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Year7AssessmentFlightPathandAssessmentDescriptors
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Contents:
KS3FlightPath 4
English 6-8
Maths 9-16
Biology 17-19
Chemistry 20-21
Physics 22-23
Geography 24-25
History 26-27
ReligiousStudies 28-29
ModernForeignLanguages 30-32
Art 33-34
ComputerScience 35-38
Drama 39-40
Music 41-42
PhysicalEducation 43-44
Technology 45-46
SPaGandSMSC(allsubjects) 47
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KeyStageThreeFlightPath
Thetableonpage4showstheincrementalflightpathof‘expectedprogress’forallstudentsfromtheirindividualstartingpoints.AllstudentscometouswithasetofdatafromtheirprimaryKS2testsandthisallowsustotargettheirendofKS4GCSEexpectations.Weusethisflightpathtotrackhowwellstudentsareprogressingineachsubjectperschoolterm.TheKS2dataisbasedonReadingandMathematicsKS2tests.ThisiswhatTheGovernmentusestotrackprogressforallchildrenfromKS2-KS4.Weusebothdatainacombinationscoretohelpusestimatetargetgrades.
TheschooltermsidentifiedareTerm1–Christmas,Term2–EasterandTerm3–Summer.ChristmasTermrunsfromSeptembertoDecember,SpringTermrunsfromJanuarytoAprilandtheSummerTermrunsfromMaytoJuly.Progressdataisexpectedtoshowincrementalimprovementacrosseachterm.ThisculminatesinthetargetsetfortheendofYear11.
KeyStageThreeAssessmentDescriptors
EachsubjecthasprovidedadetailedtableoftheskillsorknowledgerequiredtoattainaGCSEGrade1-7inthespecificsubject.Thishasbeenwritteninto‘Ican’statementssothatstudentsareabletounderstandwhattheyneedtodotoimprovetheirworkinagivensubject.
Whenschoolreportsarewritten,wewillreportwhetheryourson/daughterisontrack;thisisbasedontheFlightPathbelow.Yourchild’sindividualflightpathwillbeprintedintotheirreportsoyoucanseewheretheyshouldbe.
Children’sprogressisnotlinearandwewouldexpecttimesduringtheirschoolingwheretheymakelessthanexpectedprogress,andthenprogressatarapidrate.Theirprogressisunlikelytofollowthispathoverthefiveyears,butitshouldbeusedasausefulindicator.InModernForeignLanguagesthisismostpertinent.AsmostchildrenhavelesspriorknowledgeinanMFLsubject,wewouldexpectthemtostartverylowwithintheGCSErangeregardlessofpriorability.Astheylearnmorevocabularyandgrammarrulesforthelanguage,youwillseetheirprogressriserapidly.ItisnotunusualforstudentstoseemliketheyaremakinglessthanexpectedprogressinYear7,butsignificantlymoreinYears8and9.
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120 6 6.8 5.3 5.2 5.1 6.3 6.2 6.1 7.3 7.2 7.1 8.3 8.3 8.2 8.2 8.1 9.3 9119 6 6.8 5.3 5.2 5.1 6.3 6.2 6.1 6.1 7.3 7.2 7.1 8.3 8.3 8.2 8.2 8.1 8118 6 6.6 4.1 5.3 5.2 5.1 6.3 6.2 6.1 7.3 7.2 7.2 7.1 7.1 8.3 8.2 8.2 8117 6 6.4 4.1 5.3 5.2 5.1 6.3 6.2 6.1 7.3 7.3 7.2 7.2 7.1 8.3 8.3 8.2 8116 6 6.2 4.2 4.1 5.3 5.2 5.1 6.3 6.2 6.1 7.3 7.3 7.2 7.2 7.1 7.1 8.3 8115 5a 5.9 4.2 4.1 5.3 5.2 5.1 6.3 6.2 6.2 6.1 6.1 7.3 7.3 7.2 7.2 7.1 7114 5a 5.9 4.3 4.2 4.1 5.3 5.2 5.1 6.3 6.3 6.2 6.2 6.1 7.3 7.3 7.2 7.1 7113 5a 5.8 4.3 4.2 4.1 5.3 5.2 5.1 6.3 6.3 6.2 6.2 6.1 6.1 7.3 7.3 7.2 7112 5a 5.8 3.1 4.3 4.2 4.1 5.3 5.2 5.1 6.3 6.3 6.2 6.2 6.1 7.3 7.3 7.2 7111 5a 5.7 3.1 4.3 4.2 4.1 5.3 5.3 5.2 5.1 6.3 6.3 6.2 6.2 6.1 6.1 7.3 7110 5a 5.7 3.2 3.1 4.3 4.2 4.1 5.3 5.2 5.2 5.1 6.3 6.3 6.2 6.2 6.1 7.3 7109 5b 5.6 3.2 3.1 4.3 4.3 4.2 4.1 5.3 5.2 5.2 5.1 6.3 6.3 6.2 6.2 6.1 6108 5b 5.5 3.3 3.2 3.1 4.3 4.2 4.1 5.3 5.2 5.2 5.1 6.3 6.3 6.2 6.2 6.1 6107 5b 5.4 3.3 3.2 3.1 4.3 4.2 4.1 5.3 5.2 5.2 5.1 5.1 6.3 6.3 6.2 6.2 6106 5c 5.3 2.1 3.3 3.2 3.1 4.3 4.2 4.1 5.3 5.2 5.2 5.1 5.1 6.3 6.3 6.2 6105 5c 5.2 2.1 3.3 3.2 3.1 4.3 4.2 4.1 5.3 5.3 5.2 5.2 5.1 5.1 6.3 6.3 6104 5c 5.1 2.2 2.1 3.3 3.2 3.1 4.3 4.2 4.1 4.1 5.3 5.3 5.2 5.2 5.1 6.3 6103 4a 4.8 2.2 2.1 3.3 3.2 3.1 4.3 4.2 4.2 4.1 4.1 5.3 5.2 5.2 5.1 5.1 5102 4a 4.7 2.3 2.2 2.1 3.3 3.2 3.1 4.3 4.3 4.2 4.2 4.1 5.3 5.2 5.2 5.1 5101 4b 4.6 2.3 2.2 2.2 2.1 3.3 3.2 3.2 3.1 4.3 4.2 4.2 4.1 5.3 5.2 5.2 5100 4b 4.5 2.3 2.3 2.2 2.1 3.3 3.2 3.2 4.3 4.2 4.2 4.1 4.1 5.3 5.3 5.2 599 4b 4.4 1.1 2.3 2.2 2.2 2.1 3.3 3.2 3.1 3.1 4.3 4.2 4.2 4.1 4.1 5.3 598 4c 4.3 1.1 2.3 2.3 2.2 2.1 3.3 3.2 3.1 3.1 4.3 4.2 4.2 4.1 4.1 5.3 597 4c 4.3 1.1 2.3 2.3 2.2 2.2 2.1 2.1 3.3 3.2 3.2 3.1 4.3 4.2 4.2 4.1 496 4c 4.2 1.1 1.1 2.3 2.3 2.2 2.1 2.1 3.3 3.3 3.2 3.1 3.1 4.3 4.2 4.1 495 4c 4.2 1.2 1.1 2.3 2.3 2.2 2.1 3.3 3.3 3.2 3.2 3.1 3.1 4.3 4.3 4.2 494 4c 4.1 1.2 1.1 2.3 2.3 2.2 2.1 3.3 3.3 3.2 3.2 3.1 3.1 4.3 4.3 4.2 493 3a 3.9 1.2 1.1 2.3 2.3 2.2 2.2 2.1 2.1 3.3 3.3 3.2 3.2 3.1 3.1 4.3 492 3a 3.8 1.2 1.2 1.1 1.1 2.3 2.2 2.2 2.1 2.1 3.3 3.3 3.2 3.2 3.1 4.3 491 3a 3.7 1.3 1.3 1.1 1.1 2.3 2.3 2.2 2.2 2.1 2.1 3.3 3.3 3.2 3.2 3.1 390 3b 3.6 1.3 1.3 1.2 1.2 1.1 1.1 2.3 2.3 2.2 2.2 2.1 2.1 3.3 3.3 3.2 389 3b 3.5 BL.1 1.3 1.3 1.2 1.2 1.1 1.1 2.3 2.3 2.2 2.2 2.1 2.1 3.3 3.2 388 3b 3.4 BL.1 BL.1 1.3 1.3 1.2 1.2 1.1 1.1 2.3 2.3 2.2 2.2 2.1 2.1 3.3 387 3c 3.3 BL.1 BL.1 BL.1 1.3 1.3 1.2 1.2 1.1 1.1 2.3 2.3 2.2 2.2 2.1 3.3 386 3c 3.2 BL.2 BL.1 BL.1 1.3 1.3 1.3 1.2 1.2 1.1 1.1 2.3 2.3 2.2 2.2 2.1 285 3c 3.1 BL.2 BL.2 BL.1 BL.1 1.3 1.3 1.3 1.2 1.2 1.1 1.1 2.3 2.3 2.2 2.1 284 2a 2.9 BL.2 BL.2 BL.1 BL.1 1.3 1.3 1.3 1.2 1.2 1.2 1.1 1.1 2.3 2.3 2.2 283 2a 2.8 BL.3 BL.2 BL.2 BL.1 BL1 1.3 1.3 1.3 1.2 1.2 1.2 1.1 1.1 2.3 2.3 282 2a 2.7 BL.3 BL.3 BL.2 BL.2 BL.1 BL.1 1.3 1.3 1.3 1.2 1.2 1.2 1.1 1.1 2.3 281 2b 2.6 BL.3 BL.3 BL.2 BL.2 BL.1 BL.1 BL.1 1.3 1.3 1.3 1.2 1.2 1.2 1.2 1.1 180 2b 2.5 BL.3 BL.3 BL.3 BL.2 BL.2 BL.2 BL.1 BL.1 1.3 1.3 1.3 1.2 1.2 1.2 1.1 1
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Targetgrid
Thegridontheabovepagegivestheflightpathforeverychildwithintheprofileofpriordatawereceivefromourprimarycolleagues.TheKS2basedataforallyearsisbasedonReadingandMathematics.Acombinationofbothscoresgivesustheaccumulatedbasescorefromwhichalltargetsareset.
