introduction to report writer (profiles 7) · resource cards: report writer the following laminated...

Information for Primary Principals

Report Writer

Introduction to Report Writer (Profiles 7)To improve the manageability of report writing, Profiles 7 software is available on the C2k system in all Primary Schools. This software allows data to be imported from SIMS Assessment Manager directly into Annual Pupil Profile Reports. This information includes:

• School,teacher,andpupilnames.• Class.• Attendance.

Comment banks have been developed and are included within the software. These are also available on the Northern Ireland Curriculum website at www.nicurriclum.org.uk

Hardcopies are contained within this section for ease of reference.

To reflect the curriculum these comment banks are based directly on the Draft Levels of Progression and as such are subject to change until finalised.

C2k are responsible for training in the set-up and use of Profiles 7. If schools have any difficulties they should ring the C2k Helpdesk on 0870 601 1666.

To further support schools CCEA has developed on-line tutorials both at school level for set-up and teacher level for completing the reports.

Resource Cards: Report Writer

The following laminated cards are designed to support the continuing professional development of your staff in Profiles 7.

School Level guides you through setting up report templates and sessions and importing data from SIMS.

Class Teacher gives instructions for completing, previewing and printing reports.

Generating and Printing batch printing of final reports.

Resource Sheets: Report Writer

The following resource sheets are designed to support your staff as they complete their Annual Pupil Profile Reports. Comments are included for Foundation Stage and Key Stage 1 & 2 both in English and in Irish Medium.

Comment Banks gives a printed copy of the CCEA provided comments for Communication, Using Mathematics, Using ICT and Thinking Skills and Personal Capabilities.


Report Writer

Communication across the curriculum – Foundation StageTalking and Listening

• listensattentivelytoarangeofstories,poemsandmusic• listensandtakesturnsinconversationswithadultsandotherchildren• speaksclearlyabout<his/hers>ownexperiences• carriesoutsinglestepinstructions• makespredictions• retellsstories• asksandanswersquestions• knowsthatsomewordsrhyme• listensattentivelyandmakesagoodresponsetostoriesandpoems• givesandexplainssimpleinstructions• tellsothersabout<his/hers>thoughtsandideas• asksandanswersappropriatequestions• speaksconfidentlyduringclassandgroupdiscussions• usesawiderangeofwordswhentalkingtoadultsandotherchildren• retellsstoriesandexperiencesindetailandintherightorder• offersreasonstosupportopinions• showsanawarenessofsoundsatthebeginning,middleandendofwords

Reading

• enjoyssharingbookswithadultsinschoolandathome• enjoyslookingatbooksby<himself/herself>• showsadesiretolearntoread• knowsthedifferencebetweenpicturesandprint• knowsthatpicturesandprintcarrymeaning• talksaboutbooksusinglanguagesuchascover,page,author• recognisessomefamiliarsignsandlabelsintheenvironment,suchasshopsignsand labels on food• understandsthatsoundsarerepresentedbyletters• readsonsightsomewordsinameaningfulcontext• readsarangeofsimpletextswithsomeindependence• readsaloudandhasagoatunfamiliarwords• usesarangeofwaystoworkoutunfamiliarwords• beginstoreadaloudwithsomeexpressionandconfidence• readssilentlyforashortperiodoftime• selectsabook/textforaspecificpurpose• understandswhat<he/she>hasreadandtalksaboutit• retellswhathashappenedinastoryandpredictswhatwillhappennext• readsandfollowssimpleinstructions

