1

Year 7: Curriculum and Assessment Guide for Parents

2018-2019

Introduction

This document has been devised to help you to understand assessment practices used at the school and how

to support your child’s learning and progress. The content has been informed by feedback from parental

forums; I hope that you find it useful. If you have any further queries, please contact individual teachers or

the school’s Administration Manager, Alison Miners (alison.miners@lvc.org).

Why is assessment important?

Assessment plays a fundamental role in learning: it helps students and teachers to identify what has been

learnt, the skills that have been mastered and what needs to improve further. Most importantly, it guides

and supports students with the next steps in their learning. High-quality assessment can have a very positive

impact on students’ learning and progress.

What kinds of assessment are there?

There are two main forms of assessment: summative and formative.

Summative assessment provides a judgement about how students have achieved in a particular test or

assignment. Assessment outcomes are judged using a ‘descriptor’ of how a student has performed against

subject specific assessment criteria and usually take place at the end of a unit of study.

Formative assessment involves teachers using a variety of methods to diagnose specific areas to improve,

and support students in doing so. Formative dialogue is comment-based and occurs throughout the learning

cycle.

The style and type of feedback used will depend on its purpose and the nature of the subject. In practical

subjects, the majority of the feedback will be verbal, with teachers providing students with instant, live

feedback through coaching and conversation. In other more essay-based subjects, feedback will take the

form of regular written comments. Peer and self-assessment will also be used to help students become

familiar with success criteria and be able to evaluate and recognise accurate and effective learning

outcomes.

How and when will my child be assessed?

Each department has their own key assessed pieces of work in their schemes of learning for each year group.

These are outlined in section 2 of this document. As mentioned above, key summative outcomes are marked

with a ‘descriptor’ to indicate how students have achieved against subject specific assessment criteria. In

subjects where students have four or more lessons a fortnight, there will be at least one key assessment

outcome per half term. For subjects taught less frequently, there will be at least one key assessment a term.

The results of summative assessment pieces are recorded on subject mark books in Go4Schools.

Alongside these assessed pieces of work, teachers will carry out ongoing assessments and give students

regular formative feedback to help them to improve. This will usually be shared using the WWW/EBI stamp

(‘What Went Well’ and ‘Even Better If’). Teachers will also provide students with timely feedback in lessons

and through the use of specific praise.

2

Will my child be graded in Year 7?

As of summer 2016 the government removed the use of National Curriculum levels at the end of Key Stage

2. In 2018 students in Year 7 and Year 8 at LVC will be assessed using subject-defined assessment criteria

mapping students’ progress using age-based knowledge and skills expectations. An example of the criteria

used in English are shown below. Student performance will be judged against these criteria where they will

be assessed as either: emerging, developing, achieving, surpassing or excelling.

What does this mean for my child as they move up the school?

Students working at age related expectations at the end of Year 6 should be ‘achieving’ against the subject-

specific assessment criteria throughout Year 7 and Year 8. In Year 9 the majority of the subjects at LVC move

to the system of assessment used at GCSE, the 9-1 grading. The diagram below gives an overview of how a

student might progress through school years 7-11. It must be noted however, that learning is not always a

linear process and performance may vary depending on the topics students are studying.

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What is Go4Schools?

Go4Schools is an online electronic mark book that enables teachers to record assessment outcomes

centrally and share them with colleagues, students and parents. Go4Schools is also used for school reports,

recording praise, behaviour and intervention.

You should have login details and a password to access your child’s progress data on Go4Schools. If you have

not logged on before or have forgotten your password, you can register on the parent home page for a

password update.

What can I see on Go4Schools?

You are able to see an overview of your child’s assessment data which includes their current grade (a

weighted average of the assessments your child has completed in the academic year) and an overview of

their assessments in each subject. You will also be able to view details of individual assessments by clicking

onto subject data and looking at the descriptors for each assessment in the mark books. The quantity of

assessment recorded on Go4Schools will increase during the academic year – the first half term will have

limited information in place.

How do I make sense of the data on Go4Schools?

The most important way of understanding your child’s progress is to discuss it with them. While we have

endeavoured to set out Go4Schools mark books in a straightforward way to make them accessible for

parents, their primary purpose is to support teachers with their recording and monitoring of assessment. We

hope that engaging in assessment data online in this way will be helpful. However, it is important to

recognise that students’ exercise books and the conversations that you have with them and their teachers

can provide a far richer understanding of their learning and progress.

Susan Gelder

Assistant Principal

September 2018

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Section 2

Curriculum and Assessment

Guides by subject

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Contents

Art and Design

Dance

Design & Technology

Drama

English

French and Spanish

Food & Nutrition

Geography

History

ICT & Computing

Mathematics

Music

Physical Education

Religious Studies

Science

6

10

13

15

17

21

23

25

28

30

34

39

42

44

48

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Subject: Art and Design

Assessment criteria for Scheme of Work: Year 7

Strand 1: Painting: colour mixing, techniques and creativity.

Strand 2: Portraits: observation and recording of proportions, structures and details.

Strand 3: Response to artists: Picasso, critical understanding and personal responses.

Strand 4: Sculpture: Materials and methods, design and construction. Collaboration and communication.

Exce

llin

g

Confident and highly creative response to colour and composition, techniques are highly controlled and are used with some originality. There is clear understanding of how acrylic paint can be used to layer and develop an exciting and dynamic compositions.

Drawings are from primary observation and are highly accurate and/or sensitive. Proportions, structure and fine details are rendered with confidence. A likeness is achieved.

The student is critically engaged and insightful. There is a clear ability to see connections with his/her own practice and he/she is curious and articulate when discussing artists’ work.

Highly adaptable and imaginative selection of and experimentation with materials and methods. Comprehensive understanding of form, balance and construction. Recognises the tension between the formal practical and aesthetic elements of sculpture. Capable of independent and collaborative work.

Surp

assi

ng

Confident and imaginative response to colour and composition, techniques are well-controlled, but with evidence of experimentation. There is an understanding of how acrylic paint can be used to build up layers, developing effective and individual compositions.

Drawings are sometimes from primary observation and are frequently accurate and/or sensitive. Proportions, structure and fine details are rendered with confidence. A likeness is sometimes achieved.

The student is purposeful and independent. He/she is able to analyse artists’ work and understand context. He/she uses subject specific language confidently to question and express opinions, and is able to see connection with his/her own work.

Confidant selection of and experimentation with materials and methods. Understands the importance of form, balance and construction. Appreciates the practical and aesthetic elements of sculpture. Capable of independent and collaborative work.

Strand 1: Painting: Colour mixing, techniques and creativity.

Strand 2: Portraits: observation and recording of proportions, structures and details.

Strand 3: Response to artists: Picasso, critical understanding and personal responses.

Strand 4: Sculpture: materials and methods, design and construction. Collaboration and communication.

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Ach

ievi

ng

Increasing confidence in response to colour and composition. Techniques selected show growing control, with some evidence of experimentation. There is an understanding of how acrylic paint can be used to build up layers, developing effective compositions.

Drawings are usually from secondary observation and are sometimes accurate and/or sensitive. Proportions, structure and details are rendered with increasing confidence. Details recorded don’t always relate directly to close observation.

The student is able to analyse artists’ work and understands much of the context. He/she expresses opinions and is able to frame and answer questions, making links with his/her own work.

Task-driven selection of materials and methods with some experimentation resulting in largely conventional and predictable outcomes. Generally capable of independent and collaborative work, with a sound understanding of form, balance and construction.

Strand 1: Painting: Colour mixing, techniques and creativity.

Strand 2: Portraits: observation and recording of proportions, structures and details.

Strand 3: Response to artists: Picasso, critical understanding and personal responses.

Strand 4: Sculpture: materials and methods, design and construction. Collaboration and communication.

Dev

elo

pin

g

Hesitant response to colour and development of composition. Techniques selected show some control, with some evidence of experimentation. There is a developing understanding of how acrylic paint can be used to build up layers in order to develop compositions.

Work is rarely from primary sources and the rules of proportion and structure are applied inconsistently. Details recorded have only tenuous connections to the subject. Drawings can have originality and charm, nevertheless.

The student is able to analyse artists work at a basic level, with evidence of understanding evident in written and/or verbal responses.

Selection of materials can be tentative or impulsive. Experimentation is present, although outcomes are often unoriginal and/or lacking in finesse. There are attempts to solve design problems but student is often dependent on peer or teacher involvement: collaboration may present challenges. Basic understanding of form, balance and construction.

Strand 1: Strand 2: Strand 3: Strand 4:

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Emer

gin

g Very hesitant response to colour and development of composition. Techniques selected show limited control, with little evidence of experimentation. There is an emerging understanding of how acrylic paint can be used to build up layers in order to develop compositions.

Work is never from primary sources and the rules of proportion and structure are not yet understood. Details recorded are almost completely drawn from the imagination, with little or no regard for the subject. Drawings can have originality and charm, nevertheless.

The student is able to analyse artists work at a very basic level, with peer and/or teacher support. He/she often has difficulty thinking of questions and answers simple questions hesitantly.

Highly predictable selection of materials with hesitant and limited development of ideas, heavily dependent on peer/teacher intervention. Limited understanding of design and the construction process: outcomes are unresolved or very basic. Can struggle with the demands of collaboration.

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Main topics covered Key assessments

Au

tum

n

• Draw: for purpose. 3D,observation,tone and line

• Paint: creativity, control, experimentation

• Faces: Abstract, representational, observation

• Baseline: Drawing and painting

• Creative painting page

• Portrait #1 – homework

Spri

ng

• Portraits, artists’ styles, own responses

• Picasso “Weeping Woman” and “Guernica”

• Distortion/composition/meaning

• Portrait #2 – homework

• Artist response (Picasso)

Sum

me

r • Sculpture: styles and approaches

• Artist study: Chillida/De St. Phalle

• Create own “junk” sculpture

• Artist study: Chillida/De St. Phalle

• Practical sculpture and drawing

Year 7 Art

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Assessment criteria for: DANCE Year 7

IRON BRONZE SILVER GOLD PLATINUM

Performance Emerging Developing Achieving Surpassing Excelling

Physical & technical skills posture, alignment, accuracy, coordination, strength, balance, control

I can use some physical & technical skills at times in the performance of the dance.

I can use some of the physical & technical skills throughout the performance of the dance.

I can use several physical & technical skills consistently throughout the performance of the dance.

I can use a full range of physical & technical skills consistently throughout the dance.

I can use the full range of physical & technical skills consistently and with flair (e.g. excellent accuracy)

Expressive Skills focus, projection, musicality, spatial awareness, facial expression, communication of choreographic intent

I can use one of the expressive skills at times in the performance of the dance

I can use one or more of the expressive skills throughout the performance of the dance

I can use at least three of the expressive skills consistently throughout the performance of the dance

I can use a full range of expressive skills consistently throughout the dance

I can use the full range of expressive skills consistently and flair (e.g. I can communicate the choreographic intent to an audience)

Appreciation Emerging Developing Achieving Surpassing Excelling

Evaluate the effectiveness of choreography and performance, including professional dance works

I can sometimes identify when I and others need to improve the dance/performance I can co-operate with the group to make a change to the dance I understand some of the main features of the dance and I can make one or two comments about my work and the work of others

I can mostly identify when I and others need to improve the dance/performance and give some feedback to improve performance or choreography I can co-operate with the group to make some changes to the dance I understand the main features of the dance and can comment on them in my own and others work

I can identify when I and others need to improve the dance/performance and give specific feedback to improve performance or choreography I can co-operate with the group to implement the feedback in full I can evaluate how ideas, and intentions are communicated through dance, and use appropriate vocabulary to discuss my own and others work

I can identify when I and others need to improve the dance/performance and give specific feedback to improve performance or choreography for an excellent outcome I can lead or co-operate with the group in implementing the feedback to produce an excellent outcome I can evaluate how ideas, and intentions are communicated through dance, and confidently use dance vocabulary to discuss my own and others work

I can identify when I and others need to improve the dance/performance and give specific feedback to improve performance or choreography for an outstanding outcome I can lead or co-operate with the group lead the group in implementing the feedback to produce an outstanding outcome I can critically evaluate how ideas, and intentions are communicated through dance, and confidently use dance vocabulary to discuss my own and others work

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IRON BRONZE SILVER GOLD PLATINUM

Choreography Emerging Developing Achieving Surpassing Excelling

DARS, response to stimulus, motif development and communication of dance intention.

