/* SAVE YOURSELF HOURS... /* IMPORT THESE COMMENTS INTO: SchoolReportWriter.COM /* No.1 in GOOGLE - "BEST TEACHER REPORTS APP": /* - TRUSTED by 1000s of teachers, since 2012 /* - QUICKLY create personalised reports /* - PASTE into your school system, Word etc /* - GENDER NEUTRAL option /* - DEMO video at SchoolReportWriter.COM /* FOR HELP see end of this document. /* Subjects: Information and Communication Technology (ICT), Computer Science COMMENTS: G2 ICT U1 Word 1=#N can confidently create and edit text in Google Docs and Microsoft Word. #E knows how to use a range of formatting options, such as #FormatText 2=#N is able to type up a short passage of text and then apply formatting such as #FormatText in Google Docs and Microsoft Word. 3=#N is able to format and style text by #FormatText. 4=#N knows multiple ways to find and insert an image into a Google Document. #E is able to resize and move the image. 5=#N can make documents more appealing to the reader by #FormatText. 6=#N can adjust the transparency level of an image to make text more legible. #E is able to find suitable images and add them to a document in a few different ways. 7=#N can use the spell check command to improve the quality of #h text. Similarly, #e can add a heading, images and paragraphs to increase the appeal of the document for the readers. 8=#N can make documents more appealing to the reader by #FormatText. 9=#N knows how to save and share a document. #E can format the text and add images to enhance the appeal for a reader. 10=#N knows that the format paint tool allows #h to keep the formatting consistent on a document. 11=#N can change the formatting of the text in a document by #FormatText. 12=#N knows how to find and insert an image into a document to make it more appealing to the reader. 13=#N can insert an image in a document and set the transparency level on it so the text is easier to read. COMMENTS: G2 ICT U2 Excel 1=#N is able to confidently navigate #h way around a spreadsheet, and knows how to format the cells so that the data is easier to read and is presented well. 2=#N can create different types of charts including bar and pie charts, and edit the way the data is displayed on them. 3=#N can record and tally scores and then use Excel to graph the result to make it easier to comprehend #h data. 4=Using Excel, #N can collate information, format it so that it can be easily read and then display #h data in a chart. 5=#N knows how to format cells in Excel to add a border, change the cell size or font to make #h work more visually appealing. 6=#N knows that we can use formulas to get the computer to do our sums for us in Excel. #E can identify the address of a cell. 7=#N is confident in creating different graphs in Excel to display the results of #h findings. 8=#N is confident in formatting cells in Excel to change their border, cell size and font to display #h information in an eye-catching manner. 9=#N can collect information in a tally chart. #E can explain what a spreadsheet is for. 10=#N can read a spreadsheet to find out information. #E can gather data and then use Excel to display it. 11=#N can answer questions and make decisions after reading informationfrom a spreadsheet. COMMENTS: G2 ICT U3 Let's Create - Directions 1=#N is able to create, follow, and debug simple algorithms #G2Coding 2=#N can read, make and fix lists of instructions #G2Coding 3=#N understands how to make an algorithm #G2Coding 4=#N showed a good understanding of algorithms #G2Coding 5=#N can debug and refine an algorithm #G2Coding 6=#N can predict the output of an algorithm #G2Coding COMMENTS: G2 ICT U4 Have You Ever Wondered (robots) 1=#N is able to give examples of how computers can help people complete tasks faster and more effectively. 2=#N can explain how robots can be used to automate many tasks, but still need human supervision. 3=#N can list many ways that digital devices are used to help people work quickly and accurately. 4=#N knows that robots and AI need to receive instructions from humans before they can start helping to perform tasks. 5=#N can provide examples of tasks that can be automated by robots, or simplified by using a computer. 6=#N can identify ways that humans can increase their productivity by using computers or robots to automate tasks. 7=#N is able to list how we can use robots and computers to help us complete many tasks faster. 8=#N knows that while robots can increase productivity, they still need to be supervised and repaired by humans. 9=#N knows that there are wired and wireless networks, and how to check that a device is connected to the internet. 10=#N understands that network connected devices share information with each other and that there are risks associated with this. 11=#N can identify tasks that computers can complete more effectively than humans. 12=#N is able to check if a device is connected to the internet, and if not, how to remedy this. COMMENTS: G2 ICT U5 Dance Like a Dinosaur (Scratch) 1=#N can create simple stories in Scratch using Motion, Looks, Events and Control blocks to manipulate sprites and backdrops. 