ENGLISH
Speaking and Listening
>Talking<
Although #Name# does not voluntarily speak up or join in with large group discussions #he# is much better on #his# own and in small groups.
#Name# can talk quite well in groups and on a one to one basis but is still quite hesitant in large groups.
#Name# talks about matters that interest #him#.
#Name# is beginning to show confidence in talking particularly where the topic is of interest to #him#.
#Name# talks with confidence in a large group.
#Name# works hard in discussions and can hold quite a mature conversation.
#Name# can talk well with an adult as well as his peers.
#Name# still finds it difficult to talk with adults.

#He# still finds it hard to relate #his# own actions and ideas
#He# can relate #his# own actions and ideas to the teacher or to other children
In a group situation #he# can express #his# own ideas and opinions well
#He# listens well to others and can come to agreed decisions
#He# does not listen to other opinions well and finds group decision making difficult
#He# does not always listen to the opinions of the others in the group he is working with
#He# can adapt #his# talks, develop ideas thoughtfully and convey opinions clearly.
#He# can talk confidently with a wide range of subjects.

>Listening<
#He# listens to others, usually respond appropriately
#He# usually listen carefully, responding to what others say
#He# shows understanding of the main points in discussions
#He# shows #he# has listened carefully through making relevant comments
#He# listens carefully, asking questions to others ideas and views
#He# keeps the interest of the listener by varying #his# expression and vocabulary
#He# keeps the interest of the listener by using a variety of vocabulary and expression
#He# makes a range of contributions which show that #he# is sensitive to the development of discussion
#He# can take a leading role in discussion, follow a varied and complex speech

>Use of Language<
 but can be careless following straightforward instructions.
 and can follow straightforward instructions and send simple messages with some help.
 and follows straightforward instructions and conveys messages successfully.
 and follows instructions with care.
 and can be relied upon to take a message or instruction.
 and can convey simple meanings to the class, extending #his# accounts by adding detail.
 and speaks clearly using a growing vocabulary.
 and is beginning to use a more formal vocabulary and tone of voice.
 and uses vocabulary precisely to communicate clearly.
 and is becoming aware of standard English and when it is used.
 and uses some of the features of standard English vocabulary and grammar.
 and is beginning to use standard English in formal situations.
 and is fluent in #his# use of standard English.
 and is confident in using standard English in situations that require it.
 and is fluent in the use of standard English for a variety of purposes.
 and structures what #he# say clearly, using apt vocabulary and appropriate intonation and emphasis.

>Responding<
#He# can be reluctant to take part in discussion.
#He# enjoys taking an active part in discussion.
On occasions, #he# shows awareness of the listener by including relevant detail.
#He# can adapt what #he# says to the needs of the listener, varying #his# use of vocabulary and the level of detail.
#He# takes an active part in discussion, showing understanding of ideas and sensitivity to others.
In discussions #he# pays close attention to what others say and makes contributions that take account of others views.
In discussions #he# makes significant contributions but only where relevant.
#He# can sustain a discussion through the use of a variety of contributions.

Reading
>Mechanics<
#Name# can recognise familiar words in simple texts.
#Name# can use pictures, phonics and contextual clues in reading unfamiliar words.
#Name# reads a range of material fluently and accurately.
#Name# has difficulty with #his# reading.
#Name# has progressed with #his# reading.
#Name# has made splendid progress with #his# reading.
#Name# reads really well, with obvious enjoyment and understanding.
#Name# can read silently with sustained concentration.
#Name# can only read silently for a short period.
#Name# has improved #his# ability to read silently for longer periods.
#Name# reads independently, using a variety of strategies to work out meaning.
#Name# has sustained confidence in a demanding range of texts.

>Fluency<
#He# shows a lack of confidence at times and this impairs fluency.
#He# has shown increasing confidence with #his# reading but can be careless sometimes.
#He# can read accurately but needs to gain confidence with appropriate expression.
#He# reads aloud well giving appropriate expression to the text.
#He# reads fluently and with good expression.

