Although #he# does not voluntarily speak up or join in with large group discussions #he# is much better on #his# own and in small groups.
#He# can talk quite well in groups and on a one to one basis but is still quite hesitant in large groups.
#He# talks with confidence in a large group.
#He# works hard in discussions and can hold quite a mature conversation.
#He# still finds it hard to relate #his# own actions and ideas
#He# can relate #his# own actions and ideas to the teacher
In a group situation #he# can express #his# own ideas and opinions well
but and
can be careless following straightforward instructions.
can following straightforward instructions and send simple messages with some help.
follows straightforward instructions or conveys messages successfully.
follows instructions with care.
#He# listens to stories well
but
can
find the ideas hard to follow.
and shows interest.
and shows a keen interest in following the plot.
#Name# has difficulty with #his# reading.
#Name# has progressed with #his# reading.
#Name# reads silently with sustained concentration.
#He# shows a lack of confidence at times.
#He# shows confidence with #his# reading but can be careless.
#He# can read accurately and needs to gain confidence with appropriate expression.
#He# reads aloud well giving appropriate expression to the text.
#He# finds difficulty in following the plot but with help
#He# can predict what may happen next and
#His# comprehension of what #he# is reading is good and
has used books to extract information for #his# own writing.
#Name# needs to continue to practise regularly
#Name# needs to read regularly from a range of materials
#Name# needs to concentrate on #his# comprehension of what #he# is reading
#Name# seems to find pleasure in what #he# is reading
to improve word building skills.
to build up #his# vocabulary.
and competence with spelling.
.
#Name# can produce simple sentences
#Name# has made progress in using simple sentences
#Name# writes independently using sentences
but still finds it hard.
when given support.
but is not consistent.
and has improved in accuracy.
and shows interest in punctuation.
#He# has some good ideas
#He# has good imagination
#He# shows a thoughtful and expressive imagination
and the contents of #his# writing has improved.
for poems and stories.
but does not use a broad vocabulary in #his# writing.
Spelling is weak
Spelling is still quite poor
Spelling is haphazard
Spelling is generally good
and
but
#he# must learn common regular words.
#he# needs to check #his# own spellings as part of revising written work.
a dictionary must be used for irregular words.
Handwriting is large and untidy.
Handwriting is untidy and careless at times.
Handwriting although variable is improving.
Handwriting has improved in appearance.
Handwriting is neat.
#He# shows interest in joining letters
#He# joins letters occasionally in writing
#He# joins letters regularly within #his# writing
#He# is showing fluency in joining letters
and #he# must refine #his# hand control.
and #he# must learn to concentrate.
and #he# must practice with care.
#Name# has found a lot of maths difficult
#Name# has worked reasonably well
#Name# has been working hard
#Name# has made good progress with #his# maths
but is making good progress.
but progress has been slow.
all year.
.
#He# has struggled with basic number concepts and
#He# is learning to apply #his# number skills to problems and
#He# is generally very quick at mental arithmetic and
needs to know #his# number bonds well to gain confidence.
can do basic addition and subtraction up to 100.
is confident with both addition and subtraction of numbers up to 100.
can apply addition and subtraction with numbers up to 1000 within problems.
#He# has a poor understanding of the use of multiplication
#He# has some understanding of multiplication and division
#His# understanding of multiplication and division is good
#He# grasps and uses #his# knowledge of multiplication and division well
but needs to concentrate on learning #his# tables and applying them.
and needs to be able to use #his# knowledge about tables in problems.
and can use the tables in the course of #his# work.
#He# finds problem solving and algebra work hard and is unsure of what #he# needs to do.
#He# needs to read the question carefully whilst doing problem solving and algebra and think through what is required.
#He# can quickly think through what #he# needs to do for algebra and problem solving.
#He# has made progress with
#He# has done well with
#He# is good at
#He# has good spacial awareness and is good at
recognising 2D and 3D shapes
naming flat and solid shapes
but struggles with directional work, turning and rotation.
and also with directions, turning and rotation work.
and has produced good work with turning, rotation and directional work.
#He# can draw simple graphs
#He# has done well with devising and interpreting simple graphs
#He# is good at statistical and graph work
and has done work with simple probability.
and has quite a good sense of simple probability.
#His# work does need to be tidied up and presented better.
#His# work can become careless due to poor concentration at times.
In general #his# work is careful and good.
#He# has shown a real interest in some aspects of the work this year.