Dynamics - I understand dynamics and simple dynamic changes in my choreography. Action - I can create basic phrases of dance using some of the 6 body actions. Relationship – I understand relationships and I can show at least one relationship in my choreography. Space – I understand how to use space and I can create some pathways and shape I can respond to a stimulus I can use simple creative ideas to create a dance I can use basic motif development using some of DARS and simple repetition My dance has a beginning, middle and an end

Dynamics - I understand dynamics and use some variety of dynamics in my choreography. Action - I can create basic phrases of dance using the 6 body actions. Relationship – I can use more than one relationship in my choreography Space - I can create pathways, shape, and changes of direction in my choreography I can respond to a stimulus and plan a dance with a partner I can use creative ideas to create a dance I can use some motif development using some of DARS and repetition My dance has a clear beginning, middle and an ending position

Dynamics - I can apply a variety of dynamic changes in my choreography to create interest Action - I can create phrases of dance using the 6 body actions in the style of the dance. Relationship – I can use a different relationships in my choreography. Space - I can create different spatial changes e.g. pathways, shape, levels and formations I can respond to a stimulus and plan a dance with a partner to convey a choreographic intention I can use creative ideas to create a dance I can use some motif development using some of DARS and repetition My dance has a clear beginning, middle and an ending position

Dynamics – I can apply a variety of interesting dynamics changes in my choreography to create mood/atmosphere Action - I can create phrases of dance using the 6 body actions in the style of the dance and with attention to detail. Relationship – I can use a variety of relationship changes in my choreography Space - I can create a variety of pathways, shapes, changes of level and formations to create interest. I can respond to a stimulus and plan a dance with a partner to convey the choreographic intention clearly I can take a creative risk, apply imaginative ideas and improvise to create a dance I can use interest in motif development, using DARS with some good use of repetition My dance has a clear beginning position, a middle and end with some creative transitions

Dynamics - I can create sophisticated dynamic changes in my choreography to create mood/atmosphere Action - I can create phrases of dance using the 6 body actions in the style of the dance and interest. Relationship – I can use a variety of relationship changes to create interest Space - I can use a variety of pathways, shapes, changes of level and formations to create interest and flair I can respond to a stimulus and plan a dance with a partner to convey the choreographic intention clearly and with flair I can take a creative risk, use improvisation and apply imaginative and sophisticated ideas to create a dance I can use more complex motif development, though a variety of DARS with very good use of repetition and contrast My dance has a creative beginning position, a middle and an ending position, using creative transitions

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Dance Year 7

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Year 7 Design & Technology Assessment Focus Emerging Developing Achieving (1) Surpassing (2) Excelling (3-4)

DES

IGN

De

sign

Bri

ef

&

Re

sear

ch

I can write down a simple specification including user needs.

I can create a simple design brief from a given problem.

I can use my research to help explain part of my specification.

I can use my research, including detailed product analysis to help explain part of my specification.

My specification is detailed that is linked with relevant research.

Ide

as &

De

velo

pm

en

t

I can generate a range of ideas. I can develop my ideas to a final one.

I can generate annotated ideas including user needs and materials.

I can generate design ideas that satisfy a few of the specifications.

I can produce a variety of initial models.

I can generate design ideas that satisfy some of the specification.

I can produce model/s (including CAD where appropriate).

I can use feedback from others support my ideas.

I can show a degree of creativity that satisfies many of the specifications.

Pla

nn

ing I can put the process

needed to make a product in order.

I can include the main stages to make a product including tools and equipment needed.

I can produce step by step plans including tools and equipment needed.

I can produce step by step plans also including safety.

I can prepare detailed instructions for making a product, including time taken at different stages.

MA

KE

I can work safely demonstrating some basic skills in a few processes.

I can make simple products that are correctly assembled, working with a range of tools or processes, including CAM if appropriate.

I can select a few of the materials based on some of their properties.

My products have a reasonable finish, showing skills in a variety of tools or processes, including CAM if appropriate.

I can make products that show some challenge, with some quality control checks applied. I can select and use a variety of tools or processes, including CAM if appropriate.

I can assemble, make and finish products that offer good challenge, showing quality control checks I can select and use of a wide variety of different tools, processes and finishing techniques, including CAM if appropriate.

EVA

LUA

TE

I can test my product and explain any differences between the design and the final product.

I can produce a simple evaluation suggesting any improvements.

I can test at least one feature of my final product against the specification, including suitability for the user.

I can test at least a few features of my final product against the specifications.

I can test some features of the final product against the specification, improving my product after testing.

KN

OW

LED

E

I can identify key information from the topic taught.

I can explain and/or demonstrate understanding of the topic.

I can transfer knowledge from this topic into different situations.

I can analyse how this topic could affect my target market.

I can apply knowledge taught from this topic to my own product development.

Overall Assessment: ___________ Teacher:_______________________________

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Main topics covered Key assessments

Au

tum

n

CAD/CAM & Textiles An introduction to D&T where students use a form of CAD/CAM as well as hand skills to design and produce a textiles product.

All projects will be assessed against 4 strands of D&T skills which are… Designing, Manufacturing, Knowledge, Reflection Along side this students will receive written and verbal feedback to aid their development.

Spri

ng

Forces & Aerodynamics A project where students will learn about forces and aerodynamics whilst they design and build a car to compete against each others. Casting & Packaging A project influenced by different cultures with an introduction to casting metals and the design and production of packaging.

Sum

me

r Strong Structures A group project in which students design and build paper towers with an element of trial and error to learn about structures.

Ho

me

Le

arn

ing Home Learning throughout the year….

To further their knowledge of real world design and engineering, the majority of home learning tasks involve students researching and presenting work about famous pieces of design, engineering and the people involved.

Homeworks will receive written feedback that students will respond to by producing a final draft of the work. Feedback will help them improve the way they research, overall content and literacy. Sometimes these extended pieces of writing might aid the assessment of their ‘knowledge’.

Design & Technology Year 7

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Year 7 Drama

Year 7 Emerging Developing Achieving Surpassing Excelling C

reat

e

Ideas and Group Work

I can engage with group work and share an idea. I can identify when an idea needs more work.

I can take on board others’ suggestions and share ideas with my group. I can suggest ways to improve a piece of drama.

I am focused in rehearsals and am supportive to others’ ideas. I can confidently come up with ideas and suggest ways to improve.

I can expand and develop on someone else’s ideas. I make considered suggestions for performance that take into consideration what might be communicated to the audience.

I make mature and developed suggestions for performance through my understanding of our dramatic intentions for the audience.

Artistic Intention I understand what masking is and I can spot what looks and sounds good in rehearsals.

I understand how to use space effectively and I can confidently spot what looks and sounds good in rehearsals. I can tell if an idea is not working.

I have an understanding of how positioning on stage can communicate to an audience. I can explain in detail why I think an idea works or doesn’t work to the rest of my group.

I understand how space can communicate storylines to an audience. I can explain in depth why something works or doesn’t work on stage to my group.

I am beginning to understand how spatial relationships give the audience an understanding of characters on stage. I can appreciate to some extent the artistic value in what I am creating.

Pe

rfo

rm

Performing Skills

I can use basic gestures and movement. I have some control over my voice and I can perform basic drama techniques.

I can use gestures and mime with increasing confidence. I have developing control over my voice and I can perform basic drama techniques confidently.

I confidently use gestures and mime. I can use my voice to help create meaning for the audience and I can perform a range of drama techniques with control.

I can boldly use mime and gesture. I can adapt my voice for a range of scenarios and I can confidently perform a range of drama techniques with control.

I can boldly use mime and gesture to engage the audience in a purposeful way. I can confidently adapt my voice to suit a number of scenarios. I can perform a range of drama techniques with intensity and control.

Focus in Role

I demonstrate elements of a character with some focus, but if something goes wrong on stage I find it difficult to get back in role.

I am mostly focused in role, but sometimes forget to react to others. If something goes wrong I would be able to correct myself by starting again.

I can sustain focus in role and I show some awareness of others on stage. I am getting more confident with getting back into character if something went wrong on stage.

I can sustain focus in role and I am engaging to watch. I am aware of other performers on stage and I can usually recover if something went wrong on stage.

I am fully focused in role and engaging to watch. I engage and react to other performers on stage and I can recover if things go wrong.

Characterisation

I can show the basic emotion of a character by making some small changes to my facial expression and body language.

I can show the emotion/s of a character by changing my facial expressions and body language.

With some confidence, I can change my body language and facial expressions to help get across to the audience how my character is feeling.

I can confidently portray a range of emotions to an audience through my body language and facial expressions.

I demonstrate some understanding of the subtleties of emotions through careful, controlled consideration of facial expressions, body language and reactions.

Re

spo

nd

Analysis and Evaluation

I demonstrate some understanding of the effectiveness of live theatre. I understand on a basic level what I would need to do to improve.

I have a basic understanding of the effectiveness of live theatre. I developing my understanding of what I would need to do to improve.

I have a secure understanding of the effectiveness of live theatre. I have a secure understanding of what I would need to do to improve

I have a good understanding of the effectiveness of live theatre. I have a good understanding of what I would need to do to improve.

I have a confident understanding of the effectiveness of live theatre. I have a confident understanding of what I would need to do to improve.

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Drama Year 7

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English Assessment Criteria Year 7 Linton Village College 2018

WRITING

Strand 1: Content

Strand 2: Organisation Strand 3: Sentence structures Strand 4: Spelling and vocabulary

Year

7 –

Ex

celli

ng

Language devices are crafted for impact to create specific effects (e.g. pathetic fallacy, personification and metaphor). Consistent awareness of the impact of language choices on the audience.

Flow of information consistently controlled, with a considered awareness of the impact on the reader. Paragraphing is secure and occasionally crafter for effect.

A wide range of punctuation is used purposefully across a range of sentence types. A variety of sentence lengths and structures are used for effect. Use of tense is secure and can be varied for purpose.

Spelling is secure with very few errors. Ambitious vocabulary chosen confidently to achieve a specific effect.

Year

7 –

Su

rpas

sin

g

Writing shows some imagination, relevant detail and interests the reader. Secure use of stylistic devices to engage the reader. Language and form are adapted to suit purpose and audience.

Arguments sequenced logically with an appropriate level of detail. Secure use of topic sentences and some discourse markers to signpost ideas. Paragraphing is predominantly secure.

A range of punctuation is attempted across work. There is a controlled variety of sentence structures. Use of tense is secure and can be varied for purpose.

Generally secure spelling with some correct spelling of more complex words. A range of vocabulary is chosen which is appropriate to audience and purpose.

Year

7 –

A

chie

vin

g

Relevant ideas developed with confidence. Viewpoint is generally maintained. Genre devices used, although not always convincingly. Clear awareness of audience and form.

Starting to use paragraphs to organise content. Some use of topic sentences and some discourse markers to signpost ideas.

Basic punctuation is sometimes used accurately although not always consistently. Simple and complex sentences are attempted with some degree of accuracy. Use of tense is secure.

Correct spelling of most words. Vocabulary is sometimes chosen for effect, even if spelling is not always accurate.