>Understanding<
#He# can use #his# knowledge of letters when reading aloud and
#He# sometimes require help and
#He# sometimes finds it difficulty to follow the plot and
#He# can predict what may happen next and
#His# comprehension of what #he# is reading is good and #he#
#His# reading of simple stories shows understanding and #he#
#He# can identify key features and characters and
In reading and discussion #he# can identify different layers of meaning and

>Responding<
 responds to poems and stories by identifying aspects #he# likes.
 will give #his# opinion on ideas in stories and poems.
 shows understanding of the main points, offering #his# preferences.
 refers to the text when explaining #his# views.
 will give a personal opinion on the language, structure and themes used.
 will give a critical responses to poems, plays and novels, showing awareness of their features.
 can appreciate and comment on a range of texts, evaluating how authors achieve their effects.
 can make apt and careful comparison between texts, including consideration of audience, purpose and form.

>Skills<
#He# can use #his# knowledge of the alphabet to find books and information.
#He# can find and order information from a range of sources.
#He# has used books to extract information for #his# own writing.
#He# can order and summarise information from different sources.

>Practise<
 #He# needs to continue to practise regularly
 #He# needs to read regularly from a range of materials
 #He# needs to concentrate on #his# comprehension of what #he# is reading
 #He# still needs to practise regularly to build up fluency and expression
 #he# needs to try and read more slowly
 #He# seems to find pleasure in what #he# is reading

 to improve word building skills.
 to build up #his# vocabulary.
 and competence with spelling.
 .

>Stories<
#He# listens to stories well
#He# likes to listen to stories
#He# shows obvious enjoyment when listening to stories

 but sometimes finds the ideas hard to follow.
 and shows interest.
 and shows a keen interest in following the plot.
 and is able to follow the storyline and discuss characters within the plot.
 but doesnt always follow the storyline.

Writing
>Form & Contents<
#Name# can produce simple sentences
#Name# has made progress in using simple sentences
#Name# writes independently using sentences
#Name# uses simple words and phrases to explain #his# ideas
#Name# has some good ideas
#Name# has good imagination
#Name# shows a thoughtful and expressive imagination
#Name#s writing is imaginative and clear
#Name#s writing is lively and thoughtful
#Name# develops #his# ideas in interesting ways
#Name# is confident in #his# writing

 but #he# still finds it hard.
 when given support.
 but is not consistent.
 and #he# has improved in accuracy.
 and #he# organises #his# writing well.
 and #he# shows appropriate choices of style.
 and the content of #his# writing has improved.
 for poems and stories.

>Use of Language<
#He# uses a limited vocabulary
#He# does not use a broad vocabulary in #his# writing
#He# needs to think more carefully about the range vocabulary #he# uses
#He# uses appropriate vocabulary
#He# uses interesting vocabulary
#He# uses a broad vocabulary in #his# writing
#His# vocabulary choices are often adventurous
#He# uses vocabulary imaginatively and precisely

>Grammar<
 and
 but
 #he# does not always use the appropriate punctuation.
 #his# use of punctuation is very haphazard.
 is showing an awareness of how full stops are used.
 shows some use of accurate punctuation.
 is capable of using accurate punctuation.
 can use correct punctuation.
 writes in sentences using capital letters and full stops.
 writes #his# ideas logically in sentences, choosing words for interest.
 uses full stops, capital letters and question marks accurately.
 organises #his# sentences into paragraphs, using some punctuation within the sentence.
 uses commas, apostrophes and inverted commas accurately.

>Spelling<
Spelling is weak
Spelling is still quite poor
Spelling is haphazard
Spelling is generally good
Spelling is fairly consistently accurate
Spelling is sometimes careless with silly mistakes
#Name# can spell simple words correctly and
#Name#s spellings of common words are accurate and
#Name# spells words that conform to regular patterns accurate and
#Name# spells words with complex regular patterns correctly and
#Name#s spelling are generally accurate, including irregular words and
#Name#s spelling are correct, including complex irregular words and

.
 and
 but
 #he# must take more care.
 #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.
 #he# needs to use a dictionary more regularly.

#He# does not learn his spelling consistently.
#He# has tried to learn his spellings on a regular basis.
#He# has worked hard at learning his spellings.
#He# has scored consistently well with #his# spellings.

>Handwriting<
Letters are usually clearly shaped and correctly orientated.
Letters are accurately formed and consistent in size.
Handwriting is large and untidy.
Handwritingis untidy and careless at times.
Handwriting although variable is improving.
Handwriting has improved in appearance.
Handwriting is neat.
Handwriting is joined and legible.
Handwriting style is fluent, joined and legible.
#His# work is legible and attractively presented.