Comment Banks: 1a


Report Writer

Writing

• talksabout<his/hers>thoughtsandideaswhendrawingandpainting• knowsthedifferencebetweendrawingsandwriting• talksaboutwhat<he/she>isgoingtowrite• enjoystakingpartinsharedwritingsessions• talksaboutdifferentsortsofwritingsuchaslists,recipesandstories• writesinavarietyofsituationssuchasplay• beginstowritefamiliarwords• showssomecontrolwhenwritinglettersandspacingwords• writeswithteacherguidancefollowingsharedpreparation• beginstowriteindependentlyinsentenceswithgenerallyaccuratepunctuation• writesusingcapitallettersandfullstopsintherightplaces• beginstoreadandcheck<his/hers>writing• beginstoput<his/hers>ideasintherightorderwhenwriting• usesarangeofwordswhenwriting• knowssomewaystoworkouthowtospellunfamiliarwords• showscontroloverformationofloweranduppercaseletters,sizeandspacing

Comment Banks: 1b


Report Writer

Communication across the Curriculum – Key Stages 1 and 2

Talking and Listening

The following comments have been produced for use by schools in 2007-2008. They are based on the draft Levels of Progression for Communication across the curriculum: Key Stages 1 and 2.

Level 1

• listenstoandunderstandssimpleinformation• takesonaroleduringplay• understandsthemeaningofshortexplanationsandsimplediscussions• followssinglestepinstructions• asksandanswerssimplequestions• talksin<his/hers>ownwordsabout<his/hers>thoughtsandfeelings• talksinanimaginativewayduringplay• makessomeattempttotalkaboutthings<he/she>doesoreventsthathappen• speakssothat<he/she>canbeheardandunderstood• makeseyecontactwiththelistener• takes<his/hers>turnwhentalkingandlisteningtoothers

Level 2

• listensforthemainpointsofaconversationorshortexplanation• takespartinrole-playswithothers• followsshort,straightforwardinstructions• followsadiscussionandjoinsinatasuitabletimewhen<he/she>hassomethingtosay• asksquestionstofindoutinformationandanswersquestionsfromothers• talksin<his/hers>ownwordsabout<his/hers>thoughts,imaginingsandopinions• talksabouteventsintheorderinwhichtheyhappen• speaksclearlysothat<he/she>canbeunderstood• usesbodylanguagetoshow<he/she>islistening

Level 3

• listenstofindspecificinformation• takesonaroleingivensituations• followsthemainpointsofadiscussion• makescommentswhichshowunderstanding• asksquestionsaboutwhat<he/she>hears• explains<his/hers>viewsandthinking• usessuitablewordstoexpress<himself/herself>• talksabouteventsintheorderinwhichtheyhappen• makessomeattempttoplan<his/hers>talk

Comment Banks: 2a


Report Writer

• speaksindifferentwaysfordifferentaudiences• understandsthat<his/hers>bodylanguagemayhaveaneffectonthelistener

Level 4

• listensandconcentrates• brings<his/hers>ownideastoarole• offersandbuildsonideastokeepdiscussiongoing• picksuponotherpeople’sideasandsayswhat<he/she>thinksaboutthem• sayswhat<he/she>thinksaboutothers’ideasinanappropriateway• expressesinformation,ideasandopinionsclearly• useswordsthatarerelevanttothesituationandtopic• planshowbesttogoaboutTalkingandListeningactivities• planshowtomake<his/hers>keypoints• followsthroughwith<his/hers>ownideasandopinions• speaksinawaythatgetstheinterestoflisteners• usesbodylanguagetogettheinterestofthelistener

Level 5

• listenscloselytowhatissaidandpicksuponrelevantinformationandideas• usesrelevantideasindifferentroles• asksquestionstoexploreanddevelopideas• offersreasonstosupport<his/hers>ownideas• challengestheviewsofothersinanappropriatemanner• showsunderstandingbycommunicatingdetailedinformation• useswordsthatarespecifictosituationandtopic• organisespointsinaclearsequence• deliberatelyuseslanguagetogetaparticularresponse• speaksinawaythatsuitsarangeoflistenersandsituations• deliberatelyusesbodylanguagetogetaparticularresponse