2=#N knows how to use broadcast messages to control the timing of how #h sprites interact in Scratch. 3=#N is able to plan and debug code in Scratch, and can alter and import sprites to suit #h story. 4=#N understands how to effectively use go to, move and glide blocks in Scratch to make #their sprites move on the screen in the appropriate way for #h stories. 5=#N is able to use event handlers and show and hide commands in Scratch to make #h sprites appear and disappear at appropriate times in #h stories. 6=#N has shown a good understanding of the importance of debugging code to make sure it runs effectively, by testing #h code in Scratch. 7=#N can correct and debug code to make sure that #h Scratch program runs effectively, carrying out the intended results. 8=#N knows the importance of initialising code, so that all elements return to the correct state before running it again. COMMENTS: G2 ICT U6 Who Are You (Online Communities) 1=#N is able to list multiple social media platforms, and explain appropriate ways to behave on them to protect #h privacy 2=#N knows that personal information should not be disclosed to others over social media, as there is the potential for it to go beyond #h circle. 3=#N understands that online friends may not be telling the truth. Similarly, #e knows not to divulge all #h own personal information. 4=#N can explain the difference between familiar social media platforms, and that we should be careful about what information #e shares. 5=#N can give examples of why people join online communities, and list positive and negative outcomes for doing so. 6=#N understands that users can have many accounts and can choose what information to put into each one, and so should be careful dealing with online friends. 7=#N knows that technology can be used to communicate locally and globally, and can provide examples for each method. 8=#N realises that there is a risk people online are not who they say they are, and so #e should be careful with the information #e shares. 9=#N can identify and list multiple social media platforms, and give examples of best practices to keep #h personal information safe. COMMENTS: G3 ICT U1 Word 1=#N can confidently create and edit text in Google Docs and Microsoft Word. #E knows how to use a range of formatting options, such as #FormatText 2=#N is able to type up a short passage of text and then apply formatting such as #FormatText in Google Docs and Microsoft Word. 3=#N is able to format and style text by #FormatText. 4=#N knows multiple ways to find and insert an image into a Google Document. #E is able to resize and move the image. 5=#N can make documents more appealing to the reader by #FormatText. 6=#N can adjust the transparency level of an image to make text more legible. #E is able to find suitable images and add them to a document in a few different ways. 7=#N can use the spell check command to improve the quality of #h text. Similarly, #e can add a heading, images and paragraphs to increase the appeal of the document for the readers. 8=#N can make documents more appealing to the reader by #FormatText. 9=#N knows how to save and share a document. #E can format the text and add images to enhance the appeal for a reader. 10=#N knows that the format paint tool allows #h to keep the formatting consistent on a document. 11=#N can change the formatting of the text in a document by #FormatText. 12=#N knows how to find and insert an image into a document to make it more appealing to the reader. 13=#N can insert an image in a document and set the transparency level on it so the text is easier to read. COMMENTS: G3 ICT U2 Computational Thinking 1=#N can give examples of algorithms, and can debug them so it provides the desired outcome. 2=#N knows that in coding we need to break a task into smaller steps and list them in the correct order. 3=#N knows how to search for steps that repeat to make #h algorithm shorter. 4=In coding, #N is able to break a task into very detailed, small steps. 5=#N can create an algorithm that has enough detail so other people can carry it out. 6=#N knows to refine #h code by looking for sections that repeat and creating loops. 7=#N can examine code and predict what it will do before carrying it out. 8=#N can check #h code for mistakes, and correct any by replacing commands or redefining the task better. 9=#N knows that there can be multiple solutions to a problem and that we should check for shorter, simpler code. COMMENTS: G3 ICT U3 What is a computer 1=#N can provide examples of both hardware and software, and explain the role each play in a computer. 2=#N understands that a computer needs an operating system to be useable, and then we can add other applications to fulfil various tasks. 3=#N can explain the difference between input and output devices, and hardware and software. 