Grades 3-5

GENERAL
In general # has a very positive attitude towards all aspects of ~ school work and sets a good example
with ~ behaviour.

# is a quiet member of the class, who has a considerate and thoughtful nature.
^ works very hard and always gives ~ best effort in all areas of the curriculum. # has produced some
work to be extremely proud of.
# has become more confident about answering questions and talking in front of the class
^ has worked hard in many curriculum areas and has produced some work to be really proud of.
# is quiet in class but works hard.
# has a large circle of friends and is both liked and well respected by the class.
# has a mature attitude and uses ~ own initiative to develop work, having produced some excellent
homework.
^ has a mature approach to many aspects of ~ work and shows independence, settling down to work
without a fuss.
# has a positive attitude towards all aspects of ~ schoolwork, and sets a superb example.
^ is extremely conscientious, producing work to be really proud of.
# sets an excellent example of good behaviour and has a sensible attitude.
# has a high level of independent working skills.
^ is considerate and is always polite and sensible.
^ takes a lot of pride in ~ work.
# is a friendly member of the class, who works with enthusiasm and regularly contributes to class
discussion.
^ is a confident member of the class and contributes well in lessons.
^ is extremely conscientious and has produced some excellent work to be really proud of.
# is considerate with many friends and is always polite and sensible.
# is a helpful pupil who is sensible and well behaved.
^ is a cheerful pupil and a popular member of the class.
# gets on well with a variety of children in the class and is a very lively and cheerful pupil.
^ is making excellent progress.
^ makes good contributions to discussions in class and often asks questions.
# gets along well with others and has many friends
^ has many friends and is always pleasant.
^ gets on well with a variety of children in the class and is a very lively and cheerful pupil.
# has been working extremely hard in a variety of curriculum areas.
^ seems to prefer to work on an individual basis rather than in a group situation.
^ can work equally well independently, or with others
# works well in a group situation.
# is always helpful and willing to undertake jobs around the classroom.
^ is always polite and friendly and gets on well with everyone.
# is usually cheerful with a smile and a joke.
# has a good sense of humour and enjoys sharing a joke with children and adults alike.

Although the standard of presentation of ~ work has been variable, # works very hard and has produced
some work to be extremely proud of.
^ needs to put more effort into written work

# is too easily distracted in class.

^ is generally hardworking, although ^ can be easily distracted.
^ attitude to school and work in general has improved this term and ^ has calmed down.
# has produced some good work when ^ makes the effort but is capable of more.

# must ask if ^ does not understand the work and in this way ^ will make much more progress.

Recently, # has settled down well and worked much harder in class.

However, ~ behaviour can still be silly at times and ^ needs to realise that next year ^ will be in the
oldest year group in the school.

# attitude to work when working in class is good but ^ needs to do ~ homework in order to make
progress.

In order to maintain the progress that # is making, ^ needs to listen carefully to instructions.

Unfortunately, # lacks confidence in ~ own ability in some subjects and needs to realise that ^ is capable
of producing work of a high standard when ^ puts in the effort.

Although # is beginning to show signs of maturity, there are days when ^ can be silly and lack the
concentration needed to make progress.

If # develops this more positive approach to work and behaviour, ^ will reach ~ full potential.

^ is a clever capable pupil, but this is not always reflected in ~ written work.

^ has the ability to produce good work in all subjects but needs to avoid the temptation to chatter for
sustained periods to friends.

At certain times # does find difficulty in remaining on task as ^ prefers to 'chat' to others around ~. In
order to maintain the progress that ^ is making, # needs to give ~ full concentration at all times.

# needs to help with putting resources away.

^ needs to concentrate and apply ~self in full to achieve ~ full potential.
I am sure that the challenge of a year six curriculum will inspire # to realise ~ full potential.

# sometimes lacks confidence, and needs to start being more independent in the classroom.

^ is keen to answer questions, but needs to remember to put up ~ hand.

Occasionally, # can be easily distracted and ^ needs to realise that ^ must settle down to work
straightaway.

# always settles down quickly to work, but needs to listen carefully to the instructions given so ^ can
complete the work successfully.

^ attitude to school and work in general has improved this term and ^ has calmed down.

General
In general # has a very positive attitude towards all aspects of ~ school work and sets a good example
with ~ behaviour.

# is a quiet member of the class, who has a considerate and thoughtful nature.

^ works very hard and always gives ~ best effort in all areas of the curriculum. # has produced some
work to be extremely proud of.

# has become more confident about answering questions and talking in front of the class

^ has worked hard in many curriculum areas and has produced some work to be really proud of.

# is quiet in class but works hard.

# has a large circle of friends and is both liked and well respected by the class.

# has a mature attitude and uses ~ own initiative to develop work, having produced some excellent
homework.

^ has a mature approach to many aspects of ~ work and shows independence, settling down to work
without a fuss.

Overview of Performance

# is a pleasant and well motivated pupil who clearly gains much from school and gives much in
return.

# continues to make a positive contribution to the class through cheerfulness, enthusiasm and
perseverance.

^ has the ability and commitment to excel in all subjects.

This is an excellent report in terms of effort and potential.

# is pleasant, lively and cheerful.

# is polite and well mannered.

# is a charming and helpful member of the class who can always be relied upon to carry out any task
conscientiously.

^ demonstrates a sensible and mature attitude to school life.

^ has an outgoing personality and is developing a wide range of interests.

# shows encouraging signs of maturity and will discuss sensibly any comments about work or behaviour.

^ is developing self-confidence and becoming more independent in thought and action.

# is a thoughtful pupil who can empathise with the feelings of others.

# is a popular member of the group and has a good sense of humour.

# has settled into the school routine very quickly and soon made new friends.

# is always prepared to listen to advice and to act upon it as a means of improving the standard of work.

^ approaches all school activities with care and increasing perseverance.

This is an encouraging report which shows that a good effort has been made to overcome difficulties.

# is becoming a more active participant in class activities.

# has been a pleasure to teach.

# has been a very rewarding pupil to teach.# is a very pleasant child and I have enjoyed teaching #.

# has made excellent progress throughout the year.

# has made very good progress this year.
# has made good grogress this year.
# has made good grogress this year, but I feel he is capable of even better.
# has made good grogress this year, but unfortunately not as much in some aspects as others.

# can be trusted to work sensibly on ~ own or in a group situation.

# can usually be trusted to work sensibly on ~ own or in a group situation.
# can work sensibly on ~ own or in a group situation, but unfortunately # cannot always be trusted to
do so.

# has shown a keen interest in learning and discovering new information.

# has shown an interest in the work covered this year.
# has made steps in developing an interest in learning about the world in which # lives.

# has been a very helpful child in the classroom. I would like to thank # for this help.

# has been a pleasure to teach.

# is a very pleasant child and I have enjoyed teaching #.
# has been a very rewarding pupil to teach.

^ has made excellent progress throughout the year.

^ has made very good progress this year.
^ has made good grogress this year.
^ has made good grogress this year, but I feel he is capable of even better.

^ has made good grogress this year, but unfortunately not as much in some aspects as others.

^ can be trusted to work sensibly on ~ own or in a group situation.

^ can usually be trusted to work sensibly on ~ own or in a group situation.
^ can work sensibly on ~ own or in a group situation, but unfortunately # cannot always be trusted to
do so.