TheDepartmentforEducationplacestudentsintopriorattainmentgroups.Somegroupsofchildrenareexpectedtomakefasterprogressthanothers,thisisreflectedinthetable.
Purple HighAbilityonpriorattainmentGreen MiddleAbilityonpriorattainmentBlue&Yellow LowAbilityonpriorattainment
KeyStageThreeAssessmentMatrices
TheassessmentmatricesbelowgiveyoucleardetailfromeachsubjectareaonhowthecurriculumwillbeassessedattheGCSEgradesinYear7.Studentswillusetheseinlessonssotheycanseewheretheirgapsinlearningareandmoreimportantlywhattheyneedtodomakegreaterprogress.Parentscanusethisinformationinconjunctionwithreportssothatyoucaneasilyseewhatyourson/daughterneedstodofurthertoimproveinindividualsubjectareas.
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EnglishKEYSTAGETHREEASSESSMENTFRAMEWORK,YEAR7
LearningFocus GCSEGrade1 GCSEGrade2 GCSEGrade3 GCSEGrade4 GCSEGrade5
Emerging Developing Securing Mastering Beyond1.3
1.2
1.1
2.3
2.2
2.1
3.3 3.2 3.1 4.3 4.2 4.1 5.3 5.2 5.1
Identifyandinterpretexplicitandimplicitinformationandideas
Ican:retrieveinformationfromthetext
Ican:retrievekeyinformationfromthetextandjustifymychoices
Ican:inferfromthetextandgaininformationandideasthatarerelevant
Ican:carefullyselectexplicitandimplicitinformationthatisrelevanttothetask
Ican:accuratelyinferimplicitinformationinthetext
Selectandsynthesiseevidencefromdifferenttexts
Ican:recallsomespecific/straightforwardinformation
Ican:describeandsummarisewithsomeaccuracyandunderstanding
Ican:identifyandlinkinformationfrommorethanonetextandfromdifferentplaces
Ican:useevidencefrommorethanonesource
Ican:selectandcommentonevidencefromarangeofsources
Explain,commentonandanalysehowwritersuselanguageandstructuretoachieveeffectsandinfluencereaders,usingrelevantsubjectterminology
Ican:noticesomeofthefeaturesthatawriteruses
Ican:begintomakerelevantcommentsontheeffectoflanguageandthestructuralfeatures
Ican:explainhowwritersuseoflanguageandstructuralfeaturestoinfluencethereader
Ican:analyselanguagetoshowhowwritersachieveeffects
Ican:analyselanguageandstructurewithrelevantsubjectterminology
Comparewriters’ideasandperspectives,aswellashowtheseareconveyed,acrosstwoormoretexts
Ican:identifysimplesimilaritiesanddifferencesbetweentexts
Ican:begintomakestraightforwardlinksandidentifydifferentideasandviewpoints
Ican:commentontheviewpointusingevidencefromthetext
Ican:understandperspectivesandcommentonthem
Ican:compareideasandperspectivesacrosstwodifferenttexts
Evaluatetextscriticallyandsupportthiswithappropriatetextualreferences
Ican:usethetexttohelpmemakeapoint
Ican:userelevantandthoughtfulquotationsfromthetext
Ican:usejudiciousquotationsandanalysethemforeffect
Ican:evaluateanotherpointofviewusingevidencefromthetext
Ican:makesophisticatedanddetailedcommentsonthetextsusingevidence
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Communicateclearly,effectivelyandimaginatively,selectingandadaptingtone,styleandregisterfordifferentforms,purposesandaudiences
Ican:adoptanappropriatestyleforagivenpurposeandaudience
Ican:selectfeatureswithinmywritingwhichmatchthestyle/audience/purpose
Ican:usethecorrecttoneandregisterforaudienceandpurpose
Ican:writeimaginativelyinmorethanonetone
Ican:communicateclearlyandadaptmystyletosuitform,purposeandaudience
Organiseinformationandideas,usingstructuralandgrammaticalfeaturestosupportcoherenceandcohesionoftexts
Ican:sequencemyideas
Ican:ensurethatmyideasarerelevantandsequencingisclearandappropriate
Ican:selectandsequencemyideasforeffect
Ican:usegrammaticalfeaturesforaidthestructureofmytext
Ican:organisemywritingusingstructuralandgrammaticalfeaturesaccurately
Arangeofvocabularyandsentencestructuresforclarity,purposeandeffect,withaccuratespellingandpunctuation
Ican:usemainlysimplesentenceswhicharealwaysdemarcatedwithacapitalletterandfullstop
Ican:usearangeofsentencestructuresandarangeofpunctuation
Ican:usearangeofstructureswithdeliberatepurposeandeffect
Ican:usearangeofvocabularywhichisappropriatetothetask
Ican:usearangeofvocabularyandpunctuationforpurposeandeffect
Read,understandandrespondtotexts
Ican:readandunderstandstraightforwardtexts
Ican:readandunderstandmorecomplextexts
Ican:readandunderstandtextsbeyondmyagegroup
Ican:readandrespondtotextsthatareabovemyagegroupinasophisticatedway
Ican:respondtotheminasophisticatedwayusingevidencefromthetexttobackupwhatI’msaying
Studentsshouldbeabletomaintainacriticalstyleanddevelopaninformedpersonalresponse
Ican:writeinapersonalstyle
Ican:writeinapersonalorcriticalstyledependingonpurpose
Ican:maintainapersonalandcriticalstyleoverseveralparagraphs
Ican:balancebothcriticalandpersonalresponseswithouterror.
Ican:maintainacriticalstylethroughoutwithelementsofacademicwriting.
Studentsshouldusetextualreferences,includingquotations,tosupportand
Ican:usequotations
Ican:usequotationstoillustratemyviews
Ican:usequotationstoillustratearangeofinterpretations
Ican:embedquotationsintomyworkcoherentlytoamplifymypoints
Ican:carefullyselectquotationsfromthetextthatfitwithinmyframework
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illustrateinterpretations
Analysethelanguage,formandstructureusedbyawritertocreatemeaningsandeffects,usingrelevantsubjectterminologywhereappropriate
Ican:makecommentsbasedonpersonalpreference
Ican:useevidencefromthetexttosupportmycomments
Ican:effectivelyanalyselanguage,structureand/orform
Ican:analyselanguageusedbywritersandcommentontheireffect
Ican:analyselanguage/formandcommentindetailabouttheirmeaningsandeffects
Showunderstandingoftherelationshipsbetweentextsandthecontextsinwhichtheywerewritten
Ican:commentoncontext
Ican:commentoncontextwhenitisrelevanttothetext
Ican:commentoncontextwhenitisrelevanttothetask
Ican:makedetailedcommentsoncontextwhicharelinkedtothetask
Ican:carefullyselectcontextualcommentswhichfittheframeworkofmywriting
Usearangeofvocabularyandsentencestructuresforclarity,purposeandeffect
Ican:usearangeofvocabulary
Ican:usearangeofvocabularyforeffect
Ican:usearangeofvocabularytoenhancereaderunderstandingandenjoyment
Ican:useappropriatevocabularyforclarity
Ican:useappropriatehigh-levelvocabularyforpurposeandeffect
Accuratespellingandpunctuation
Ican:usesomebasicpunctuation
Ican:usemostpunctuationmarksaccurately
Ican:useallpunctuationmarksaccurately
Ican:usepunctuationmarksforeffectandspellmostwordsaccurately
Ican:spellmosthigh-levelwordsaccuratelyandIamusuallyerrorfreewithmypunctuation
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MathematicsKEYSTAGETHREEASSESSMENTFRAMEWORK,YEAR7
LearningFocus GCSEGrade1 GCSEGrade2 GCSEGrade3 GCSEGrade4 GCSEGrade5Emerging Developing Securing Mastering Beyond
1.3
1.2
1.1
2.3
2.2
2.1
3.3 3.2 3.1 4.3 4.2 4.1 5.3 5.2 5.1
Number
Ican:UnderstandthepositivesandnegativeintegersRoundtothenearestintegerWriteanintegercorrecttothenearest10or100FindthefactorsofanumberEstimateanswerstoproblemsinvolvingdecimalsFindequivalentfactors
Ican:AddandsubtractnegativeintegersRoundnumberstogivenpowersof10andtoagivennumberofdecimalplacesWritedowntheplacevalueofadigit,forexample,whatisthevalueof4in0.24Orderdecimals,forexamplewhichisbigger,0.24or0.3MultiplyanythreedigitnumberbyanytwonumberswithoutacalculatorDivideanythreedigitnumberbyanytwodigitnumberwithoutacalculatorMultiplywholenumbersanddecimalsby10,100and1000Dividewholenumbersanddecimalsby10,100and1000Addandsubtractdecimalstotwoplaces
Ican:RoundnumberstoonesignificantfigureMultiplyanddividenegativeintegersAddandsubtractdecimalsFindonenumberasafractionofanotherPerformcalculationswithsimplefractionsinvolvingadditionPerformcalculationswithsimplefractionsinvolvingmultiplicationCalculatecubesandcuberoots(withandwithouttheuseofacalculator)UsefunctionkeysonacalculatorforpowersandrootsComparefractions,decimalsandpercentages
Ican:EstimateanswerstocalculationsinvolvingdivisionUsethetermssquare,positiveandnegativesquareroot,cubeandcuberootRecallintegersquaresfrom2x2to15x15andthecorrespondingsquarerootsRecallthecubesof2,3,4,5and10Multiplytwodecimalssuchas2.4x0.7ConvertdecimalstofractionsandfractionstodecimalsPerformcalculationswithsimplefractionsinvolvingsubtractionIncreaseordecreaseaquantitybyagivenpercentage
