that are consistent with the evidence and is beginning to relate these to scientific knowledge and understanding.

COMMENTS: Science Practical
1=#E has used a range of basic scientific equipment and has learnt the importance of making careful measurements during an experiment.
2=#E has carefully used a range of basic scientific equipment and has become more accurate when making measurements during an experiment.
3=#E understands the concept of fair testing and applies this during practical work.
4=#E is beginning to understand the concept of fair testing and is starting to apply this during practical work.
5=#E has extended #h understanding of fair testing and is competent in applying this during practical work.
6=#E has discussed the concept of fair testing and is learning to apply this during practical work.
7=#E is capable of drawing appropriate conclusion from experimental results and relating this to #h scientific knowledge.
8=#E now needs to develop the ability to draw appropriate conclusion from experiments and relate #h findings to the scientific concepts learnt.
9=#E can relate the findings from experiments to #h scientific knowledge and can try to explain why #e got the results #e did.
10=#E has learnt to try and relate the results from experiments to #h scientific knowledge.
11=#E has learnt to try and relate the results from experiments to #h scientific knowledge, and is beginning to do this successfully.

COMMENTS: Science Written
1=#N's written work in science is always of a very good standard and #e has learnt to organise it a logical way, using charts and graphs where appropriate. 
2=#N's written work in science has got much better over the year and #e is being more careful to organise #h work in a logical way.
3=#N's written work in science has got much better over the year and #e has learnt to be more careful to organise #h work in a logical way.
4=#N's written work in science is always of an excellent standard and #e has learnt to organise #h work in a logical way, using charts and graphs where appropriate.
5=#N's written work is becoming more carefully organised and #e is beginning to use charts and graphs where appropriate.
6=#N has learnt to improve #h written work by organising it in a more logical way, including charts and graphs where appropriate. However, #e must make sure to write enough so it reflects more fully what #e has found out.

COMMENTS: Speaking and listening statements average.
1=#N is a good contributor to class discussions, and lately is thinking more carefully about the point #e is trying to make. When asked to talk about #h work in a group, #N is beginning to participate more readily and can express #h point of view sensibly.
2=#N is a good contributor to class discussions, and lately is thinking more carefully about the point #e is trying to make. #E listens well to others and comments sensibly on what has been said when asked to do so.
3=#N 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. #E does however need to listen more carefully to the points made by others.
4=#N contributes well to class discussions, offering quite perceptive comments. #E displays good understanding of what is being discussed, but #e often does not give due consideration to the points made by others.
5=#N is well informed. #E listens with interest during class discussions and is very composed when answering questions. #E can however be rather quiet and should try to play a more active role in class discussions.

COMMENTS: Speaking and listening statements good.
1=#N is well informed. #E listens with interest during class discussions and is very composed when answering questions. #N’s spoken comments are often perceptive and reflect #h well-developed listening skills.

COMMENTS: Speaking and listening statements poor.
1=#N is beginning to participate more readily during discussions and can express #h point of view sensibly. #E listens well to others, and is now starting to develop the confidence to comment on the points others have made.
2=#N is beginning to participate more readily during discussions and can express #h point of view sensibly. #E listens well to others, and is now starting to develop the confidence to comment on the points others have made. #E works better in small group rather than whole class discussions.
3=#N is not a confident speaker, but enjoys listening to stories. #E is beginning to take part in discussions, and give #h point of view. When asked to talk about #h work in groups, #N will quietly offer #h views and opinions.
4=When asked to talk about #h work in groups, #N will quietly offer #h views and opinions. #N listens well to others and comments sensibly on what has been said when asked to do so.
5=During class discussions, #N contributes #h views confidently but becomes distracted when listening to others. #E is keen to get #h point across, but #e must learn to respect the right of others to also express their opinions, and to listen when others are making their contributions.