Reading


Level 1

• understandsthatprint,picturesandimagescantellussomething• recognisessomesoundsinwords• matchesletterswiththesoundstheymakeandusesthisinreading• recognisessomeeverydaywords,signsandsymbolsin<his/hers>surroundings• usespicturecluestohelp<him/her>findinformation• usessomelanguageconnectedwithbooks• talksaboutwhat<he/she>readsandanswersquestions

Comment Banks: 2b


Report Writer

Level 2

• understandsandretellswhat<he/she>reads• putsinformationintherightorder• usesvariousstrategiestoreadunfamiliarwords• findsinformationtoanswerquestionsinagiventext• usesknowledgeofthealphabetand/orvisualcluestofindinformation• recognisesthattextsareputtogetherinavarietyofways• asksquestionsandgivesanopinion• makesapredictionbasedonwhat<he/she>reads

Level 3

• retellswhat<he/she>readsin<his/hers>ownwordsandinsequence• understandsthemainpointsofatext• usesarangeofreadingstrategieswithouthelp• understandsthattextsarewrittenandorganisedindifferentways• uses<his/hers>understandingofhowtextsareorganisedtofindinformation• realisesthatdifferenttypesoftextsareputtogetherindifferentways• makesdeductionsfromtheinformationinthetext• givesanopinionaboutwhat<he/she>readsandthereasonforit

Level 4

• identifiesandunderstandsthemainpointsandideas• summarisesthemainpointsandideas• readsindependently• findsinformationandmakesappropriateuseofit• understandshowpartsofatextareputtogethertosuitaudienceandpurpose• picksuponunderlyingmeaningsandreadsbetweenthelines• backsup<his/hers>opinionbygivingexplanations

Level 5

• usesdetailsoftexttodeepen<his/hers>understanding• identifiesthemainthemes,points,processesorideas• selectsandmanagesinformationfromavarietyofsources• recognisestheintentionsofthewriterandpicksuponunderlyingmeaningsand attitudes• identifiesthedifferencebetweenfactandopinion• explainshowlanguageandstructurework• explainshowlayoutandothervisualfeatureswork• usesevidencefromtextstobackup<his/hers>viewsanddrawconclusions

Comment Banks: 3a


Report Writer

Writing


Level 1

• talksaboutwhat<he/she>isgoingtowrite• recordsthoughts,feelingsandideasusingsymbolsandpictures• recordsideasusingwords,phrasesorsimplesentences• matchesletterswiththesoundstheymakeandusesthistowritewords• writeswordswhicharepersonalandimportant• formsloweranduppercaseletters

Level 2

• talksaboutwhat<he/she>isgoingtowriteandhow<he/she>isgoingtosetout <his/hers>writing• looksbackover<his/hers>writingtocheckif<he/she>hasdonewhat<he/she>set out to do and makes changes• writesabout<his/hers>thoughts,feelingsandideasusingsimplevocabulary• usesbasicpunctuation• spellsandwritescommonwordssothattheycanberecognised• produceshandwritingthatcanberead

Level 3

• talksaboutandplans<his/hers>writing• makesimprovementsto<his/hers>writing• organises<his/hers>writingsothatitfollowsasuitablestructure• writesabout<his/hers>ideasandopinions• addsdetailtomakethemeaningmoreclear• usesavarietyofsuitablewordstomake<his/hers>writingmoreinteresting• writesinaformtosuitthetask• choosesavarietyofwaystobeginsentences• usesbasicpunctuationandgrammaraccurately• spellsfrequentlyusedandtopicwordscorrectly• produceshandwritingwhichisaccuratelyformedandconsistentinsize

Level 4

• checksandcorrects<his/hers>writingtoimproveaccuracyandmeaning• structuresideasforwriting,includingtheuseofparagraphs• expressesthoughts,feelingsandopinions,givingreasons• getsmeaningacrossclearlybyusingwordscorrectlyandbygivingsufficientdetail• writesindifferentwaysdependingonwhy<he/she>iswritingandwho<he/she>is writing for