#He# has not yet started to join letters within his writing
#He# shows some effort with joining letters
#He# joins letters occasionally in writing
#He# joins letters regularly within #his# writing
#He# is showing fluency in joining letters
#He# is beginning to show some fluency with joining letters

 , #he# must refine #his# hand control.
 , #he# must learn to concentrate.
 , #he# must practice with care.
 especially in respect to the direction he draws letters in.

MATHEMATICS
#Name# has found a lot of maths difficult
#Name# finds a lot of the work in mathematics hard but has shown good perseverance
#Name# although finding some of the work in mathematics hard has applied #him#self well
#Name# has worked reasonably well at mathematics
#Name# has been working hard with some success
#Name# has made good progress with #his# maths
#Name# clearly enjoys mathematics and has worked hard

 but is making good progress.
 but progress has been slow.
 all year.
 and a considerable amount of improvement has followed.
 and some pleasing improvement has been made.
 .

Using and Applying Mathematics
>Approach<
#Name# tries different approaches to solve difficulties that arise and
#Name# can develop #his# own strategies for solving problems and
#Name# can solve quite complex problems by breaking them down into smaller tasks and
#He# can organise #his# work, check #his# results and
#He# checks #his# results, considering whether these are sensible and
#He# can justify #his# choice of approach, explaining improvements #he# has made and
#He# gives careful thought to #his# approach to Mathematical problems and

>Reasoning techniques<
 can recognise and use a simple pattern in #his# thinking.
 responds appropriately to questions asked.
 can give examples to demonstrate #his# understanding.
 can search for a pattern when trying out ideas.
 can justify #his# generalisations.

>Language<
#He# discuss #his# work well and is beginning to explain #his# thinking.
#Name# can use objects or pictures to represent #his# work.
#He# can use mathematical symbols and diagrams and understands them.
The presentation of #his# work is clear and organised.

Number and Algebra
>Number skills<
#Name# can add and subtract numbers when solving problems up to 10.
When solving problems #Name# knows if it is addition or subtraction.
When adding and subtracting #Name# uses #his# own mental strategies.
#Name# can add and subtract decimals to two places.
#Name# can check the reasonableness of #his# work by considering what an appropriate answer would be.
#Name# can add and subtract negative numbers.
#Name# can use all four operations with decimals to two places.

>Arithmetic<
#He# has struggled with basic number concepts
#He# counts objects reliably, use addition and subtraction facts to 10
#He# can use addition and subtraction facts to 20 in solving problems involving larger numbers
#He# can uses #his# 2, 5 and 10 times tables in problems
#He# can uses #his# tables in solving problems of multiplication or division
#He# is generally very quick at mental arithmetic
#He# can use a range of methods, including mental recall of tables, when solving problems
#He# can multiply and divide any three-digit by any two-digit number
#He# is learning to apply #his# number skills to problems
#He# lacks some confidence to try questions on #his# own
Although #he# lacks confidence he will try and will ask for help
#He# approaches new work with confidence and follows initial teaching easily
#He# approaches new work with confidence and usually follows initial teaching quite easily
#He# usually needs to go over new work several times before #he# will feel confident

>Place value<
 and
 but
 needs to know #his# number bonds well to gain confidence.
 makes too many silly mistakes with fairly easy number bonds in addition.
 makes some silly mistakes with fairly easy number bonds in addition and subtraction.
 can do basic addition and subtraction up to 100.
 is confident with addition and subtraction.
 is confident with both addition and subtraction of numbers up to 100.
 finds applying computation skills to problems difficult.
 does tend to make careless errors in computation.
 can apply addition and subtraction with numbers up to 100 within problems.
 read and write the numbers involved.
 understands place value of tens and units.
 understands place value up to 1000, using this to make approximations.
 uses decimal notation with money and negative numbers with temperature.
 uses the idea of place value to multiply and divide by 10 or 100.

>Patterns and sequences<
#He# lacks confidence to tackle written problems and algebra work.
#He# finds patterns difficult to see in number work.
#He# can quickly think through what #he# needs to do for algebra and problem solving.
#He# is good at looking for and finding patterns within number work.
#He# has made improvement with looking for patterns in number work.
#He# can recognise and make repeating patterns, counting the number of each object in each repeat.
#He# can recognise sequences of numbers, including odd and even numbers.
#He# can describe number patterns, including multiplication and squaring.
#He# can find and describe the rule for the next number of a sequence.
#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.