COMMENTS: Speaking and listening average
1=#N contributes well to discussions, usually paying close attention to what is being said. #E is quite shy in a class situation and must learn to value, and put forward, #h own opinions. 
2=#N contributes well to class discussions, offering quite perceptive comments, and always listens attentively. #E makes excellent responses to stories and poems.
3=#N is a good contributor to class discussions, and lately is thinking more carefully about the point #e is trying to make.
4=#N is quite shy in a class situation but has learned to value, and put forward, #h own opinions. 
5=#N listens well to others and comments sensibly on what has been said when asked to do so. 
6=When asked to talk about #h work in a group, #N is beginning to participate more readily and can express #h point of view sensibly. #N is able to discuss a book's plot, demonstrating a good understanding of the material read.
7=#N generally listens attentively and makes good responses to stories and poems. #E can be self-conscious about speaking in front of others. 
8=#N 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. 

COMMENTS: Speaking and listening good.
1=#N listens attentively. When asked to talk about #h work, #e reports back clearly and concisely. 
2=#N 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=#N listens attentively, responds well to the ideas of others and can report back clearly and concisely. 
5=#N listens attentively and responds well to the suggestions and ideas of others. 
6=#N listens attentively in class. 
7=#E contributes well to class discussions, offering quite perceptive comments.
8=#E contributes well to class discussions, often injecting some humour, and is willing to justify #h opinions and feelings to others.
9=#N is not afraid to express #h feelings and opinions to others during class discussions; and speaks with greater clarity and thought.
10=#N is well informed. #E listens with interest during class discussions and is very composed when answering questions.
11=#E listens superbly, and can put forward #h own points of view clearly and articulately.

COMMENTS: Speaking and listening poor
1=#N is not a confident speaker, but enjoys listening to stories. #E is beginning to take part in discussions, and give #h point of view.
2=#E must curb #h tendency to daydream when involved in class discussions.
3=#N joins in quite well during class discussions.
4=#N 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.  
5=#N listens well to others and comments sensibly on what has been said when asked to do so. 
6=#N is beginning to take part in discussions, but usually has to be encouraged to do so. 
7=#N is beginning to participate more readily during discussions and can express #h point of view sensibly.
8=When asked to talk about #h work in groups, #N will quietly offer #h views and opinions. 
9= During class discussions, #N contributes #h views confidently but becomes distracted when listening to others.
10=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: Writing 3a Statement
1=#N can structure #h stories clearly with a beginning, problems, resolution and ending. The sections of #h stories are linked together and well paced. When #h changes events, setting or time in #h stories #e uses paragraphs. #E can develop #h main characters through description and dialogue and can create interaction between the characters. #N can use commas in lists and most of #h punctuation is correct. #E can use some complex sentence structures to add extra information.
2=In non-fiction #e has an introduction, conclusion and ordered sections.

COMMENTS: Writing 3a Statements
1=#N can structure #h stories clearly with a beginning, problems, resolution and ending. The sections of #h stories are linked together and well paced. When #h changes events, setting or time in #h stories #e uses paragraphs. #E can develop #h main characters through description and dialogue and can create interaction between the characters. #N can use commas in lists and most of #h punctuation is correct. #E can use some complex sentence structures to add extra information.

COMMENTS: Writing 3b Statement
1=#E can use precise words which are lively and imaginative, to amuse, frighten etc. All the events in #h stories are linked to each other. When #e changes events, setting or time in #h stories #e uses paragraphs. #N always uses the first person and third person in the right places. #E can use sentences with a wider variety of connectives e.g. however, whilst, whenever, therefore. In non-fiction #e always writes a simple introduction and conclusion.

COMMENTS: Writing 4a statements
1=#H ideas and material are developed through imaginative detail. #N is able to weave dialogue, action and description through #h stories. #H writing is organised into a planned and coherent series of paragraphs. Through the pace and the settings in #h writing, #e is able to create mood and atmosphere. #E can use a full range of punctuation appropriately.

