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/*   Subjects: English, Learning Bazaar, Reflection on Learning Task


/*   Author says:
/*   "These comment are specific to our Year 7 Learning Bazaars."

COMMENTS: Address student reflection statement
1=In your reflection statement, you have only reflected minimally on your learning in English.
2=However, in your reflection statement, you have only reflected minimally on your learning in English.
3=A reflection on your learning can help you to understand what your challenges are and set goals for improvement.
4=This is a comprehensive reflection of your learning, and you have identified some strengths and challenges to assist you in developing goals for your improvement.
5=This is a comprehensive reflection on your learning that acknowledges both your strengths and areas where improvement is needed.
6=You have reflected deeply on your learning of English #Time-period which demonstrates that you are developing your knowledge and understanding of what is required to respond to texts.

COMMENTS: Areas of strength
1=You have identified that your areas of strength are thinking critically about the information presented to you in texts,
2=Your areas of strength are that you can communicate your ideas both verbally and in your writing,
3=You have demonstrated that you have #levelsofunderstanding skills to #completetypesoftasks,

COMMENTS: Areas of Strength 1
1=You have identified that your areas of strength are thinking critically about the information presented to you in texts #endorjoin
2=Your areas of strength are that you can communicate your ideas both verbally and in your writing #endorjoin
3=You #verbs that you have #levelsofunderstanding2 skills to #completetypesoftasks #endorjoin
4=You #verbs that you can #completetypesoftasks with #levelsofunderstanding1 level of understanding #endorjoin

COMMENTS: Areas of Strength 2
1=that you can #completetypesoftasks.
2=that you are able to #completetypesoftasks with #levelsofunderstanding1 level of understanding.
3=that you are able to #completetypesoftasks.
4=you are #levelsofunderstanding2 your skills to be able to #completetypesoftasks.

COMMENTS: Bazaar end statement
1=#N has a mature view of their learning with a clear understanding of how they can continue to improve.
2=With support, #N was able to have a constructive discussion about their learning in English and create some strong goals around how to improve.
3=#N has a clear idea of their strengths and challenges in English, and discussed soem constructive mays on how they can improve in their learning.
4=#N must engage more thouroughly with the valuable reflection on their learning during a Bazaar if they want to improve in English.
5=#N is still discovering how reflecting on challenges and strengths in their learning in English, can assist them to set goals to improve.
6=#N must continue to develop the goals they have identified to help with their time management if they want to improve in English.
7=#N needs to make a conscious decision to complete all the tasks assigned to them in English and reflect on their feedback if they want to improve in English.
8=#N has developed some strong goals for their learning in English, and understands that to improve they need to rfelect regularly on feedback from teachers and peers.

COMMENTS: Bazaar strategy for improvement
1=We also discussed some strategies for improvement, which included checking the Canvas calendar regularly to see what tasks were due and making a plan to complete them on time.
2=#N was able to decide on some strategies for improvement, which included discussing their learning goals with a friend or family member so they could be accountable fo their learning.
3=#N identified that time management was challenging for them and that they would continue to try and make weekly goals to stay on top of the required tasks that are required to be completed in English.
4=#N decided that they needed some more support in their literacy skills especially #literacyskills and they would explore the resources in the Canvas Student Learning and Support Course to assist them with this.
5=#N decided that they needed some more support in their literacy skills especially #literacyskills and they would explore the resources in their Leaner Dashboard in Canvas to assist them with this.
6=We talked about some strategies for improvment, including managing their social distractions by moving away from friends when they were feeling unfocused.
7=We discussed some strategies for improvement such as ensuring that we were ready to learn in class by having all our equipment ready the night before.
8=#N was able to identify some strategies for improvement, including removing themselves from distraction with the teacher's support and being ready to learn.
9=#N had a mature conversation about how they could improve their own learning by providing useful feedback to others when they were drafting their work.
10=#N decided that to improve they could watch, read and listen to quality multimedia texts to help gain perspective and make connections.