Shape, Space and Measures
>Shape<
#Name# uses everyday language to describe 2D and 3D shapes.
#Name# uses mathematical names for common 2D and 3D shapes and can describe their properties.
#Name# can classify 3D and 2D shapes by using their properties.
#Name# has made 3D shapes by linking faces and edges together.
#Name# can use the properties of shape when classifying them.

>Space<
#He# can reflect simple shapes in a mirror
#He# can identify the lines of symmetries of shapes
#He# understands angle as a measurement of turn

 but struggles with directional work, turning and rotation.
 and can recognise a right angles turn or corner.
 and has no problems with directions, turning and rotation work.
 and has produced good work with turning, rotation and directional work.

>Measure<
#He# uses direct comparison when ordering objects and
#He# can use a range of measuring instruments with some accuracy and
#He# can find the perimeters of shapes and the area by counting squares and
#He# can estimate sensibly and

>Units<
 is starting to use measurements.
 uses everyday descriptions and mathematical units to measure length and weights.
 uses the correct mathematical units when measuring.

Handling Data
>Collecting data<
When sorting objects #Name# can explain #his# criteria.
When classifying objects #Name# uses more than one criteria.
When collecting data #Name# can construct #his# own tables to record.

>Presenting data<
#He# can record #his# results using simple tables and block graphs and
#He# can record #his# information using bar charts and
#He# can draw simple graphs and
#He# has done well with devising and interpreting simple graphs
#He# can find information from charts and graphs and
#He# has made good progress with drawing graphs more accurately and
#He# can construct and interpret bar graphs and
#He# can construct pie charts and

>Interpreting data<
 can look at them carefully for information
 can interpret information in simple tables and lists.
 can interpret symbols representing units.
 can interpret graphs and diagrams, drawing conclusions from them.

>Probability<
#He# uses simple vocabulary in probability such as fair, certain or likely.
#He# has done work with simple probability.
#He# has quite a good sense of simple probability.
#He# has made progress with work on probability.
#He# uses the scale from O to 1 when describing probability.

>Conclusion<
#Name# work does need to be tidied up and presented better.
#Name# work can become careless due to poor concentration at times.
#Name#s work is careful and neatly presented.
#Name# needs to think more carefully about the presentation of #his# work.
#Name# needs to make a sustained effort to improve the amount of work covered in a session.
#Name# could improve the amount of work completed in a session.
#Name# has improved greatly.
#Name# has done some excellent work this year.
Overall I am pleased.
#Name# has obvious interest in #his# work.
I am satisfied with #his# effort.
I am pleased with #his# work.
#Name# has worked hard over the year.
#Name# seems to enjoy #his# work.

SCIENCE
>Method<
With help #Name# can come up with ideas of how to find things out.
#Name# has #his# own suggestions about how to find things out.
#Name# recognises the need for fair tests.
#Name# is familiar with the ideas of a fair test.
#Name# has covered work on fair tests.
With help #Name# can carry out a fair test.
#Name# understands the importance of fair tests.
#Name# has devised #his# own fair test experiments.
#Name# can identify the key factors that need to be considered in an experiment.

>Predictions<
#He# finds making predictions difficult but
#He# can make simple predictions and
#He# can make sensible predictions and
#He# can make good predictions and
#He# is quite good at predicting what might happen and
#He# makes predictions based on #his# scientific understanding and
#He# uses #his# scientific knowledge when making predictions and

>Observations<
 gives simple descriptions of what #he# observes.
 makes relevant observations.
 observations are good.
 #he# can pick out relevant points in discussion
 records observations clearly.

>Recording<
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.
#He# talks about #his# work and produces drawings and simple charts.
#He# describes #his# observations and can record them using simple tables.
#He# can display #his# results using simple graphs.
#He# presents #his# data clearly using tables and bar charts.
#His# presentation of diagrams and results is neat.