COMMENTS: Writing 4b statements
1=#E can use relationships between sections or paragraphs to give structure to the whole text. #E is able to use a range of techniques to engage the reader and can adapt the form and presentation of #h writing for a specific readership. #E can use similes, metaphors, alliteration and personification effectively. In non-fiction #e can reflect on the main points in #h conclusion

COMMENTS: Writing Statements 3B
1=#N’s writing is often clear, organised and imaginative. #E is able to use appropriate and interesting vocabulary and shows some awareness of the reader. #H ideas are developed and #e is able to use basic punctuation, although #e does need to increase the variety of punctuation used for effect.  The basic grammatical structure of #N’s work is usually correct; #e does however need to read through #h work to reduce ‘silly’ mistakes.

2=#N’s writing is often clear, organised and imaginative. #E is able to use appropriate and interesting vocabulary and shows some awareness of the reader. #H ideas are developed and #e is able to use basic punctuation, but #e does need to increase the variety of punctuation used for effect.  The basic grammatical structure of #N’s work is usually correct. Simple monosyllabic words are usually spelt correctly and where inaccuracies occur, the alternative is a phonetically plausible one.


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/*    HELP: Creating & Importing Files
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/*
/*    #N - Name
/*    #E - She/He
/*    #e - she/he
/*    #H - His/Her
/*    #h = his/her
/*    #b - girl/boy
/*    #m - him/her
/*    #s - herself/himself
/*    #? - be prompted for text later e.g. #N achieved #?% in the exam.
/*    #your-list-name - select from a list later e.g. #N excelled in #topics.
/*
/*
/*    DID YOU KNOW?
/*
/*    You can also import comment files in the,
/*    Teachers Report Assistant format.
/*    There are 1000s around the web.
/*    School Report Writer automatically converts them.
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/*
/*    YOUR EXISTING COMMENTS ARE SAFE:
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/*    When you upload, you will be shown the comments
/*    you are about to import. You will be told if names
/*    are already in use and you can pick-&-click which
/*    comments to add to your comment bank.
/*
/*
/*    USE 'PLAIN TEXT' (.txt) FILES ONLY:
/*
/*    Import files must be 'plain text'. The easiest way to
/*    create one is to download a comment file from our site
/*    and open it on your computer. On most systems it will
/*    automatically open in a plain text editor. If you
/*    make changes and save, the file should automatically be
/*    saved as plain text. On PCs it will usually open in
/*    NotePad. On Macs, usually TextEdit. In Word, and other
/*    word processors, use 'save as' (see Word File menu)
/*    and then choose file type: 'text only/plain text'.
/*
/*
/*    ADDING HELPFUL NOTES:
/*
/*    Lines starting /* are for notes (like this line).
/*    They are ignored when files are imported.
/*    You can add notes anywhere in the file. Blank lines
/*    are also ignored and can also be included anywhere.
/*
/*
/*    COMMENTS AND LISTS:
/*
/*    Files contain groups of comments and lists.
/*    Each group should start with either:
/*
/*    COMMENTS: your-comment-name-here
/*    or
/*    LIST: your-list-name-here
/*
/*    List names are 2-30 characters long and contain
/*    only letters, numbers, '&', hyphens and NO SPACES.
/*
/*    Comment names can include spaces, and any other
/*    characters except: < > \ # (max length 50).
/*
/*    Each group may include up to 20 numbered lines, e.g.
/*
/*    COMMENTS: Science Yr7 project work
/*    1= #N's work on #Science-topics was excellent.
/*    2= #N gave an inspiring #Science-topics presentation.
/*    3= #N received a well-deserved A+ in #Science-topics.
/*    4= etc...
/*
/*    LIST: Science-topics
/*    1= Heating and Cooling
/*    2= Light and Sound
/*    3= Exploring Magnetism
/*    4= Changing Earth
/*    5= etc...
/*
/*    REMINDER... lines beginning /* are for notes.
/*    So to import the two science examples above,
/*    you would need to remove the /*, otherwise
/*    the lines would be ignored when imported.
/*
/*
/*    NEED MORE HELP? support@SchoolReportWriter.com
/*    - we'll be happy to assist you.
/*
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/*    The FREE ONLINE school report writing software & school report card comments bank.