4=#N is able to describe what some internal components of a computer do, and can identify some types of hardware that are necessary for a computer to work. 5=#N knows that hardware and software work together and fulfil different roles in a computer. #E can provide examples of each. 6=#N can identify different technologies computers use to communicate, such as USB, Bluetooth, and wifi, and can describe simple networks. 7=Using the example of song lyrics, #N can explain the role of RAM, the CPU and a hard drive in a computer. COMMENTS: G3 ICT U4 Safe Digital Research 1=#N can identify common features of onscreen layouts and icons across a range of applications. 2=#N is able to use keywords to search for information in a search tool, and use specific terms to find information at #h level. 3=#N understands that people create online content for a purpose, including advertising, expressing their opinions and sharing information. 4=#N can use many of the features of Chrome, such as bookmarks and logging into #h account. 5=#N is able to explain what a search engine does, and how to modify the results by using different search terms. 6=#N knows that different search engines may provide different results, and can adjust #h results by changing keywords. 7=#N is able to select search terms that will return results at #h reading level. COMMENTS: G3 ICT U5 Secret Codes (Scratch) 1=#N can create simple stories in Scratch using Motion, Looks, Events and Control blocks to manipulate sprites and backdrops. 2=#N knows how to use broadcast messages to control the timing of how #h sprites interact in Scratch. 3=#N is able to plan and debug code in Scratch, and can alter and import sprites to suit #h story. 4=#N understands how to effectively use go to, move and glide blocks in Scratch to make #their sprites move on the screen in the appropriate way for #h stories. 5=#N is able to use event handlers and show and hide commands in Scratch to make #h sprites appear and disappear at appropriate times in #h stories. 6=#N has shown a good understanding of the importance of debugging code to make sure it runs effectively, by testing #h code in Scratch. 7=#N can correct and debug code to make sure that #h Scratch program runs effectively, carrying out the intended results. 8=#N knows the importance of initialising code, so that all elements return to the correct state before running it again. COMMENTS: G3 ICT U6 Data Cafe (Spreadsheets) 1=#N is able to identify problems that can be solved through the collection and interpretation of data. 2=#N can explain that spreadsheets are comprised of rows and columns of cells and that data can be entered into the cells. 3=#N is able to to record data using computing devices, and then display it in a way that is visually pleasing to the reader . 4=#N knows that spreadsheets are comprised of rows and columns of cells and that data can be entered into the cells. 5=#N understands how to format cells according to their purpose, such as date, currency and text. 6=#N demonstrated how to select data based upon its characteristics to solve problems. 7=#N can record data from a range of sources in a tally sheet, and then transfer it to a spreadsheet. 8=#N can use basic formula that reference cells to help with calculations, to make a spreadsheet more useful. COMMENTS: G4 ICT U1 Powerpoint 1=#N can add transitions, animations and multimedia to #h presentations to make them more interesting for the viewer. 2=#N can use a template or create a design based on #h aesthetics to give #h presentation a consistent theme. 3=#N knows how to arrange the order of layers to make sure that the text and images in #h presentation are legible. 4=#N is able to add images, Word Art and multimedia to a presentation to make it more appealing for the audience. 5=#N knows how to use custom text generators to create striking headings in #h presentations. 6=#N can adjust the order of layers in a presentation to make sur that text and images can be seen clearly. 7=#N can explain when to use a text box or Word Art when creating a presentation in Google Slides or Powerpoint. COMMENTS: G4 ICT U2 Scratch 1=#N can explain why initialisation is important in coding: to make sure that the algorithm runs in the correct way each time. 2=#N is able to explain why it is best practice to make subroutines of parts of our code we intend to call regularly. 3=#N can create subroutines to complete specific tasks as part of #h algorithm. 4=#N used loops to make #h programming more concise, and easier to check for mistakes. 5=#N knows the importance of debugging code, and refining the algorithm to make it run more effectively. 6=#N is able to go through an algorithm step by step, checking for mistakes and rectify them. COMMENTS: G4 ICT U3 Excel 1=#N can use the sum, average, minimum and maximum formulas in Excel or Google Sheets to help computer answers in a spreadsheet. 2=#N knows how to format a spreadsheet for legibility, and add a bar, line, or pie chart to help convey data in a more convenient manner. 