# has shown a keen interest in learning and discovering new information.

# has shown an interest in the work covered this year.
# has made steps in developing an interest in learning about the world in which ## lives.
# has made steps in developing an interest in learning about the world in which ## lives.

# has been a very helpful child in the classroom. I would like to thank && for this help.

Behaviour
Over the year, * has always behaved sensibly, showing that he/she can take responsibility for her own
behaviour.
 Over the year, * on the whole has behaved sensibly, showing that he/she can take responsibility for her
own behaviour.
Over the year, * has usually behaved sensibly, showing that he/she can, for most of the time, take
responsibility for her own behaviour.
Over the year, * has on occasions behaved sensibly, showing that he/she can sometimes take
responsibility for her own behaviour.

Over the year, * has experienced difficulty behaving sensibly, and he/she must try harder to take
responsibility for her own behaviour.

Even though * has experienced difficulty behaving sensibly, with extra support he/she has increasingly
taken responsibility for her own behaviour.

Cooperation
He/She is able to work cooperatively in a group situation and has been able to encourage others to
contribute.
He/She is usually able to work cooperatively in a group situation.
He/She is usually able to work cooperatively in a group situation, sometimes needing extra
encouragement.
He/She is able for most of the time to work very cooperatively in a group situation.

He/She is sometimes able to work cooperatively in a group situation.

He/She finds it difficult to work cooperatively in a group situation unless support is given.
He/She is often uncooperative in a group situation and needs reminding of the ground rules.
As yet, he/she finds working cooperatively in a group situation difficult.

Concentration
He/She is able to concentrate for long periods of time on classroom tasks.
He/She is able to concentrate on classroom tasks.
He/She is usually able to concentrate on classroom tasks but needs extra support sometimes to do so.
He/She is usually able to concentrate on classroom tasks, but does at times become distracted.
He/She is able to concentrate for on classroom tasks, but only for short periods of time.
He/She is often distracted from classroom tasks and needs to set a target to improve this.

Rules
He/She always abides by the school and class rules and encourages others to do so.
He/She abides by the school and class rules.
He/She usually abides by the school and class rules.
He/She needs reminders and encouragement to abide by the school and class rules.
 He/She often refuses to abide by the school and class rules and needs extra support from staff to
improve her behaviour.
He/She has received support from a member of the behaviour management team in order to achieve
behaviour targets.
He/She has received regular support from a Learning Mentor to achieve improvements in work and
behaviour.

Citizenship
He/She has confidence to take responsibility in becoming a conscientious citizen.
He/She respects the differences between people.
He/She is developing good relationships and has an awareness of working towards a healthy lifestyle.

He/She is growing in confidence to take responsibility in becoming a conscientious citizen.

He/She usually respects the differences between people. He/She is developing good relationships and
has an awareness of working towards a healthy lifestyle.

He/She is slowly growing in confidence to take responsibility in becoming a conscientious citizen.

He/She usually respects the differences between people. He/She is developing an awareness of working
towards a healthy lifestyle.

He/She at times lacks confidence to take responsibility in becoming a conscientious citizen.

He/She finds it difficult to respects the differences between people.
He/She needs support to build good relationships.

Homework
Homework is always completed and handed in on time.
Homework is usually completed and handed in on time.
Homework is sometimes completed and handed in.
More encouragement needs to be given to help * complete his/her homework and to hand it in.
Homework has rarely been handed in.

Attendance
Excellent attendance. Well done.
Well done, your attendance has been very good this year.
Well done, your general attendance has been good this year.
Unfortunately there has been a sustained absence from school this year. Extra support has been given
to improve this.

There have been some issues relating to punctuality this year.

There have been some issues relating to punctuality this year and extra support has been given to
improve this.
Your punctuality has improved, well done.
Spkg and list
Speaking & Listening
Good
# listens attentively. When asked to talk about ~ work, ^ reports back clearly and concisely.

#'s spoken comments are often perceptive and reflect ~ well-developed listening skills.

When asked to talk about Literacy texts, # speaks in front of an audience with confidence, and shows a
super understanding of the ideas under discussion.

^ listens attentively, responds well to the ideas of others and can report back clearly and concisely.

# listens attentively and responds well to the suggestions and ideas of others.

# listens attentively in class.

# listens extremely well, and invariably makes perceptive comments during discussions.

^ contributes well to class discussions, offering quite perceptive comments.

^ contributes well to class discussions, often injecting some humour, and is willing to justify ~ opinions
and feelings to others.

# is not afraid to express ~ feelings and opinions to others during class discussions; and speaks with
greater clarity and thought.

# is well informed, and quietly puts ~ point of view over in class discussions. ^ listens with interest during
these sessions.

# is well informed. ^ listens with interest during class discussions and is very composed when answering
questions.

~ acting skills are super, and ^ can deliver ~ lines with aplomb.

^ listens superbly, and can put forward ~ own points of view clearly and articulately.

Average
# contributes well to discussions, usually paying close attention to what is being said. ^ is quite shy in a
class situation and must learn to value, and put forward, ~ own opinions.
^ contributes well to class discussions, offering quite perceptive comments, and always listens
attentively. ^ makes excellent responses to stories and poems.

# is a good contributor to class discussions, and latterly is thinking more carefully about the point ^ is
trying to make.

^ is quite shy in a class situation but has learned to value, and put forward, ~ own opinions.

# listens well to others and comments sensibly on what has been said when asked to do so.

When asked to talk about ~ work in a group, # is beginning to participate more readily and can express ~
point of view sensibly. # is able to discuss a book's plot, demonstrating a good understanding of the
material read.

# generally listens attentively and makes good responses to stories and poems. ^ can be self-conscious
about speaking in front of others.

# listens well in discussions and is joining in with more enthusiasm. ^ generally thinks carefully about the
point ^ is trying to get over to others.

Poor
# is not a confident speaker, but enjoys listening to stories. ^ is beginning to take part in discussions,
and give ~ point of view.
^ must curb ~ tendency to daydream when involved in class discussions.

^ joins in quite well during class discussions.

# listens well in class, and is not afraid to express ~ feelings and opinions to others. ^ needs to
remember to indicate when ^ is unclear about an idea under discussion.

# is beginning to take part in discussions, but usually has to be encouraged to do so.

# is beginning to participate more readily during discussions and can express ~ point of view sensibly.

When asked to talk about ~ work in groups, ^ will quietly offer ~ views and opinions.

During class discussions, ^ contributes ~ views confidently but becomes distracted when listening to
others.

During class discussions, #'s verbal contribution is not as high as it could be. ^ responds more confidently
in a small group situation.
~ takes an active and effective role in group discussions and projects. ^ readily offers opinions and listens
to the views of others.

^ takes part quite effectively in group discussions and projects. # offers opinions at times and listens to
the views of others.

^ listens well in group discussions, but as yet tends not to take an active role.

^ finds group discussion difficult both as a listener and contributor.

^ listens well in group discussions and is showing a marked improvement in expressing ~ own opinions.

^ uses language to good effect, both in group and class discussions. # command of spoken English is of a
high standard.

^ uses language quite effectively, both in group and class discussions. # command of spoken English is
of a good standard.

^'s use of language is still below average but has improved both in group and class discussions.

# has increased in confidence and ability.

READING

Reading

+
# has achieved full fluency in ~ reading and has good expression when reading aloud.