>Interpreting<
#Name# can comment on what happens
#Name# can spot and explain simple patterns in recorded measurements
#Name# can use #his# graphs to point out trends
#Name# can identify measurements that do not fit the main trend
#Name# uses scientific knowledge to draw conclusions
#Name# uses scientific understanding to interpret the salient features of graphs
#Name# uses #his# data to test relationships

>Conclusions<
 and
 but
 finds difficulty in making logical conclusions.
 is not always logical in trying to make explanations
 attempts to make logical explanations.
 can use previous experience in making an explanation.
 is beginning to relate #his# conclusions to scientific understanding.
 draw conclusions that are consistent with the evidence.

>Life processes<
#Name# understands the needs of animals and plants and
#Name# understands the differences between living and non-living things and
#Name# has a good understanding of the life processes and

 can name the parts of the body and plant and explain their importance.
 describes animals and plants in simple terms.
 can sort living things into groups, using simple features.
 sorts living things using terms such as number of legs or shape of leaf.
 can use keys to identify and group living things systematically.
 can identify a range of common animals.
 understands that different living things are found in different places.
 understands how animals are suited to different environments.
 has constructed food chains, showing feeding relationships.

>Materials<
#He# has look at the appearance of different materials and
#He# can sort materials using everyday terms and
#He# can sort materials according to their properties and
#He# has a good grasp of materials and their properties and
#He# understands the different properties of solids, liquids and gases and

 describes them using simple terms.
 can describe similarities and differences between them.
 can explain how some materials are particularly suitable for specific purposes.
 can distinguish metals from other solids by their properties.
 can describe methods of separating simple mixtures.
 is aware of how heating change them.
 is aware of reversible and irreversible changes.

>Physical Processes<
#He# has experimented with bulbs making different electrical circuits and
#He# understands how breaks in circuits stop bulbs from lighting and
#He# can describe how a electrical circuit may be switched on or off and
#He# can describe how electricity flows around circuits and

 understands how applying a force alters the direction and speed of an object.
 can describe how the apparent position of the Sun changes over the course of a day.
 is aware that sound and light can come from a variety of sources.
 can use the idea that light travels to explain phenomena such as the formation of shadows.

>Conclusion<
#He# has shown an interest in the work this year
#He# approaches #his# work with a sense of enquiry
#He# shows an enthusiastic approach to the practical work
#He# has an enquiring mind
#He# has a good general knowledge
#He# has shown a particular interest in wildlife and conservation areas
#He# has shown a wide ranging interest in science work
#He# tries hard with #his# work
#His# work is good

 and has joined in well with class and group experiments.
 and has made some good progress with working in groups.
 but sometimes finds it hard to work with a group.
 but has found it hard to work within a group.
 but care is needed with the presentation.
 but #he# needs to think about #his# written accounts.
 and #he# has produced some good written work.
 but #he# has found it hard to produce sensible written work.
 but #he# sometimes struggles with the written work involved.

IT
>Skills<
With help #Name# can retrieve and store #his# own work on the computer
#Name# has used computers to present #his# ideas in text pictures and sound
#Name# can combine different forms of information on a computer
#Name# can use computers to save data and to access stored information

 but can still be rather hesitant.
 and has gained confidence.
 and learns quickly.
 and is very capable.

>Control<
#Name# can control devices and describe how it works and
#Name# understands how to control equipment by giving a series of instructions and
#Name# can create sets of instructions to control events and
#Name# can create sets of carefully planned instructions to control events and

>Monitoring modelling<
 has used computers to sense the environment.
 has used devices to monitor external events using sensors.
 has used computer simulations to explore aspects of real and imaginary situations.
 has used computer simulations to help #him# make decisions.
 has used computer simulations to learn the consequences of #his# choices.

>conclusion<
#He# has compared #his# use of IT with other methods.
#He# can select the appropriate program for the tasks #he# is doing.
#He# is also aware of how IT is used in the outside world.

TECHNOLOGY
>Designing<
#Name# struggles to come up with good designs
#Name# has had some quite good ideas
#Name# has had good ideas
#Name# has had some good ideas but struggles to come up with a designs.
#Name# has had good ideas, knowing what #he# wants to achieve
#Name# has approached this work with enthusiasm
#Name# uses #his# experiences of materials and techniques to produce ideas

 but
 and
 . #He#
 talks about the designs quite well.
 discusses solutions and designs for a problem well.
 can discuss them, thinking about modifications.
 can often find reasonable ideas for solving a problem with a design.
 tries hard to think of ways of improving his original ideas.