Comment Banks: 3b


Report Writer

• usesarangeofsentencestructures• usesarangeofpunctuationaccurately• usesaccuratespellingandgrammaronmostoccasions

Level 5

• makeschangesinordertoimprovethequalityof<his/hers>writing• structures<his/hers>writinginalogicalway• getsmeaningandideasacrossbyusingprecisewords• usescontentthatisrelevantdependingonwho<he/she>iswritingforandwhy <he/she>iswriting• getsinformationacrosseffectively,usingaformalstylewhenappropriate• usessentencestructurestoget<his/hers>meaningacross• usesarangeofpunctuationconsistentlyandaccurately• usesaccurategrammarandspelling

Comment Banks: 4a


Report Writer

Using Mathematics across the curriculum – Foundation Stage

• enjoystakingpartinmathematicalactivities• usesappropriatemathematicallanguagetodescribe<his/hers>work• sortsandre-sortsmaterialsfordifferentcriteriaandtalksaboutwhat<he/she>hasdone• ordersnumeralsandsetswithin10• knowsnumbersthataremore/lessthan• cancombinesets• usesmoneyinshoppingactivities• addsandsubtractsupto10usingrealobjects• countsforwardsandbackwardsfromdifferentstartingpoints• recognisesnumbersto20• carriesoutmentalcalculationssuchas1more/lessthanupto20,doublesto10• mentallyaddsandsubtractswithin10• understandsthatteennumbersare10plusanothernumber• predictssequencesinnumber• makesasensibleguessofquantitieswithin10

Comment Banks: 4b


Report Writer

Using Mathematics across the curriculum – Key Stages 1 and 2

Using and Applying

The following comments have been produced for use by schools in 2007-2008. They are based on the Draft Levels of Progression for Using Mathematics across the curriculum: Key Stages 1 and 2.

Level 1

• canusetheequipmentneededforsimple,practicalproblems• talksaboutwaystosolvesimple,everydayproblems• cancountforwardsandbackwardsfromagivenpoint• cantalkaboutsimplepatternsandsaywhatcomesnext• cancollectinformationandtalkaboutit• canshow<his/hers>workusingpicturesandobjects• talksabout<his/hers>workusingsomesimplemathematicallanguage

Level 2

• cansuggesthowtodoanactivityorproblem• canselectanduseequipmentforasimple,practicalproblem• canusetherightmethodofcalculationtosolveaproblem• isbeginningtoworkouttheanswer‘in<his/hers>head’• canrecognisepatternsandsimplerelationshipsandtalkaboutwhatcomesnext• cancollectinformationandtalkaboutwhatitmeans• cansuggestsomewaysofrecording<his/hers>answers• talksabout<his/hers>workusingsimplemathematicallanguage

Level 3

• cansuggestdifferentwaystoapproachanactivityorproblem• canselectandusesuitableequipmentforapracticalproblem• selectstheappropriatetypeofmathematicstouse• isbeginningtoorganiseandcheck<his/hers>ownwork• usesmentalmethodseffectivelytoworkouttheanswer• canidentifyandexplainpatternsandrelationshipsandmakepredictions• canfindandcollectinformationandunderstandwhatitmeans• canrecord,presentandcommunicate<his/hers>findingsinsimpleways

Level 4

• canidentifyandusetherightequipmentandmathematicsforaproblem• canplanandworkinanorganisedway• checks<his/hers>workforaccuracy

Comment Banks: 5a


Report Writer

• usesdifferentwaystosolveproblems• explorespatternsandrelationships• canpresentandexplain<his/hers>findingsclearly

Level 5

• canindependentlyidentifytheinformationandequipmentneededtosolveproblems• choosesandusesarangeofwaystosolveproblems• plansandworksinanorganisedway• checksthat<his/hers>workisaccurateandthat<his/hers>findingsandresultsmake sense• canmakesimplepredictionsandtesttoseeiftheyareright• cansummarise<his/hers>findings• canrecord,presentandcommunicate<his/hers>ideasclearlyandappropriately

Number

The following comments have been produced for use by schools in 2007-2008. They are based on the draft Levels of Progression for Using Mathematics across the curriculum: Key Stages 1 and 2.