Year

7 –

D

evel

op

ing

Ideas developed with some confidence, which are relevant to the purpose. Viewpoint is sometimes maintained. Genre devices are sometimes used, although not always accurately. Basic awareness of audience and form.

Developing use of topic sentences to introduce paragraph content. Growing confidence when developing ideas. Direct speech is occasionally paragraphed.

Capitals, full stops and question marks are occasionally used accurately, with commas in lists and to mark clauses. Simple sentences are used with growing confidence. Tenses are generally secure with some errors.

Simple homophones are beginning to be used accurately. Correct spelling of most common words. Vocabulary is limited.

Year

7-

Eme

rgin

g

Some ideas are present which are relevant to the purpose. Viewpoint is occasionally attempted. Limited use of genre devices. Inconsistent attempts to address audience.

Sentences are grouped by topic and there is evidence of simple sequencing ideas even if paragraphing is limited.

Sporadic use of punctuation. Some simple sentences are demarcated. Occasional control of tenses.

Generally accurate spelling of high frequency words. Limited vocabulary inhibits meaning.

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READING Note: Although criteria retain the same wording across Key Stage 3; the texts selected for study will become increasingly challenging each year.

Strand 1: Identify and interpret Strand 2: Analysis of language, structure and form

Strand 3: Comparison Strand 4: Evaluation / Context

Year

7 –

Ex

celli

ng

Sustained interpretation and inference of more challenging texts. Detailed analysis of alternative interpretations. Pertinent selection of embedded quotations to support specific comments.

Consistent and confident analysis of a range of language and structural techniques. Use accurate subject terminology where appropriate.

Detailed understanding of the differences between more challenging texts, with a sustained comparison of writers’ methods. Synthesis of information with growing confidence.

Detailed evaluation and awareness of the relevance of social historical context.

Year

7 –

Su

rpas

sin

g

Detailed interpretation and inference, with some evidence of alternative interpretations. Precise quotations selected.

Consistent analysis of the impact of language on the reader, with occasional appreciation of stylistic devices. Secure evidence of word level analysis.

Consistent understanding of the differences between texts, with detailed comparison of writers’ methods.

Developed and supported personal response. Social historical context is relevantly and consistently integrated, where appropriate, to support points.

Year

7 –

A

chie

vin

g

Clear and relevant points identified and supported from different points in the text. Comments develop an explanation of inferred meaning based on textual detail. Valid supporting quotations.

Mostly relevant identification of author’s use of language, with explanation of effects. Understanding of the conventions of a variety of forms and how they are constructed. Techniques are identified, however, their impact is not always fully explored.

Clear and relevant explanation of the differences between age appropriate texts. Clear and relevant comparison of the writers’ methods. Similarities and differences identified and supported with valid supporting quotation.

Offers relevant supported, evaluative comments. Awareness of the relevance of social historical context.

Year

7 –

D

evel

op

ing

Points identified with reference to text, including paraphrasing and the beginnings of inference. Responds to relevant points in the text with growing confidence.

Beginning to identify how authors use language and starting to explain effect. Recognises the obvious features of different text types. Recognises key subject terminology with growing confidence.

Recognise similarities and differences between texts. Beginning to make relevant comment on the differences between texts, with attempts at valid supporting quotations. Starting to make relevant comparison of the writers’ methods.

Beginning to evaluate with relevance. Beginning to link simple social historical context to the text.

Year

7 –

Em

erg

ing

Some straightforward information recalled. Attempts to offer own interpretation, but tends to be paraphrased; ideas not always relevant. Simple response to more obvious points in the text.

Some identification of key words. Some recognition of simple differences in form and purpose. Some recognition of key subject terminology.

Limited awareness of different ideas and/or perspectives. Limited identification of how differences are conveyed. Recognise explicit similarities between texts. Simple references or textual details selected to show comparison.

Simple expression of personal response. Limited awareness of social historical context.

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SPEAKING AND LISTENING

Strand 1: Expressing and Exploring

Strand 2: Listening and Responding Strand 3: Empathising and Characterising

Year

7 –

Ex

celli

ng

A wide range of subject matter is explored confidently with effective details. Structures are skilfully managed to manipulate the position of the listener. Vocabulary choices and non-verbal features are apt across a variety of registers.

Sustained engagement with the speaker’s viewpoint. Well-judged contributions are used with confidence to shape the direction and content of the talk. A wide range of group roles are adopted to sustain effective collaboration and discussion.

Sustained exploration of complex issues. Insightful choices of speech, movement and gesture establish effective roles. Dramatic approaches used with confidence.

Year

7 –

Su

rpas

sin

g

Complex ideas are explored in detail. There is consistent control over structure, with effective organisation to guide the listener. Vocabulary and non-verbal features are suited to an increasing range of purposes and contexts.

Consistent engagement with more complex material, with original responses provided in detail. Effective contributions shape talk, as well as the drawing together ideas to promote an effective discussion.

Empathy and understanding shown through consistent choices of speech, gesture and movement. Roles adapted convincingly to explore ideas and issues.

Year

7 –

A

chie

vin

g

Relevant ideas are clearly expressed, with elaboration to make meaning clear. Structure is deliberately shaped for clarity and engagement Vocabulary and non-verbal features are well matched to audience, purpose and context.

Significant details are recognised, and the ideas of others are challenged and developed. Clear roles and responsibilities taken with independence. Contributions shape overall direction of talk.

Clear understanding of characters and roles demonstrated through speech, movement and gesture to create a variety of roles and scenarios.

Year

7 –

D

evel

op

ing

Ideas are expressed with growing confidence and additional details. Structure begins to support meaning and show an awareness of audience. Vocabulary and non-verbal features are adapted to suit audience, purpose and context.

Deepening understanding of contents, with appropriate ideas and opinions presented. Growing confidence in pair and group activities, with responsibilities taken.

Growing confidence shown when creating characters and situations. Deliberate choices made about speech, movement and gesture to create different roles and scenarios.

Year

7-

Eme

rgin

g

Simple ideas are expressed with some development. A straightforward overall structure is created with some signposting. There is some adaption of language and non-verbal features to suit audience.

Simple understanding of content with some ideas and opinions presented. Straight-forward roles taken in pair and group activities.

Simple understanding of characters and situations. Some adaptions of speech, movement and gesture to create roles and scenarios.

20

English

Year 7

21

French and Spanish Year 7 assessment

STRAND 1: Listening STRAND 2: Speaking STRAND 3: Reading (+ translation into English)

STRAND 4: Writing (+translation into French/Spanish)

EXCELLING I can understand details of familiar language and use context to deduce meaning of some unfamiliar language.

I can speak at length and in detail using a variety of language structures and adapt my language to suit a range of scenarios. My pronunciation and intonation is very accurate.

I can understand details of familiar language and use context to deduce meaning of some unfamiliar language.

I can write an extended piece using a variety of language structures and organise my ideas clearly.

EXCEEDING I can understand main points and some of the smaller details from a longer piece of spoken language on a familiar topic.

I can understand a wider variety of questions and extend my answers. I can also ask some questions on familiar topics and my pronunciation is generally good.

I can understand main points and some of the smaller details from a longer text on a familiar topic.

I can write a longer paragraph and adapt my language across a variety of topics with accuracy and independence.

ACHIEVING I can understand main points and some of the smaller details from a short piece of spoken language on a familiar topic.

I can take part in a short conversation and adapt my answers for different scenarios.

I can understand main points and some of the smaller details from a short text on a familiar topic.

I can write a short paragraph independently on familiar topics and my spelling is usually correct.

DEVELOPING I can pick out the main points of familiar language I have heard and some smaller details.

I can answer simple questions and give basic information.

I can pick out the main points of familiar language I have seen and some smaller details.

I can write some short sentences on familiar topics using an example to help me.

EMERGING I can recognise words and sentences I have heard before and a range of spoken phrases on a familiar topic.

I can say familiar words and short sentences.

I can recognise words and sentences I have seen before and a range of phrases on a familiar topic.

I can write a list and label pictures using words I am familiar with.

22

Main topics covered Key assessments

Au

tum

n Introduction of basics

Family All four skills (writing, reading, listening,

speaking)

Spri

n

g

School and daily routine

House and home

All four skills (writing, reading, listening,

speaking)

Sum

me

r Town and directions Present tense verb – grammar focus

All four skills (writing, reading, listening,

speaking)

French and Spanish

Year 7

23

Subject: Food and Nutrition

Assessment criteria for KS3 Year KS3

Strand 1: Hygiene and Safety Strand 2: Core skills Strand 3: Organisation Strand 4: Evaluating

Exce

llin

g

I can safely and responsibly use large electrical equipment like a food processor, and know and understand how to keep myself and others safe in the food room.

I can select independently and use competently a range of correct equipment and ingredients with accuracy and precision, showing a flair for creativity and innovation.

I use a range of equipment independently. I follow my plan, adapting as I go. I check my progress as I cook. I finish within time limits and present my ambitious dishes with skill, care and attention.

I am constantly looking for improvements and creative differences. I can reflect on my work and suggest a range of high level developments to improve my dishes. I can apply suggestions made to subsequent or future products.

Surp

assi

ng

I can use the hob, oven and grill safely, as well as small equipment such as a blender or whisk. I can explain in detail the hygiene and safety rules for working in the kitchen.

I can independently and competently use kitchen tools and equipment and am able to accurately select the correct piece for the job in hand.

I follow a plan accurately and am able to choose the best equipment to use. My dishes are finished on time and are extremely well presented.

I am using previous experience to make improvements and adaptations as I work. I can suggest developments to future dishes.

Ach

ievi

ng

I recognise and understand the safety rules for working in the kitchen, and will follow them independently.

I can competently use all small pieces of basic kitchen equipment with some accuracy. I am starting to safely use other electrical equipment such as blenders and mixers.

I follow the plan on my own, I clean as I go when I am cooking. My dishes are finished within time limits.

I am testing and making changes independently as I cook. I can recognise the areas that need development and am quick to overcome any problems.

Dev

elo

pin

g I am beginning to recognise the importance of hygiene and safety in the food room. I will follow some tasks without prompting.

I am able to use basic kitchen equipment such as knives and peelers on my own, but need practice and some guidance.

I need some support to keep to the plan and to finish on time. I am starting to use my plan.

I can talk about what I did well as I go along. This can help me make changes to what I am doing, to make improvements to my dish.

Eme

rgin

g

I need support to remember to follow the rules of the room, but will do so when asked.

I need support using basic kitchen equipment such as knives and peelers.

I need support to keep to time and to organise my area. I recognise the use of a recipe but need help to follow it.

I can talk about what I did well as I go along.

24

Food & Nutrition

Year 7

Year 7

25

Assessment criteria for: GEOGRAPHY Year 7

Strand 1: Knowledge Strand 2: Skills Strand 3: Understanding Strand 4: Enquiry

Exce

llin

g

Explains geographical processes, patterns, landforms and concepts in depth.

Able to make links between concepts using specific examples and place details to support opinions.

Able to identify, describe and often explain advantages and disadvantages/consequences.

Shows understanding of the concept of sustainability.

Geographical literacy and numeracy is strong.

Problem solving decisions are based on a sound/confident level of understanding.

Evidence of significant thought in extended writing.

Able to apply and analyse knowledge to create understanding.

Able to demonstrate ‘real’ independent thinking and at times make sense of the world around them.

Can use/transfer knowledge to make sense of a new situation, concept or question.

Is able to question ideas and concepts.

Takes interest in wider geographical issues and their place in the world.

Exploring independent research with support.

Secure in handling data.

Very organised in their approach to enquiry.

Surp

assi

ng

Makes sense of geographical patterns, processes and landforms and is begging to fully explain them.