^ is expected to read a variety of materials. # can create atmosphere when reading aloud, by varying
pace and intonation and is deriving more pleasure from ~ books.

# reads independently showing good expression and understanding. ^ has an affinity with books and
enjoys silent reading. # is starting to use very descriptive words in ~ own writing; often picking them up
from the books ^ has read.

#'s reading has shown good progress this year. ^ reads a variety of books with growing expression and
good fluency.

^ has achieved full fluency in ~ reading and has good expression when reading aloud.

^ can select and evaluate information from a wide range of reference materials.
# reads independently showing good expression and understanding. ^ shows obvious enjoyment in
reading, choosing a good range of appropriate texts.

~ reading is increasingly fluent, and # uses ~ voice well to bring the characters and plot to life.

# reads fluently, with appropriate expression, deriving pleasure from an increasingly wide range of
books.

# demonstrates a good level of fluency when reading. ^ reads with understanding and enjoys using
reference books.

In poetry lessons, ^ can comment critically on the overall impact of a poem, showing how the language
and themes have been developed.

^ can find and select information and use it effectively.

>
# is becoming a competent reader and is starting to enjoy more demanding books. ^ is able to read
silently, with sustained concentration.

# demonstrates a good level of reading fluency, and ^ puts expression into ~ voice. # is now reading a
wider range of texts and has a growing enthusiasm for books.

^ reads independently showing good understanding, and is starting to use descriptive words in ~ own
writing; often picking them up from the books ^ has read.

#'s reading has shown good progress this year. ^ reads a variety of books and styles with growing
expression and increasing fluency.

# shows a developing interest in reading; and is reading a range of more testing books.

^ now enjoys reading more demanding books.

^ has really improved ~ reading this year. ^ is choosing a range of more demanding and interesting texts.
This variety of styles will lead to a consequent maturity in #'s story writing.

#'s reading is gaining in fluency. ^ is more willing to share a book with an adult during the Literacy Hour
and senses that ^ is making some improvement this year.

^ is now reading with greater fluency as a result of more regular practice; and is certainly deriving
pleasure from ~ books.
# is reading more fluently as a result of regular practice, and enjoys reading more demanding books. ^
can talk about what ^ has read, showing a depth of understanding.

^ is expected to read a variety of materials and reads fluently, with appropriate expression.

~ improvement in reading has been excellent and ^ is now more confident and enjoying books.

# is beginning to introduce expression into the way ^ reads. ^ prefers reference books to story books,
and particularly enjoys silent reading.

-
^ has really tried hard with ~ reading, and seems to be much more confident. ^ is developing good
library skills and becoming increasingly self-reliant when searching for information.

#, at times, can be a reluctant reader and therefore has been encouraged to look for books which
interest him. ^ is now more willing to talk about the texts ^ reads.

# is now more confident about ~ ability in English and enjoys reading a wider range of books.

#'s reading has improved and ^ is more aware of the value of books.

In ~ reading, ^ shows increasing fluency but should try to take more notice of punctuation. This will help
to improve ~ understanding of the text. Generally, # is beginning to make good progress but ^ now
needs to read more challenging books.

^ is a reluctant reader and needs encouragement to become interested in books. If ^ is to improve ^

must read more regularly at home.

# reads books and poems with an increased confidence in ~ abilities.

# is reading quite demanding books fluently and competently.

# is reading quite demanding books and although finding it difficult is developing a growing fluency.

# is reading books which are not too demanding fluently and competently.
# is reading books which are not too demanding and although finding it difficult is developing a growing
fluency.

# is reading aloud clearly and putting meaning into what is read.

# is developing the ability to read aloud clearly and put meaning into what is read.
# is developing the ability to read aloud clearly and put meaning into what is read. However more work
is required to realise this skill.
 # has had experience of reading differently for different purposes. # has shown an ability to skim and
scan text where necessary, as well as reading with care to gain an in-depth understanding.
# has had experience of reading differently for different purposes. # is learning to skim and scan text
where necessary, as well as reading with care to gain an in-depth understanding.
# has had experience of reading differently for different purposes. # requires a great deal more practise
before the ability to skim and scan text where necessary, as well as reading with care to gain an in-depth
understanding is grasped.

# is able to gain information from reference material and to organise and report findings in ~ own
words.
# is able to gain information from reference material and is showing an increased ability to organinse
and report findings in ~ own words.
# is beginning to be able to gain information from reference material and to organise and report
findings in ~ own words.

Reading
Reading is fluent, accurate and expressive, especially when ^ changes ~ voice for different characters!

^ searches for meaning when reading both fiction and non-fiction books.

Uses indexes, glossaries and contents pages with ease.

Reads for meaning, and has greatly developed in fluency and expression.

Reads for meaning when studying fiction and non-fiction books.

# has learnt how to use glossaries, indexes and contents pages.

Has striven hard to improve ~ reading, particularly in fluency.

^ shows generally accurate understanding of fiction and non-fiction books.

^ has learnt how to use indexes, glossaries and contents pages. Much improved!

# is highly motivated when involved in individual reading sessions in school.

# is motivated when involved in individual reading sessions in school.
# is quite well motivated when involved in individual reading sessions in school, but could immerse #self
more in books.

SPELLING
Spelling
Spelling is generally accurate, although some revision work is needed.

~ presentation of work is good.

Effort has been made to write for different purposes, and ~ writing style is becoming clearer and more
organised.

^ has worked hard to produce neat handwriting.

+
# is a good speller, and ~ handwriting is joined accurately.

^ is showing improvement in ~ spelling and will use a dictionary to find or correct a spelling, when
prompted.

^ spells accurately many polysyllabic words.

# uses a dictionary carefully when checking spellings.

>
#'s spelling is still erratic, but ^ is starting to be more aware of key patterns.

~ spelling is much improved.

^ often finds ^ can spell a word correctly if ^ thinks about it but needs to be encouraged to check ~ work
for errors.

# spells most words accurately, but must remember to read ~ writing through to check for unforced
errors.

^ needs to reinforce ~ knowledge of homophonic words to ensure accurate spelling.

#'s spelling is generally accurate, and ^ is able to correct ~ own work using a dictionary.

^ has made a good attempt to consolidate ~ spellings, and seems happier writing stories in a limited
amount of time.

-
# needs to reinforce ~ present knowledge of spelling patterns by regularly practising key words.
^ has worked hard to improve ~ spelling, but still needs to read ~ work back to check for avoidable
errors.

^ has made a good effort to learn ~ spellings and has also developed ~ handwriting; introducing accurate
joins.

~ understanding and use of punctuation is developing steadily, and ^ is being encouraged to have a go at
difficult spellings and use a dictionary where possible.

# still needs support with spelling.

~ spelling needs constant reinforcement.

WRITING

Writing

~ writing is organised, imaginative and clear. ^ writes appropriately for different audiences.

~ spelling is usually correct, and handwriting is neat and work is always well presented.

~ writing is becoming more organised and adapted for different audiences.

^ has clear ideas and has begun to write imaginatively.

# writes well-structured stories; ~ use of interesting detail and expressive words means that ~ creative
writing involves the reader.

^ writes stories with feeling and expression, and is willing to draft and redraft them, when appropriate. ^
has a lively imagination.

^ forms ~ handwriting joins correctly, and ~ work is invariably well presented.

