Science Report Comments for Cambridge Stages 4-6

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 4-6: 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

In science discussions, [Name] describes how human actions affect habitats and suggests well-reasoned ways to protect plants and animals.
Through careful observation, [Name] describes how materials change during practical work and predicts how a new material might behave.

Next step

Building a scale model of the Solar System in the playground would help [Name] explain how far apart the planets really are.

Secure S

Strengths

In practical science, [Name] takes accurate measurements of time, length, temperature or force and records them in a clear table.
When learning about Earth and space, [Name] explains familiar patterns or processes and uses the correct scientific words.

Next step

Testing how far from a magnet a paper clip is still attracted, and recording the greatest distance, would extend [Name]'s knowledge of magnetic force.

Developing D

Strengths

In biology, [Name] is making progress with food chains and can sometimes put living things in the right order using picture cards.
Predictions in science are something [Name] is learning to make, and [he/she/they] can sometimes give a reason for them.

Next step

Shining a torch at a mirror and drawing the path of the light, following a model diagram, will help [Name] explain reflection.

Beginning B

Strengths

With photographs to look at, [Name] is starting to talk in science about ways people can protect animals and their habitats.
In chemistry topics, [Name] is starting to notice how materials change when the teacher shows a simple demonstration.

Next step

Saying what happened to a shadow after moving a torch closer, using before-and-after pictures, is a good next step for [Name].

Support at home

You could sort rubbish for recycling together and talk about which materials things are made from and why.

How to write science comments for Stages 4-6

Use the language of fair testing precisely: what was changed, what was measured and what was kept the same. A next step such as listing the variables before each enquiry suits Stages 4-6.
Check whether the student can explain a result as well as describe it, for example why a shadow changes length. Explaining with a diagram or a model shows understanding beyond recalling facts.
Name a topic sparingly, because schools teach units in different orders. Skill-based comments, such as drawing a bar chart of results and describing the pattern, work whatever was taught last.

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.