Ican:Findthelowestcommonmultiple(LCM)oftwosimplenumbersFindthehighestcommonfactor(HCF)oftwosimplenumbersWriteanumberasaproductofitsprimefactorsFindthereciprocalofanumberEstimateanswerstocalculationsSolvenumericalproblemsinvolvingmultiplicationanddivisionwithnumbersofanysizeUseacalculatorefficientlyandappropriatelyFindminimumandmaximumvaluesUnderstandtheeffectsofmultiplyingbynumbersbetween0and1
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MultiplyanddividedecimalstotwoplacesSimplifyfractionssuchas12/20ArrangefractionsinorderofsizeWorkoutfractionsasquantities,suchas3/5of20EstimatesquarerootsCalculatesquaresandsquareroots(withandwithouttheuseofacalculator)Understandthatpercentagemeans“outofonehundred”ChangeapercentagetoafractionoradecimalandviceversaGiveoutapercentageofagivenquantitySolvesimpleratioanddirectproportionproblems
Divideanumberbyadecimalsuchas1÷0.2and2.8÷0.07WorkoutapercentageincreaseordecreaseExpressonequantityasapercentageofanotherPerformcalculationswithmixednumbersPerformcalculationswithsimplefractionsinvolvingdivisionSolvemorecomplexratioandproportionproblemssuchassharingoutmoneybetweentwogroupsintheratiooftheirnumbersSolveratioandproportionproblemsusingtheunitarymethod
Algebra
Ican:ContinueasequenceofnumbersordiagramsWritedowntermsofasimplesequence
Ican:FindaparticularterminasequenceinvolvingpositivenumbersWritetheterm-to-termruleinasequenceinvolvingpositivenumbers
Ican:FindaparticularterminasequenceinvolvingnegativeorfractionalnumbersWritetheterm-to-termruleinasequenceinvolving
Ican:Multiplyoutexpressionswithbracketssuchas5(3x–2)Factoriseexpressions
Ican:FindasolutiontoaproblembyforminganequationandsolvingitFormandsolveequationssuchas𝑥" + 𝑥 = 12using
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Usecoordinatesinthefirstquadrant,suchasplotthepoint(3,2)Useaformulawritteninwordssuchascost=20xdistancetravelledinmiles
DescribenumberpatternsandrelationshipsincludingmultiplyfactorandsquareSimplifyexpressionswithonevariablesuchasa+2a+3aUsecoordinatesinallfourquadrantsPlotpointsofaconversiongraphandreadoffpositivevaluesUsesimpleformulasuchasP=2w+2hSubstitutepositivenumbersintoasimpleformulaSolveequationssuchas4x=24andx-3=7
negativeorfractionalnumbersSimplifyexpressionswithmorethanonevariablesuchas2a+5b+a-2bDrawlinessuchasx=3andy=x+2Solveequationssuchasx/2=9and4x–2=22ReadfromaconversiongraphfornegativevaluesInterpretdistance-timegraphsWriteanexpressionfromaproblemSubstitutenegativenumbersintoasimpleformulaUseformulaefromMathematicsandothersubjectsPlotthegraphsofstraightlinessuchasx=3andy=4Completeatableofvaluesforequationssuchasy=3x+3anddrawthegraph
WritethetermsofasequenceorseriesofdiagramsgiventhenthtermDrawlinessuchasy=2x–3SolveproblemsinvolvingstraightlinesSolvelinearequationswithunknownsoneachsidesuchas3x–4=5÷xSolvelinearequationswithbracketssuchas2(5x+1)=28Substitutenumbersintomorecomplicatedformulaesuchas
𝑐 =𝐴 + 1 𝐷9
Solveproblemsinvolvinggraphs,suchasfindingwheretheliney=x+5crossestheliney=1Drawgraphsofsimplequadraticfunctionssuchas𝑦 = 2𝑥"and𝑦 = 2𝑥" + 2
trialandimprovementmethodsRearrangelinearformulaesuchass=4q–7RecognisetheequationsofstraightlinegraphsDrawgraphsofharderquadraticfunctionssuchas
𝑦 = 𝑥" + 3𝑥 − 5FindthepointsofintersectionofquadraticgraphswithlinesUsegraphstofindtheapproximatesolutionsofquadraticequationsSolveinequalitiessuchas3𝑥 > 9and12 ≤ 3𝑛 < 20Solvelinearinequalitiessuchas4x-3<10and4x<2x+7Representsetsofsolutionsonthenumberline
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Geometry&Measures
Ican:Identifyisosceles,equilateralandright-angledtrianglesUsetheword“congruent”whentrianglesareidenticalFindtheperimeterofashapebycountingsidesofsquaresFindtheareaofasquarebycountingsquaresEstimatetheareaofanirregularshapebycountingsquaresandpartsquaresNamethepartsofacircleRecognisethenamesandshapessuchasisoscelestriangle,parallelogram,rhombus,trapeziumandhexagonDrawthereflectionofashapeinamirrorlineDrawalineofsymmetryona2-Dshape
Ican:Drawatrianglegiventhreesides,ortwoanglesandaside,ortwosidesandtheincludedangleDrawacuboidonanisometricgridandmarkitsdimensionsExpressfractionsoffullturnsindegreesandviceversaRecogniseobtuse,acuteandreflexanglesEstimateanglesMeasureanddrawanglesaccuratelytothenearestdegreeUnderstandtheterms“perpendicularlines”and“parallellines”Knowanglesonastraightlineaddsupto180°Knowanglesaroundapointaddupto360°
Ican:Showthatanglesofatriangleaddupto180°andusethistofindanglesShowtheexteriorangleofatriangleisequaltothesumoftheinterioroppositeanglesUseanglepropertiesofequilateral,Isoscelesandright-angledtrianglesFindtheareaandperimeterofcompoundshapesCalculateinteriorandexterioranglesofaquadrilateralInvestigatetessellationsFindthevolumeofacubeorcuboidFindtheheightofacuboidgivenvolume,lengthandbreadthReflectshapesintheaxesofagraphEnlargeashapebyapositivescalefactor
Ican:Findtheareaofatriangle,parallelogram,kiteandtrapeziumFindtheareaandperimeterofcompoundshapesCalculatetheareaofacircletoanappropriatedegreeofaccuracyReflectshapesinlinessuchasx=2ory=-1RotateshapesaroundtheoriginIdentifyreflectivesymmetryin3-DsolidsTranslateashapeusingadescriptionsuchas4unitsrightand3unitsdownEnlargeashapebyapositivescalefactorfromagivencentre
Ican:SolveproblemsinvolvingcirclessuchasfindingtheperimeterofasemicircleSolveproblemsinvolvingcirclessuchasfindingtheareaofasemicircleCalculatevolumesoftriangularprisms,parallelogram-basedprismsandcylindersSolveproblemsinvolvingsurfaceareasofprismsandcylindersConvertbetweenmeasuresofareaConvertbetweenmeasuresofvolumeClassifyaquadrilateralbygeometricpropertiesSolveproblemsusingangleandsymmetrypropertiesof
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DecidewhichmetricunittouseforeverydaymeasurementsMeasurealineaccuratelytothenearestmillimetreRecognisethenetofasimplesolidsuchasacuboidFindthevolumeofasolidbycountingcubesandstatingunitsRecogniseandnamethreedimensionalsolidsSketchthreedimensionalsolids
Knowanglesinatriangleaddupto180°WorkouttheperimeterofasimplerectangleDrawallthelinesofsymmetryona2-Dshape
FindthemeasurementsofthedimensionsofanenlargedshapeUsemapscalestofinddistance
Calculatesimpleaveragespeedsfromdistance-timegraphsDrawaquadrilateralsuchasakiteorparallelogramwithgivenmeasurementsExplainthatthelengthsoftwosidesandnon-identicalangledonotdefineauniquetriangleConstructandrecognisethenetsof3-DsolidssuchaspyramidsandtriangularprismsDrawplansandelevationsof3-Dsolids
polygonsofintersectingandparallellinesCalculateinteriorandexterioranglesofaregularpolygonFindthemidpointofalinesegmentUseandunderstandthecoordinatesinthreedimensionsReflectshapesintheliney=xandy=-xRotateshapesaboutanypointDescribefullyreflectionsandrotationsaboutanypoint
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GivetheorderofrotationalsymmetryfrominformationabouttheirsymmetryDrawthelineofreflectionfortwoshapesGiveascalefactorofanenlargedshapeConvertonemetricunittoanotherConvertbetweenmetricandimperialunitsMakesensibleestimatesofarangeofmeasuresineverydaysettingsDrawthenetofasimplesolidsuchasacuboid
Solvesimplespeedproblems Describetheconceptandpointsofalocus
FindthecentreofrotationanddescribeitfullyTranslateashapebyavectorsuchas(-3)Transformshapesbyacombinationoftranslation,rotationandreflectionComparetheareasofanenlargedshapewiththeoriginalshapeEnlargeashapebyapositivewholenumberorfractionalscalefactorSolvemoredifficultspeedproblemsUnderstandandusecompoundmeasuressuchasspeedanddensityRecogniseaccuracyinmeasurementsgiventothenearestwholeunitCalculatecomplexaveragespeedsfromdistance-timegraphsConstructtheperpendicularbisectorofalineConstructtheperpendicularfromapointtoaline
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Constructanglesof60°and90°ConstructthebisectorofanangleMatchonesideandoneangleofcongruenttrianglesgivensomedimensionsUsePythagoras’Theoremtofindanysideofaright-angledtriangleUsePythagoras’TheoremtofindtheheightofanisoscelestriangleUsePythagoras’TheoreminpracticalproblemsConstructaccuratelyloci,suchasthoseequidistantfromtwofixedpointsSolvelociproblems,suchasidentifyingpointslessthan3cmfrompointP
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DataHandlingand
Probability
Ican:FindthemodeforasetofnumbersFindthemedianforasetofnumbersConstructandinterpretapictogramInterpretapictogramConstructandinterpretabarchartDesignandusetallychartsfordiscretedataDesignandusetallychartsforgroupeddataUnderstandandusethevocabularyofprobability