3=#N understands that we can use spreadsheets for a range of tasks, such as to make a timetable, to keep an inventory, or track sales. 4=#N can select and call multiple cells to use them in formula when working in Excel or Google Sheets. 5=#N is able to create a range of different charts, to help display data in a way that makes it easier to comprehend. COMMENTS: G4 ICT U5 Input, Output, Process (Scratch) 1=#N knows how to use broadcast messages to control the timing of how #h sprites interact in Scratch. 2=#N is able to plan and debug code in Scratch, and can alter and import sprites to suit #h story. 3=#N can use sensing blocks to garner user input which #e then uses to modify the response of #h sprites using if then statements in Scratch. 4=#N understands how to include broadcast messages within if then statements to vary the content of #h stories in Scratch. 5=#N is able to use event handlers and show and hide commands in Scratch to make #h sprites appear and disappear at appropriate times in #h stories. 6=#N has shown a good understanding of the importance of debugging code to make sure it runs effectively, by testing #h code in Scratch. 7=#N is able to use variables and operators to assign different instructions to #h code in Scratch. 8=#N knows that we can use operators in if then loops to select appropriate responses in #h code in Scratch. 9=#N an use if then statements, variables and operators to change the way #h code responds in Scratch. 10=#N can correct and debug code to make sure that #h Scratch program runs effectively, carrying out the intended results. 11=#N knows the importance of initialising code, so that all elements return to the correct state before running it again. 12=#N can control the way #h sprites respond by using broadcast messages and if then loops to vary what happens in #h code in Scratch COMMENTS: G5 ICT U1 Video Editing 1=#N created a storyboard to outline #h video and then found suitable clips to use in it. 2=#N showed mastery in cropping and editing video to match #h creative vision. 3=#N added voice-overs and text effects to #h video during the editing stage to enhance the final product. 4=#N knows how to use filters and visual effects to improve the impact of #h video. 5=#N sourced royalty-free video clips that suited #h theme for our video editing project. 6=#N is confident at selecting and editing video clips to create a thematically consistent movie. 7=#N knows how to add transitions, music, audio, text and special effects to #h video project. 8=#N can locate suitable royalty-free video clips, images and sounds to make a video. 9=#N enjoyed finding and then splicing together audio and video clips into a movie. 10=#N understands how to mix special effects, video footage, and audio to create an interesting movie. 11=#N created a compelling video project by editing royalty-free video clips together. COMMENTS: G5 ICT U2 Binary 1=#N understands that computers communicate using binary, which consists of 1's and 0's. 2=#N created bitmap images with two bits of data per pixel, which #e correctly decoded as 4 colours. 3=#N can convert simple directions into binary, allowing #m to create an algorithm that others can follow. 4=#N understands that we can display answers to true/false, yes/no or similar questions by using binary. 5=#N is able to create an algorithm using binary which can then be decoded into a list of directions. 6=#N created a quiz using a binary decision making tree in Scratch, after designing a flowchart for it on paper. 7=#N knows that all information on a computer--including sound, images, text, and video--can be conveyed in 1's and 0's, COMMENTS: G5 ICT U3 Google Forms and spreadsheets 1=#N is able to create and refine questions to create a survey to gather suitable responses that can then be graphed in a spreadsheet. 2=#N knows how to create a survey using Google Forms, and then interpret the data #e receives from participants. 3=#N can make a Google Form on a topic of interest, and then evaluate and display the results using graphs to aid in understanding #h data. 4=#N can create charts to display results garnered from a survey #e made using Google Forms, based on questions on a topic of interest. 5=#N understands how the answer type chosen when creating a Google Form can influence the answers #e receives from participants. COMMENTS: G5 ICT U5 Coding with Numbers (Scratch) 1=#N knows how to use broadcast messages to control the timing of how #h sprites interact in Scratch. 2=#N is able to plan and debug code in Scratch, and can alter and import sprites to suit #h story. 3=#N can use sensing blocks to garner user input which #e then uses to modify the response of #h sprites using if then statements in Scratch. 4=#N understands how to include broadcast messages within if then statements to vary the content of #h stories in Scratch. 5=#N is able to use event handlers and show and hide commands in Scratch to make #h sprites appear and disappear at appropriate times in #h stories. 