Science Report Comments for Cambridge Stages 1-3

Science covers biology, chemistry, physics and Earth and space, Thinking and Working Scientifically (models, planning and carrying out enquiries safely, measuring, recording, analysing results and drawing conclusions) and Science in Context: how science is used in everyday life and how scientific ideas develop.

Below are 13 sample sentences for Stages 1-3: two strengths and one next step for each of the 4 comment levels (Extending / Secure / Developing / Beginning), plus a tip for families. They are a small selection from the 440 science sentences in the full pack. Copy one, then add a detail only you know about the student.

Jump to: Extending · Secure · Developing · Beginning · Writing tips

Student name Pronouns

Fills in the name and pronouns on this page. Nothing is sent anywhere.

Extending E

Strengths

Using our class weather records, [Name] describes the weather with scientific words and notices patterns, such as which days were warmer.
In chemistry work, [Name] explains how materials are chosen for a job because of their properties, including unfamiliar objects.

Next step

[Name] is ready to choose [his/her/their] own way to record a science activity, such as a table or a labelled drawing, and say why it works well.

Secure S

Strengths

[Name] observes closely using [his/her/their] senses during science activities and describes what [he/she/they] can see, hear and feel.
When discussing the Earth, [Name] accurately describes familiar features, changes or weather patterns and uses scientific vocabulary.

Next step

The next goal is to explain why some materials are better than others for a job, such as making a raincoat or a window.

Developing D

Strengths

Using toys to demonstrate, [Name] can, with some support, show how a push or pull changes an object's movement and describe what happens.
With some support, [Name] can follow a simple method during a science enquiry and use the equipment safely.

Next step

Next, [Name] could learn simple safety rules for electricity and explain one of them to a partner.

Beginning B

Strengths

A picture chart in science helps [Name] begin to name types of weather, such as sunny and rainy.
Looking at and handling materials helps [Name] begin to describe their properties in science, using a word bank.

Next step

[Name] will benefit from naming the main parts of the human body, using a picture and a simple song in science.

Support at home

When you cook together, you could talk about how the food changes when it is heated, cooled or mixed.

How to write science comments for Stages 1-3

Describe what the student notices and says: sorting materials by their properties, naming the parts of a plant or predicting what will happen. One observed skill says more than 'enjoys science'.
Early enquiry skills include asking a question, observing over time and recording in a simple table or drawing. Name the one the student showed and suggest the next, such as saying what they found out.
Keep comments about the human body on understanding, such as naming the senses, and never on the student's own body or health.

Watch out: Avoid comments that only list the topics taught. Describe a skill or idea the student shows, such as using results to support a conclusion, so the comment works whichever topic came most recently.

The four levels describe how independently and securely the student shows what has been taught, never a grade or a test result. Extending suits accurate, independent work applied to unfamiliar tasks, with reasons explained; Secure suits accurate work in familiar tasks with occasional support; Developing suits learning shown sometimes, or with a model, word bank or worked example; Beginning names what is starting to show and the support that helps. Show the level through the work rather than writing the level word.

What Science covers

Strands and skills covered for science:

Biology, Chemistry, Physics and Earth and Space: knowledge and understanding of the topics taught
Thinking and Working Scientifically: models and representations
Thinking and Working Scientifically: planning and carrying out scientific enquiries safely, measuring and recording
Thinking and Working Scientifically: analysing results, drawing conclusions and evaluating enquiries
Science in Context: how science is used in everyday life and the wider world, and how scientific ideas develop

More Cambridge Primary and Lower Secondary comments

How these sentences were made, and what has been checked: About these comments.

Not affiliated with or endorsed by Cambridge University Press & Assessment or Cambridge International Education. "Cambridge" is used only to describe the curricula these comments are written for.