Ican:WorkouttherangeforasetofnumbersCalculatethemeanforasetofnumbersFindthemedianforanevensetofnumbersWritedownthemodefromagraphComparetwodistributionsusingtherangeandoneofthemode,medianormeanInterpretapiechartUnderstandanduseaprobabilityscaleExpressaprobabilityasafractionDisplayoutcomessystematically
Ican:ComparethemeanandrangeoftwodistributionsCalculatethe‘fx’columnforafrequencydistributionConstructapiechartInterpretastemandleafdiagramDesignanduseatwo-waytablesfordiscreteandgroupeddataUnderstandthedifferencebetweenexperimentalandtheoreticalprobabilitiesUnderstandanduserelativefrequency
Ican:CalculatethemeanforafrequencydistributionConstructastemandleafdiagram(ordered)ConstructafrequencydiagramInterpretatime-seriesgraphDrawascattergraphbyplottingpointsonagraphInterpretascattergraphClassifyandknowthedifferencebetweenvarioustypesofdataDesignandusedatacollectionsheetsandquestionnairesUseavarietyofdifferentsamplingmethodsUseatwo-waytabletofindaprobabilityUnderstandmutuallyexclusiveeventsUsethefactthattheprobabilitiesofmutuallyexclusiveeventsaddupto1
Ican:FindthemeanforgroupeddataFindthemedianclassforgroupeddataFindthemodalclassforgroupeddataUsemeasurementsofaverageandrangetocomparedistributionsandmakeinferencesDrawalineofbestfitonascattergraphbyinspectionIdentifypossiblesourcesofbiasinthedesignanduseofdatacollectionsheetsandquestionnairesSpecifyhypothesesandtestthemUnderstandrelativefrequencyasanestimateofprobabilityUserelativefrequencytocompareoutcomesofexperiments
17
BiologyKEYSTAGETHREEASSESSMENTFRAMEWORK,YEAR7
LearningFocus GCSEGrade1 GCSEGrade2 GCSEGrade3 GCSEGrade4 GCSEGrade5
Emerging Developing Securing Mastering Beyond1.3
1.2
1.1
2.3
2.2
2.1
3.3 3.2 3.1 4.3 4.2 4.1 5.3 5.2 5.1
ClassificationandCells
Ican:Statethatcellsarethefundamentalunit"buildingblock"oforganismNamesomeequipmentthatmaybeusedtoobservecellsListsometissuesandorgansNamethemainKingdomsoflivingthings
Ican:Listthemainpartsofcells(cellwall,cellmembrane,nucleus,vacuole,mitochondriaandchloroplasts)andidentifythemfromadiagramAccuratelydrawpartsofcellswhenviewingthemunderalightmicroscopeDescribeatissue,anorganandanorgansystemanddescribehowmulticellularorganismsareorganisedNameanexampleofaunicellularorganism.IcanusekeystoclassifyorganismsDescribethemaingroupsofplants,InvertebratesandVertebrates
Ican:Describethefunctionsofthemainpartsofcells,includingthecellwall,cellmembrane,cytoplasm,nucleus,vacuole,mitochondriaandchloroplastsDescribethestructuraladaptationsofsomeanimalandplantcellsCompareandcontrastanimalandplantcellsDescribethedifferencebetweenaunicellularandamulticellularorganismIdentifysomestructuresofamoebaandeuglenaExplainthedifferencesbetweengroupsandusetheseideastoproducemyownkeys
IcanCompareandcontrastanimalandplantcellsIdentifythestructuraladaptationsofsomeunicellularorganismsOrganiseindividualsintotheirgroupsapplyingknowledgetoneworganisms
Ican:ExplainthestructureandfunctionofeuglenaExplaintheprocessthatoccursinchloroplastsDevelopKeystoenableclassificationofmorecomplexandunusualorganisms
18
BodySystems Ican:DescribeMRSGRENIdentifytheorgansystemsandtheirorgansthathelpuscompleteMRSGRENLabeldiagramsoftheHeart,LungsandKidneysIcanidentifyorgansoftheDigestivesystem
Ican:DescribethefunctionoftheHeart,LungsandKidneysIdentifyanddescribethefunctionsofpartsoftheskeletalandmuscularsystemsIdentifyfunctionsoforgansofthedigestivesystemDescribebloodasamixture
Ican:explainhowtheHeart,LungsandKidneysfunctionsexplainhowtheskeletalandmuscularsystemsworktogether,includingantagonisticpairsdescribetheroleofdigestiveenzymes.
Ican:explainthesesystemsworktogetherexplainhowtheHeart,LungsandKidneysareadaptedtoallowtheirfunctiondescribethefunctionofdifferentcomponentsinbloodnameenzymes,theirsubstratesandproducts
Ican:evaluatewhatwouldhappeniftheseorgansdon’tworkproperlyexplainthespecificityofenzymes
Life Ican:nameanddescribethefunctionsofsometissuesandorgansinthehumanreproductivesystemsstatewhatismeantbyfertilisationstatehowlongpregnancylastsstateasimpledefinitionofthemenstrualcyclenamethepartsofaflower
Ican:describefertilisationdescribethemainstructuresinthemaleandfemalereproductivesystemsnameanddescribethefunctionsofsometissuesandorgansinthereproductivesystemsofplants
Ican:explainhowgametesareinvolvedinfertilisationdescribethefunctionofthemainstructuresinthemaleandfemalereproductivesystemsdescribethestagesofpregnancyandbirthdescribethemainstagesinthemenstrualcycledescribetheprocessofpollination
Ican:explainthesequenceoffertilisationandimplantationdescribeaccuratelythesequenceofeventsduringgestation.
Ican:explainhowthedifferentpartsofthemaleandfemalereproductivesystemworktogethertoachievecertainfunctions.explainindetailhowcontractionsbringaboutbirthevaluatesomemethodsusedtoresolveinfertilityproblemsmakelinksbetweenthemenstrualcycle,fertilisationandinfertilityproblemsdiscusstheimpactofmenstruallifestyleonthefoetus
19
statewhatismeantbypollinationdescribethemethodsofseedandfruitdispersal
describetheprocessoffertilisationinplants
discusstheimportanceofinsectpollinationandplantreproduction,withreferencetohumanfoodsecurityexplaintheprocessesofwindandinsectpollinationcomparingthesimilaritiesanddifferencesbetweenthetwo
20
ChemistryKEYSTAGETHREEASSESSMENTFRAMEWORK,YEAR7
LearningFocus Grade1 Grade2 Grade3 Grade4 Grade5
AcidsEmerging Developing Securing Mastering Beyond
1.3 1.2 1.1 1.3 1.2 1.1 1.3 1.2 1.1 1.3 1.2 1.1 1.3 1.2 1.1Ican:statethatdifferentacidsandalkalismayhavedifferentstrengthsstatecoloursonthepHscale
Ican:statethepurposeofanindicatoranddescribehowUniversalindicatorisusedtofindthestrengthofanacidoralkaliusingthepHscale
Ican:describeneutralisationandthereactionofmetalsandacids,asexamplesofchemicalreactionsidentifytheionsresponsibleforacidityandalkalinityidentifystrengthsandweaknessesofdifferentsubstancesonthepHscaleusingdifferentindicators
Ican:identifyasaltfromawordequationselecttheappropriateindicatortousewhentestingparticularstrengthAcidsandAlkalis
Ican:writewordequationsforthereactionsofacidswithbases,alkalis,metalsandcarbonates
Particlesandmatter
listsomemixtures.Icanusesimpletechniquestoseparatemixturesdrawparticlediagramstorepresentasolid,liquidandgasclassifymaterialsassolid,liquidorgases.listthechangesofstatesidentifysimplediagramsofelements,compoundsandmixtures
identifysimpletechniquesforseparatingmixturesandselectappropriatetechniquesforseparatinggivenmixturesdescribehowtemperaturecanaffectsolubilitydescribehowpressureoccursingasesnameanddescribethepropertiesofthethreestatesofmatterdescribehowchangesofstatecanoccurlistexamplesofatoms,elementsandcompounds
describewhathappensatdifferentstagesofdistillationexplainhowtemperaturecanaffectsolubilitydescribehowtocarryoutsimpletechniquesforseparatingmixturesexplainchangesofstatesofmatterwithreferencetoenergylevelsofparticlesdescribe,indetail,thedifferencesinarrangements,inmotionandinclosenessofparticlesexplainingchangesofstate,shapeanddensity
explainhowsimpletechniquesforseparatingmixturesworkanalyseachromatographexplaintheprocessofdistillationexplainwhatcausespressureexplainthedifferencesbetweenatoms,elementsandcompoundssuggesthowtherateofdiffusionmaybeaffected
explainhowchromatographycanbeusedinthewiderworldapplymyknowledgeofphysicalchangesandparticlesinexplaining,withdiagrams,whatismeantbyBrownianmotioningasesusetheparticletheorytoexplainthepropertiesofvolumeandcompressibilityofgases
21
drawsimplediagramstorepresentanelement,compoundandmixturestatethatparticlesmaymovethroughafluidbydiffusion
explainthepropertiesofthethreestatesofmatterwithreferencetotheparticlemodelcompareandcontrastthesimilaritiesanddifferencesbetweensolids,liquidsandgaseswithparticularreferencetodensitydifferencesexplainhowchangesintemperaturecanaffectthemotionandspacingofparticles.Icanexplainhowpressureingasesmaychangedescribewhatdiffusionisandexplainhowdiffusionhappensintermsoftheparticlemodel
22
PhysicsKEYSTAGETHREEASSESSMENTFRAMEWORK,YEAR7
LearningFocus GCSEGrade1 GCSEGrade2 GCSEGrade3 GCSEGrade4 GCSEGrade5
Emerging Developing Securing Mastering Beyond1.3
1.2
1.1
2.3
2.2
2.1
3.3 3.2 3.1 4.3 4.2 4.1 5.3 5.2 5.1
Energy Ican:statethatenergyisstoredinfoodandfuelstatetheunitsforenergy.listsomeenergyresources.