Can make use of specific examples and place details to support opinions.

Shows an understanding of advantages and disadvantages/consequences.

Shows some understanding of the concept of sustainability.

Positive use of key vocabulary with good geographical literacy and numeracy.

Problem solving decisions are based on a growing level of understanding.

Beginning to be creative in finding solutions to geographical problems.

Evidence of application of knowledge in extended writing.

Looks for patterns and connections to turn knowledge into true understanding.

Can demonstrate some independent thinking.

Tries to use/transfer knowledge to make sense of a new situation, concept or question.

Aware of wider geographical issues and their place in the world.

Able to handle and apply data with some support. Organised in their approach to enquiry.

Ach

ievi

ng

Developing the ability to describe data that relates to geographical concepts.

Developing the ability to use geographical terminology.

Developing the ability to describe patterns, processes and landforms.

Has limited understanding of the concept of sustainability.

Starting to use the key vocabulary in the correct context/situation. Geographical literacy and numeracy is positive.

Developing problem solving skills in order to make decisions.

Can show some creativity in problem solving when closely supported.

Starting to apply their knowledge in extended writing.

Developing the ability to describe simple patterns and explore the relationships between data.

Tries to use/transfer knowledge to make sense of a new situation, concept or question but can struggle to do so with clarity.

Is developing some interest in geographical issues and their place in the world.

Able to research ideas when fully supported/directed.

Can use simple data.

Undertakes enquiry tasks with structure and support.

26

Dev

elo

pin

g Beginning to name places

Beginning to use basic geographical terminology.

Beginning to acknowledge simple patterns and processes.

Beginning to use the key vocabulary in the correct context/situation.

Geographical decisions can be based on unsubstantiated reasoning.

Limited ability to handle data.

Beginning to make simplistic

links between geographical

concepts.

Beginning to notice patterns – but not necessarily able to explain them.

Starting to develop the ability to ask geographical questions.

Attempts enquiry tasks with structure and support.

Emer

gin

g

Attempts to name places and use basic geographical terminology.

Makes attempts to acknowledge simple patterns and processes.

Limited access to the Geography curriculum as a result of numeracy and literacy barriers.

Geographical decisions can be confused.

Beginning to make some

simplistic links between

geographical concepts.

May notice geographical

patterns – but unable to explain

them.

Starting to develop the ability to ask simple geographical questions.

Attempts enquiry tasks with significant structure/support and intervention.

27

Geography

Year 7

Year 7

28

Strand 1: Causation Strand 2:Evidential Strand 3: Change and Continuity Strand 4: Knowledge and understanding (sense of period)

Exce

llin

g

Explains why some causes are more important than others

Able to make accurate inferences from the sources

Using a range of evidence to construct an argument

Beginning to discuss the origin and purpose of the source in an argument

Beginning to suggest reasons why different interpretations have been formed about the past

Beginning to explain reasons why beliefs, systems and ways of life remain the same, or change, over time

Using sophisticated historical terminology to construct an argument

Can draw upon prior learning to compare and contrast different historical periods

Researching independently to develop subject knowledge

Surp

assi

ng

Beginning to explain key reasons and causes leading to events

Starting to explain why some causes are more important than others

Beginning to use the sources to make inferences from the sources

Using a range of evidence to begin to support an argument

Able to discuss the origin and purpose of the source

Able to describe different interpretations about the past

Beginning to suggest reasons why some beliefs, systems and ways of life remain the same, or change, over time

Can write about a historical period with confidence using detailed relevant knowledge

Beginning to research independently to develop subject knowledge

Ach

ievi

ng

Increasingly including detailed description of relevant reasons and causes leading to events

Beginning to establish patterns of causation

Able to accurately describe a source in increasing depth

Using evidence to support their point

Beginning to consider the origin and purpose of the source

Beginning to recognise that different people have different opinions about the past

Detailed description of relevant changes within a historical period

Beginning to identify that some beliefs, systems and ways of life remain the same within a historical period

Increasingly able to use period specific vocabulary in their writing

Can demonstrate increasingly detailed and relevant knowledge

Dev

elo

pin

g

Able to identify and describe relevant reasons and causes leading up to events

Able to identify and starting to describe detail from the source

Beginning to use evidence in their writing

Able to identify and describe relevant changes within a historical period

Able to use period specific vocabulary in their writing

Emer

gin

g

Beginning to identify relevant reasons and causes leading up to events

Beginning to identify simple detail from the source

Beginning to identify changes

within a historical period

Beginning to use period specific vocabulary

History Y7

29

History Year 7

30

Subject: ICT and Computing

Assessment criteria for Scheme of Work Year 7

Strand 1: Algorithms Strand 2: Programs Strand 3: Data Strand 4: Computers Strand 5: Communication

and the Internet

Exce

llin

g

The need for accuracy of both algorithm and data [difficulty of data verification; garbage in, garbage out] An algorithm is a sequence of precise steps to solve a given problem.

A single problem may be solved by several different algorithms.

Programming is a problem-solving activity, and there are typically many different programs that can solve the same problem.

Variables and assignment.

Programs can work with different types of data [integers, characters, strings].

Personal information should be accurate, stored securely, used for limited purposes and treated with respect.

Social and ethical issues raised by the role of computers in our lives. Computers are devices for executing programs

Computers are general-purpose devices (can be made to do many different things)

An end-to-end understanding of what happens when a user requests a web page in a browser.

Surp

assi

ng

The choice of an algorithm to solve a problem is driven by what is required of the solution [such as code complexity, speed, amount of memory used, amount of data, the data source and the outputs required].

It can be easier to plan, test and correct parts of an algorithm separately.

Algorithms can be represented symbolically [flowcharts] or using instructions in a clearly defined language [turtle graphics].

A well-written program tells a reader the story of how it works, both in the code and in human-readable comments

A web page is an HTML script that constructs the visual appearance. It is also the carrier for other code that can be processed by the browser.

Computers can be programmed so they appear to respond ‘intelligently’ to certain inputs.

Data may contain errors and that this affects the search results and decisions based on the data. Errors may be reduced using verification and validation.

The above applies to devices with embedded computers (e.g. digital cameras), handheld technology (e.g. smart phones) and personal computers.

A variety of operating systems and application software is typically available for the same hardware.

Users can prevent or fix problems that occur with computers (e.g. connecting hardware, protection against viruses)

The role of search engines in allowing users to find specific web pages and a basic understanding of how results may be ranked.

Issues of safety and security from a technical perspective. A network is a collection of computers working together

31

Ach

ievi

ng

Algorithms can include selection (if) and repetition (loops).

Algorithms may be decomposed into component parts (procedures), each of which itself contains an algorithm.

Algorithms should be stated without ambiguity and care and precision are necessary to avoid errors.

Programs are unambiguous and that care and precision is necessary to avoid errors.

Programs are developed according to a plan and then tested. Programs are corrected if they fail these tests.

The behaviour of a program should be planned.

Binary (yes/no) answers can directly provide useful information (e.g. present or absent), and be used for decision. The difference between constants and variables in programs.

Computers consist of a number of hardware components each with a specific role [e.g. CPU, Memory, Hard disk, mouse, monitor].

Both the operating system and application software store data (e.g. in memory and a file system)

The Internet supports multiple services (e.g. the Web, e-mail, VoIP)

The relationship between web servers, web browsers, websites and web pages.

The format of URLs.

Dev

elo

pin

g

Algorithms are developed according to a plan and then tested. Algorithms are corrected if they fail these tests.

Algorithms are sets of instructions for achieving goals, made up of pre-defined steps *the ‘how to’ part of a recipe for a cake+.

Algorithms can be represented in simple formats [storyboards and narrative text].

One or more mechanisms for repeating the execution of a sequence of statements, and using the value of some data item to control the number of times the sequence is repeated

Programs can model and simulate environments to answer “What if” questions. Programs can be created using visual tools. Programs can work with different types of data. They can use a variety of control structures [selections and procedures].

Computers use binary switches (on/off) to store information.

Computers are devices for executing programs.

Application software is a computer program designed to perform user tasks.

The operating system is a software that manages the relationship between the application software and the hardware

Enter a website address to view a specific website and navigate between pages and sites using the hyperlinks. The Internet is a collection of computers connected together sharing the same way of communicating. The internet is not the web, and the web is not the internet.

These connections can be made using a range of technologies (e.g. network cables, telephone lines, wifi, mobile signals, carrier pigeons)

32

Emer

gin

g They can describe everyday activities and can be followed by humans and by computers.

Computers need more precise instructions than humans do.

Steps can be repeated and some steps can be made up of smaller steps.

A computer program is a sequence of instructions written to perform a specified task with a computer.

The idea of a program as a sequence of statements written in a programming language [Scratch]

One or more mechanisms for selecting which statement sequence will be executed, based upon the value of some data item

Information can be stored and communicated in a variety of forms e.g. numbers, text, sound, image, video.

Computers are electronic devices using stored sequences of instructions. Computers typically accept input and produce outputs, with examples of each in the context of PCs. Many devices now contain computers

That the World Wide Web contains a very large amount of information.

Web browser is a program used to use view pages.

Each website has a unique name.

33

Main topics covered Key assessments

Au

tum

n

Basic ICT skills – Log-in, Email, ShowmyHomework, Remote Login.

Personal development and skills learning.

Excel. Task in Excel according to rules set by assessment.

Using Flowol to develop logical and computational thinking using mimics to replicate real life scenarios.

Building a mimic in-line with the rules set down by the assessment.

Spri

ng Programming (Kodu – 3D gaming software)

Learn the environment and develop skills for structured programming.

Plan, create and evaluate their own game.

Sum

me

r Using ICT skills to produce advertising material to promote the game.

Evaluation and reflection of end product.

Computing Theory End of topic test.

ICT and Computing Year 7

34

Mathematics Assessment KS3

Data Handling/Statistics

Geometry Algebra Number Ratio and proportion

Problem solving and communication

Y7 Emerging

Pupils extract and interpret

information presented in

simple tables and lists.

They construct bar charts

and pictograms, where the

symbol represents a group

of units, to communicate

information they have

gathered, and they interpret

information presented to

them in these forms.

Pupils classify 3-D and

2-D shapes in various

ways using

mathematical properties

such as reflective

symmetry for 2-D

shapes. They use non-

standard units, standard

metric units of length,

capacity and mass, and

standard units of time, in

a range of contexts.

They find perimeters of

simple shapes and find

areas by counting

squares.

Pupils use and interpret

coordinates in the first

quadrant.

Pupils generate a

sequence given a simple

rule and can continue a

linear sequence.

Pupils show

understanding of place

value in numbers up to

1000 and use this to

make approximations.

They begin to use

decimal notation and to

recognise negative

numbers, in contexts

such as money and

temperature. Pupils use

mental recall of addition

and subtraction facts to

20 in solving problems

involving larger

numbers. They add and

subtract numbers with

two digits mentally and

numbers with three

digits using written

methods.

They use calculators to

perform simple

calculations accurately.

They use mental recall

of the 2, 3, 4, 5 and 10

multiplication tables and

derive the associated

division facts.

They solve whole-

number problems

involving multiplication

or division, including

those that give rise to

remainders.

They use simple

fractions that are several

parts of a whole and

recognise when two

simple fractions are

equivalent.

Pupils can solve

multistep problems

when given

scaffolding.

They can select

from the four

operations to solve

one step problems.

They can present

work in a structured

way when given a

framework.

Y7 Developing or Y8 Emerging

Pupils collect discrete data

and record them using a

frequency table. They

understand and use the

mode and range to describe

sets of data. They group

data, where appropriate, in

equal class intervals,

represent collected data in

frequency diagrams and

interpret such diagrams.

They use words to describe

simple probabilities.