Level 1

• canunderstand,use,addandsubtractnumbersupto10• canestimatehowmanyobjectsthereare• recognisesandusescoins• canmakeanddescribepatternsusingobjects,numbersorpictures

Level 2

• canread,writeandordernumbersupto100• understandsthedifferencebetweentensandunits• canaddandsubtractuptoatleast20• understandsanduseshalvesandquarters• understandsandusestheappropriatecoinstocarryoutshoppingactivities• understandsthelinkbetweenaddingandsubtracting

Level 3

• canunderstand,use,addandsubtractnumbersupto1000• canroundnumberstothenearest10or100• canremembernumberfactsupto20• canunderstandandusesimplefractionsinpracticalactivities• knows2,3,4,5and10multiplicationtables• solvesproblemsinvolvingmultiplicationanddivisioninpracticalsituations• canuse<his/hers>numberskillstosolvemoneyproblemsupto£10• candescribenumberpatternswithinthe100square

Comment Banks: 5b


Report Writer

Level 4

• canworkoutmathematicalproblemsmentally,onpaperandbyusingacalculator• canestimatetheanswertoaproblem• canadd,subtract,multiplyanddivideusingwholenumbers• knowsandcanusemultiplicationfactsupto10x10• canunderstandandmeasureuptotwodecimalplaces• canaddandsubtractnumbersuptotwodecimalplaces• understandsandusessimplefractionsandpercentages• canmakechoicesaboutspendingandvalueformoney• knowsaboutdifferentmethodsofpayment• understandsandusessimplemathematicalrulesdescribedinwords

Level 5

• canmultiplyanddividewithnumbersuptotwodecimalplaces• understandsnegativenumbersinpracticalsituations• understandsandusestherelationshipbetweenfractions,decimalsandpercentages• worksoutfractionsandpercentagesofquantities• canaddandsubtractsimplefractions• canmakeinformedchoicesaboutpersonalbudgeting,spendingandsaving• understandswhatinterestiswhensavingandborrowing• canusesimplemathematicalformulaeandrules

Measures


Level 1

• useslanguagesuchas‘longer/shorter/heavier/lighterthan’todescribeandcompare objects• canputeventsintherightorder• recognises‘special’times,suchaslunch-time,ontheclock• knowsthedaysoftheweek

Level 2

• canmeasureusingsteps,hands,yoghurtpotsetc.• knowsthemostcommonlyusedunitsformeasurement,includingtime• knowsthedaysoftheweek,monthsoftheyearandseasons,andcanputtheminorder• cantellthetimeinhoursandhalfhours

Comment Banks: 6a


Report Writer

Level 3

• canworkouttheareaofashapebycountingsquares• canestimate,measureandrecordlength,weight,capacity,timeandtemperature• canreadsimplescalesanddigitaldisplays• canreadandsolveproblemsusingacalendar

Level 4

• canaccuratelyestimateandmeasurelength,weight,capacity,timeandtemperature, using appropriate units• understandstherelationshipbetweenunitsofmeasurement,e.g.that100centimetres= 1 metre• canaddandsubtractmeasures• canuseam,pmandthe24-hourclockwhenworkingwithtime• usespracticalwaystofindtheperimeter,areaandvolumeofsimpleshapes

Level 5

• canconvertfromonemetricunittoanother,e.g.fromkilometrestometres• canadd,subtract,multiplyanddividemeasures• understandsandusesscaleinmapsanddrawings• cansolveproblemsinvolvingtimetables• cancalculatetheareaandvolumeofsomeshapes

Shape and Space


Level 1

• cansort,makeanddescribe2-Dand3-Dshapes• canuseeverydaylanguagetodescribeposition,e.g.under,beside,above• canuselanguageandfollowinstructionsformovement,e.g.forwards,backwards, sideways

