Name is an energetic and able pupil, who has the potential to do well in this subject. He/She has shown glimmers of determination to improve in beginning to develop his/her skills in isolation, but struggles to apply these skills in game situations. Name is a very social student, and has shown that he/she is able to take responsibility for his/her own actions and is able to manage and resolve conflict fairly. In order for Name to see more success in PE and achieve his/her potential he/she needs to continue to develop his/her self management skills, by ensuring he/she is on time and organized for the lesson. This includes having hair tied back, all jewelry off and no chewing gum. It would also be beneficial for Name to ensure that he/she controls his/her impulsive behaviour that often disrupt the learning and the learning of others. If Name does this, he/she will see an improvement in his/her skill acquisition and overall enjoyment of the subject.

Student’s senior year will be focused on exploring complex concepts and ideas; this first semester began with a practical unit on College Readiness, where students wrote their university essays and took part in a mock college interview. Next, students moved into a unit on the concept of XYZ, using the text Things Fall Apart by Nigerian author Chinua Achebe as an anchor and basis for close analysis. 

ABC is a strong critical thinker and offers insightful ideas during our class discussions. S(he) is able to examine a text, issue, or concept from multiple perspectives and this is a valuable skill to continue strengthening. Her/His performance and progress in English will benefit from more attention being paid to self-management; she/he is often late to class and they have trouble submitting formative work on time. These patterns of behavior make it difficult for them to get the most out of the class. Going forward, I’d like to see her/him show up on time and keep track of due dates so that they can receive valuable feedback before summative exams. I look forward to seeing ABC’s progress in their last high school year! 

XYZ has demonstrated a strong and admirable work ethic; they are eager to learn, practice skills regularly, and are consistently participating in class discussions. Their performance in class will strengthen with more attention paid to thinking critically. They can often speak about the literal meanings of texts but have trouble finding and explaining the more nuanced interpretations. Going forward, I’d like XYZ to focus on developing their analysis by continually asking themselves probing questions when they’re analyzing, such as ‘why?,’ ‘how?,’ and ‘for what purpose?’ This is a useful habit to adopt and encourages deeper and more meaningful insights into texts.  

 Mohammed is Proficient in using evidence to support his claims that it is safer to be in a large car than a small car in a collision. He is Meeting expectations for research and information literacy skills, demonstrated in his ability to independently access information, using online credible sources, such as graphs, data tables, and content from scientific articles to support his evidence-based claims and explanations.

 Mohammed works well independently but is encouraged to work on his social and communication skills in a group setting. 

Mohammed would benefit from trusting others in a group setting Moving forward, Mohamed is encouraged to further develop his reflective skills and take responsibility for his learning by being an active participant in his learning process.  Mohamed should ask himself the following three questions at the end of each lesson or as a revision strategy when he gets home: What did I learn today? What don’t I understand yet? What questions do I have now? As he practices this self-assessment process, he will be better equipped to tell me how I can support him in class. 

Grade: 6th Grade Science
Learning Targets Assessed: 

1. Learning Targets: Developing and Interpreting Models

ATL: Thinking Skills

Cluster: Critical Thinking Skills

Subskills: Use models and simulations to explore complex systems and issues

Student Z has shown proficiency in developing and interpreting scientific models. Student Z is able to identify between different states of matter, illustrate interactions between light/heat with matter and show insight into interpreting these models. Student Z has shown the ability to think critically and can explore the relationships between light and properties of matter to convey understanding.