Pupils make 3-D

mathematical models by

linking given faces or

edges, draw common 2-

D shapes in different

orientations on grids.

They reflect simple

shapes in a mirror line.

They choose and use

appropriate units and

instruments,

interpreting, with

appropriate accuracy,

numbers on a range of

measuring instruments.

Pupils understand and

They begin to use

simple formulae

expressed in words.

Pupils recognise and

describe number

patterns, and

relationships including

multiple, factor and

square. They construct,

express in symbolic

form, and use simple

formulae involving one

or two operations.

Pupils use their

understanding of place

value to multiply and

divide whole numbers by

10 or 100.

In solving number

problems, pupils use a

range of mental methods

of computation with the

four operations,

including mental recall

of multiplication facts up

to 10x10 and quick

derivation of

corresponding division

facts. They use efficient

They recognise

approximate proportions

of a whole and use

simple fractions and

percentages to describe

these. They calculate

fractional or percentage

parts of quantities and

measurements, using a

calculator where

appropriate. They can

split an amount into a

simple ratio using a

visual aid.

Pupils can solve

simple two stage

problems without

scaffolding.

Pupils are

beginning to

identify keywords

in problems.

They solve simple

problems by trying

possible answers.

They can present

information in a

clear way when

instructed.

35

use the formula for the

area of a rectangle.

Pupils use simple angle

language to describe

angles. They convert

one metric unit to

another in context.

written methods of

addition and subtraction

and of short

multiplication and

division. They add and

subtract decimals to two

places and order

decimals to three places.

In solving problems with

or without a calculator,

pupils check the

reasonableness of their

results by reference to

their knowledge of the

context or to the size of

the numbers.

They correctly perform

multistep calculation on

a calculator. Y7 Achieving or

Y8 Developing

Pupils understand and use

the mean of discrete data.

They compare two simple

distributions, using the

range and one of the mode,

median or mean. They

interpret graphs and

diagrams, including pie

charts, and draw

conclusions. They

understand and use the

probability scale from 0 to

1. Pupils find and justify

probabilities, and

approximations to these, by

selecting and using

methods based on equally

likely outcomes and

experimental evidence, as

appropriate. They

understand that different

outcomes may result from

repeating an experiment.

When constructing

models and when

drawing or using shapes,

pupils measure and draw

angles to the nearest

degree, and use

language associated with

angle. Pupils know the

angle sum of a triangle

and that of angles at a

point. They identify all

the symmetries of 2-D

shapes. They know the

rough metric equivalents

of imperial units still in

daily use. They make

sensible estimates of a

range of measures in

relation to everyday

situations. They solve

problems using angle

and symmetry properties

of polygons.

Pupils use and interpret

coordinates in all four

quadrants.

Simplify simple

algebraic expression

involving adding and

subtraction.

Pupils use their

understanding of place

value to multiply and

divide whole numbers

and decimals by 10,

100 and 1000. They

order, add and subtract

negative numbers in

context. They use all

four operations with

decimals to two places.

Pupils understand and

use an appropriate non-

calculator method for

solving problems that

involve multiplying and

dividing any three-digit

number by any two-digit

number. They check

their solutions by

applying inverse

operations or estimating

using approximations.

They use brackets

appropriately, and follow

correct of operations.

They use a calculator

accurately without loss

of accuracy when

intermediate steps give a

decimal/fraction answer

(ANS button!).

They reduce a fraction

or ratio to its simplest

form by cancelling

common factors and

solve simple problems

involving ratio and

direct proportion. Write

a ratio appropriate for a

simple problem. Split an

amount in a given ratio.

Pupils identify

keywords and

concepts in

questions.

They can identify a

first step to carry

out in multistage

problems.

They can present

simple ideas

clearly.

36

Y7 Surpassing or Y8 Achieving

Pupils collect and record

continuous data, choosing

appropriate equal class

intervals over a sensible

range to create frequency

tables. They construct and

interpret frequency

diagrams. They construct

pie charts. Pupils draw

conclusions from scatter

diagrams, and have a basic

understanding of

correlation.

When dealing with a

combination of two

experiments, pupils

identify all the outcomes,

using diagrammatic,

tabular or other forms of

communication. In solving

problems, they use their

knowledge that the total

probability of all the

mutually exclusive

outcomes of an experiment

is 1.

Pupils recognise and use

common 2-D

representations of 3-D

objects. They know and

use the properties of

quadrilaterals in

classifying different

types of quadrilateral.

They solve problems

using angle properties of

intersecting and parallel

lines, and explain these

properties. They

understand and use

appropriate formulae for

finding circumferences

and areas of circles,

areas of plane rectilinear

figures and volumes of

cuboids when solving

problems. They enlarge

shapes by a positive

whole-number scale

factor.

They formulate and

solve linear equations

with whole-number

coefficients. When

exploring number

sequences, pupils find

and describe in words

the rule for the next

term or nth term of a

sequence where the rule

is linear. They represent

mappings expressed

algebraically, and use

Cartesian coordinates

for graphical

representation

interpreting general

features.

Simplify simple

algebraic expression

involving multiplying

and dividing, including

expanding single

bracket.

Pupils order and

approximate decimals

when solving numerical

problems and equations

[for example,

x2 + x = 20], using trial-

and-improvement

methods.

They start to use the

more advanced features

of a scientific calculator.

Pupils are aware of

which number to

consider as

100 per cent, or a whole,

in problems involving

comparisons, and use

this to evaluate one

number as a fraction or

percentage of another.

They understand and use

the equivalences

between fractions,

decimals and

percentages, and

calculate using ratios in

appropriate situations.

They add and subtract

fractions by writing

them with a common

denominator. They

understand the effects of

multiplying and dividing

by numbers between 0

and 1. Recognise when a

problem requires the use

of ratio. They solve

proportion problems in a

range of contexts.

Pupils can solve

more complicated

tasks by using a

range of techniques.

They can generalise

from examples, and

can give

mathematical

arguments.

They use diagrams

to support

workings.

They present

information in a

clear way without

prompting.

Y7 Excelling or Y8 Surpassing

Pupils specify hypotheses

and test them by designing

and using appropriate

methods that take account

of variability or bias. They

determine the modal class

and estimate the mean,

median and range of sets of

grouped data, selecting the

statistic most appropriate

to their line of enquiry.

They use measures of

average and range, with

associated frequency

polygons, as appropriate,

to compare distributions

and make inferences. They

draw a line of best fit on a

scatter diagram, by

inspection. Pupils

understand relative

frequency as an estimate of

probability and use this to

compare outcomes of

They calculate lengths,

areas and volumes in

plane shapes and right

prisms. Pupils enlarge

shapes by a fractional

scale factor, and

appreciate the similarity

of the resulting shapes.

They determine the

locus of an object

moving according to a

rule. They understand

and use compound

measures, such as speed.

Pupils find and describe

in symbols the next

term or nth term of a

sequence where the rule

is quadratic; they

multiply two

expressions of the form

(x + n); they simplify

the corresponding

quadratic expressions.

Simplify simple

algebraic expression

involving (positive

whole number) index

laws. Factorise

expressions into single

bracket.

In making estimates,

pupils round to one

significant figure and

multiply and divide

mentally.

Pupils solve numerical

problems involving

multiplication and

division with numbers

of any size, using a

calculator efficiently

and appropriately. They

understand and use

proportional changes,

calculating the result of

any proportional change

using only

multiplicative methods.

They recognise the

difference between ratio

and fraction and convert

between them.

Pupils solve

problems using a

range of techniques.

They can generalise

results arising from

investigating

problems.

They understand

simple

mathematical

proofs, and

understand the

difference between

proof and

observation.

37

experiments. Begin to use

Venn diagrams to solve

problems. Y8 Excelling

Pupils interpret and

construct cumulative

frequency tables and

diagrams, using the upper

boundary of the class

interval. They estimate the

median and interquartile

range and use these to

compare distributions and

make inferences. They

understand how to

calculate the probability of

a compound event and use

this in solving problems.

Understand simple set

notation (intersection and

union).

Pupils understand and

apply Pythagoras’

theorem when solving

problems in two

dimensions.

Pupils understand and

use congruence and

mathematical similarity.

They distinguish

between formulae for

perimeter, area and

volume, by considering

dimensions.

Pupils appreciate the

imprecision of

measurement and

recognise that a

measurement given to

the nearest whole

number may be

inaccurate by up to one

half in either direction.

They evaluate algebraic

formulae, substituting

fractions, decimals and

negative numbers. They

calculate one variable,

given the others, in

formulae such as V =

Yr2h.

They know that a2 – b2 =

(a+b)(a-b).

They solve inequalities

in two variables.

Pupils manipulate

algebraic formulae,

equations and

expressions, finding

common factors and

multiplying two linear

expressions.

Pupils sketch and

interpret graphs of

linear, quadratic, cubic

and reciprocal

functions, and graphs

that model real

situations. Factorise

simple expressions into

double bracket. They

solve simple

inequalities.

Pupils solve problems

involving calculating

with powers, roots and

numbers expressed in

standard form, checking

for correct order of

magnitude.

Pupils round answers to

an appropriate degree of

accuracy.

They choose to use

fractions or percentages

to solve problems

involving repeated

proportional changes or

the calculation of the

original quantity given

the result of a

proportional change.

Pupils can examine

generalisations of

problems and use

them to solve other

problems.

They can solve

problems in a range

of mathematical and

other contexts using

appropriate

mathematics.

They can critique

mathematical

explanations.

They always

present working and

answers in a logical

manner.

38

Mathematics Year 7

39

Subject: MUSIC

General Assessment Criteria Year 7

Strand 1: Performing Strand 2: Composing Strand 3: Listening & Appraising Strand 4: The Linton Learner

Exce

llin

g

Students perform a substantial piece of music, offering polished and refined performances. They lead the rest of the class showing direction of purpose and shape, exploiting the resources of their musical instrument. As pianists they are able to incorporate melody and accompaniment.

Students compose and sequence their work using or implying chords and cadences. Compositions are coherent, drawing on internalized sounds. Students adapt, improvise, develop, extend and discard musical ideas.

Students evaluate how the music to which they listen reflects the context in which it is created, performed and heard.

Students work independently and reflect carefully on their work. They are ambitious and curious to develop their musicianship. They practise their musical instrument at home without being reminded to do so.

Surp

assi

ng

Students perform significant parts with fluency and independence, either from memory or notation with awareness of their own contribution within the partnership, adding musical effects such as dynamics and articulation. They take the lead within the ensemble, offering musical suggestions to others. They perform using both single fingered chords and melody or a substantial melody with a chordal and rhythmic accompaniment.

Students make connections between the different stimuli provided and use musical devises such as melody, rhythms, chords and structures. They compose and develop simple melodies/motifs with implied harmonic shapes. They adapt, improvise, develop, extend and discard musical ideas.

Students understand different compositional devices and identify rondo and variation forms. They appreciate the purpose for which the music was composed and understand why music was conceived for such a time or occasion. They are able to analyse and compare musical features. They refine and improve their work, and evaluate the work of others suggesting suitable improvements.

Students are responsible for their own learning. They are ambitious to make progress and as such are curious to learn and self-discover. They regularly practise their own musical instrument at home.

40

Ach

ievi

ng

Students perform music that reflects the given intentions using notation as a support. They maintain their own part with some awareness of the whole ensemble and offer an evaluation and improvement to the end product using musical terminology. They are able to perform part of a melody using a rhythmic or chordal accompaniment.

Students create music that reflects given intentions and use notation to support. They improvise phrases and are able to develop ideas within musical structures. They compose melodies using appropriate scales. They compose using an accompaniment of cluster chords and/or drones

Students understand how some notes can be played together to create an effect, whether pleasing or otherwise. They will describe, compare and evaluate music using effective musical terminology. They are able to describe a range of contrasting musical instruments.