Ican:nametheenergytypethatisstoredinfoodandfuelnamedifferentenergystoresdescribehowtheenergyindifferentenergyresourcescanbeusedstatethatenergyisalwaysconservednamedifferentenergystores
Ican:explainhowalmostallenergyonEarthcomesfromtheSundescribehowcoal,oilandgaswereformedcompareandcontrastenergyresourcesdescribewaysinwhichenergyisstored,includingdescribingchemical,gravitationalandelasticasformsofpotentialenergy
Ican:usescientificprinciplestosuggestwhichenergyresourcesmaybemostsuitabledescribehowenergymaybewastedand/ordissipated,andIcanexplainsituationsthatmaychangetheamountofenergywasted
Ican:usescientificprinciplestosuggestandjustifywhichenergyresourcesmaybemostsuitablecalculateenergyefficiencyinterpretblockandSankeyenergydiagrams
Electricity Ican:drawacircuitthatincludesatleastonebulbandonecellstatethatanelectricalcircuitmustbecompleteandincludeapowersource,wiresandacomponentforelectricitytoflow
Ican:identifyseriesandparallelcircuits.statethatelectricalcurrentisthesameinallpartsofaseriescircuitandthatpotentialdifferenceisshareddrawthecircuitsymbolsofsomecommoncomponentsofelectricalcircuitsnamethecomponentsusedtomeasurepotentialdifferenceandcurrent
Ican:statethatresistanceisameasurementofhoweasyorharditisforcurrenttoflowthroughanobjectdescribehowtocorrectlyconnectanammeterandavoltmetertoacircuitdescribeelectricalcurrentastheflowofchargeinacircuit
Ican:describehowinaparallelcircuitthepotentialdifferenceisthesameforeachbranchasthebatteryorcelldescribethatobjectsofincreasedresistanceallowlesscurrenttoflow
Ican:suggestsomeapplicationsformaterialsofhigherorlowerresistanceexplainhowafuseworksandchooseanappropriatefuseforagivenappliance
23
Icanstatethatthepotentialdifferenceofabatteryorcelliswhatcausesthecurrenttoflow,andthatabatteryorcellofhigherpotentialdifferencewillcausemorecurrenttoflow.Icanconstructsimpleelectricalcircuits.
Forces Ican:listsomeforces.statethatspeedisameasurementofhowfastanobjectismovingstatethatforcesactasapushorapull,areeithercontactornon-contact,forcesmayoccurwhentwoobjectsinteractandtheyaremeasuredinNewtonsstatethataforcemayaffectthespeed,directionorshapeofanobjectandthatmotionmaychangedependingonthesizeoftheforce
Ican:describeforcesusingforcearrowdiagramsidentifyifaparticularforceiscontactornon-contact(includinggravity,magnetismandstaticelectricity).
Ican:describeHooke'sLawdescribehowfloatingorsinkingisdependentondensitydescribeairandwaterresistanceandexplainwaysofreducingorincreasingairandwaterresistancecalculatedensitywhengiventhemassandvolumeofanobject
Ican:describefrictionexplainwaysofreducingorincreasingfrictionanddiscusssomeapplicationsoffrictiondescribewhatbalancedforcesareandexplainwhenaforceisbalancedorunbalanceddescribewhataresultantforceisinterpretresultantforcestopredicttheeffectonanobject'smotioncalculateextensionofspringsusingHooke'sLaw
Ican:calculatearesultantforce.applyHooke'sLawtothemeasurementofforcesusingaforcemeterexplainwhatismeantbyelasticlimitandlimitofproportionalityusecalculationsofdensitytopredictwhetheranobjectwillfloatorsink
24
GeographyKEYSTAGETHREEASSESSMENTFRAMEWORK,YEAR7
LearningFocus GCSEGrade1 GCSEGrade2 GCSEGrade3 GCSEGrade4 GCSEGrade5
Emerging Developing Securing Mastering Beyond1.3
1.2
1.1
2.3
2.2
2.1
3.3 3.2 3.1 4.3 4.2 4.1 5.3 5.2 5.1
Contextualknowledgeoflocationsandplaces
Ican:describesomelinksbetweenphysicalandhumangeographydescribethecharacteristicsofdifferentplacesaroundtheworld
Ican:recallverybasicinformationaboutphysicalandhumanregionsstudiedandtheirspecificenvironmentalcharacteristicsrecognisethatonthewiderscale,placeshavedifferentregions,andmakebasiccomparisons
Ican:recallbasicinformationaboutphysicalandhumanenvironments,withbasiccommentsaboutspecificlocations
Ican:recallinformationaboutphysicalandhumanenvironments,withvalidcommentsaboutspecificlocations
Ican:describeawidervarietyofinformationaboutphysicalandhumanenvironmentsusingcasestudydetail
UnderstandingofPatterns,ProcessesandEnvironmentalChange
IIdentifythelinksbetweenphysicalandhumanprocessesandphysicalandhumanenvironmentsidentifyhowtheuseandmanagementofenvironmentscanhavenegativeeffects
Ican:suggestreasonsforwhyplaceschangewithcommentsaboutphysicalandhumanprocessesdescribetherelationshipbetweenphysicalandhumanenvironmentsandpeople,andwhysustainablemanagementisneeded
Ican:recogniseandbegintoexplainmultiplereasonswhyplaceschangebecauseofphysicalandhumanprocessesdescribehowpeoplehavedifferentvaluesandattitudestothechangesofphysicalandhumanenvironments
Ican:explainmultiplereasonswhyplacesandenvironmentschangeusingspecificcasestudiesexplaindifferentsequencesofeventswithcommentsaboutagreaternumberofphysicalandhumanprocessesexplainhowthedifferentviewsofpeoplehavedifferenteffectsonhowenvironmentsareusedandmanaged
Ican:accuratelyexplainandshowtherelationshipsbetweendifferentsequencesofeventsandprocessesexplainthelinksbetweenpeopleandenvironments,andhowtryingtoachievesustainabledevelopmentwillaffectplanningandmanagementoftheseareas
25
CompetenceinGeographicalEnquiry
Ican:developmyowngeographicalquestions,describemymethodsofcollectingdata,makesomevalidconclusionsandsuggestsomevalidevaluativecomment
Ican:conductageographicalenquiry,collectdatafromprimaryandsecondarysources,collatetheinformationandpresentmyfindingsusinganumberofsimplistictechniquese.g.multiplelinegraphsmakesomedecisionsfromtheoutcomesofmydata,usingsomekeyterminology
Ican:conductageographicalenquiry,collectdatafromprimaryandsecondarysources,collatetheinformationandpresentmyfindingsusingawiderrangeofsimplistictechniquesdescribeindetailtheoutcomesofmyenquiry,usingarangeofkeyterminologyaccurately
Ican:conductageographicalenquiry,collectingappropriatedatafromprimaryandsecondarysourcesmakeaccuratedecisionsaboutthedata,withsomeconclusionsmadeandgiveanevaluativecommentononeaspectoftheenquiry
Ican:conductageographicalenquiry,identifyingkeyquestionsorhypothesestosupportsuggestanappropriatesequenceofinvestigation,andcollectappropriatedatafromprimaryandsecondarysourcestohelpsupportmyenquirycollateandpresentmydatausingawiderangeoftechniquesincludingsomesophisticatedtechniques.Icanexplainmyfindingsindetailwithvalidconclusions,aswellasevaluatetwoaspectsoftheenquiry
ApplicationofGeographicalSkills
Ibegin:touse6figuregridreferencesanddescribegeographicalpatternsonmapsdrawawiderrangeofgraphicaltechniques,includingfrequencydiagrams
Ican:usenumericalandstatisticalskillstodescribeandcomparegeographicaldata
Ican:recognisethepatternsmadebyphysicalandhumanfeaturesonmapsandusearangeofcartographicalskillstointerpretandgivereasonsforthetrendsusestatisticalandnumericalskillswithmoreaccuracyandbegintousewiderstatisticaltechniquese.g.percentageincreaseordecreasewhenexplainingdata
Ican:usearangeofgraphicalskillsandinterpretdifferenttypesofphotographsfromarangeofdifferentlandscapeslinkphotographicevidencetoOSmapsusinggridreferences.Icanusemoresophisticatedstatisticalskillse.g.percentagechangeorcumulativefrequency
Ican:useawiderangeofmapskillstoidentifyanddescribehumanandphysicalfeaturesatalocal,nationalandworldwidescaledrawandinterpretdataonsophisticatedgraphse.g.choroplethandflowlinemaps,andusenumericalandstatisticalskillstogivevalidreasonsfortrendsandanomalousvalues
26
HistoryKEYSTAGETHREEASSESSMENTFRAMEWORK,YEAR7
LearningFocus GCSEGrade1
GCSEGrade2 GCSEGrade3 GCSEGrade4 GCSEGrade5
Emerging Developing Securing Mastering Beyond
1.3
1.2
1.1
2.3
2.2
2.1
3.3 3.2 3.1 4.3 4.2 4.1 5.3 5.2 5.1
Knowledgeandunderstanding
Ican:recallsomefacts,describepeople,eventsandplacesinthepast
Ican:describeaccuratelydifferentpeople,eventsandperiods.Imaybegintomakesimplecomparisons
Iam:beginningtoexplainaccuratelydifferentfeatures,eventsandpeopleofthepast.Imaybegintomakelinksbetweenwhathappenedandsaygoodandbadpointsaboutwhathappened
Ican:explainaccuratelyandindetailfeatures,events,people.Imakelinksbetweenwhathappenedandevaluateanyactionstaken
Ican:analysedifferentfeaturesofthepastandevaluatefully
Writtencommunication
Ican:writeinmostlyincompletesentences.useSPAGwithsomeaccuracyandwithaverylimitedrangeofspecialistlanguage
Ican:writeinfullsentences,startingtouseparagraphsuseSPAGwithreasonableaccuratelyandwithalimitedrangeofspecialistlanguage
Ican:writeinparagraphsanduseconnectivestodevelopideas.useSPAGwithreasonableaccuratelyandwithalimitedrangeofspecialistlanguage
Ican:useanintroductionandconclusioneffectively.useSPAGconsiderablyaccuratelyandwithagoodrangeofspecialistlanguage
Ican:linkparagraphstogethertoformanargument.useSPAGconsiderablyaccuratelyandwithagoodrangeofspecialistlanguage
Chronology Ican:understandthatthepastisdividedintodifferentperiods
Ican:puteventsandpeopleintoachronologicalframework
Ican:puteventsandpeopleintothecontextofachronologicalframework
- -
ChangeandContinuity
Ican:listhowthingshavechangedandcontinuedoveraspecifictimeperiod
Ican:describehowthingshavechangedandcontinuedoveraspecifictimeperiod
Ican:explainthereasonsandconsequencesofchangeandcontinuityacrossaspecifictimeperiod
Ican:explaintheextentofchangeandcontinuityacrossaspecifictimeperiod
Ican:explainthespeedofchangeandcontinuityacrossaspecifictimeperiod
27
Significance I:
understandwhatasignificantevent/personis
Ican:describeasignificantevent/person
Ican:begintorecognisethatsomeevents/peoplearemoresignificant.