~ general written work is coherently structured and well executed.

# is developing a solid understanding of the rules of grammar and punctuation. ~ stories are usually
nicely planned and imaginative.
^ has made good progress during the Literacy Hour; ~ story writing is more descriptive and increasingly
well plotted.

^ is able to write independently, in complete sentences, using capital letters, full stops and question
marks; and can spell most common words.

^ produced a beautifully presented and well crafted letter during Literacy work.

^ can revise and redraft ~ own work, using a dictionary as necessary.

# reads fluently and with appropriate expression. ~ imaginative writing has some interesting ideas and ^
gives careful thought to making the meaning clear.

^ is willing to listen to advice and this has led to a wider use of adjectives and descriptive phrases in ~
work.

#'s imaginative story work is full of original ideas and ^ uses a good range of vocabulary.

#'s handwriting is well-formed and accurately joined.

>
# has a generally accurate grasp of sentence punctuation; writing fluently, with considerable thought
and inventiveness. However, ^ still needs to check through ~ work before handing it in to eliminate
preventable errors.

# writes with confidence, and ~ stories are now more detailed and descriptive. ^ tends to set ~ ideas
down in a colloquial fashion, but is becoming more aware of when to use formal language.

^ writes imaginatively, though ~ work is usually concise. ^ needs to introduce more descriptive phrases
in order to hold the reader's attention. #'s handwriting is much neater, and more legible. ^ must
remember to join.

^ has a lively writing style and is often quite imaginative. ~ use of more advanced punctuation can, at
times, be erratic.

^ has tried hard to grasp the basics of sentence punctuation. While ^ still has difficulties with commas
and quotation marks, ^ seems generally secure about full stops and the use of capitals. ~ story writing
needs greater use of descriptive words and phrases.

When writing, # uses sentence punctuation accurately, and is beginning to introduce descriptive
phrases.
When asked to present ~ thoughts on paper, # is less expressive, though the amount ^ writes has
increased dramatically over the year. ^ is very slow when writing stories, and although ^ has good ideas,
~ stories are never very long.

~ handwriting is invariably neat, though it can become untidy during creative writing.

# is starting to use descriptive words in ~ own writing, picking them up from the books has read, and the
Literacy Hour. Though ^ still needs to develop ~ stories further, by adding greater detail.

This year in story writing, # has developed imaginative plots, but they do occasionally lack a clear
structure.

#'s written work is becoming more organised, showing greater attention to detail. ^ produces work that
is accurately punctuated, and has been encouraged to redraft ~ writing in order to develop ~ thoughts.

^ is developing a better understanding of the rules of grammar and punctuation, and has clear
handwriting.

#'s written work is now better organised and structured more thoughtfully.

~ use of punctuation is good, but further work on apostrophes is required. #'s handwriting is clear, and ^
has made a good start with cursive script.

^ is able to write independently, and use full stops and capital letters but not always accurately.
Therefore, ^ needs to spend more time revising and redrafting ~ work.

# has tried hard to grasp the basics of sentence punctuation. Though ^ still has difficulties using commas
and quotation marks, ^ seems generally secure about full stops and capitals.

^ is starting to produce writing that uses complete sentences, and ~ spellings are more accurate.
However, # must read ~ work through to check that the grammar and punctuation makes sense.

^ produces writing that is generally well punctuated. #'s handwriting has shown some recent
improvement but ^ needs to continue to practise ~ letter joins.

#'s handwriting has recently improved but ^ will need to practise ~ letter joins.

#'s handwriting has made some progress but ^ must practise ~ letter formation.

^ is beginning to join ~ handwriting, but still requires further practice.

#'s handwriting has improved recently.

# has made a good attempt to form ~ handwriting correctly and now takes a lot more care with ~
presentation of work. ^ is often keen to write ~ thoughts and ideas down on paper, and is starting to
organise ~ writing more effectively. ~ grasp of basic punctuation is not yet secure, but ^ is making good
progress.

# wrote a super newspaper article, after listening very carefully during the Literacy Hour.

~ improved handwriting has led to ~ feeling more confident about ~ own writing; and resulted in longer,
more detailed pieces of work.

^ is writing more, and is keener to express ~ point of view on paper, but it does take a long time for him
to work through a task.
# has a good use of sentence punctuation, though more work is needed, especially on the use of speech
marks. ~ handwriting is clear, and ^ has made a good start with cursive script.

-
# has tried hard to master the basics of sentence punctuation, though ^ tends to write slowly, and
sometimes does not finish ~ work in the time available. At times, # will lack control over ~ handwriting
and this means ~ letter formation is poor.

#'s handwriting is more controlled, and ^ makes a good attempt to spell simple words correctly. # writes
in basic, often short, sentences. Longer sentences with more detail should be #'s aim next year.

~ imaginative work has some good ideas but # needs to develop ~ vocabulary.

~ handwriting is gradually improving and ^ generally presents ~ work well. Though # will need further
practise joining letters.

#'s handwriting has improved though it is still over-large and uncontrolled at times.

#'s handwriting has improved, but ^ must join more.

~ stories show a better use of punctuation and a greater awareness of setting and plot.

# has made some progress in written English this year. ^ is now writing stories of greater length, but still
without consistent punctuation.

~ presentation has improved over the year, and ~ writing is more legible.

~ handwriting is neater and less inconsistent.

At present ~ general writing lacks consistency. For example, #'s stories are without substantial content,
and poorly punctuated. ^ therefore needs to appreciate that ~ English work will only improve if ^ pays
close attention to what ^ is being taught.

# has gaps in ~ knowledge, due to extended absences, and will need considerable reinforcement of
basic skills if ^ is to improve on ~ current level of literacy.

^ is producing writing that uses complete sentences, and ~ punctuation is more accurate. ^ writes slowly
and this means that, at times, ^ does not get through all that ^ needs to.

Handwriting is of a very high standard.

Handwriting is of a good standard, but there is room for some improvement.
Handwriting is of a fairly good standard, but more effort is required with letter formation and the joining
of letters where appropriate.
Handwriting is not as yet of a good enough standard, and much more effort is required with letter
formation and the joining of letters where appropriate.

# can effectively use a dictionary, both as an aid to spelling and also to check meanings.
# is slowly increasing in confidence and competence using a dictionary to check spelling.
# is with increasing confidence and competence using a dictionary, both as an aid to spelling and also to
check meanings.

# is able to identify when direct speech is being used and usually correctly use the appropriate
punctuation.
# is often able to identify when direct speech is being used and is increasingly correctly using the
appropriate punctuation.
# is not usually able to identify when direct speech is being used and as yet rarely uses the appropriate
punctuation.

In the majority of ~ work, # is able to accurately use punctuation marks such as full stops and commas
and to
correctly identify where capital letters are required.
In most of ~ work, # is able with increasing accuracy to use punctuation marks such as full stops and
commas and to correctly identify where capital letters are required. There is room for improvement and
a little more care would be beneficial.
Although # does not as yet use punctuation such as full stops and commas and correctly use capital
letters where appropriate, # is able, with teacher help, to re-draft more accurately.

In free writing situations, spelling is usually of a rather poor standard and # must try harder to improve
performance in this aspect.

In free writing situations, spelling is usually of a very good standard.