6=#N has shown a good understanding of the importance of debugging code to make sure it runs effectively, by testing #h code in Scratch. 7=#N is able to use variables and operators to assign different instructions to #h code in Scratch. 8=#N knows that we can use operators in if then loops to select appropriate responses in #h code in Scratch. 9=#N an use if then statements, variables and operators to change the way #h code responds in Scratch. 10=#N can correct and debug code to make sure that #h Scratch program runs effectively, carrying out the intended results. 11=#N knows the importance of initialising code, so that all elements return to the correct state before running it again. 12=#N can control the way #their sprites respond by using broadcast messages and if then loops to vary what happens in #h code in Scratch COMMENTS: G7 ICT U1 Digital Citizenship 1=#N is familiar with many facets of digital citizenship, including why #e personal data is so valuable to corporations and ways that #e can keep it safe. 2=#N can explain the advantages and pitfalls of social media, and investigated best practices for using it responsibly. 3=#N can critically evaluate #h own use of social media, and can decide whether information presented is factual or has bias. 4=#N is able to suggest multiple solutions for dealing with cyberbullying, and knows a range of steps to help keep #h personal information secure. 5=#N investigated the concepts of copyright, fair use, and the public domain. #E is able to explain the differences between works of each type. 6=#N is able to explain what contributes to #h digital footprint, and knows that it is potentially permanent and has far-reaching effects. 7=#N knows many of the strategies that companies use to gather user data, and ways that #h can keep #h information safe. COMMENTS: G7 ICT U2 Cybersecurity 1=#N is able to explain multiple facets of cybersecurity, and how to keep #h information safe, by following best practices. 2=#N can define terms such as phishing, worms, trojans, and malware. #E is able to suggest ways to avoid these problems. 3=#N knows the dangers of keyloggers and data harvesters, and can recognise common signs of these and other ways that #h data may be compromised. 4=#N can briefly outline the reasoning behind laws such as the data protection act, and how it is meant to help keep consumers safe. 5=#N understands a range of indicators that suggest an email is a phishing scam, and steps #e can take to protect #h privacy. COMMENTS: G7 ICT U3 Spreadsheets 1=#N can effectively use formulas in Excel and Google Sheets to automate the computation of figures, and incorporate the results in a chart. 2=#N knows how to reference cells in a formula in a way that allows it to be copied unchanged to another section of the spreadsheet. 3=#N is able to create if statements comparing the contents of cells and making the output vary based on the results. 4=#N can select a range of data to be included in a chart or graph, and can format it for legibility and ease of use. 5=#N understands how and when to use a vlookup function to save time in searching for data in a spreadsheet. 6=#N can use dropdown validation to help protect against incorrect data being entered into #h spreadsheet, and to streamline the process. 7=#N knows how to use conditional formatting to create easy to read results that can be quickly interpreted at a glance. 8=#N can create graphs and charts using a range of cells to make #h data more easily understood. #E can also use formulas to automate calculations. COMMENTS: G7 ICT U4 Games and Animation (code org) 1=#N is able to create and debug simple animations using sprites, text, lines, and shapes with code.org's App Lab interface. 2=#N can design interactive animations that respond to user input using code.org's App Lab interface. 3=#N showed a good understanding of how to call sprite animations to make #h code look more appealing. 4=#N understands the importance of placement of code within a loop and how it affects the order of how sprites are created. 5=#N knows how to adjust variables in #h code to create eye-catching animations using code.org's App Lab interface. 6=#N demonstrated a good understanding of the concepts behind designing animations that a user can interact with. 7=#N created a range of images, animations and simple interactive games using code.org's App Lab interface. 8=#N used sprites, text, lines and shapes to create simple animations that responded to user input with code.org's App Lab interface. 9=#N is able to combine different programming patterns to make a complete animation in code.org's App Lab interface. 10=#N is able to create a program that reacts to user input using conditionals in code.org's App Lab interface. COMMENTS: G7 ICT U5 Data and Society (binary, code org) 1=#N is able to convert numbers between binary and denary, and can explain how the base 2 system works. 