COMMENTS: Can do Bazaar
1=#E was able to discuss #h challenges confidently and how #e could use these to set goals for #h learning.
2=#E discussed #h challenges confidently and how understanding what #h yet-to-be strengths were could assist #h to set goals for #h learning.
3=We discussed that #e should try to have some evidence or artifacts of #h learning to support #h discussion
4=#E was hesitant to discuss #h challenges, and had trouble linking how #e had developed #h mini outcomes and the challenges #e had faced.
5=#E had included learning artifacts from English and could discuss #h challenges to complete the mini outcomes.
6=#E was able to discuss #h challenges and could talk about #h strengths and yet-to-be strengths.
7=#E had prepared a presentation but hadn't printed it and asked to go to the library during the Bazaar set up time.
8=#E could articulate with prompting how identifying #h challenges in a task could help #h work out strategies to assist #h to complete tasks.
9=#E had a presentation with learning artifacts to support #h conversation and could discuss some challenges and how #e could improve.
10=#E wanted to talk about how #e completed #h tasks but with some prompting, #e could discuss why it was important to complete tasks like this and how identifying #h challenges could help set goals for future learning.
11=#E could discuss #h challenges in the tasks #e talked about and could identify why we learned about what we did and how it helped #h decide what #h strengths and yet-to-be strengths are.
12=#E had learning artifacts to support #h conversation and could discuss #h challenges and how #e used #h strengths to overcome these.
13=#E could suggest some strategies #e would use moving forward in #h learning and could discuss how giving and receiving feedback could help #h do #h best work.
14=#E acknowledged that when completing #h #task #e had trouble understanding the question and how to answer it.
15=#E has used #h experience in completing tasks in English to set some goals for #s including being able to discuss how receiving feedback can help #h to draft and redraft to improve.
16=Despite this, #e was able to have a competent discussion about #h learning and how identifying the things #e found difficult about the tasks could help #m set future goals.
17=#E was nervous to speak but with a little prompting, #e was able to discuss #h challenges and how #e could use these to set goals for #h learning.
18=#E discussed the strengths from the learning disposition wheel that #e developed during #h learning in English and as a testament to #h deep understanding acknowledged that #e really developed #h cognitive skills while completing #h analytic writing.
19=#E wasn't able to reflect on their learning and couldn't meaningfully discuss how identifying challenges and creating golas can lead to improvement.
20=#E didn't provide artifacts of their learning and couldnt identify the challenges they faced when completing work in English.

COMMENTS: Can do Bazaar 2
1=#E talked about how #e used #h focus and grit to complete tasks.
2=#E talked about how #e used #h focus and grit to complete tasks and that being organised and ready to learn in English is a strength.
3=#E was able to talk about #h challenges and discuss some of the Learning dispositions in terms of how #e might use them to set some goals for #h learning.
4=We talked about how one of #h strengths is time management as #e has so many outside commitments and that #e always completes work on time and asks good questions to help #h understand.
5=#E said #h goals were to understand the rubric and the questions better when #e completes a #task.
6=#E said that #h goals were to focus in class and could describe some strategies that might help #m to do this.
7=We discussed that creating #h Bazaar and thinking deeply about how and why #e is learning about something is useful not just in English but in other subjects too.
8=#E acknowledged that #e sometimes doesn't understand what #e is required to do to complete tasks.
9=#E discussed some of the dispositions #e had developed while completing #h mini outcomes and what strategies #e might use next time.
10=#N discussed that #e used focus and grit to complete tasks and that understanding the parts of a #task was very challenging as #e needed to work on #h yet-to-be strength of "Think Why and How" which is a cognitive skill.
11=#E talked about the learning dispositions and discussed how #e can build and develop these to assist #m to complete #h best work over time.
12=#E could suggest some strategies #e would use moving forward in #h learning and could discuss how giving and receiving feedback could help #h do #h best work.
13=#E could discuss some strategies #e could use to support #h understanding, including that #e might need to access support again and that is ok until #e is feeling more confident to attempt questions independently.
14=#H Bazaar artifacts helped to support #h conversation and #e spoke confidently and honestly about #h learning in English.
15=We talked bout what #h future Bazaars might include, and that using strategies like Super 6 reading strategies can help #m understand complex questions such as the #task #e completed.
16=#E acknowledged that #e found it difficult to discuss #h evidence in #h paragraph and how #e could practice drafting and redrafting #h work using teacher and peer feedback to improve.