Level 2

• canrecognise,nameandsortcommon2-Dand3-Dshapes• canfollowandgiveinstructionsfordirection,e.g.leftturn,rightturn

Level 3

• canrecognise,nameanddescribesimple2-Dand3-Dshapes• recogniseshowshapesaresymmetricalorcanfittogether• canidentifyrightanglesin<his/hers>surroundings

Comment Banks: 6b


Report Writer

Level 4

• candescribe2-Dshapesintermsofsides,anglesandsymmetry• understandsandusesappropriatelanguagetodescribelines,anglesandlocation• canusecoordinatestoplotpoints

Level 5

• canmeasure,drawandlabelangles• knowsthepropertiesof2-Dshapesandcandescribe3-Dshapes

Handling Data


Level 1

• cansortobjectsforonecriterion,e.g.bycolour• recordsresultsusingrealobjects,drawingsorICT

Level 2

• cansortobjectsusingtwocriteria,e.g.bycolourandsize• cancollect,recordandtalkaboutinformationusingsimpletables,graphsanddiagrams

Level 3

• cancollectandrecordinformationneededforanactivity• canfindandreadinformationfromtables,charts,diagramsanddatabases• candrawandlabelsimplebarchartsandpictograms

Level 4

• canfindandinterpretinformationfromtables,diagrams,chartsandgraphs• canidentify,collect,recordandpresentinformationindifferentways• candescribeprobabilityusingwordssuchascertain,likelyandimpossible

Level 5

• candesignandusedatacollectionsheets• caninterpret,createandlabelarangeoftables,diagramsandgraphs• cancalculatemeanandrange• cancompareandordereventsaccordingtolikelihood,e.g.verylikely,unlikely,lesslikely

Comment Banks: 7a


Report Writer

Using ICT across the curriculum – Foundation Stage• usesthespacebar• isabletousethedeletekeytocorrectmistakes• usesthemousetomovearoundthescreen• isbeginningtousethekeyboard• enters<his/hers>ownnameandpasswordwith/withouthelp• loadsaCDwith/withouthelp• movestheroamer/pixieforwardsandbackwards• saves<his/hers>workonthecomputer• prints<his/hers>work• presents<his/hers>workusingsimplegraphsandcharts

Comment Banks: 7b


Report Writer

Using ICT across the curriculum – Key Stages 1 and 2

The following comments have been produced for use by schools in 2007-2008. They are based on the draft Levels of Progression for Using ICT across the curriculum: Key Stages 1 and 2. Level 1

• usesthemousetomatchpicturestopictures,picturestowordsandwordstowords• accessesinformationfromdigitalsourcesprovidedbytheteacher• expresses<his/hers>ownideasbyusingICTtocreatepictures• expresses<his/hers>ownideasbyusingICTtocomposetext• usesanonscreenwordbanktocomposesimplesentences• adds<his/hers>ownvoiceovertoICTwork• presentsworkingraphicalform• exploresandinteractswithdigitaltoysandgames

Level 2

• usesICTtoaccessandselecttheappropriateinformation• writessimplesentencesonscreenusingthecomputerkeyboard• usesICTtoaddpicturesandsoundstowork• collectsdataandentersitintothecomputer• usesICTtopresentdataandtotalkaboutwhatitmeans• makesdigitaldevicesmovebackwardsandforwardsandchangedirection• talksaboutimprovementstoICTwork• saves<his/hers>work

Level 3

• asksquestionsaboutwhat<he/she>isdoinginICT• makesdecisionsabouthowtocarryoutthetask• usesICTsources,providedbytheteacher,tosearchforinformation• usesICTtoselecttheinformationneededforanactivity• editsandusesinformationin<his/hers>ownwork• addssoundandimagestoICTworkthat<he/she>hascreated• presentsandcommunicates<his/hers>workfordifferentaudiences• makesimprovementstoICTwork• collectsdataandisabletoenterandorganiseit• presentsdatathat<he/she>hascollected,talksaboutitanddrawsconclusions• makesdigitaldevicesfollowsimpleroutes• makespredictionswhensolvingproblemsusingICT• saves<his/hers>workandunderstandstheimportanceofusingmeaningfulfilenames• communicatesbytakingpartinvideo-conferencing