2=#N can explain multiple ways we can convey data using binary, such as encoding images, using ASCII, and as digits. 3=#N knows that all information entered into a computer is converted to binary, and one way of doing so is by using ASCII. 4=#N can encode both letters and numbers in binary, and using an ASCII table can decode short messages. 5=#N understands that computers encode all their data using binary, and that we can use ASCII to represent letters, numbers, and symbols. 6=#N knows how to convert between binary and denary numbers, and that we usually display information in bytes. 7=#N understands that we can use ASCII to represent letters and words, and that data is used to influence decisions we make every day. 8=#N understands how computers tell the difference between binary codes for letters, numbers, and images. 9=#N understands how can we keep data secret, protecting it from misuse by using encryption. #H can represent complex information using binary systems. COMMENTS: G7 ICT U6 Web Development (code org) 1=#N knows how to make sure that #h information stays private, by limiting who they share it with, adjusting permissions, and selecting which account to post from. 2=#N knows how to change the style of text on a web page using CSS, and can make a simple webpage writing in HTML. 3=#N can explain the rules that protect everyone's rights when we use content, and is able to discuss the differences between copyright, fair use, and the public domain. 4=#N knows how to add images on websites, while making sure to respect creator's rights by checking the licensing and selecting works in the public domain, or making sure it is covered by the fair use doctrine. 5=#N knows how to style the images and layout of webpages using CSS, and can create a simple webpage in HTML 6=#N knows how to curate #h content across multiple accounts, to keep #their information private, allowing #them to control who has access to it. COMMENTS: G9 Comp Sci U1 Data Representation 1=#N is able to quickly and accurately convert numbers between denary, binary, and hexadecimal, and can perform addition and subtraction in the latter two. 2=#N can explain the difference between lossless and lossy compression, and the advantages and disadvantages of each format. 3=#N is able to describe the development and uses of ASCII, its limitations and how this was solved by the creation of Unicode. 4=#N knows the advantages and disadvantages with using lossless and lossy compression, and can provide examples of when it is best to use each. 5=#N knows that we use binary because computers can understand either on or off, and that we can use a series of 1s and 0s to convey meaning. COMMENTS: G9 Comp Sci U2 Communication and Internet tech 1=#N can explain the difference between serial, parallel, simplex and duplex transmission modes, and provide examples for each. 2=#N knows the importance of carrying out parity checks when transmitting data to make sure the information is correct. 3=#N is able to enumerate multiple ways of encrypting data, from historical perspectives up to the present day. 4=#N can elaborate on how a check digit works to verify the accuracy of a string of numbers, such as in a barcode or an ISBN number. 5=#N can describe the differences in serial, parallel, simplex and duplex transmission modes and cite examples of each. COMMENTS: G9 Comp Sci U3 Hardware and Software 1=#N can create logic diagrams and truth tables using the logic gates AND, OR, NOT, and combinations of them in real life situations. 2=#N understands the arrangement of the main components within a computer, and how the CPU, RAM, ROM, and hard drive work together. 3=#N can explain the advantages of multi core CPUs and different types of RAM, and how this has an impact on the speed calculations are carried out. 4=#N knows the difference between high and low level computer languages, and can provide examples of each, and understands the historical perspective of them. 5=#N can explain what operating systems are and why they are necessary, and some of the more common utility programs they come with. 6=#N can read and design logic diagrams and truth tables using the gates NOT, AND, OR, and combinations in various real life examples. 7=#N is able to describe basic computer architecture and the fetch execute cycle within the CPU. #E can explain how clock speed affects this process. COMMENTS: G9 Comp Sci U4 Cybersecurity 1=#N can describe the impact of cybercrime on businesses and individuals, and give reasons for why hackers commit these crimes. 2=#N is able to define the terms cybersecurity and network security, explain their importance, and distinguish between them. 3=#N can describe the features of a network that make it vulnerable to attack, and suggest ways to protect it. 4=#N can explain how humans are often the weak links in the security chain, and ways that people should be vigilant. 5=#N is able to provide examples of social engineering, and explain how hackers can use these techniques to gain access. 