 In free writing situations, spelling is usually of a good standard.
In free writing situations, spelling is usually of a fairly good standard, but there is room here for
improvement.
In free writing situations, spelling is usually of a rather poor standard, but # is aware of this and is
attempting to improve.

MATH
Intro
# is good at organising and applying maths in practical tasks, in real life problems and in maths itself.
# is not very good at organising and applying maths in practical tasks.
# has shown great application in all aspects of mathematics and shows ^ is capable of working to a high
level.

# enjoys maths and is confident working in all aspects of the subject.

# has enjoyed maths and works hard, making good progress.

# always enjoys maths lessons and has progressed steadily.

# always enjoys maths and has made steady progress.

# enjoys maths and works hard in this subject. ^ has made steady progress in all areas.

# enjoys working in all areas of maths and shows good application.

^ has made good progress as a result.

# has shown good application in mathematics, making steady progress in all areas.

# enjoys work in all areas of mathematics and has responded well to tasks set, making good progress as
a result.

# enjoys work in all areas of mathematics and has responded well to tasks set.
Intro
# has shown great application in all aspects of mathematics and shows ^ is capable of working to a high
level.

# enjoys maths and is confident working in all aspects of the subject.

# has enjoyed maths and works hard, making good progress.

# always enjoys maths lessons and has progressed steadily.

# always enjoys maths and has made steady progress.

# enjoys maths and works hard in this subject. ^ has made steady progress in all areas.

# enjoys working in all areas of maths and shows good application. ^ has made good progress as a result.

# has shown good application in mathematics, making steady progress in all areas.

# enjoys work in all areas of mathematics and has responded well to tasks set, making good progress as
a result.

# enjoys work in all areas of mathematics and has responded well to tasks set.
Approach
# never fails to bring a positive and highly motivated attitude to mathematics lessons.

# has developed a more confident and methodical approach to mathematics as time has progressed and
^ can now solve problems which require the application of two or more concepts.

# has made good progress in mathematics and ^ has proved #self to be an enthusiastic, polite and
helpful student with a lively sense of humour.

I am particularly impressed with #'s positive approach to mathematics and ^ will one day enjoy the
rewards of ~ continued effort.

# has made good progress in mathematics and ^ has proved #self to be an enthusiastic, organised, polite
and helpful student

# has worked very well throughout the year and has consolidated and developed ~ mathematical ability.

^ has shown on many occasions that if the understanding of a topic or concept is not forthcoming then ^
will work at it and seek advice until ^ is satisfied.

^ is quick to understand concepts and spots rules easily - ^ can mechanically answer questions but finds
problem solving difficult as the route to the answer is often less clear.

^ is, nevertheless, very good at asking questions concerning what ^ finds difficult and clearly values
individual attention in lessons.

^ generally understands new concepts well and knows the appropriate time to ask for help if ~ gets
stuck.
^ understands new concepts well and knows when ^ has to ask for help with ~ work.

^ is keen to learn but sometimes, when faced with new concepts, needs to take a little more time and
ask for help if stuck.

^ can correct ~ own work well when ^ makes mistakes and think round a problem if ^ becomes stuck.

^ does experience problems when it comes to following written instructions and has to be reminded to
ask for help if ^ doesn’t understand something.

Overall ^ is working above the expected level of ~ year group.

Overall ^ is working within the expected level of ~ year group.

Overall ^ is working towards the expected level of ~ year group.

# has made excellent progress in mathematics this year. I am very pleased with ~ work.
# has made pleasing progress in mathematics this year. I am pleased with ~ work.
# has made quite good progress in mathematics this year. I am fairly pleased with ~ work
# has made rather slow progress in mathematics this year and I feel ~ work could have been of a better
standard.

^ has shown a confidence and enthusiam when presented with mathematical challenges.
^ has shown an increased confidence and enthusiam when presented with mathematical challenges
and I hope that # continues to develop this attitude in the future.
^ has shown a limited confidence and when presented with mathematical challenges. ^ needs to work
hard at developing mathematical skills to develop this confidence in the future.

# is able to work on ~ own, or in a group situation, following instructions accurately and able to make
judgements about the direction of the work based on sound previous experience.
# is showing an increased ability to work on ~ own, or in a group situation, following instructions with
greater accuracy and able to make judgements about the direction of the work based on previous
experience.
# is beginning to show an ability to work on ~ own, or in a group situation, following instructions with
greater accuracy and also to make judgements about the direction of the work based on previous
experience.
# is not yet beginning to show an ability to work on ~ own, or in a group situation. Instructions tend not
to be followed accurately, neither does ~ tend to use previous mathematical experience to help in the
learning situation.
 # is able to choose the appropriate mathematical apparatus relevant to a given task and accurately use
this equipment in ~ work.
# is able to choose with increasing confidence the appropriate mathematical apparatus relevant to a
given task and accurately use this equipment in ~ work.
# has had experience using apparatus to undertake a variety of tasks. ^ is showing an increased ability
to make a sensble choice of what to use and also of how to use the apparatus accurately.

# has an excellent grasp of computation skills.

# has a good grasp of computation skills.
# has a fairly good grasp of computaion skills, but still has a little way to go before achieving a level in
which the basic skills are firmly established.
# has a rather poor grasp of computaion skills and still has a long way to go before achieving a level in
which the basic skills are firmly established.

# has worked extremely hard over the year at basic computation activities.
# has worked hard over the year at basic computation activities.
# has worked fairly hard over the year at basic computation activities but I feel that a little more effort
would be beneficial.

^ has a sound knowledge of all the multiplication tables up to 10 and this is of great benefit in the work
undertaken in mathematics.
^ has a fairly sound knowledge of all the multiplication tables up to 10 and this is of benefit in the work
undertaken in mathematics. A little more work is needed to become thoroughly proficient.
^ has a growing knowledge of all the multiplication tables up to 10. However a greater knowledge
would be of benefit in the work undertaken in mathematics. More repetetive learning is required to
become proficient.

^ is consistently able to use previous mathematical knowledge and skills to solve problems.
^ is able to use previous mathematical knowledge and skills to solve problems.
^ is able with a little assisance to use previous mathematical knowledge and skills to solve problems.
^ is starting with help to use previous mathematical knowledge and skills to solve problems.

^ is unable as yet to use previous mathematical knowledge and skills to solve problems.

^ is able to proficiently check the accuracy and reasonableness of an answer.

^ is able to check the accuracy and reasonableness of an answer with increasing confidence and
proficiency.
^ is beginning to check the accuracy and reasonableness of an answer but needs to undertake a great
deal of work to consolidate this skill.

^ can draw two-dimensional shapes, accurately constructing the required angles and measuring the
required lengths.
 ^ can draw two-dimensional shapes, although # can not as yet always accurately draw the required
angles and measure the required lengths without help.
^ has had experience of drawing two-dimensional shapes, although # can not as yet accurately draw the
required angles and measure the required lengths without help.

^ can draw and construct three-dimensional shapes, accurately constructing the required angles and
measuring the required lengths. ^ understands the function of a net.
^ can draw and construct three-dimensional shapes, although as yet # can not always accurately
construct the required angles and measure the required lengths. ^ generally understands the function of
a net.
^ has had experience of drawing and constructing three-dimensional shapes, although as yet # is unable
to accurately construct a net without considerable help.