COMMENTS: Conclusion statements
1=You could further enhance your skills by utilising your collaborative abilities to serve as a role model and teach your peers.
2=I encourage you to take risks to enter into debates to explore the perspectives of a wide range of people with experiences different and similar to yours.
3=Consider extending yourself by setting yourself mini goals for the day or week and creating a schedule to help you achieve them.
4=By breaking tasks into smaller goals and engaging in the warm and cool feedback cycles we use in class to edit our work, you can further improve your written and verbal communication skills.
5=Effective time management, unwavering attention to detail, and your determination to produce high-quality work will also contribute to achieving increasingly better results.
6=#tryverb I suggest actively engaging in the Warm and Cool Feedback cycles that we complete in class. This will provide you with valuable feedback to improve the structure and content of your text analysis.
7=Practicing writing numerous TEEEC paragraphs and receiving warm and cool feedback on them will also help you refine your skills.
8=Practicing many paragraphs and being curious to discover perspectives and connections in the world around you can help improve the sophistication of your writing. To do this read and watch things like news articles, speeches, novels, and animations.
9=Additionally, committing to reading and watching various types of texts will deepen your understanding of their forms and expose you to different perspectives. This will enable you to form your own opinions about various issues. Also, it will help you recognise how authors employ diverse literary techniques in different contexts, enhancing your ability to think critically about the world around you.
10=Additionally, practicing the writing of TEEEC paragraphs across various subjects, responding to others' ideas, and answering questions can help improve the structure of your writing.
11=As you become more proficient in exploring and incorporating multiple ideas into the practiced structure, your writing will improve.
12=To support you in this aspect, I suggest utilising the rubric available in your Learner Dashboard. This rubric will provide guidance on how to advance your mastery of the skills we have been developing in these tasks. The associated badge will also offer strategies and resources to assist you in leveling up your skills.
13=Continue to develop your empathy and responsibility for others by supporting their understanding of how they make and express meaning.
14=Teaching and guiding peers, and especially engaging in warm and cool feedback tasks to help others improve, can often support our own understanding of processes.

COMMENTS: Identify Challenges 1
1=You have identified that #challenges.
2=You have identified that #challenges and #verbs #challenges2 #endorjoin
3=In your #Time-period Bazaar, you discussed that #challenges and #challenges2 #endorjoin
4=In your reflection statement, you talked about how #challenges #endorjoin
5=In your reflection statement, you talked about how #challenges and #verbs #challenges2.
6=A yet to be strength you should consider is #verbs #challenges2.
7=Your yet to be strength that you could consider are #verbs #challenges2.

COMMENTS: Introduction to Bazaar
1=#N was well prepared for #h Bazaar and had some excellent artifacts of #h learning to support #h conversation.
2=#N was very prepared for #h Bazaar and had some excellent artifacts of #h learning to support the conversation.
3=A good #number attempt at a Bazaar.
4=#N wasn't forthcoming with information and needed much prompting to discuss #h learning and how completing these tasks might be beneficial to #h learning and development and sense of self.
5=#N was extremely prepared for a conversation about #h learning.
6=#N's presentation was a well-prepared and executed Bazaar.
7=#N acknowledged that #h focus and time management was a yet-to-be strength.
8=#N, despite #h nerves, was able to create a successful Bazaar and discuss #h learning challenges, successes and goals.
9=#N had a competent conversation about #h learning.
10=#N had prepared for #h Bazaar and had some artifacts to support the conversation.
11=#N, despite being away when we did much of our learning for Bazaar attempted #h presentation with determination and confidence.
12=#N was supremely prepared for #h Bazaar and had an excellent conversation about #h learning.
13=#N is very self-aware and had an excellent conversation about #h learning in English.
14=#N could have a sophisticated conversation about #h learning and it was evident #e had thought very deeply about #h learning challenges and how #h strengths can support #h understanding.
15=#N was very honest and acknowledged that although #e had put some effort into creating a multimodal presentation for #h Bazaar that #e could have been more attentive to the details required in the assessment notification.
16=#N acknowledged that their preparation for their Bazaar was not complete and that they should have planned their time more effectively.
17=#N wasn't prepared for thier Bazaar and we discussed some specific strategies that might assist them to plan more effectively next time.
18=#N did not utilise their time effectively and as a result their Bazaar presentation and conversation wasn't as sophisticated or meaningful as it should have been.