Ican:explorecriteria/respondtopromptsformakingajudgementaboutthemostsignificantevents,peopleandchanges
Ican:begintoexplainhowthesignificanceofevents,peopleandchangesarevariedaccordingtodifferingperspectives
CauseandConsequence
Ican:begintogiveafewreasonsorresultse.g.listthem
Ican:describethecausesorconsequencesofanevent
Ican:explainthecausesorconsequencesofanevent.Imaysuggestlinksbetweenthem
Istart:toexplainthelinksbetweendifferentcausesorconsequencesofanevent
Ican:fullyanalysethelinkse.g.mayexplainshortandlongtermcausesfully
Evidence Ican:describewhatasourceshowsinresponsetoaparticularquestion
Ican:usesources(quotes/descriptions)toanswerquestionsaboutthepast.Icandescribewhatasourcesuggestsaswellassays
Iam:beginningtoevaluatesources.Icancompareandcombinetheevidencefromdifferentsources
Ican:evaluatesources.Icanexplainthestrengthsandweaknessesofasource
Ican:explainwhyasourceisorisn'tusefulorreliablewithafullexplanation.Icancriticallyconsiderorigin,natureandpurpose
Interpretation Ican:Identifysomewaysthatthepastisrepresented
Ican:describedifferentinterpretationsandbegintotesthypothesis
Ican:suggestsomereasonswhyinterpretationsdiffer
Iam:beginningtoexplainhowandwhyinterpretationsdiffer
Ican:fullyexplainhowandwhyinterpretationsdiffer
28
ReligiousStudiesKEYSTAGETHREEASSESSMENTFRAMEWORK,YEAR7
LearningFocus GCSEGrade1 GCSEGrade2 GCSEGrade3 GCSEGrade4 GCSEGrade5Emerging Developing Securing Mastering Beyond
1.3 1.2 1.1 2.3 2.2 2.1 3.3 3.2 3.1 4.3 4.2 4.1 5.3 5.2 5.1
29
30
ModernForeignLanguagesKEYSTAGETHREEASSESSMENTFRAMEWORK,YEAR7
LearningFocus
GCSEGrade1 GCSEGrade2 GCSEGrade3 GCSEGrade4 GCSEGrade5Emerging Developing Securing Mastering Beyond
1.3 1.2 1.1 2.3 2.2 2.1 3.3 3.2 3.1 4.3 4.2 4.1 5.3 5.2 5.1
Listening
Ican:translatesinglewordsIhearintoEnglishmatchshortphrasesIheartotheEnglishmeaningorpicturematchsinglewordsIheartopictures
Ican:understandbasicclassroomcommandstranscribesimplewordsthatIhearaccuratelyanswersimplequestionsaboutwhatIhearmatchsimplesentencesIheartotheEnglishmeaningorpictureunderstandtenses
Ican:understandbasicclassroomlanguagetranscribephrasesaccuratelymostofthetimetranslatephrasesandsimplesentencesIhearintoEnglishpickoutafewofthemainpointsandsimpleopinionsfromashortspokenpassagemadeupoffamiliarlanguage,includingthethirdperson
Ican:understandmorecomplexclassroomlanguageconfidentlyunderstandaspokenpassageinthefirstandthirdpersonpickoutthemainpoints,opinions,andafewdetailsfromaspokenpassageoffamiliarlanguageunderstandpassagescontainingtwotensestranscribephrasescontainingunknownwords
Ican:usecontextandmyownknowledgetoworkoutthemeaningofunfamiliarwordsIhearpickoutthemainpoints,opinions,anddetailsfromalongerspokenpassageunderstandlongerpassageswhichcontainavarietyoftensesandstructurestranscribewholesentences
Reading
Ican:usemyexercisebookoradictionarytofindoutthemeaningofwordswiththehelpofmyteacherreadandmatchshortphrasestotheEnglishmeaningorpicturereadandtranslatesinglewordsintoEnglish
Ican:usemyexercisebookoradictionarytofindoutthemeaningofwordsorsomephrasesindependentlyreadandtranslatephrasesintoEnglishreadandmatchsimplesentencestotheEnglishmeaningorpicture
Ican:readandtranslateafewsentencesintoEnglishlookupunfamiliarwordsinadictionarypickoutafewofthemainpointsandsimpleopinionsfromashorttextmadeupoffamiliarlanguage,includingthethirdperson
Ican:readandtranslateashorttextintoEnglishwiththehelpofadictionaryormyexercisebookconfidentlyreadandunderstandatextwritteninthefirstandthirdpersonpickoutthemainpoints,opinions,andafewdetailsfromalongertextmadeupoffamiliarlanguage
Ican:usecontextandmyownknowledgetoworkoutthemeaningofunfamiliarwordspickoutthemainpoints,opinionsanddetailsfromalongertextcontainingavarietyoftensesandstructurestranslateashorttext(35words)containingsimplestructuresandthreetenses
31
readandmatchsinglewordstopictures
translatelongersentencescontainingtwotenses
readandunderstandshortpassagesfromaliterarytextormagazinearticle
Speaking
Ican:saysinglewordsandphrasessaywordswhenIseeapicturerepeatwordsmyteachersays
Ican:saysimplesentences,includingsomeclassroomlanguagephrasesMyaccentisgoodenoughformyteachertounderstandmerememberwhatmyteacherhastaughtmeandanswerquestions,butImaymakemistakes
Ican:askandanswermoredifficultquestions,sometimesspontaneouslygiveopinionsMyaccentiseasilyunderstandableuseclassroomlanguagemoreoftenstarttotalkaboutotherpeopleusingthethirdperson
Ican/am:takepartinashortconversationgiveandjustifymyownopinionsMyaccentisusuallygoodquiteconfidentlyspeakinthefirstandthirdpersonusemyknowledgeofgrammartocreatemyownsentenceswithsomehelpfrommyteacherbecomingmorespontaneousstartingtousetheTLmeaningfullyforclassroomroutinepurposesusetwotenses
Ican/am:takepartinalongerconversationgiveandjustifymyownopinionsspeakwithagenerallygoodaccentandsomeintonationconfidentlyspeakinthefirstandthirdpersonquitespontaneouswithmyquestionsandanswers,andclassroominteractioncreatemyownsentencesmoreindependentlyvarythelanguageIuse,andcanusethreetenses
Writing
Ican:copysinglewordsandphraseschoosewordstocompleteashortphraselabelpicturestranslateshortphrasesintothetargetlanguage
Ican:writewordsandphrasesfrommemorywithoutmakingtoomanymistakestranscribewordswhenIhearthem,althoughImaymakemistakeswriteshortsentencesfollowingamodelfrommyteacher
Ican/am:writelongersentencesandgiveopinions,sometimesspontaneouslywritesentencesfrommemory,andmyspellingiseasilyunderstandablegettingmoreaccuratewhenItranscribewhatIhearortranslateintheTL
Ican:writeashortparagraphgivemyownopinionsandjustifythemuseconjunctionstomakemysentencesmorecomplexMyspellingisusuallygoodusemyknowledgeofgrammartocreatemyownsentenceswithsomehelpfrommyteacher
Ican:writealongerparagraphgivemyownopinionsandjustifythemuseconjunctionstomakemysentencesmorecomplexMyspellingisgenerallygoodusemyknowledgeofgrammartocreatemyownsentences
32
translateshortsentencesusing“I”intothetargetlanguage
startingtowriteaboutotherpeopleusingthethirdperson
quiteconfidentlywriteinthefirstandthirdpersonwritesentenceswithincreasingspontaneityWhentranscribingandtranslatingintotheTargetLanguage,Imaystillmakemistakes,butmyworkismainlycorrectusetwodifferenttensestranslateshortsentencesusing“I”intwotensesintotheTargetLanguage
independently,withhelpfromdictionariesandglossariesconfidentlywriteinthefirstandthirdpersonwritesentenceswithincreasingspontaneity,withoutthehelpofresourcesWhentranscribingandtranslatingintotheTargetLanguage,myworkismainlycorrectincorporateawiderrangeofstructuresandvocabulary,andthreetensestranslatesentencesusing“I”inthreetensesintotheTargetLanguage
33
ArtKEYSTAGETHREEASSESSMENTFRAMEWORK,YEAR7
LearningFocus GCSEGrade1 GCSEGrade2 GCSEGrade3 GCSEGrade4 GCSEGrade5Emerging Developing Securing Mastering Beyond
1.3 1.2 1.1 2.3 2.2 2.1 3.3 3.2 3.1 4.3 4.2 4.1 5.3 5.2 5.1
DEVELOP
Develop/generationofideasthroughinvestigations,
demonstratingcriticalunderstandingof
sources
Ican:showthedevelopmentofanideafrommyownartinvestigationsshowanabilitytounderstandotherartists’work,inrelationtomyownartwork
Ican:showabasicdevelopmentofideasfrominvestigatingotherartworks
showabasicabilitytounderstandotherartists’workinrelationtomyown
Ican:showacompetentdevelopmentofideasfrominvestigatingotherartworksIcanshowasecureunderstandingofotherartists’workinrelationtomyown
Ican:developideasfrominvestigatingotherartworksandartefactsunderstandotherartists’workandcriticallyrelatethistomyownwork
Ican:developarangeofideasthroughinvestigatingotherartworksorartefactsmakejudgementsandcriticallyrelatemyworktotheworkofotherartists’
REFINE
Makingworkbyexploringideas,selectingand
experimentingwithappropriatemedia,materials,techniques
andprocesses.