^ has an excellent understanding of both reflective and rotational symmetry in two and three-
dimensional shapes.
^ has a good understanding of both reflective and rotational symmetry in two and three-dimensional
shapes.
^ has a growing understanding of both reflective and rotational symmetry in both two and three-
dimensional shapes.
^ has undertaken work on both reflective and rotational symmetry in two and three-dimensional
shapes.
^ requires more experience to consolidate the concepts involved.

^ has undertaken activities connected with perimeter and area. +U+ understanding of the work is high.
^ has undertaken activities connected with perimeter and area. +U+ understanding of the work is of a
good standard.
^ has undertaken activities connected with perimeter and area. +U+ understanding of the work is of a
good standard.
^ has undertaken activities connected with perimeter and area. +U+ understanding of the work is fairly
good, but more experience is required to consolidate this understanding.
^ has undertaken activities connected with perimeter and area. +U+ understanding of the work is at a
very basic level, nad many more experiences are required of this type of work.

^ is able accurately to construct without the use of a computer bar and line graphs from a set of data. ^
understands the need for a title and to label the axes where appropriate.
^ is able, usually without help, to construct bar and line graphs from a set of data. ^ understands the
need for a title and to label the axes where appropriate. ^ can undertake this type of activity without the
assistance of a computer.
^ is able, with help, to construct bar and line graphs from a set of data. ^ is beginning to understand the
need for a title and to label the axes where appropriate.

Math details
^ has consolidated and extended ~ understanding of the four basic rules of number and applies them to
real life situations effectively.

^ has a good understanding of the basic four rules of number and is learning to apply these when faced
with real life problems.

^ has consolidated ~ understanding of the four basic rules of number and has been learning to apply
these in real life situations.

^ is confident with addition and subtraction and is beginning to extend ~ knowledge of multiplication
and division.

^ can easily select the appropriate operation to solve a simple word problem.

MULTIPLICATION

^ knows the 1X, 2X, 5X, 10X and 9X tables very well.

^ knows the 1X, 2X, 5X & 10X tables well.

^ knows the 1X, 2X, 5X tables well.

^ knows the 1X, 2X, tables well.

^ knows the 1X, 2X, 5X, 10X and 9X tables moderately well.

^ knows the 1X, 2X, 5X, 10X tables moderately well.

^ knows the 1X, 2X, 5X tables moderately well.

^ knows the 1X, 2X moderately well.

^ has had a lot of practice doing the 2X and 5 X tables.

^ has worked hard to learn ~ two, three, five and ten times tables.

^ has worked hard to learn ~ two, three, four, five and ten times tables.

^ knows his multiplication and division facts to 10x10 and beyond.

^ can understand the concept of remainders in division and now needs to consolidate this skill by being
able to convert these easily into decimals.
^ can complete simple equations by filling in the missing number.

^ can recognise and devise simple functions.

UNDERSTANDING DATA

^ has had lots of practice handling data and has used Excel on the computer and ordinary squared paper
to make simple bar charts.

^ has created and interpreted simple block graphs, bar charts, Carroll diagrams, Venn diagrams and can
read information from tables and tree diagrams.

^ has completed and interpreted lists, tables and Carroll diagrams.

four rules
^ is able to collect and record data in simple tables and lists, and constructs bar charts and line graphs.

^ interprets the information when questioned.

^ has the ability to create bar charts and can present information in simple results tables with increasing
understanding and accuracy.

^ has worked hard to develop ~ graphing skills, particularly when creating bar charts. ^ can record data
in results tables with help.

PLACE VALUE

^ has a good understanding of 3-digit numbers .

^ has a good understanding of 4-digit numbers and is able to read, write and order 4 digit numbers. ^ is
able to say what each digit in a number means.

^ enjoys working with numbers and has extended ~ understanding of place value to thousands.

ROUNDING & ESTIMATING

^ is able to round up to the nearest ten and hundred.

^ needs more practice with developing the ability to approximate in order to estimate results of
calculations e.g. 289 + 517 is approximately 300 + 500 ie approximately 800.

^ still needs to develop familiarity with negative numbers.

MATH STRATS
^ needs to refine his own mental strategies for calculating in addition and subtraction to 100.

^ can easily use pencil and paper methods fluently to add and subtract 2 and 3 digit numbers.

^ can use effective methods of mentally adding and subtracting two digit numbers and has tried hard to
learn two, three, five and ten times tables.

^ has discussed and used different strategies of mentally adding and subtracting numbers and is
becoming more confident doing so.

^ is quick working mentally and can discuss ~ methods effectively.

FRACTIONS

^ can find 1/2, 1/4, 1/3, 1/5, 3/4, 2/3 1/10 of numbers to 100 where the fractions work out as whole
numbers.

AREA PERIMETER

has had practice measuring the areas of shapes and surfaces by drawing round them on squared paper
and various grid sizes. He recognises the need for standard units of measure.
He knows that the square centimetre (sq cm) is a standard unit of area.
He has had practice with calculating the areas of rectangles by multiplying the side lengths, and writing
the units correctly, eg 5cm x 3cm = 15 sq cm.
He has done some work based on the square metre.
He knows that the perimeter of a shape is the distance around its outside.
has had practice measuring the areas of shapes and surfaces by drawing round them on squared paper
and various grid sizes.
She recognises the need for standard units of measure.
She knows that the square centimetre (sq cm) is a standard unit of area.
She has done some work based on the square metre.
She knows that the perimeter of a shape is the distance around its outside.
She has had practice with calculating the areas of rectangles by multiplying the side lengths, and writing
the units correctly, eg 5cm x 3cm = 15 sq cm.
SHAPE
^ has excellent understanding of 2D symmetry, and is beginning to apply knowledge of angles in ~ work
on Shape, particularly in ICT.

^ has worked extremely well on perimeter and area, and finds the volumes of shapes by counting cubes.

^ has begun to work precisely when making 3D shapes from nets.

^ has a developing understanding of 2D symmetry, and is beginning to apply knowledge of angles in ~

work on Shape, particularly in ICT.

^ has worked well on perimeter and area, and finds the volumes of shapes by counting cubes.

^ is able to make 3D shapes from nets confidently.

Number & Algebra

^ understands place value well when multiplying and dividing, and can use simple fractions and
describes number patterns.

^ has sound understanding of factors, multiples and square numbers.

^ has developed ~ understanding of four rules well, and applies them appropriately to ~ work.

^ has the ability to use multiples, factors and square numbers in ~ mental arithmetic.

^ has a good understanding of place value.

^ has improved ~ understanding of place value and is beginning to use the four rules in correct context.

^ has developed a better understanding of fractions, multiples and square numbers.

MATH TOP SET

Intro
# has shown great application in all aspects of mathematics and shows ^ is capable of working to a high
level.

# enjoys maths and is confident working in all aspects of the subject.

# has enjoyed maths and works hard, making good progress.

# always enjoys maths lessons and has progressed steadily.

# always enjoys maths and has made steady progress.

# enjoys maths and works hard in this subject. ^ has made steady progress in all areas.

# enjoys working in all areas of maths and shows good application. ^ has made good progress as a result.

# has shown good application in mathematics, making steady progress in all areas.

# enjoys work in all areas of mathematics and has responded well to tasks set, making good progress as
a result.

# enjoys work in all areas of mathematics and has responded well to tasks set.

Number & Algebra

^ understands place value well when multiplying and dividing, and can use simple fractions and
describes number patterns.