>Planning<
#He# makes and rearranges materials as #he# works
#He# makes realistic suggestions about how to do things
#He# takes views and preferences of a design into account
#He# makes drawing and models to test #his# design ideas
#He# presents #his# ideas using pictures
#He# presents #his# designs using clearly detailed sketches
#He# thinks ahead about the tools, materials and techniques #he# will be using

 but cannot follow instructions for simple models and cards.
 and works hard on following instructions but does sometimes need some extra help.
 and can follow instructions for simple models and cards.
 and can adapt and improve upon instructions for making models and cards and uses his own ideas well.
 and considers #his# own ideas, suggesting improvements.
 and evaluates #his# work as it develops.
 and is awareness of resource implications and design needs.
 and takes into account appearance and reliability.

>Making<
#His# use of tools and scissors is poor and care must be taken.
#He# can use simple tools and scissors quite well.
#He# has improved #his# use of simple tools and scissors.
#He# finds it hard to use tools and scissors accurately.
#He# use tools accurately and finishes #his# work neatly.
#He# cuts and shapes materials with some precision and care.
#He# organises #him#self well and carries out #his# plans with care.
#His# work is carefully put together, although appropriate materials and methods need to be thought about.
#His# work is untidy and lack of accuracy can spoil #his# work.
#He# has shown improvement in accuracy of measuring and scoring.
Care is needed with the accuracy of measuring and scoring.

>Modifications
#He# needs to think more carefully about making adjustments when ideas dont work and
#He# can makes changes similar to #his# original intentions and
#Name# can modify #his# approach if #his# first attempts fail and
#Name# can see what is and what is not working well and

>Evaluating<
 pays attention to quality of #his# finished work.
 compares the finished product with #his# intentions, suggesting improvements.
 evaluates #his# work, identifying improvements.
 evaluate #his# work, modify the design where necessary.

HISTORY
#Name# knows the difference between the present and past in peoples lives.
#Name# can order events in #his# own life and past times.
#Name# is aware that the past can be divided into different periods of time.
#Name# has a good knowledge of history.
#Name# has a good depth of understanding of history.
#Name# can use #his# knowledge of history to describe the past and similarities with other periods.

>analyse<
#He# uses everyday terms when talking about the passing of time
#He# has limited knowledge of the past beyond #his# living memory
#He# understands some of the similarities and differences between periods
#He# has difficulty in understanding the chronology of time
#He# is starting to be able to follow the chronology of events in history
#He# shows some understanding of the chronology of history

.
 and can describe the main events #he# has studied.
 and can describe features of past periods, identifying changes within the period.
 and uses dates and terms to identify them.
 and is beginning to give a few reasons for main events and changes.

>commenting<
#Name# is beginning to recognise why people in the past acted as they did.
#Name# can recount some of the main events, people and changes from history.
#He# has begun to make observations about differences of the past compared with the present.
#He# has shown a good interest in making observations about the past compared with the present.
#He# has made some careful observations about the past compared with the present day.
#Name# can explain different historical interpretations of events.
#Name# is beginning to explain different historical interpretations.
#Name# makes judgements about the value of differing interpretations.

>historical sources<
#He# can answer questions about the past on the basis of simple observations and
#He# is beginning to find answers to questions about the past from sources of information and
#He# can answer questions about the past from sources of information and
#He# can select and combine information from various sources and
#He# is beginning to evaluate sources of information, selecting those that are useful and
#He# can explain why there are different historical interpretations and

>critical evaluation<
 is beginning to see the different ways in which the past is represented.
 is beginning to see the importance of looking for evidence.
 needs to think more carefully about looking at evidence.
 can show how the past has been interpreted in different ways.
 can suggest reasons why some events have been interpreted in different ways.

>conclusions<
#Name# knows and can recount some of the episodes from stories about the past and
#Name# has tried hard with #his# work and
#Name# has worked quite well with #his# work and
#Name# has shown some improvement in history work and
#Name# has done some good work and
#Name# has produced excellent work and
#Name# produces clear detailed work and
#Name# organise #his# information clearly using of dates and terms and
#Name#s descriptions are organised well and

 has improved greatly.
 has done some excellent work this year.
 overall I am pleased.
 has obvious interest in #his# work.
 I am satisfied with #his# effort.
 I am pleased with #his# work.
 #he# has worked hard over the year.
 #he# seems to enjoy #his# work.
 #he# has produced some careful, well presented work.