Students work with independence when the teacher is not present. They practise their musical instrument as part of homework. They demonstrate a caring nature towards their peers and are curious to discover how music works.

Dev

elo

pin

g

Students involve themselves in the performance of music by combining sounds with some awareness of the combined effect. They perform a simple rhythmic or melodic part when supported by others playing the same part.

Students improvise a short motif/rhythm in an appropriate style. They combine the musical elements with some awareness of the effect. They can create a drone accompaniment.

Students know that timbres can be combined texturally over a steady pulse. They can identify basic structures such as Binary and Ternary form and identify use of some elements of music.

Students understand that they are wholly responsible for their own learning. They show resilience in the face of adversity and continually strive to do their best.

Eme

rgin

g

Students involve themselves in the performance of music by combining sounds with a little awareness of the combined effect. They perform a simple rhythmic or melodic part within a small group when supported by others playing the same part.

Students engage passively with the process of composition. They add simple musical elements to a composition. They improvise or create a short motif/ rhythm.

When listening, students can identify a few of the elements of music.

Students understand that when they are placed in groups they must get on with each other, and work responsibly without a teacher always being present. They do not leave their room to seek help, but try to find solutions for themselves.

41

Music Year 7

42

Assessment criteria for: PHYSICAL EDUCATION Year 7

Strand 1: Practical Performance Strand 2: Health & Fitness

Exce

llin

g

I can perform a range of the core skills with a degree of accuracy and control for the activity on their own and in competitive situations. This is done consistently throughout which now makes me an effective performer. E.g. Accurately executing a side foot pass in football.

I have excellent levels of fitness which makes my performance extremely effective. I can deal with all demands of the lesson or activity and I use this to my advantage in order to outwit my opponent, perform a sequence etc.

Surp

assi

ng I can perform a range of the core skills with a varying accuracy and

control for the activity on their own and in a competitive situations. I am now doing it more consistently within lessons/the activity. E.g. Most of my passes in rugby find my teammate.

My fitness levels are good. I can now last the full duration of the lesson or activity without requiring a break. Due to this I am now becoming a more effective performer as I can deal with the demands required of me.

Ach

ievi

ng I can perform most of the core skills for the activity on their own and

now more consistently in competitive situations. I am starting to use my skills more consistently. E.g. Passing, dribbling and shooting in basketball.

I now have an adequate level of fitness, both physically and psychologically. I can now last nearly the full duration of the lesson or activity, but at times I still require a break.

Dev

elo

pin

g I can perform some of the core skills for the activity on their own and at times in a competitive situation. My skills set as improved however there are still a greater of skills I need to be able to perform. E.g. Chest pass and some pivoting in netball.

My fitness levels have improved, both physically and psychologically. I can now participate for longer periods of time within lessons/the activity, however, my performance is still limited by this.

Eme

rgin

g I can perform a few core skills for the activity on their own and at times in a competitive situation. My skills set is basic for the activity. E.g. Moving the ball with some degree of success in hockey.

I have very limited fitness levels, whether this is physical or psychological, which severely limits my performance for the activity.

43

Physical Education Year 7

44

Subject:

Assessment criteria for: Religious Studies Year: 7

Strand 1: Knowledge and Understanding

Strand 2: Evaluation and Analysis Strand 3: Enquiry Strand 4: Skills

Exce

llin

g

Explains a variety of beliefs and concepts in significant depth.

Able to make links between religions, complex concepts using specific examples, religious texts and case studies to support a wide variety of beliefs and opinions.

Able to identify, describe and explain advantages and disadvantages/consequences of various religious and non-religious beliefs, teachings and practices.

Shows a clear understanding of a wide variety of beliefs, teachings and practices.

Able to evaluate and analyse information in a variety of forms before reaching a conclusion based on reason and evidence.

Able to create new lines of thought that go beyond initial teaching and learning.

Able to demonstrate ‘real’ independent thinking and make sense of the world around them.

Able to take account of the cultural and historical context of a variety of beliefs, teachings and practices.

Asks complex philosophical and ethical questions.

Able to question ideas and concepts in depth.

Undertakes independent research with enthusiasm.

Takes a full interest in wider philosophical, religious and ethical issues and their place in the world.

Is critical in their approach to enquiry and handling of religious texts/ articles etc.

Where homework is concerned, this student goes above and beyond what is required and shows a genuine love of learning.

High level of literacy and numeracy skills that can be applied to philosophical, ethical and religious concepts.

Problems are solved with appropriate ‘real world’ connections.

Evidence of substantial thought in extended writing.

Able to use the PEEL structure with ease.

Excellent use of appropriate key terminology throughout their work.

Homework is carried out with care and diligence and consistently completed to a high standard.

45

Surp

assi

ng

Explains a variety of beliefs and concepts in depth.

Able to make links between religions and concepts using specific examples, religious texts/ case studies to support a range of beliefs and opinions.

Able to identify, describe and explain advantages and disadvantages/consequences to a range of various beliefs, teachings and practices.

Shows clear understanding of a variety of religious beliefs, teachings and practices.

Able to evaluate information before reaching a conclusion based on reason and evidence.

Able to create new lines of thought that go beyond initial teaching and learning.

Able to demonstrate ‘real’ independent thinking and make sense of the world around them.

Often able to take account of some of the cultural and historical contexts of a variety of beliefs, teachings and practices.

Able to ask some complex philosophical and ethical questions.

Able to question ideas and concepts.

Undertakes independent research with some support.

Takes an interest in wider philosophical, religious and ethical issues and their place in the world.

Is critical in their approach to enquiry and handling of religious texts/ articles etc.

Where homework is concerned, this student often goes above and beyond what is required and frequently shows a genuine love of learning.

Very good level of literacy and numeracy skills that can be applied to philosophical, ethical and religious concepts.

Problems are solved with appropriate ‘real world’ connections.

Evidence of some deep thought in extended writing.

Able to use the PEEL structure effectively.

Very good use of key terminology throughout their work.

Homework is carried out with care and diligence and consistently completed to a good standard.

Ach

ievi

ng

Able to make sense of a

variety of beliefs and concepts in depth.

Able to make links between religions, beliefs and concepts using examples, religious texts/ case studies to support beliefs and opinions.

Able to identify, describe and explain advantages and disadvantages/consequences of various beliefs, teachings and practices.

Shows clear understanding of a variety of beliefs, teachings and practices.

Beginning to evaluate information before reaching a conclusion based on reason and evidence.

Able to demonstrate ‘real’ independent thinking and make sense of the world around them.

Sometimes able to take account of some of the cultural and historical contexts of a variety of beliefs, teachings and practices.

Able to ask some complex

philosophical and ethical questions.

Able to question ideas and concepts.

Undertakes independent research with support.

Is critical in their approach to enquiry and handling of religious texts/ articles etc.

Where homework is concerned, this student completes activities independently and sometimes shows a genuine love of learning.

A good level of literacy and

numeracy skills that can be applied to philosophical, ethical and religious concepts.

Problems are solved with appropriate ‘real world’ connections.

Some evidence of deep thought in extended writing.

Predominantly able to use the PEEL structure without support.

Good use of key terminology throughout their work.

Homework is predominantly carried out with care and diligence and consistently completed to a good standard.

46

Dev

elo

pin

g Developing the ability to

make sense of beliefs and concepts.

Developing the ability to make links between religions, beliefs and concepts using examples e.g. religious texts to support beliefs and opinions.

Beginning to identify, describe and explain advantages and disadvantages/consequences of various beliefs, teachings and practices.

Shows some understanding of a variety of beliefs, teachings and practices.

Able to describe information clearly regarding religious beliefs and concepts.

Able to explain information clearly regarding a range of beliefs and concepts.

Developing the ability to think independently.

Developing the ability to ask some philosophical and ethical questions.

Sometimes able to question beliefs, ideas and concepts.

Where homework is concerned, this student completes activities to a fairly good standard consistently with some support.

Developing a good level of literacy and numeracy skills that can be applied to philosophical, ethical and religious concepts.

Developing the ability to carry out extended pieces writing effectively.

Able to use the PEEL structure with support.

Some use of key terminology in work.

Developing the ability to complete homework to a consistently good standard.

Eme

rgin

g

Beginning to make sense of beliefs and concepts.

Beginning to make links between religions, beliefs and concepts.

Shows some understanding of beliefs, teachings and practices but this is not consistently the case.

Able to describe information clearly regarding religious beliefs and concepts but may sometimes confuse ideas.

Beginning to explain information clearly regarding a range of beliefs and concepts.

Beginning to think independently.

Beginning to ask some philosophical and ethical questions.

Beginning to question beliefs, ideas and concepts.

Where homework is concerned, this student sometimes completes activities to a satisfactory standard, with support.

Beginning to develop a satisfactory level of literacy.

Beginning to use the PEEL structure with support.

Beginning to use key terminology appropriately in their work.

Beginning to develop the ability to complete homework to a consistently satisfactory standard.

47

Religious Studies

Year 7

Year 7

48

Biology assessment criteria for KS3 Year 7 and 8

B1.1- Cells B1.2- Body systems B1.3-Reproduction B2.1- Health and Lifestyle

B2.2- E ecosystem processes

B2.3- Adaptation and Inheritance

Excelling Link the function of organelles to life processes Compare and contrast specialised features of cells and unicellular organisms Explain which substances move in to and out of cells and why they are needed Explain concentration gradients Calculate magnification and justify the choice of lens used

Explain the interdependence of organs and organ system within organisms Describe specific adaptations of the fine structure of the gas exchange systems e.g. alveoli Understand lung measurements and apply to situations relating to fitness and sports. Explain the link between structure and function of the skeletal system Describe different joint injuries and the influence they can have on biomechanics

Describe how maternal environment influences foetal development Describe hormonal changes during the menstrual cycle Relate puberty and adolescence to hormonal changes Explain how different parts of the reproductive system work together to perform different functions Explain in detail how a contraction brings about birth

Make health comparisons between foods Relate the results of food tests to everyday situations Explain why different people require different amounts of energy Relate adaptation of structure of the digestive system and relate to function (including small intestine) Explain the link between bacteria and a healthy gut environment Evaluate the impact of recreational and medicinal drugs on people, society and

Explain how proteins are made for plant growth Explain how some chemosynthetic organisms form symbiotic relationships Explain why views of chemosynthesis have changed over time Explain how reactants for respiration get in to cells Explain the sauce of reactants and usage of products in aerobic respiration

Explain the effect of competition on populations Interpret data to explain trends and draw conclusions about predator prey relationships Explain how variation gives rise to different species Represent variation using appropriate graphs Explain how poor communication between teams held back the discovery of DNA structure

49

Evaluate accuracy and precision in relation to models of the joint Explain how muscles groups interact with other tissues to generate movement

specific groups e.g. sports people.

Explain why toxic materials have greater effect on top predators in a good chain Explain why organisms within the same ecosystem have different niches

Create an evolutionary tree and present reasoned arguments to justify Interpret evidence in a range of scientific texts to explain the most likely theory.