^ has sound understanding of factors, multiples and square numbers.

^ has developed ~ understanding of four rules well, and applies them appropriately to ~ work.

^ has the ability to use multiples, factors and square numbers in ~ mental arithmetic.

^ has a good understanding of place value.

^ has improved ~ understanding of place value and is beginning to use the four rules in correct context.

^ has developed a better understanding of fractions, multiples and square numbers.

SHAPE
^ has excellent understanding of 2D symmetry, and is beginning to apply knowledge of angles in ~ work
on Shape, particularly in ICT.

^ has worked extremely well on perimeter and area, and finds the volumes of shapes by counting cubes.

^ has begun to work precisely when making 3D shapes from nets.

^ has a developing understanding of 2D symmetry, and is beginning to apply knowledge of angles in ~
work on Shape, particularly in ICT.

^ has worked well on perimeter and area, and finds the volumes of shapes by counting cubes.

^ is able to make 3D shapes from nets confidently.

SCIENCE
Introduction
# is an extremely able and enthusiastic member of the group, who takes a keen interest in science.
# is an able and enthusiastic member of the group who takes a keen interest in science.
# is an able and conscientious member of the group who displays a real interest in the subject.
# is a reserved member of the group who displays a quiet interest in the subject.
# has a quietly conscientious approach to ~ work in science.
# is a friendly member of the group who displays considerable interest in the subject.
^ regularly contributes to class discussion,
# has shown a positive attitude towards the subject, involving *self to the best of ~ ability,
# has worked steadily over the year,

#'s approach has at times been inconsistent,

#, at times, seems to have a rather casual, disinterested approach to science,

^ shows a thorough understanding of the various topics covered this year,

^ shows a good understanding of the various topics covered this year,
^ shows a sound understanding of the areas covered this year,
^ has found some difficulty fully grasping certain aspects of the topics covered this year,
# needs encouragement to take an interest in finding out about the world around ~ but I am pleased to
say # is taking more of a part during class discussions.

# needs encouragement to take an interest in finding out about the world around ~ and it would be nice
to see ~ develop confidence enough to suggest ideas during class discussions.
# has approached all aspects of science work with enthusiasm and interest.
# has approached all aspects of science work with interest and enthusiasm.
# really enjoys science and has approached all aspects of our work with interest and enthusiasm.
# has really enjoyed all aspects of the science work we have covered this year and is developing good
exploratory techniques.
# has really enjoyed science and is developing good exploratory techniques.
# has shown a quiet interest in the areas we have covered in science.
# has a questioning and inquisitive mind and can offer suggestions and ideas in class discussions.
# has shown a quiet interest in the areas we have covered in science and is developing good exploratory
techniques.
"
Group Work
^ has a sensible, mature approach to working in a group.
^ works very well as a member of a group.

^ works well as a member of a small group.

^ works reasonably well as part of a small group, but must try to keep his concentration on the task in
hand.

^ works co-operatively in a group situation.

^ is getting better at working co-operatively in a small group but sometimes needs to remember to listen
carefully to others' suggestions and ideas.

^works well in a group but must value the ideas and opinions of others.

"
Obs & predic
Observations & Predictions
Lower
^ can use simple equipment provided and makes observations related to the task and ^ can say whether
what happened was what was expected.

^ can use simple equipment provided and makes observations related to the task and ^ responds to
suggestions and, when prompted puts forward ~ own predictions.

Middle

^ describes observations and records them using simple tables where it is appropriate to do so and^
responds enthusiastically to suggestions and puts forward ~ own ideas and predictions.

^ makes observations and can measure with increasing care.

# makes observations and can measure carefully and when prompted ^ puts forward ~ own predictions.

^ selects suitable equipment to use and makes a series of observations and measurements that are
adequate for the task. ^ responds to suggestions, puts forward ~ own ideas and, where appropriate,
makes simple predictions.

^ makes relevant observations and measures quantities, such as length or mass, using a range of simple
equipment.

Upper
^ records observations in a variety of ways. ^ responds to suggestions and, when prompted puts
forward ~ own predictions.

^ presents observations and measurements clearly, using tables and bar charts and ^ can make his own
predictions to the outcome of an experiment.

^ provides explanations for observations and, where they occur, for simple patterns in recorded
measurements and ^ can make predictions for the outcomes of experiements.

"
Measuring
Measuring & equipment

^ has used a range of basic scientific equipment and has learnt the importance of making careful
measurements during an experiment.

^ can select suitable equipment, and uses results tables and graphs.

^ has developed the ability to select suitable equipment, and uses results tables and graphs.

^ has carefully used a range of basic scientific equipment and has become more accurate when making
measurements during an experiment.

^ is beginning to plot points to form simple graphs and use these graphs to point out and interpret
patterns or trends in data.

"
Fair test/conc

Fair Tests
With some help # can carry out a fair test, recognising and explaining why it is fair.
^ understands and carries out a fair test, and recognises why it is fair.
^ is beginning to understand the concept of fair testing and is starting to apply this during practical work.
^ has discussed the concept of fair testing and is learning to apply this during practical work.
# recognises the need for fair tests by describing, or showing in the way ^ performs a task, how to vary
one factor whilst keeping others the same.
^ understands and carries out a fair test, and recognises and explains why it is fair.
^ carries out a fair test, and recognises why it is fair.
^ understands the concept of fair testing and applies this during practical work.
^ has extended ~ understanding of fair testing and is competent in applying this during practical work.

Conclusions
^ writes some conclusions to ~ investigations with help.
^ now needs to develop the ability to draw appropriate conclusion from experiments and relate ~
findings to the scientific concepts learnt.
^ can relate the findings from experiments to ~ scientific knowledge and can try to explain why ^ got the
results ^ did.
^ has learnt to try and relate the results from experiments to ~ scientific knowledge.
^ has learnt to try and relate the results from experiments to ~ scientific knowledge, and is beginning to
do this successfully.
^ has written general conclusions to ~ investigations.
^ takes account of patterns when drawing conclusions, and is beginning to relate conclusions to
scientific knowledge and understanding.
^ has written general conclusions to ~ investigations.

"
Written work

TOP
#'s written presentation is of a consistently high standard, showing the pride ^ takes in ~ work.
~ written reports in science are always of a very good standard and ^ has learnt to organise them in a
logical way, using charts and graphs where appropriate.
The overall quality of #'s written work has been very good, both in terms of content and presentation.
Although the content of #'s written work is usually excellent, ^ needs to improve ~ presentation, to
ensure accuracy and clarity.
~ written work in science has got much better over the year and ^ is being more careful to organise
reports in a logical way.
~ written work in science has got much better over the year and ^ has learnt to be more careful to
organise reports in a logical way.
~ written reports in science are always of a good standard and ^ has learnt to organise them in a logical
way, using charts and graphs where appropriate.
~ written reports in science are always of an excellent standard and ^ has learnt to organise them in a
logical way, using charts and graphs where appropriate.

MIDDLE
#'s written work has been rather variable - sometimes detailed and carefully presented, but on
occasions, they lack important detail.
#'s written work, while usually acceptable, is not always as detailed or as well presented as it could be, it
can be unclear and inaccurate at times, this does not help ~ understanding.
#'s written work has been very variable, occasionally excellent, but too often rushed.
~ written reports are becoming more carefully organised and ^ is beginning to use charts and graphs
where appropriate.
~ has learnt to improve ~ written reports by organising them in a more logical way and including charts
and graphs where appropriate. However, ^ must make sure to write enough so it reflects more fully
what ^ has discovered.