GEOGRAPHY
#Name# has shown some interest in this subject.
#Name# has shown a good interest in this subject.
#Name# shows obvious interest in this work.
#Name# has a wide general knowledge and is beginning to be familiar with geographical terms.

>Places<
#He# is starting to observe with care and
#He# observes things carefully and
#He# can make good observations about places and
#He# can describe the features of places and
#He# can make comparisons between the features of places and
#He# can offer explanations for geographical patterns and

 shows an awareness of places beyond #his# own locality.
 offers explanations for the locations of some features.
 describes geographical patterns, appreciating the importance of location.

>Appreciation<
#He# expresses #his# views on features that #he# finds attractive or unattractive.
#He# can offer reasons for the observations #he# makes about places.
#He# understands how changes in an area can affect the lives of people.
#He# understands how people can both improve and damage the environment.

>Maps<
#Name# has become more familiar with maps
#Name# has studied maps
#Name# enjoys looking at maps
#Name# can name some of the main feature on the world map

 but finds it difficult to follow maps and plans.
 and is able to follow a route on a plan or map.
 and has shown an interest in places on maps.
 and has a very good eye for maps and plans.
 and has drawn plans and maps of the classroom.

>Personal<
I am satisfied with #his# effort.
I am pleased with #his# work.
#He# has worked hard over the year.
#He# seems to enjoy #his# work very much.
#He# has improved greatly.
#He# has done some excellent work this year.
#He# overall I am pleased.
#He# has obvious interest in #his# work.

ART
>Investigating<
#Name# work tends to be of a simple nature,
#Name# has produced some lovely work this year,
#Name# has shown some pleasing improvement in #his# ability over the year,
#He# has good ability in art and craft work,
#He# has very good ability in art and craft work,
#Name# can record #his# experiences and imagination,
#Name# has produced some expressive work this year,
#Name# records #his# ideas and feelings well,
#Name# is expressive in showing ideas and feelings,

 #his# eye for detail is improving.
 #he# expresses ideas and feelings well.
 #he# is increasing in #his# accuracy and attention to detail.
 #he# spots the important details.
 #he# is observant and takes time in what #he# does
 #he# has a good sense of colour.
 #his# ability to represent the world around #him# is good.

>Making<
#He# can adapt #his# work to improve it
#He# can modify #his# work when necessary
#He# can modify #his# work to take into account #his# own views
#He# can plan and develop #his# work in response to #his# own judgements and others views.

 but #he# must slow down and not be in such a hurry to finish.
 and #he# has learnt to slow down and take time over what #he# is doing.
 and #he# takes time in what #he# does and is rewarded.
 ,when #he# takes time in what #he# does he is rewarded.
 and #he# shows increasing control with materials and tools.
 and #he# can work practically and imaginatively with materials.

>Drawing<
#His# drawing can still be careless at times
#His# drawing has shown some improvement
#His# drawing skills have improved
#He# needs to show more patience and determination with drawing
#He# can draw extremely well

 and
 but
 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# has produced some good patterns and designs.
 #he# is better with patterns and designs than with pictures.
 #he# has produced intricate and careful patterns as well as pictures.

>Knowledge and Understanding<
#Name# can describe works of art in simple terms
#Name# can describe and compare works of art
#Name# is aware of different approaches in art
#Name# is aware of the different styles and traditions from different cultures

.
 and #he# can use ideas from them.
 and #he# can compare them with #his# own work.
 and give an informed opinion about them.
 and #he# can appraises them thoughtfully.

>Personal<
#He# enjoys art very much and
#He# is always keen to do art and
#He# takes pleasure in #his# art work and
#He# has been keen to do the different activities in art and

 has tried hard in all the different activities.
 has shown real interest in what #he# is doing.
 has improved greatly.
 has done some excellent work this year.
 overall I am pleased.
 I am pleased with #his# work.