6=#N can identify how software can be used to protect a network from cyberattacks. COMMENTS: G9 Comp Sci U5&6 Python, set 1 debug and data sets 1=#N can locate and fix common logic and syntax errors in #h code in python to make it run correctly. 2=#N can quickly rectify logic and syntax errors in python, to make #h code run correctly. 3=#N can debug both syntax and logic errors in #h python code, creating effective programs. 4=#N can confidently both debug syntax and logic errors in #h python code, making #h programs run effectively. 5=#N can identify the data types and when to use them, such as if a number should be stored as an integer, string, or real in python. 6=#N can explain the difference between arithmetic, comparison and boolean operators, and use them effectively in python. COMMENTS: G9 Comp Sci U5&6 Python, set 2 string manipulation 1=#E knows how to manipulate strings by using the len() command. 2=#E knows how to manipulate strings by converting case as necessary. 3=#E knows how to take user input and concatenate strings to provide customised output. 4=#E knows how to convert the data type of a variable so that user input can be manipulated. COMMENTS: G9 Comp Sci U5&6 Python, set 3 flow/pseudo/trace 1=#N is able to convert a flowchart outlining the scope of a project into code that carries it out. 2=Given a flowchart, #N is able to create code to replicate the desired task. 3=#N is able to write code to create a program based on a flowchart to carry out a specific task. 4=#N is able to accurately convey the purpose of #h code by constructing a flowchart to outline what it does. 5=#N is able to convert pseudocode outlining the scope of a project into a python program that executes it. 6=#N is able to how to read pseudocode, and then can create a program that completes the action required. 7=#N is able to outline the purpose of #h code by creating pseudocode to design what is needed. 8=As part of testing #h code, #N is able to create trace tables to check that data is being handled correctly. 9=#N is able to confidently create trace tables to check how variables are being processed in #h code. 10=#N is able to use trace tables to help debug #h code, and make sure it is working correctly. COMMENTS: G9 Comp Sci U5&6 Python, set 4 Loops 1=#E understands the difference between and when to use if and while loops. 2=#E understands how to use if and while loops that take user input into consideration. 3=#E understands how to create code that uses while and if loops, to provide different responses. 4=#E understands how to design loops that repeat a set number of times, or until certain conditions are met. 5=#E understands when and how to use if and while loops that will take user input into account. COMMENTS: Generic Grade 7/9 Fillers for length 1=#N works well both individually and in a group, requiring minimal guidance from the teacher. 2=#N is quick to ask for clarification or extra explanations if #e is unsure of what is required. 3=Once reminded to focus, #N can be quite productive in class, but does need occasional supervision. 4=#N often asks insightful questions in class discussions, raising interesting points. 5=#N is frequently distracted in class, and regularly has to be reminded to focus on the lesson at hand. 6=#N showed a good understanding of basic concepts, but at times struggled applying them. Further practice at home to cement our lessons would be helpful. 7=In exams, #N made frequent small mistakes such as inverting the order when converting to binary, or using the wrong punctuation which breaks formulas in Excel. Attention to detail when checking #h work would help deal with these issues. 8=#N regularly did the bare minimum to complete a task, which did little strengthen #h understanding of the concept. 9=In class when I asked who required further examples #N demurred, however their progress in the exams shows #their grasp of the concepts was not as robust as #they thought. COMMENTS: Generic ICT closers, mainly for length 1=#N regularly asks insightful questions and raises interesting points in class discussion. 2=#N is easily distracted in class, and has to be reminded to stay on task. 3=#N needs to ask for help sooner, so that #e can stay focused on #e work. 4=#N needs to be regularly reminded to stay on task and complete all activities before going to websites of #h choice. 5=#N is beginning to raise #h hand and participate in class discussions more. 6=#N is very confident in our ICT classes, and frequently volunteers to help #h friends. 7=#N is working on improving both speed and accuracy when typing, but should continue practicing over the holidays. 8=#N needs to focus more on finger placement when practicing #h typing. 9=#N understands the importance of not sharing personal information or passwords with strangers on the internet. 10=#N knows that passwords should never be shared, even with #h friends. 