Lower
# would benefit from being more thorough in ~ written work, particularly in ensuring that ^ doesn't miss
out important details from ~ investigation reports.
#'s written presentation, is generally scruffy and unclear and, at times, inaccurate.

"
Concepts
^ grasps new scientific concepts quickly and then can use these to try and explain the results of
experiments.
^ generally understands new scientific concepts and is beginning to be able to use these to explain the
results of experiments.
^ generally understands new scientific concepts well and is beginning to be able to use these to explain
the results of experiments.
^ generally understands new scientific concepts well.
^ always understands new scientific concepts well.
^ always understands new scientific concepts quickly.
# generally understands new scientific concepts quickly.
^ tries hard to understand new scientific concepts and now needs to use ~ knowledge to try and explain
results of experiments.
^ needs careful explanations to learn new scientific concepts but always tries hard to understand.

"
Final
developing an excellent general scientific knowledge and is always willing to share ~ ideas with others
during class discussion.

and has developed a good general scientific knowledge and is willing to share ~ ideas with the rest of the
class during discussion.

and is happy to put forward ~ ideas or suggestions in regular contributions to class discussion.

^ showed a good understanding of the Forces topic.

^ showed a good understanding of the Keeping warm topic.
^ showed a good understanding of the Electricity topic.
^ showed a good understanding of the Solids and Liquids topic.
^ showed a good understanding of the Moving and Growing topic.
^ showed a good understanding of the Habitats topic.

^ was very interested in the Forces topic.

^ was very interested in the Keeping warm topic.
^ was very interested in the Electricity topic.
^ was very interested in the Solids and Liquids topic.
^ was very interested in the Moving and Growing topic.
^ was very interested in the Habitats topic.
"

Observations & Predictions

Lower
^ can use simple equipment provided and makes observations related to the task and ^ can say whether
what happened was what was expected.

^ can use simple equipment provided and makes observations related to the task and ^ responds to
suggestions and, when prompted puts forward ~ own predictions.

Middle

^ describes observations and records them using simple tables where it is appropriate to do so and^
responds enthusiastically to suggestions and puts forward ~ own ideas and predictions.

^ makes observations and can measure with increasing care.

# makes observations and can measure carefully and when prompted ^ puts forward ~ own predictions.

^ selects suitable equipment to use and makes a series of observations and measurements that are
adequate for the task. ^ responds to suggestions, puts forward ~ own ideas and, where appropriate,
makes simple predictions.

^ makes relevant observations and measures quantities, such as length or mass, using a range of simple
equipment.

Upper

^ records observations in a variety of ways. ^ responds to suggestions and, when prompted puts
forward ~ own predictions.

^ presents observations and measurements clearly, using tables and bar charts and ^ can make his own
predictions to the outcome of an experiment.

^ provides explanations for observations and, where they occur, for simple patterns in recorded
measurements and ^ can make predictions for the outcomes of experiements.

SOCIAL SCIENCE
HISTORY
History
Through the use of a variety of old photographs, videos, artefacts and visits, the children have begun exploring the past.
# has studied how our homes and toys are different from those long ago and enjoyed looking at different houses on our walk.

#
is beginning to develop an understanding of past, present and future.
has been introduced to historical events.
is showing an ability to interpret findings.
has listened to stories about historical events.
can identify differences between the past and the present.
has observed and compared artefacts from the past and present.
knows the difference between myths, fairy tales and real historical stories.
can sequence events and objects logically.
shows a real interest in stories about the pastand ^ asks relevant questions.
can communicate ~ awareness and understanding of history in a number of ways.

^
is developing an enquiring mind in this subject.
has shown interest in this subject.
has a good understanding of the events investigated.
has shown a clear understanding of the topics studied.
is developing the rudiments of chronological awareness.
has not yet fully grasped the concept of chronology.
has shown interst and enthusiasm in this subject.
has a sound knowledge and understanding of the topics studied.

GEOGRAPHY

Geography
The children have started to observe features of their local area and places they have visited. They have been encouraged to
talk about activities that occur in the community.

#
can name and recognise some of the physical and human features of the local area, and has suggested ways to make the
vicinity safer.
is developing a geographical vocabulary, e.g. rock, road, hill.
can recognise rocks, soil and water and understands they are part of the environment.
has had experience of simple map work.
knows that adults do different kinds of work.
has identified features of the local area in photographs.
knows ~ address nd can state the country in which ^ lives.
has observed different sorts of weather and understands how weather is affected by the seasons.

^
is beginning to understand why people make journeys.
can identify materials from their natural sources.
has drawn a simple map of a journey.
has made a plan of a familiar place.
is interested in listening to people's experiences and asks questions.
has worked well on observing the weather and how it changes in relation to the seasons.
has experience of compass points.
is able to follow simple directions given by another child.
is able to distinguish correctly between left and right.
is able to draw a simple map for an imaginary place.

^
is able to express likes and dislikes about ~ locality.
demonstrates an awareness of the world beyond ~ locality.
has talked about places ^ has visited.
is beginning to explore the local environment with some interest.
is interested in finding out about the world around *.
is able to observe and identify a number of living things.
is developing a caring attitude to the world around *.
is able to express ~ likes and dislikes about a particular place.
"

Geog1
# can offer reasons for observations and judgements about places.

^ can compare the physical and human features of places.

# can use a range of geographical skills to investigate places and can suggest suitable geographical questions.

^ can communicate their findings using appropriate vocabulary.

^ can begin to describe patterns and ^ understands how processes can change places and the lives of people living there.

^ can describe how people can improve and damage the environment.

Geog2
# can select appropriate skills to investigate places and can identify relevant geographical questions.

^ can reach valid conclusions and present information in writing and in graphs.

^ can offer explanations for similarities and differences between places

^ can describe and begin to offer explanations for a range of physical and human processes.

^ can offer explanations for ways in which people affect environments and recognise that people attempt to manage and
improve them.

Geog3

# has used a variety of maps and atlases to extend ~ knowledge of the world's geography. ^ has learnt about the
continents.

# can identify the continents of the world and has extended ~ knowledge of their geography through the use of a variety
of maps and atlases.

# has learnt about the Earth's continents with special detail paid to Europe and the United Kingdom.

# has extended ~ skills using atlases and is beginning to use an index successfully.
"
Geog 4
^ is able to draw ~ own maps and design a relevant key.

^ can extract information from maps and atlases and is beginning to use an index successfully.

^ can extract information from maps and atlases and uses an index successfully.

^ is beginning to show an understanding of basic geographical skills but needs to find the confidence to contribute to class
discussions.

^ skills using atlases are improving and ^ can make use of indexes and contents pages.
^ skills using reference books are improving and ^ can make use of indexes and contents pages in atlases.

^ can draw a sketch map, using symbols and keys.

Geog 5

Although # has shown an interest in geography, ~ work would benefit from a little bit more care.

# has tried hard to use a variety of atlases and maps and has extended ~ knowledge of the world.

# has produced work of a pleasing standard.

# has used a variety of atlases and maps and has extended ~ knowledge of the continents and countries of the world. ^
has produced work of a pleasing standard.