Surpassing Explain similarities and differences between plant and animals cells Explain functions of organelles within plant and animal cells Link structure to function in specialised cells Identify which substances move into and out of cells Explain the process of diffusion Explain what each part of the

Explain how different tissues, organs and organ systems work together. Describe how the gas exchange system interacts with other organ systems Explain the similarities and differences in the bell jar model and breathing system. Explain how to measure lung volumes

Explain how pollination relates to global food security Explain the process of germination and how seeds and fruits develop Explain the key events and stages in human and mammalian gestation Describe changes during the menstrual cycle (without details of hormones)

Explain the how each nutrient in the body contributes to a healthy balanced diet Explain why testing foods is important Explain how an unhealthy diet causes health issues Describe the process of digestion and how each part works in sequence and link to how enzymes affect the rate of digestion

Explain the importance of photosynthesis in the food chain Explain how plants obtain reactants Explain how the leaf is specifically adapted and role of chloroplasts in PS Explain deficiency in plants Compare similarities and differences between

Explain the effect of competition on the individual Explain how adaptations help an organism survive in its environment Explain how organisms adapt to seasonal change Explain how competition can lead to adaptation and extinction Explain how some variation is

50

microscope does and how it is used

Explain the relationship between bones and joints in the skeleton Explain how the different parts of the joint allow it to function Use units of force to describe and explain joint function Explain why it is necessary to have both muscles in an antagonistic pair to create movement

Explain the main changes during puberty Explain how the adaptations of some structure relate to function Compare the male and female gametes and describe the sequences involved in fertilisation Describe accurately the sequence of events during gestation

Explain why people choose to take drugs, alcohol and why they smoke, being aware of implications of each Discuss the impact of exercise, asthma and smoking on the respiratory system

photosynthesis and chemosynthesis Explain the differences between two types of respiration Explain the link between food chains and energy Explain why a food web is more accurate than a food chain Explain interdependence and why diversity is important

effected by environmental and inherited factors Explain the causes of continuous and discontinuous variation Explain how the DNA model was formulated and how characteristics are inherited and coded for by genes Explain the contribution of scientific teams build upon the work of others Explain how natural selection leads to evolution and how we know organisms have changed over time Explain the purpose of gene banks Explain factors that may have led to extinction

51

Achieving Describe similarities and differences of animal and plant cell Describe all functions of the components of cells Describe examples of specialised cells Describe diffusion as the movement of material between and in cells State the magnification on a light microscope Prepare and observe cells in a microscope slide safely

Define and state what cells, tissues, organs, organ systems and organisms are. State how parts of the gas exchange system are adapted to function Describe the process of inhalation and exhalation and link to the bell jar model Describe the structure of the skeleton and label at least 10 bones Describe the fine structure of a joint Carry out and record measurements relating to antagonistic muscle groups and joints Describe the function of major muscle groups

Describe how plants can pollinate through wind and insect vectors Describe the main changes that happen during puberty State all parts of the human reproductive systems and all their functions Describe the structure and function of gametes Describe the sequences of events during gestation, birth and the menstrual cycle

Explain the role of each nutrient in the body Describe the positive result for each food test and be able to carry out each one Describe some health issues caused by someone with an unhealthy diet Describe the function of main parts of digestive system and the role of enzymes within this Describe how alcohol and drugs and smoking affect pregnancy and foetal development Calculate energy requirements measuring in calories

Describe the process of photosynthesis and state the word equation Describe the structure and function of the components in the leaf Describe how a plant uses minerals for healthy growth and explain the role of nitrates (Linked to root hair structure) Describe how chemosynthesis takes place and describe the process Describe the process of respiration (aerobic and anaerobic) Describe what food webs and food chains show

Describe some resources that plants and animals compete for and how animals are adapted to environments Describe how organisms adapt to environmental changes Describe how variation in species occurs and a difference between environmental and inherited variation Describe the difference between continuous and discontinuous variation Describe how characteristics are inherited through DNA and genes and

52

Evaluate the consequences of an unhealthy diet

Describe how toxins materials can accumulate in a food chain Identify niches in ecosystems

knowledge of DNA structure Describe the process of natural selection and how organisms evolve over time Describe some factors which lead to extinction

Developing Label all plants of an animal and plant cell Describe some function of these roles Identify one similarity and one difference between plant and animal cells Give examples of specialised cells and their roles e.g. amoeba and euglena State simply what diffusion is

State what is meant by; cells, tissue, organ, organ system, organism. Describe the fine and detailed structure of the gas exchange system State the composition of inhaled and exhaled air using data. State what each part of a bell jar model of breathing represents List the functions of the skeletal system

Label all parts of a flower, know some methods of seed dispersal and pollination Label a few parts of the human reproductive system and state their function State the definition of adolescence and puberty State what is meant by fertilisation and how long it takes to develop in to a baby

Describe the components of a healthy diet Know that colour changes identify presence/absence of nutrients State that different people require different amounts of energy Label parts of digestive system and describe what enzymes do Describe the difference between recreational and medicinal drugs

State the products of photosynthesis State the function of chloroplasts State that nitrates are essential for plant growth State the energy source for chemosynthesis State the reactants for aerobic and anaerobic respiration

State some resources that plants and animals compete for Give a possible reason for adaptation and extinction State that variation is caused by variation and inheritance State that two types of graph can represent the two types of variation

53

Describe the how to use a microscope using terminology

State how muscles exert force during movement State the definition of antagonistic muscles

State that alcohol and drugs and smoking affect pregnancy and foetal development Name some deficiency diseases

State the definition of a food web State that toxic bacteria can develop in food chains Describe how different organisms co-exist in an ecosystem

State that more than one scientist was involved in discovering DNA State that organisms have changed over time, give examples State how scientists try to prevent extinction

Emerging Label some parts of a plant and animal cell Understand that different cells have different roles Use a compound light microscope to observe a prepared slide with assistance.

State the sequence of hierarchy e.g. cells, tissue, organ, organ system, organism. State the parts of the gas exchange system State the role and actions of the rib cage and diaphragm in ventilation Name the basic parts of the skeleton

Label some reproductive parts of a flower Label some parts of mammalian reproduction systems Identify basic changes during adolescence and puberty including definition of menstrual cycle State the definition of a gamete and gestation

Name all 7 nutrients that are needed by the human body State that food can be tested for starch, sugar, lipids, and protein State one problem of someone with an unhealthy diet State the parts of the digestive system and what is meant by digestion including

State where photosynthesis takes place Name the main structure of a leaf Name minerals required for plant growth Name an organism that carries out chemosynthesis State the requirements of aerobic

Name an environmental change State what is meant by variation and adaptation State that there are two types of variation State what is meant by a gene State how survival rates differ for

54

State where joints are found Carry out an experiment and make simple observations relating to joints State the names of some muscles and describe their basic function

identifying some enzymes Name some recreational and medicinal drugs and one effect of alcohol and smoking on health and behaviour

respiration and anaerobic respiration Define a food chain State how populations of organisms affect one another and how they coexist

successful adaptation State what extinction means

55

Key Stage 3 Science assessment criteria for Chemistry Year 7 and 8

C1.1- Particles C1.2- Elements, atoms, compounds

C1.3-Reactions C1.4- acids and alkalis

C2.1- periodic table

C2.2- separation techniques

C2.3 metals and acids

C2.4 the earth

Excelling Use ideas about how fast (kinetic energy) particles are moving to explain the property of a substance

Calculate the percentage of a given element within a compound. Evaluate why compounds have different properties to their elements

Can construct energy level diagrams to explain whether a reaction is exothermic or endothermic Use calculations as proof for the Law of Conservation of Mass Convert simple word equations into (balanced) symbol equations

Explain what pH measures Write a balanced symbol equation to represent neutralisation Write balanced formula equations for neutralisation reactions

Use the pattern in group 1 metals to explain the pattern in group 2 metals Explain the relationship between the number of electrons on the outer shell and which group an element is in Able to write balanced formulae equations for the displacement of halides

Understand how position of equilibria determines how far a solute will travel in a solvent (chromatography) Explain the technique used to separate a mixture of chemicals; using the particle model and relevant keywords to describe in the detail the process

Predict the reactivity of metals using information about their behaviour Able to write balanced formulae equations for the reaction of metals with acids, oxygen and water Write balanced formulae equations to illustrate examples of metal extraction Convert the mass of metal in an ore to a %

Explain the mechanism by which carbon dioxide absorbs energy with reference to the particle model Able to construct models that explain how different types of rock are formed

56

Compare and explain why polymers have different properties

Surpassing Use ideas about energy to explain why materials change state Use ideas about energy to explain the different factors that affect diffusion in a liquid

Define a compound in terms of different atoms (chemically) bonded together. AND represent this correctly in diagram form. Calculate the formula mass of given compounds

Explain why oxidation reactions are not useful Explain the term oxidation Convert word equations into symbol equations Calculate the mass of reactants and products Use the particle model to explain what happens during a chemical reaction

Compare the different particles found in acids and alkalis Categorise substances as strong or weak acids and alkalis using pH values Able to interpret a pH curve Predict the formulae for products of neutralisation reactions

Predict the reactivity of an element based on where it is in group 1 or group 7 Predict what will happen when reacting halogens with salts (displacement reactions)

Explain how chromatography separates mixtures Relate particle arrangements in mixtures to the techniques used to separate them Describe how to produce a soluble salt

Can construct formulae equations to describe the reactions of metals with acids, oxygen and water Explain why a displacement reaction will happen or not Explain why metals can be extracted using carbon Calculate the mass of metal in a given ore Evaluate he advantages and disadvantages of using composites,

Relate ideas about crystal size with the type of igneous rock (extrusive and intrusive) Misconception: Understand the function of ozone in the atmosphere compared with carbon dioxide Able to evaluate models used to describe global warming

57

polymers and ceramics

Achieving Use the particle model to describe changes of state Use the particle model to describe what happens when solids diffuse through the liquid Recognise that particles vibrate in a solid

Define a compound in terms of different atoms (chemically) bonded together. OR represent this correctly in diagram form. Link element names to their chemical symbols.

Describe the characteristics of an exothermic and endothermic reaction Predict the products of combustion reactions Identify the reactants and products in a word equation Understand the term “Conservation of mass”

Able to use the pH scale to measure acidity and alkalinity Describe how pH changes during a neutralisation reaction Identify examples of neutralisation reactions Describe what a salt is Predict the salt formed when acids react with metals or bases

Interpret data to describe patterns in the properties of Group 1 and Group 7 Elements Use patterns to Identify differences in the properties of group 1 and group 7 elements Use patterns to classify an element as a metal or non-metal Explain what happens in a displacement reaction

Explain how distillation works Explain what a saturated solution is Use the particle model to describe what happens when a substance dissolves Identify a solvent, solute and solution in a given scenario Describe the technique of paper chromatography

Can construct word equations to describe the reactions of metals with acids, oxygen and water Write a word equation for the test for hydrogen Able to use state symbols Can rank metals in order of reactivity Use the reactivity series to predict if a displacement reaction will occur Describe the properties of polymers

Explain three impacts of global warming Explain how fossils can be used to identify the conditions under which sedimentary rocks were formed Able to use a key to identify the type of rock Explain the rock cycle

58

Link the properties of a material to how it is used

Developing Use the particle model to represent the arrangement of solids, liquids and gases Use the particle model to represent the arrangement of the solid and the material when diffusing through the liquid

Correctly link elements and compounds to their chemical symbols. (some minor errors in representation may occur eg H2O) identify different elements within a compound from model diagrams

Explain the difference between an exothermic and endothermic reaction Explain what fuels react with when they burn Able to write a simple word equation State what a decomposition reaction is.