COMMENTS: IntroSemester&Subject
1=#N, you continued to develop #levelsofunderstanding2 skills in your study of English during #Time-period.
2=#N, you #verbs a #levelsofunderstanding2 level of understanding in English during #Time-period.
3=#N, you #verbs #levelsofunderstanding1 commitment to your learning of English #Time-period.
4=#N, during #Time-period you #verbs #aan #levelsofunderstanding2 skills in your study of English.

COMMENTS: Sample intro sentences
1=#N is an outstanding student who has worked very hard throughout the #Time-period and I expect #m to do well in #h exams next year.
2=#N has had a mixed #Time-period but there are signs of improvement in #h behaviour of late. If #e continues like this #e has a good chance of reaching #h target grade.
3=After a difficult start #N has done some excellent work and is now back on target. A very pleasing #Time-period. Well done #N!
4=#N is a polite and friendly member of the class. #E always works hard though sometimes struggles with the concepts taught. A good steady performance throughout the #Time-period. Well done.
5=Overall #N has worked very well but there are a few issues with #h time-keeping and homework that #e needs to address.
6=#N has been working on the Environmental Issues module throughout the #Time-period. #E seems to enjoy this topic and has made very pleasing progress.

COMMENTS: Sample project-work sentences
1=#E has worked hard this year on all of #h projects but I was especially impressed with the high-quality of #h #Science-topics assignment.
2=Project-work has been done to a minimum standard and is often handed in late. To improve #e needs to #How-to-improve.
3=Although #h #Science-topics project-work was satisfactory, I do expect #m to do more background research next time.
4=#H project-work is always excellent as demonstrated in #h #Science-topics assignment. We were all very impressed with #h creative and entertaining website designs which were an inspiration to the class.
5=#E often misses deadlines and #h project-work has varied considerably, however #h highly-imaginative #Science-topics project was excellent. It was displayed in reception at the School Open Day. An excellent achievement #N.

COMMENTS: Sample summing-up sentences
1=#N always tries #h best and has achieved a well-deserved Level #? overall. An excellent performance, keep it up!
2=#N has reached Level #?. This was #h target and #e should be proud of #s. To ensure #e keeps this up next year #e should #How-to-improve.
3=#N has achieved a Level #? overall. #E often works below #h best and with a little more effort #e could easily reach Level #?. To improve #e should #How-to-improve.
4=#N has not had the best of starts this year and is still working at Level #?. #E rarely completes #h work on time. To achieve more next year #e needs to #How-to-improve.

COMMENTS: Specific Strategy 1
1=#verbs2 the Canvas Calendar every week and making a plan on how you will complete tasks.
2=#verbs2 the resources found in your Canvas Learner Dashboard that might assist you to improve your mastery.
3=#verbs2 with a family member or a trusted friend your tasks for the week so that you stay accountable to your goals.
4=#verbs2 analysing texts and writing in a TEEEC structure.
5=#verbs2 that you are making use of the time you have in class to complete assessment.
6=#verbs2 removing yourself from your distractions so that you can complete your best work.
7=#verbs2 your goals with your peers so that they can support you to do your best.
8=#verbs2 your day the night before so that you have your equipment and are ready to learn when you arrive to class.
9=#verbs2 time each day to read or watch quality informational texts to help support your understanding.
10=#verbs2 engaging with The Super Six strategies when you plan to read to strengthen your comprehension skills.