Comment Banks: 8a


Report Writer

• communicatesusingadigitalcamera• selectsanddigitallystores<his/hers>bestworktoshowtoothers

Level 4

• usesarangeofdigitalsourcestoresearchandselecttextandgraphicstosupporttopic work• locatesandretrievesspecificinformationfromawebsiteforuseintopicwork• selectsandeditsinformationforusein<his/hers>ownwork• producesadigitalpresentationof<his/hers>workwhichcombinestext,number,sound and pictures • usesaspreadsheettohelpmakepredictionswhensolvingproblems• makespositivecontributionsduringvideoconferencing• usesarangeofICTequipmentintheclassroom• communicatesbyusingadigitalcameratocaptureandpresentpicturestosupport <his/hers>work• usesappropriateICTtoolsandfeaturestomakechangesto<his/hers>work• communicatesbyemailingworktootherchildren• contributestotheproductionofadigitalvideo• selects,organisesanddigitallystores<his/hers>bestwork• presents<his/hers>worktotherestoftheclass• isawareofhowtobehavewhenonline

Level 5

• usesarangeofdigitalsourcestoresearch,selectandeditinformationtosupportwork• selectsandevaluatestextandgraphicsfromarangeofdigitalsources• contributestothedesignandcreationofawebsite• producesamultimediapresentationwhichintegratestext,graphicsandsoundand makes use of animation and colour• presentsICTworktoothers,outsidetheclass• contributestotheproductionofadigitalvideolinkedtotopicwork• usesadigitalcameratocaptureimagesandincorporatesthesewithintopicwork• contributestotheplanningandproductionofashortanimation• contributestotheplanningandproductionofashortfilm• usesICTtoolsandfeaturestoenhancethequalityofwork• usesspreadsheetstocarryoutarangeofgiveninvestigations• participatesinandcontributestoonlineconferences• usesemailtocommunicatewithpeersandagreedorganisations• organises,storesandmaintainsadigitalbankof<his/hers>chosenworktosharewith others• sharesandexchangesinformationbycommunicatingdigitally• understandstheimportanceofkeepingsafewhencommunicatingonline

Comment Banks: 8b


Report Writer

Thinking Skills and Personal Capabilities – Foundation Stage

Managing Information

• concentrateson<his/hers>work• isabletoselectmaterialsandresourceswithhelp• suggestswaystoobtaininformation• followsdirections• beginstoplan

Thinking, Problem Solving and Decision Making

• recallsexperiencesandstories• makesobservationsandtalksaboutwhat<he/she>hasseen• isabletoretellstoriesandeventsinsequence• identifiesandnamesobjectsandeventsassame/different• sortsandputsobjectsintogroups• makessimplepredictions• iskeentoexpress<his/hers>thoughtsandideas• isabletoaskquestionstofindoutinformation

Being Creative

• iscuriousabouttheworld• uses<his/hers>sensestoexploreandrespond• talksabout<his/hers>memoriesandexperiences• playsforpleasureandiscreative• showsexcitement,enjoymentandsurpriseinlearning• iswillingtotakeonnewchallenges• experimentswithideasthroughwriting,drawingandmodelmaking

Working with Others

• iswillingtojoinin• isabletoworkandplaycooperatively• listens,takesturnsandshareswithotherchildren• learnsfromwatchingandlistening• isawareofhow<his/hers>actionsaffectothers• isconfidentwithadultsandotherchildren

Comment Banks: 9a


Report Writer

Self Management

• talksaboutwhat<he/she>isdoingandwhat<he/she>haslearned• paysattentionandkeepsgoinguntilataskisfinished• isabletomakechoicesanddecisions• asksanadultorfriendforhelp