PE
>Performance<
#Name# does lack agility but could do with more determination.
What #Name# lacks in agility is more than compensated for by determination.
#Name# tries quite hard and joins in well.
#Name# tries hard and has worked well with great improvements.
#Name# has worked hard and has done very well this year.
#Name# performs simple skills safely and shows good control.
#Name# practises #his# skills with increasing control and accuracy.
#Name# can devise tactics for activities and plan complex sequences of movements.
#Name#s performance is consistent and good.

>Technique<
#He# works hard to control movements and
#He# practises to improve #his# skills and
#He# responding imaginatively to challenges and
#He# has a good sense of balance and
#He# works hard to refine #his# existing skills and
#He# shows good imagination and
#He# has some good ideas and

>Organising<
 prefers to work alone.
 works better on #his# own than with partners or a team.
 can be a good partner or team member at times.
 is a good partner or team member.
 works well with other children.
 tries hard with #his# partners.
 works well alone and with a partner.
 works safely in a group or as a member of a team.

>Judging<
#He# talks about what #he# is doing and is able to make simple judgements.
#He# makes simple judgements about #his# own performance so enabling #him# to improve.
#He# can judge strengths and weaknesses and use this awareness to outwit the opposition in competition.

>Personal<
#He# very much enjoys PE
#He# is always enthusiastic about PE
#He# has been keen to partake in the different activities

 but can hold back from joining in fully.
 and always tries hard.
 and has improved greatly.
 and has done very well this year.
 and overall I am pleased for #him#.
 and I am pleased with #his# effort.
 and enjoys the games very much.
 and gets very involved in the games.
 and is developing determination.

MUSIC
>Performance<
#Name# enjoys playing the instruments
#Name# plays the instruments accurately and confidently
#Name# performs individual parts with confidence and control
#Name# perform with confidence and style

>Expression<
.
 and needs to develop expression.
 and is more confident with #his# expression.
, interpreting the music expressively.
, interpreting the mood of the music.
, making expressive use of the music.

>With others<
#He# plays simple accompaniments with confidence.
#He# can play instruments with other performers.
#He# is aware of other performers and can fit #his# own part in within a group.
#He# can direct others in group performances as well as perform a solo part.
#He# can recognise when to take the lead and when to support others in playing with others.

>Composing<
#He# has explored and selected sounds, making compositions that have a simple structure and
#He# can select and combine resources, making expressive use of musical instruments and
#He# develops musical ideas using different instruments and
#He# develops musical ideas, exploiting a range of instruments and

>Notation<
 uses symbols to write #his# musical ideas.
 compose music for specific purposes using symbols to record #his# music.
 refines #his# compositions using a symbol notation.

>Listening<
#Name# listens to music and
#Name# listens attentively to music and
#Name# enjoys listening to music and

 can recognise repetition and changes within it.
 can identify changes in character within it.
 can describe it using simple terms.
 can evaluates #his# own work, identifying ways in which it can be improved.
 can critically appraise #his# own work, taking account of the comments of others.

#He# has tried hard.
#He# has some shown improvement during the year.
#He# has worked hard and well.
#He# has a good feeling for music and shown obvious enjoyment.

RE
#Name# has taken part in the school and class work on different faiths and cultures.Judaism has been studied along with the Bible as the historical record of the Jewish nation.

#He# has enjoyed listening to the stories and
#He# has shown interest in the themes and ideas and
#He# has good understanding of the ideas portrayed and

 has tried hard with understanding the culture.
 has a good understanding of the religion.
 I have been pleased with #his# presentations.
 #his# work has been excellent.

GENERAL
 #Name#
 is sensible and mature
 can be immature and silly
 can be loud
 is quiet
 easily loses interest
 keen to talk
 is easily distracted
 can be boisterous
 is confident
 #his# confidence
 is hesitant
 #he# is hesitant

 gets involved in the class activities
 holds back from activities
 enjoys #his# work
 tries hard with all #his# work
 can be anxious about work
 can be a bit too serious about #his# work

 is a friendly child
 is popular in the class
 falls in and out of friendships easily
 is always polite
 can be abrupt with staff at times
 can hold a mature conversation with a member of staff

 #Name#
 has a cheerful smile
 can worry unduly about things
 is always cheerful
 jovial

 easily looses interest
 is keen to please
 can be lazy at times
 shows enthusiasm

 I have enjoyed the challenge.
 has been helpful and reliable all year.
 has been a valuable member of the class.
 has been a pleasure to teach.