Ican:refinemywork,frombeingabletolookatmypreviousworkexploreideasthroughalimitedprocessofexperimentationandreviewselectmedia,techniquesandprocesseswhichsometimesrelatetomyintention
Ican:showanabilitytorefinemyworkthroughlookingatpreviousworkIhavecompletedexploreideasthroughusingafewprocessesofexperimentationandreviewselectsomemedia,techniquesandprocesseswhichrelatetomyintentions
Ican:competentlyrefinemyworkthroughlookingatotherswork,andmyowncompetentlyexploreideasthroughusingarangeofprocessesofexperimentationandreviewappropriatelyselectmedia,techniquesandprocesseswhichrelatetomyintentions
Ican:consistentlyrefinemywork,throughfeedback,viewingotherartworksandmyownconsistentlyexploreideasthroughusingarangeofprocessesofexperimentationandreviewconsistentlyselectthecorrectmedia,techniquesandprocesseswhichrelatedirectlytomyintentions
Ican:competentlyandconsistentlyrefinemyworkthroughfeedback,viewingotherartworksandmyowncompetentlyandconsistentlyexploreideasthroughusingarangeofprocessesofexperimentationandreviewcompetentlyandconsistentlyselectthecorrectmedia,techniquesandprocesseswhichrelatedirectlytomyintentions
RECORD
Ican:
Ican:
Ican:
Ican:
Ican:
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Drawingandrecordideas,observationsandinsightsrelevanttointentionsaswork
progresses.
drawusingsomemark-makingtechniqueswriteaboutwhatIhavedoneinthelesson,andhowIcandevelopthroughDIRTtime
drawusinganappropriatesetofmark-makingtechniquesforpurposewriteaboutmyartworkanduseDIRTtimeeffectivelytodevelopmyskills
drawusingarangeofappropriatemark-makingtechniques,showingskillandpurposewriteindependentlyaboutmyartworkanduseDIRTtimetoeffectivelydevelopmyskillsinart
consistentlydrawusingavarietyandrangeofmark-makingtechniques,showingskillandpurposewriteindependentlyandgiveanopinionaboutmyartworkuseDIRTtimewell,todevelopmyskillsinart
competentlyandconsistentlydrawusingavarietyandrangeofmark-makingtechniques,showingskillandpurposewriteindependentlyandcriticallyaboutmyartworkuseDIRTtimeverywell,todevelopmyskillsinart
PRESENTPresentapersonalandmeaningful
responsethatrealisesintentionsanddemonstrates
understandingofvisuallanguage.
Ican:producearesponsetothetaskssetinandoutsideoftheartlessonshowalimitedunderstandingofusingtheformalelements,suchasdrawing,painting,sculptureandmixedmediatechniquesandprocessesthatIhavelearnt
Ican:presentaresponsetothetaskssetinandoutsideoflessonsshowabasicunderstandingofusingtheformalelements,suchaspainting,drawing,sculptureandmixedmediatechniques
Ican:presentapurposefulresponsetothetaskssetinandoutsideoflessonsshowacompetentunderstandingofusingtheformalelements
Ican:consistentlypresentapurposefulandmeaningfulresponsetoalltaskssetinandoutsideoflessonsshowaconsistentunderstandingofusingtheformalelementstocommunicatemyideas
Ican:competentlyandconsistentlypresentapurposefulandmeaningfulresponsetoalltaskssetinandoutsideoflessonsshowacompetentandconsistentunderstandingofusingtheformalelementstocommunicatemyideas
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ComputerScienceKEYSTAGETHREEASSESSMENTFRAMEWORK,YEAR7
LearningFocus GCSEGrade1 GCSEGrade2 GCSEGrade3 GCSEGrade4 GCSEGrade5Emerging Developing Securing Mastering Beyond
1.3 1.2 1.1 2.3 2.2 2.1 3.3 3.2 3.1 4.3 4.2 4.1 5.3 5.2 5.1
Algorithms I/Ican:understandwhatanalgorithmisandisabletoexpresssimplelinear(non-branching)algorithmssymbolicallyunderstandthatcomputersneedpreciseinstructionsdemonstratecareandprecisiontoavoiderrors
I/Ican:understandthatalgorithmsareimplementedondigitaldevicesasprogramdesignsimplealgorithmsusingloops,andselectioni.e.ifstatementsuselogicalreasoningtopredictoutcomesdetectandcorrecterrorsi.e.debugging,inalgorithms
Ican:designsolutions(algorithms)thatuserepetitionandtwo-wayselectioni.e.if,thenandelseusediagramstoexpresssolutions.uselogicalreasoningtopredictoutputs,havinganawarenessofinputs.
Ican:showanawarenessoftasksbestcompletedbyhumansorcomputersdesignsolutionsbydecomposingaproblemandcreatesasub-solutionforeachofthesepartsrecognisethatdifferentsolutionsexistforthesameproblem
Ican:understandsthatiterationistherepetitionofaprocesssuchasalooprecognisesthatdifferentalgorithmsexistforthesameproblemrepresentssolutionsusingastructuredprogrammeidentifysimilaritiesanddifferencesinsituationsandcanusethesetosolveproblems(patternrecognition)beabletocreateabasicsearchandbubblesortalgorithm
Programming&Development
I/Ican:knowthatuserscandeveloptheirownprograms,andcandemonstratethisbycreatingasimpleprograminanenvironmentthatdoesnotrelyontexte.g.programmablerobotsetcexecute,checksandchangesprogramsunderstandthatprogramsexecutebyfollowingpreciseinstructions
Ican:usearithmeticoperators,ifstatements,andloops,withinprogramsuselogicalreasoningtopredictthebehaviourofprogramsdetectandcorrectssimplesemanticerrorsi.e.debugging,inprograms
Ican:createprogramsthatimplementalgorithmstoachievegivengoalsdeclareandassignsvariablesusepost-testedloope.g.‘until’,andasequenceofselectionstatementsinprograms,includingan“if,thenandelse”statement
I/Ican:understandthedifferencebetween,andappropriatelyusesifandif,thenandelsestatementsuseavariableandrelationaloperatorswithinalooptogovernterminationdesign,writesanddebugsmodularprogramsusingprocedures
I/Ican:understandthatprogrammingbridgesthegapbetweenalgorithmicsolutionsandcomputerspracticalexperienceofahigh-leveltextuallanguage,includingusingstandardlibrarieswhenprogrammingusearangeofoperatorsandexpressionse.g.Boolean,and
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knowthataprocedurecanbeusedtohidethedetailwithsub-solution
appliestheminthecontextofprogramcontrol.selectstheappropriatedatatypesrecognisesthepurposeoftranslatorsandfacilitiesoflanguages
Data&DataRepresentation
Ican:recognisethatdigitalcontentcanberepresentedinmanyformsdistinguishbetweensomeoftheseformsandcanexplainthedifferentwaysthattheycommunicateinformationrecognisestheneedtokeepdatasafe
I/Ican:recognisedifferenttypesofdata:text,numberappreciatethatprogramscanworkwithdifferenttypesofdatarecognisethatdatacanbestructuredintablestomakeitusefulknowsomewaysofkeepingdatasafe
I/Ican:understandthedifferencebetweendataandinformationknowwhysortingdatainaflatfilecanimprovesearchingforinformationusefiltersorcanperformsinglecriteriasearchesforinformationcanexplainbasicdatasecurityrules
Ican:performmorecomplexsearchesforinformatione.g.usingBooleanandrelationaloperatorsanalysesandevaluatesdataandinformation,andrecognisesthatpoorqualitydataleadstounreliableresults,andinaccurateconclusionslistawiderangeofsecuritymeasures
I/Ican:knowthatdigitalcomputersusebinarytorepresentalldataunderstandhowbitpatternsrepresentnumbersandimagesknowthatcomputerstransferdatainbinaryunderstandtherelationshipbetweenbinaryandfilesize(uncompressed)definedatatypes:realnumbersandBooleanquerydataononetableusingatypicalquerylanguageidentifyformsofattackandhowtoavoidtheme.g.DDOS,SQLinjections
Hardware&Processing
I/Ican:understandthatcomputershavenointelligenceandthatcomputerscandonothingunlessaprogramisexecuted
I/Ican:recognisethatarangeofdigitaldevicescanbeconsideredacomputerrecogniseandcanusearangeofinputandoutputdevices
I/Ican:knowthatcomputerscollectdatafromvariousinputdevices,includingsensorsandapplicationsoftwareunderstandthedifferencebetweenhardwareandapplicationsoftware,
I/Ican:understandwhyandwhencomputersareusedunderstandthemainfunctionsoftheoperatingsystem
I/Ican:recogniseandunderstandsthefunctionofthemaininternalpartsofbasiccomputerarchitecture
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recognisethatallsoftwareexecutedondigitaldevicesisprogrammed
understandhowprogramsspecifythefunctionofageneralpurposecomputer
andtheirroleswithinacomputersystem
knowthedifferencebetweenphysical,wirelessandmobilenetworks