#He# approaches #his# work with a keen interest and sense of enquiry.
#He# shows an interested and enthusiastic approach to the practical work.
Although not formulating #his# own questions #he# answers sensibly when questioned.
#He# asks questions and tries hard to make helpful comments.
#He# makes valid comments and asks sensible questions.
#His# observations are poor
#He# makes relevant observations
Observations are good
but and
although
#he# finds difficulty in making logical conclusions from the observations
#he# is not always logical in trying to make explanations
#he# can use previous experience in making an explanation
and
but
finds making sensible predictions difficult.
does not use previous knowledge in making sensible predictions.
is quite good at predicting what might happen.
#He# is familiar with the ideas of a fair test
but can get confused with what #he# should measure during experimental work.
and has devised #his# own fair test experiments.
and can use the concept for interpreting results and devising #his# own fair tests.
#He# tries hard with #his# work
#His# work is good
but care is needed with the presentation.
but #he# needs to think about #his# written accounts.
and #he# has produced some good written work.
and #his# presentation of diagrams and results is neat.
#He# struggles to come up with good ideas and designs but
#He# has had some good ideas and
#He# has approached this work with enthusiasm, has had some good ideas and
talks about the designs quite well
discusses solutions and designs for a problem well
can discuss them, thinking about modifications
; #he# tries hard.
; overall #he# tries hard and works well with others.
. #He# can work well with a group, producing a design.
#His# use of tools and scissors is poor and care must be taken.
Care is needed when planning #his# work and being accurate.
#He# uses tools and scissors quite well but needs to think more carefully about making adjustments when ideas don’t work.
#His# work is carefully put together, although appropriate materials and methods need to be thought about.
#Name# has taken part in several aspects of computer work
#Name# has used computers for many different things
#Name# has used computers for a wide range of activities
but can still be rather hesitant.
and has gained confidence in using them.
and learns quickly.
and is very capable in using them.
#He# has controlled a turtle, written routines to control traffic lights, puzzled through adventures, designed pictures and posters and word processed statistical information with graphs.
#Name# has studied both U.K. and World maps and has compared and contrasted the U.K. with Asia. #He# has kept a weather record and compared the geography, seasons,
climate of an area against farming methods, communications, and other human factors.
#He# knows the countries on a U.K. map but needs to check up on other places and their positions on maps.
#He# has shown an interest in the names of places and their positions on maps.
A major historical theme has been the development of transport in England since the Roman conquest.
#He# has worked quite well with #his# history
#He# has done some good work
Some of #his# work has been excellent explaining the developments in events
although #he# has difficulty in understanding the chronology of time.
and is starting to be able to follow the chronology of events in history.
and #he# understands the chronology of history well.
#Name# has taken part in the school and class work on different faiths and cultures. John Bunyan’s Pilgrims Progress and C.S.Lewis’ Narnia stories have been studied in class and
#he# has enjoyed listening to the stories.
#he# has shown interest in the themes and ideas.
#he# has good understanding of the ideas portrayed.
#Name# still tends to be immature in #his# work,
#Name# has produced some lovely work this year,
#Name# has improved in #his# ability over the year,
#He# has good ability in art and craft work,
#his# eye for detail can be poor at times and
#he# is observant and takes time in what #he# does and
#he# spots the important details
pictures and work can tend to be untidy or seem unfinished.
#he# must continue to develop the fine control with #his# pencil, paintbrush or tool.
#his# work is tidy, careful and finished well.
#He# tries quite hard and joins in well with lessons.
#He# tries hard and has worked well with great improvements.
#He# has worked hard and has done very well this year.
#He# does lack agility but could do with more determination.
What #he# lacks in agility is more than compensated for by determination.
#He# is quite agile and has good balance and ideas.
#He# attends gymnastics club regularly and has good ideas and determination.
#He# works better on #his# own than with partners or a team and
#He# can be a good partner or team member at times and
#He# works well with other children and
#he# catches and throws a ball well.
#his# ball skills have improved greatly.
has shown good coordination with ball skills.
#Name# can hold back from joining in fully.
#Name# seems to enjoys the games very much.
#Name# gets very involved in the games.
Class lessons have included singing and rhythm games as well as writing simple rhythms and compositions.
Some work has been done in conjunction with barn dancing, following the rhythm and developing simple jigs.
#He# has worked hard and well.
#He# has a good feel for rhythm.
#He# has a good understanding of musical notation and a feel for #his# music.