11=#N knows to block, report, and ignore people that act inappropriately online. 12=#N is able to list ways to create a strong passwords, such as having at least 8 characters, and including punctuation and numbers. 13=#N is able to login, create, save, share, and log out of various accounts to collaborate and keep #h online identity safe. 14=#N needs to memorise #h email address and password so #e can log in easier at school. COMMENTS: Google Drive 1=#N can curate and create new documents in #h Google Drive. 2=#N understands how to import files and create folders in Google Drive. 3=#N is able to organise #h Google Drive by making folders and moving files. 4=Based on the task required, #N can create a new Doc, Sheet, or Presentation, in Google Drive. LIST: FormatText 1=making it bold, changing the colour, and adjusting the font 2=changing the font, justification, colour, and underlining 3=making it bold, italic, underlined and changing the font 4=adjusting settings such as font, size, and centering text 5=making text larger or smaller, centered, underlined or bold 6=changing the colour, font, and size of text LIST: G2Coding 1=that can be explained with a story or by drawing a route. 2=using directions like forwards, turn left and turn right. 3=by drawing a path on a grid and then providing directions. 4=that give directions using N, S, E, W to move around a map. 5=by drawing a path on a grid then explaining it with a story. LIST: How-to-improve 1=focus more in the lessons 2=put more time aside for homework 3=try not to chat during lessons 4=do more project research on the internet 5=develop #h computer skills 6=pay more attention to instructions LIST: Science-topics 1=Heating and Cooling 2=Light and Sound 3=Exploring Magnetism 4=Changing Earth LIST: Time-period 1=year 2=semester 3=1st semester 4=2nd semester 5=3rd semester 6=4th semester 7=term 8=1st term 9=2nd term 10=3rd term 11=4th term /*========================================= /* HELP: Creating & Importing Files /*========================================= /* /* See also, YouTube Teacher Training Video at: /* SCHOOL REPORT WRITER .COM /* https://schoolreportwriter.com/ /* /* #N - Name /* #E - She/He/They /* #e - she/he/they /* #H - His/Her/Their /* #h = his/her/their /* #b - girl/boy/child /* #m - him/her/them /* #s - herself/himself/themself /* #? - be prompted for text later e.g. #N achieved #?% in the exam. /* #your-list-name - select from a list later e.g. #N excelled in #topics. /* {BR} - line break; {BR}{BR} - double line break. /* /* /* DID YOU KNOW? /* /* You can also import comment files in the, /* Teachers Report Assistant format. /* There are 1000s around the web. /* School Report Writer automatically converts them. /* /* /* YOUR EXISTING COMMENTS ARE SAFE: /* /* When you upload, you will be shown the comments /* you are about to import. You will be told if names /* are already in use and you can pick-&-click which /* comments to add to your comment bank. /* /* /* USE 'PLAIN TEXT' (.txt) FILES ONLY: /* /* Import files must be 'plain text'. The easiest way to /* create one is to download a comment file from our site /* and open it on your computer. On most systems it will /* automatically open in a plain text editor. If you /* make changes and save, the file should automatically be /* saved as plain text. On PCs it will usually open in /* NotePad. On Macs, usually TextEdit. In Word, and other /* word processors, use 'save as' (see Word File menu) /* and then choose file type: 'text only/plain text'. /* /* /* ADDING HELPFUL NOTES: /* /* Lines starting /* are for notes (like this line). /* They are ignored when files are imported. /* You can add notes anywhere in the file. Blank lines /* are also ignored and can also be included anywhere. /* /* /* COMMENTS AND LISTS: /* /* Files contain groups of comments and lists. /* Each group should start with either: /* /* COMMENTS: your-comment-name-here /* or /* LIST: your-list-name-here /* /* List names are 2-30 characters long and contain /* only letters, numbers, '&', hyphens and NO SPACES. /* /* Comment names can include spaces, and any other /* characters except: < > \ # (max length 50). /* /* Each group may include up to 20 numbered lines, e.g. /* /* COMMENTS: Science Yr7 project work /* 1= #N's work on #Science-topics was excellent. /* 2= #N gave an inspiring #Science-topics presentation. /* 3= #N received a well-deserved A+ in #Science-topics. /* 4= etc... /* /* LIST: Science-topics /* 1= Heating and Cooling /* 2= Light and Sound /* 3= Exploring Magnetism /* 4= Changing Earth /* 5= etc... /* /* REMINDER... lines beginning /* are for notes. /* So to import the two science examples above, /* you would need to remove the /*, otherwise /* the lines would be ignored when imported. /* /* /* NEED MORE HELP? support@SchoolReportWriter.com - we usually reply the same day. /* /* SCHOOL REPORT WRITER .COM /* https://schoolreportwriter.com/ /* The FREE ONLINE school report writing software & school report card comments bank.