Comment Banks: 9b


Report Writer

Thinking Skills and Personal Capabilities - Key Stage 1

Managing Information

• showsinterestbyaskingfocusedquestions• seestheneedtohaveaplan• canfindinformationfromdifferentsources• organises<his/hers>information• gathersandrecordsinformation• presentshisfindingsclearly


• showsabilitytomemorisebyretellingandrecountingstoriesandeventsaccurately• showsunderstandingbysequencinginformationandmakingsimplecomparisons• beginstoexplain<his/hers>ideasandgivereasons• showseagernesstoseekreasons• makespredictionsandthinksaboutpossibleconsequences• isabletoexplainapointofview• putseffortintoexploringdifferentoptionsandsolutions

Being Creative

• eagerlyapproachesnewsituationsandiscuriousaboutfindingoutnewthings• takestimetouseimaginationandisgoodatcomingupwithlotsofnewideas• showswillingnesstotryoutandexperimentwithnewanddifferentapproaches• continuesonwithchallengeseveninthefaceofdifficulty

Working with Others

• iswillingtojoininbysharingandcooperatingwithothers• paysattentionandfollowsdirectionsduringclassroomactivities• iswillingtoworkinagroupanddo<his/hers>fairshare• showsrespectforotherpeoplebylisteningandspeakingappropriately

Self Management

• iseagerandabletotalkabout<his/hers>classactivities• iscarefulabouthisworkandregularlychecksitforaccuracy• canconcentrateandworkthroughthevariousstagesinatask• knowswhentoaskforhelp• iseagertoexplainwhat<he/she>enjoysaboutclassactivitiesandwhat<he/she>finds difficult

Comment Banks: 10a


Report Writer

Thinking Skills and Personal Capabilities - Key Stage 2Managing Information

• showsinterestbyaskingfocusedquestions• beginstoplanforworkahead• choosesthemostappropriateinformationfromdifferentsources• organisesinformationthoroughly• selectsthemostusefulinformation,decidingwhatisrelevant• developsownmethodstogatherandrecordinformation• presents<his/hers>findingsforaparticularaudience


• showsabilitytousedifferentmemorystrategiestohelpunderstanding• makessenseofinformationbyfindingpatterns,similaritiesanddifferences• develops<his/hers>ideasandmakeslinksbetweencauseandeffect• showseagernesstoseekreasonsandquestionevidence• makesandtestspredictionsanddrawssomeconclusions• isabletounderstandmorethanonepointofview• recognisestheneedtoexploreandweighupdifferentoptionsandopinions• iswillingtotryoutandpersistwithdifferentsolutions

Being Creative

• showseagernessinarangeofproblem-solvingsituations• exploresideasimaginativelyandcanturnthemintocreativeoutcomesandactions• isopentonewideasandisabletoworkinarangeofdifferentways• iswellmotivatedandpersistswithdifficulttasks,despitesetbacks

Working with Others

• joinsinbysharingandcooperatingwithothers• iswillingtohelpotherswiththeirlearning• listensandlearnsfromfeedback• takesresponsibilityforworkdoneinagroup• showsrespectbylisteningtodifferencesinopinions• makeseffortstoworkwithothersandreachagreement

Self Management

• iseagerandabletotalkabout<his/hers>schoolworkandwhatcanbeimproved• showsadesiretobethoroughwith<his/hers>work• iscapableofworkingindependentlyandofmanaging<his/hers>owntimeonatask• knowswhenandhowtoseekhelpfromavarietyofsources

Comment Banks: 10b


Report Writer

• canreadilyidentify<his/hers>interests,aspirations,strengthsandweaknesses• iswillingtocooperatetoidentifystepstohelp<him/her>improve

Comment Banks: 11a

introduction to report writer (profiles 7) · resource cards: report writer the following laminated...

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