COMMENTS: Specific Strategy 2
1=#endorjoin2 you could also check the Canvas Calendar every week and plan how to complete tasks.
2=#endorjoin2 you could also consider utilising the resources found in your Canvas Learner Dashboard to assit you to improve your mastery of English skills.
3=#endorjoin2 you could discuss with a family member or a trusted friend, your tasks for the week, so that you stay accountable to your goals.
4=#endorjoin2 continue to practise analysing texts and writing in a TEEEC structure.
5=#endorjoin2 ensuring that you are making use of the time you have in class to complete assessment.
6=#endorjoin2 consciously removing yourself from your distractions so that you can complete your best work.
7=#endorjoin2 discussing your goals with your peers so that they can support you to do your best.
8=#endorjoin2 plan your day the night before so that you have your equipment and are ready to learn when you arrive to class.
9=#endorjoin2 planning time each day to read or watch quality informational texts to help support your understanding.
10=#endorjoin2 consciously engaging with The Super Six strategies when you plan to read to strengthen your comprehension skills.

COMMENTS: Subject Specific Improvement 1
1=To improve in English you could
2=To truly benefit from creating a goal centered around mastering English skills, you could
3=To improve your TEEEC structure you could
4=Some strategies to improve your focus in class might be to
5=To improve your time management you could #tryverb
6=To improve how you enage in class tasks you could
7=To improve your engagement you can #tryverb
8=You could further enhance your skills by
9=To enhance how you develop an argument and provide evidence from a text #tryverb
10=To continue to build your vocabulary when you analyse texts you #tryverb
11=To strengthen your critical analysis of texts
12=To enhance your reading skills you #tryverb
13=To improve your writing skills perhaps #tryverb
14=To continue to improve you could #tryverb
15=Some strategies to improve on how you make connections when you respond to texts in English #tryverb
16=To strengthen how you make and express meaning in English #tryverb
17=To limit your distractions in class you #tryverb
18=To assist your management of distractions in class #tryverb
19=Some strategies that might assist you to complete tasks on time #tryverb

LIST: aan
1=a
2=an

LIST: challenges
1=you have difficulty focusing in class
2=you have some challenges around managing distractions
3=you need to focus on your time managment
4=you can become distracted in class
5=you need to strengthen your reading and comprehension skills
6=you could manage your time more effectively
7=you need to enhance your vocabulary
8=you need assistance to understand what you read
9=you need to work on how you structure an argument
10=you want confidence to speak during class discussions
11=growing your confidence to participate in discussions
12=build your teamwork skills
13=strengthen your critical thinking skills
14=enhance your collaborative skills
15=build your creativity

LIST: challenges2
1=your collaborative skills
2=your critical thinking skills
3=your creativity
4=your writing skills
5=your TEEEC structure
6=your focus in class
7=your distractions
8=your time-management
9=your reading skills
10=your comprehension skills
11=your technology more effectivley
12=the ways you make connections
13=your skills to make and express meaning
14=your skills to think why and how

LIST: completetypesoftasks
1=understand and respond to texts
2=listen and respond to texts
3=communicate your understanding of texts
4=respond during class discussions
5=write effectively in a TEEEC structure
6=write texts that are grammatically correct
7=develop goals based on your challenges
8=discuss your strengths and yet to be strengths
9=think critically about information
10=communicate your ideas effectively
11=exercise creativity to express your understanding
12=reflect on your learning to create goals
13=identify challenges to create goals
14=collaborate with peers effectively
15=provide feedback to your peers to assist them to improve
16=impliment feedback to improve your responces

LIST: endorjoin
1=.
2=,
3=;
4=:
5=and
6=is difficult for you.
7=is challenging for you. 
8=are some goals for you.
9=are some challenges you would like to improve on.
10=are some skills you would like to improve on. 
11=are difficult for you to manage on your own.
12=needs refining
13=requires practise

LIST: endorjoin2
1=In addition to this,
2=Additionally,
3=Also,
4=As well as this,