Describe the hazards related to acids and alkalis Describe how universal indicator can be used to compare acidic, neutral and alkali solutions State simply what happens during a neutralisation reaction Link the type of salt formed to the acid used in a reaction

State a chemical and physical property of Group 1 Group 7 Group 0 Elements Identify a difference in the properties of two elements in the same group

Describe how boiling points are used to separate out liquids Name the filtrate and residue in a given situation Describe how temperature affects solubility Understand that mixtures are not chemically joined State how different mixtures can be separated

State the products of the reactions of metal with acids, oxygen, and water State where metals are found in the reactivity series

Explain where different types of rock are formed State an impact of global warming Name the main components of the atmosphere

Emerging Describe the processes when materials change state

Represent the idea that atoms can bond together (either in words or in diagram form)

State what a physical change is State what a fuel is

Name common properties of acids and alkalis

State common properties of metals

Understand that a solution contains dissolved particles

Understand the test for hydrogen gas

59

Describe the relationship between temperature and rate of diffusion

Identify the number of atoms in a compound from model diagrams

Able to use a word equation to identify the reactants and products in a reaction

State different types of indicators Understand the type of chemicals made when an acid and alkali react

Explain where the metals and non-metals are on the periodic table Able to identify a “group” using a periodic table

Describe how you would separate a solid and a liquid (filtration) State what types of mixtures can be separated by distillation

State what the reactivity series is State some uses of ceramics, composites and polymers State some properties of ceramics and composites Able to define what a polymer is

60

Physics assessment criteria for KS3 (overview) Years 7 and 8

P1 1.1 - Forces Year 7

P1.2 – Sound Year 7

P1 1.3 – Light Year 7

P1 1.4 – Space Year 7

P2.1 – Electricity & Magnetism Year 8

P2.2 – Energy Year 8

P2.3 – Motion & Pressure Year 8

Excelling Explain non-contact forces in terms of field strengths. Quantitatively determine weight and/or mass using gravitational field strength formula. Analyse force-extension graphs using Hooke’s law to explain extension behaviour of elastic objects. Make predictions about pairs of forces acting in unfamiliar situations.

Pressure waves transferring energy; use for cleaning and physiotherapy by ultra-sound; waves transferring information for conversion to electrical signals by microphone Explain why we cannot hear the Sun

Colours and the different frequencies of light, white light and prisms (qualitative only); differential colour effects in absorption and diffuse reflection Use of ray model to explain the refraction of light and action of convex lens in focusing (qualitative); the human eye and Calculate the distance light

Explain why we experience regular seasons on Earth in terms of light concentration and the Earth’s tilt relative to the Sun at different points in the year (for both hemispheres). Explain how the different moon phases are produced in terms of the relative positions of the Earths, Sun and Moon. Explain why it is possible to see an eclipse on some of the planets in the Solar System but not others.

Explain the magnetic effect of a current in terms of charge movement, electromagnets and D.C motors. Predict how charged objects will interact. Compare properties of a gravitational field to an electric field. Predict the current and potential difference in different circuits (series and parallel). Measure current and potential difference accurately in a number of places in a circuit (series and parallel). Explain similarities and differences

Heating and thermal equilibrium, temperature differences between 2 objects leading to energy transfer from the hotter to the cooler one through conduction or radiation; such transfers tending to reduce the temperature difference of the insulators. Internal energy stored in materials Accurately comparing Kilowatt hours and Joules

Ability to accurately change the subject to use the equations below Moments as the turning effect of a force accurate use of moment = force x distance Understanding of conservation of mass

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will travel in a light year

between series and parallel circuits. Predict the effect of changing the rating of a bulb or battery in a circuit. Explain the causes of resistance and what factor affect it. Explain how an electromagnet works. Predict the effect of changes to an electromagnet with scientific justification.

Comparing the starting with the final conditions of a system and describing increases and decreases in the amounts of energy associated with positions in a field, in elastic distortions and in chemical compositions Ability to accurately change the subject of the work done equation below

Exceeding Explain how non-contact forces can vary in terms of field strengths and other relevant factors (e.g. mass and/or distance for gravitational fields). State

Waves on water as undulations which travel through the water with transverse motion; these waves can be reflected, and add or cancel – superposition

The transmission of light through materials; absorption, diffuse scattering and specular reflection at surfaces

Explain the orbits of solar system objects in terms of gravitational fields and field strength. Describe how both lunar and solar eclipses form in terms of the relative

Describe what is meant by an electric field. Compare properties of insulators and conductors with respect to how easily they can be charged and discharged

Kilowatt hours (kWh) as a unit of energy Comparing the starting with the final conditions of a system and describing increases and

Conservation of material in evaporation, condensation and sublimation Pressure measured by ration of force over area –

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Hooke’s law. Describe all forces and their effects using the correct names and explain how some of these arise in terms of particle behaviour and interaction pairs. Produce accurate - to scale - force arrow diagrams with appropriate labels in two-dimensions.

Explain what is meant by supersonic travel Compare the time taken for sound and light to travel the same distance

Use of ray model to explain imaging in the pinhole camera, Compare the time taken for sound and light to travel the same distance

positions of the Earth, Moon and Sun and the formation of local umbra and penumbra shadows. Explain how properties and features of planets are linked to their place in the Solar System. Use data to show the effect of Earth’s tilt on temperature and day-length.

(quantitative). Set up a circuit to measure current and potential difference. Predict the current and potential difference in different circuits (series only). Measure current and potential difference accurately in a number of places in a circuit (series only). Describe similarities and differences between series and parallel circuits. Calculate “resistance” from current and potential difference data for a components and whole circuits. Explain how a compass works. Explain how magnets can be used in engineering and electronic devices. Describe

decreases in the amounts of energy associated with movements and temperatures Understanding of Work done as a concept and energy changes on deformation Energy transfers through contact tend to reduce temperature differences between those objects Compare the advantages and disadvantages of using renewable and non-renewable energy sources

acting normal to the surface. Accurate use of pressure = force/area Diffusion in liquids and gases driven by differences in concentration Understanding of upthrust effects, floating and sinking and is able to relate these effects to relative density differences

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how a simple motor works.

Achieving Describe qualitatively which balanced and unbalanced force systems cause which specific changes in motion. Identify some non-contact forces and describe these using field line diagrams. Compare non-contact and contact forces. Represent force strengths and directions using arrow lengths and orientations on a two-dimensional force-arrow diagram. Construct accurate force-extension straight-line graphs.

Frequencies of sound waves, measured in Hertz (Hz); echoes, reflection and absorption Similarities and differences, including density differences, between solids, liquids and gases Understanding of why sound travels at different speeds in different materials Compare and contrast the speeds of sound and light Compare and contrast the speeds of sound and light Describe the links between

Use of ray model to explain imaging in mirrors Light transferring energy from source to absorber leading to chemical and electrical effects; photo-sensitive materials in the retina and in cameras Speed of light in a range of materials of different densities and why it changes Describe how the eye works Describe how a camera forms and image

Describe the structure of the universe in terms of solar systems, stars and galaxies and the relative sizes of these objects. Describe the four different seasons in terms of average temperature, sunlight hours and the position of the Earth in its orbit around the Sun. Accurately name the phases of the moon and complete/order diagrams of the lunar cycle. Define the term “light-year”. Explain the motion of the Sun, stars and Moon across the sky. Predict phases of the moon at given times.

Describe the strength of magnets in terms of the concentration of these magnetic field lines. Explain simple observations linked to charge. Explain how objects can become charged in terms of charge movement/transfer and forces. Compare properties of insulators and conductors with respect to how easily they can be charged and discharged (qualitative). Use an ammeter and voltmeter to measure current and potential difference respectively. Use a model to describe what is meant my current and potential

The total energy has the same value before and after a change i.e. conservation of energy Simple machines e.g. levers give bigger force but at the expense of smaller movement (and vice versa): product of force and displacement is therefore unchanged Comparing size of units e.g. energy in J and kJ, power in W and kW, in electrical appliances energy transfers from

Understanding of sublimation and that it is reversible as a process Changes with temperature in motion and spacing of particles The difference in arrangements, in motion and in closeness of particles explaining changes of state, shape and density, the anomaly of ice-water transition Atmospheric pressure, decreases with increase of height as weight of air above

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loudness and amplitude and/or between pitch and frequency Describe how the ear works

difference. Define “potential difference” and “rating”. Describe what is meant by “resistance”. Test the effect of changing the properties of an electromagnet. Suggest ways to make a motor turn faster.

hotter to cooler objects through contact Describe the differences between renewable and non-renewable energy sources

decreases with height

Developing Understand that forces can affect the motion (speed and direction) and shape of objects. Identify balanced and unbalanced force systems. Describe most forces using correct names. Use a newtonmeter to measure to measure the size of some forces.

Sound needs a medium to travel, the speed of sound in air, in water, solids Knowledge of these speeds and qualitatively how they are different, but not why

Light waves travel through a vacuum; speed of light in a vacuum State the primary and secondary colours of light Predict how red light (for example) will appear on a white surface State the effect of coloured filters on light

Identify additional objects in the Solar System (i.e. asteroids, comets, meteors, moons around other planets and artificial satellites). Describe similarities and differences between these objects (size, position, material, motion…etc). Define what the Solar System is and what is in it. Describe the motion of the

Construct diagrams of magnetic field lines. Draw magnetic field lines for bar magnets. Know how different charges interact with each other in terms of attraction, repulsion. Describe how to charge up insulators. Identify the charge of a proton, an electron and a neutron. Name the equipment used to measure current and to measure potential difference. Describe what is

An understanding that other processes and mechanisms transfer energy; changing motion dropping an object, completing an electric circuit, stretching a spring, metabolism of food, burning fuels Using physical processes and mechanisms, rather than

Reversibility of condensation and evaporation. Conservation of material in freezing and dissolving Pressure in liquids, increasing with depth Speed and the qualitative relationship between average speed, distance and time accurate use of speed = distance/time,

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Sun, stars and Moon across the sky.

meant by current and how it varies in a series circuit. State a feature of an electromagnet. State a difference between a permanent magnet and an electromagnet. State some uses of an electromagnet.

energy, to explain the intermediate steps that bring about changes in energy e.g. in the point above Energy as a quantity that can be quantified and calculated. Accurate use of the Work done = force x distance equation, without changing the subject Name some renewable and non-renewable energy sources State the definitions of energy and power

but only with speed as the subject The difference between chemical and physical changes and ability to recognise which is which The representation of a journey on a distance-time graph

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Emerging Describe forces as pushes or pulls. Know that forces come in “interaction pairs”. Identify and name some forces accurately (i.e. weight, support force, friction/drag, air-resistance, upthrust, lift & tension). Understand that forces are measured in Newtons (N). Define “equilibrium”. Represent force strengths and directions using arrow lengths and orientations on a one-dimensional force-arrow diagram.

Sound produced by vibrations of objects, in loud speakers, detected by their effects on microphone diaphragm and the ear drum; sound waves are longitudinal Auditory range of animals and humans Correctly state some properties of waves Name some sources of sound waves State that sound waves travel more slowly than light State the link between amplitude and loudness Name some parts of the ear

The similarities and differences between light waves and waves in matter Correctly state some properties of waves Describe the features of a mirror image Describe how light changes direction when it moves from one material to another Name the parts of the eye Name the parts of a camera

Identify some objects in the Solar System that are visible in the day/night (i.e. the Sun, the 8 planets, the moon). Draw the Solar System to show planets orbiting the Sun and the Moon orbiting the Earth. Understand that the Sun is a star and that our galaxy is called “The Milky Way”. Describe differences between the seasons. Name some moon phases. Name the two types of eclipse.

Describe features of a magnet. State that the Earth has a magnetic field. Know that particles are made charges and that these charges can be either positive or negative. Name what flows in a circuit. State one difference between series and parallel circuits. State the units of resistance, current and the unit of potential difference. List examples of conductors and insulators. State the main parts of a motor.

Comparing energy values of different foods (kJ) Fuels and energy sources an understanding of the meanings of those terms Domestic fuel bills, fuel use and costs Understanding Joules as a unit of measure Name some energy sources State one advantage and one disadvantage of fossil fuels

Reversibility of freezing and dissolving Relative motion: trains and cars passing each other Similarities and differences, including density differences, between solids, liquids and gases Forces as pushes or pulls, arising from the interaction between two objects Understanding of how interaction pairs arise is not required here

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KS3 Science

Year 7

Year 7