LIST: How-to-improve
1=focus more in the lessons
2=put more time aside for homework
3=try not to chat during lessons
4=do more project research on the internet
5=develop #h computer skills
6=pay more attention to instructions

LIST: levelsofunderstanding1
1=a basic
2=a developing
3=an improving
4=an increasing
5=a growing
6=a satisfactory
7=a good
8=a solid
9=an intuitive
10=a broad
11=an excellent
12=an advanced
13=a competent
14=a mastery level of 
15=exteeding mastery
16=a mastery of your

LIST: levelsofunderstanding2
1=emerging
2=basic
3=developing
4=improving
5=increasing
6=growing
7=satisfactory
8=competent
9=good
10=solid
11=intuitive
12=broad
13=excellent
14=advanced
15=mastering
16=exceeding mastery

LIST: number
1=first
2=second
3=third
4=fourth
5=fifth

LIST: punc
1=.
2=,
3=;
4=:
5=and

LIST: Semester1Tasks&Activities
1=Semester 2 Learning Bazaar
2=Short film TEEEC Paragraph
3=Mini Outcome One
4=Mini Outcome Two

LIST: strengthsorchallenges1
1=communicating your ideas succinctly
2=asking questions
3=structuring TEEEC paragraphs
4=identifying your audience
5=writing persusively
6=structuring your writing
7=participating in class discussions
8=completing tasks on time
9=completing tasks
10=getting distracted by peers
11=managing your time effectively
12=engaging in class tasks
13=asking for help when you are unsure
14=knowing how to begin a task
15=structuring a narrative
16=developing characters
17=getting distracted by peers
18=building vocabulary
19=using the correct spelling, punctuation and grammar
20=focusing in class

LIST: strengthsorchallenges2
1=communicating your ideas succinctly
2=asking questions
3=structuring TEEEC paragraphs
4=identifying your audience
5=writing persusively
6=structuring your writing
7=participating in class discussions
8=completing tasks on time
9=completing tasks
10=getting distracted by peers
11=managing your time effectively
12=engaging in class tasks
13=asking for help when you are unsure
14=knowing how to begin a task
15=structuring a narrative
16=developing characters
17=getting distracted by peers
18=building vocabulary
19=using the correct spelling, punctuation and grammar
20=focusing in class

LIST: task
1=TEEEC paragraph
2=Persuasive Task
3=Minioutcomes
4=TEEEC paragraphs
5=Narrative task
6=Bazaar
7=Learning Bazaar
8=Film TEEEC
9=Poetry TEEEC

LIST: Time-period
1=this year
2=in this semester
3=the 1st semester
4=the 2nd semester
5=Semester 1
6=Semester 2
7=the term
8=this term
9=1st term
10=2nd term
11=3rd term
12=4th term
13=in Semester 1
14=in Semester 2
15=Term 1
16=Term 2
17=Term 3
18=Term 4

LIST: tryverb
1=you could try
2=consider
3=make a plan to
4=you could consider
5=plan to 
6=plan
7=try
8=You could also
9=Also consider
10=You could also consider
11=In addition to this you could try
12=In addition to this you could consider
13=might be to
14=could also consider
15=must
16=could be to
17=can
18=could consider
19=Furthermore, 

LIST: verbs
1=have shown
2=have demonstrated
3=are developing
4=continue to develop
5=consistently demonstrate
6=consistently show
7=exhibit
8=have illustrated
9=have continued to develop
10=have developed
11=have exhibited
12=have consistently demonstrated
13=planning
14=strengthening
15=developing
16=enhancing
17=fortifiying
18=managing
19=demonstrated
20=discussed

LIST: verbs2
1=checking
2=utilising
3=discussing
4=practise
5=practising
6=ensuring
7=ensure
8=consciouse
9=counsciously
10=discuss
11=plan
12=plan to
13=planning



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/*    COMMENTS: Science Yr7 project work
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/*    LIST: Science-topics
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/*    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.
/*
/*
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/*
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