understandCPUcomponentsandtheirfunctionsandhowtheyrelatetomemoryunderstandstheconceptsbehindthefetch-executecycleknowsthatthereisarangeofoperatingsystemsandapplicationsoftwareforthesamehardwareknowstheutilitiesavailabletomaintainthem
Communication&Networks
I/Ican:obtaincontentfromtheworldwidewebusingawebbrowserunderstandstheimportanceofcommunicatingsafelyandrespectfullyonline,andtheneedforkeepingpersonalinformationprivateknowwhattodowhenconcernedaboutcontentorbeingcontacted
I/Ican:navigatesthewebandcancarryoutsimplewebsearchestocollectdigitalcontentdemonstrateuseofcomputerssafelyandresponsibly,knowingarangeofwaystoreportunacceptablecontentandcontactwhenonline
I/Ican:understandthedifferencebetweentheinternetandinternetservicee.g.worldwidewebshowsanawarenessof,andcanusearangeofinternetservicese.g.VOIPrecognisewhatisacceptableandunacceptablebehaviourwhenusingtechnologiesandonlineservices
I/Ican:understandhowtoeffectivelyusesearchengines,andknowshowsearchresultsareselected,includingthatsearchenginesuse‘webcrawlerprograms’select,combineandusesinternetservicesdemonstrateresponsibleuseoftechnologiesandonlineservices,andknowsarangeofwaystoreportconcerns
I/Ican:understandhowsearchenginesranksearchresultsunderstandhowtoconstructstaticwebpagesusingHTMLandCSSunderstanddatatransmissionbetweendigitalcomputersovernetworks;Includingthecloudandtheconceptofvirtualnetworksincludingtheinterneti.e.IPaddressesandpacketswitchingunderstandthedifferencebetweenaLANandWANandcanexplainthefunctionofthemaincomponentsrecognisestarandmeshnetworktopologies
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InformationTechnology
I/Ican:usesoftwareunderthecontroloftheteachertocreate,storeandeditdigitalcontentusingappropriatefileandfoldernamesunderstandthatpeopleinteractwithcomputerssharetheiruseoftechnologyinschoolknowcommonusesofinformationtechnologybeyondtheclassroomtalkaboutmyworkandmakeschangestoimproveit
I/Ican:usetechnologywithincreasingindependencetopurposefullyorganisedigitalcontentshowanawarenessforthequalityofdigitalcontentcollecteduseavarietyofsoftwaretomanipulateandpresentdigitalcontent:dataandinformationsharetheirexperiencesoftechnologyinschoolandbeyondtheclassroomtalkabouttheirworkandmakesimprovementstosolutionsbasedonfeedbackreceived
I/Ican:collect,organiseandpresentdataandinformationindigitalcontentcreatesdigitalcontenttoachieveagivengoalthroughcombiningsoftwarepackagesandinternetservicestocommunicatewithawideraudiencee.g.bloggingmakeappropriateimprovementstosolutionsbasedonfeedbackreceived,andcancommentonthesuccessofthesolution
I/Ican:makejudgementsaboutdigitalcontentwhenevaluatingandrepurposingitforagivenaudiencerecognisetheaudiencewhendesigningandcreatingdigitalcontentunderstandthepotentialofinformationtechnologyforcollaborationwhencomputersarenetworkedusecriteriatoevaluatethequalityofsolutions,canidentifyimprovementsmakingsomerefinementstothesolution,andfuturesolutions
I/Ican:evaluatetheappropriatenessofdigitaldevices,internetservicesandapplicationsoftwaretoachievegivengoalsrecogniseethicalissuessurroundingtheapplicationofinformationtechnologybeyondschooldesigncriteriatocriticallyevaluatethequalityofsolutions,usesthecriteriatoidentifyimprovementsandcanmakeappropriaterefinementstothesolution
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DramaKEYSTAGETHREEASSESSMENTFRAMEWORK,YEAR7
LearningFocus GCSEGrade1 GCSEGrade2 GCSEGrade3 GCSEGrade4 GCSEGrade5Emerging Developing Securing Mastering Beyond
1.3 1.2 1.1 2.3 2.2 2.1 3.3 3.2 3.1 4.3 4.2 4.1 5.3 5.2 5.1
Rehearsalandpreparingtoperform
I/Ican:finditdifficulttoworkwithawiderangeofmypeersstrugglewithsharingideasingrouporclassdiscussionspendtoomuchtimeconsideringideasandnotimplementingtheminrehearsalbringissuesfromoutsidetheclassroomintothespace,thisaffectsmyabilitytoconcentratestruggletocompletetasksontime,thisresultsinmyperformanceworkbeingpoorandunderprepared
I/Ican:workeffectivelywith themajorityofmyclassshare ideasbut am reticent todosostrugglewith implementing ideas,buttrytointhetimeallowedoccasionally struggle to completetaskswithinthetimeallowed.Thiscan result in some aspects of myperformanceworkbeingpoorandunderprepared
I/Ican:workwithanymemberoftheclassoffermyownideastothegroupanddemonstratecreativityandimaginationthatbenefitsmyownworkuserehearsaltimeeffectivelytoprepareforperformancerespondtotheideasofothersplaybothleadandminorrolesconsiderblocking,entrancesandexitsinmywork
I/Ican:
workeffectivelywithanymemberoftheclasstocreatepiecesofworkforperformancehaveadequateunderstandingofthecontentoftheperformanceuserehearsaltimeeffectivelytoprepareforperformancewithintheconstraintsofthegenreorstylerespondtoanddeveloptheideasofothersplaybothleadandminorrolesthatarebothstereotypicalandrealistic
I/Ican:
abletoworkwithanymemberoftheclassofferingideasandcantakeonaleadershiprolewithoutdominatingthegroupmakeothersfeelcomfortableingroupworkandinvolvethembylisteningtotheirideasandofferingadviceindependentlycommunicateideaswhichdemonstrateexcellentcreativity,imaginationthatbenefitsmyworkandtheworkofothersusetheinfluenceoftheatrepractitionerstodevelopmywork
Performing I/Ican:sometimesactoutimproviseddramafromastimulussometimesstayinroleforsomeoftheperformancesometimesusemyvoicetoshowIamplayingacharacterthatisdifferentfrommyself
I/Ican:usemyvoicewithsomeattentiontodetailwhenplayingacharacterstayinroleformostoftheperformanceusemovementwithsomeattentiontodetailwhenplayingacharacter
I/Ican:usemyvoicewithattentiontodetailwhenplayingacharacterusemovementwithattentiontodetailwhenplayingacharacterusearangeofdramatechniquesorstrategieswithsomecontrolcreateawellorganisedperformanceandIamawareof
I/Ican:
makegooduseofpitch,pause,paceandtonewhenusingvocalskillsformycharactermakegooduseofgesture,stillness,fluencyandexpressionwhenusingmymovementskillstoplayacharacter
I/Ican:makeexcellentuseofpitch,pause,paceandtonewhenusingvocalskillsformycharactermakeexcellentuseofgesture,stillness,fluencyandexpressionwhenusingmymovementskillstoplayacharacter
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workwithsomemembersofthegroup,butusuallygetdistractedordistractothersusemyvoicetoshowcharacter,butitisquietandnotproperlyprojectedsoitisdifficultfortheaudiencetounderstandme
createawellorgnaisedperformanceandIamawareofmyresponsibilitieswhenperforminginfrontofanaudiencechoosevocabularyandlanguagetomatchtheperson,placeandtimetomatchmycharacter’ssituation
myresponsibilitieswhenIamperforminginfrontofanaudiencechoosevocabularyandlanguagetomatchtheperson,placeandtimetomatchmycharacter’ssituationthisisreferencedsubtlyinthecharacterperformance
createcharacterswithsomeoriginalityandstaycommittedthroughaperformanceusearangeofstrategiesandinarangeofgenres,stylesandstagetypeswithsomecontrolcommunicatewithmembersoftheaudience,otherperformersandtheexaminer
performusinganystrategiesandinanygenre,style,typeofstagetypewithexcellentcontrolcommunicatetoanexcellentstandardwithotherperformers,audiencemembersandtheexaminer
EvaluationandWrittenWork
I/Ican:finditdifficulttocompleteoralandwrittenevaluationswithouthelpsometimestrytoevaluatemyownworkandthatofmypeersandmakesmallattemptstodiscusswhatwentwellandsuggestimprovementsdon’talwaysusesubjectspecificterminologydon’talwaysshowunderstandingofdramaterminologyandhowithelpsinthecreationofdrama;thisaffectsmyabilitytoevaluatehaveissueswithspelling,punctuationandgrammar
I/Ican:givewrittenandoralfeedbackthatreflectssomeknowledgeofdramaterminologyandstrategiesevaluatemyownworkandthatofmypeersandtrytodiscussstrengthsandareasforimprovementusesubjectspecificlanguagecanofferlargelydescriptivereviewssubmithomelearningthatshowssomecommitmentandthisisusuallyhandedinontimeresearchadequately,butitmaybecopiedfromtheinternetwithoutmyreflectionsusespellingpunctuationandgrammarwithlittleaccuracyandtheselectedstyleandformisbasic
I/Ican:
giveoralandwrittenfeedbackthatreflectsknowledgeofdramaterminologyandstrategiesevaluatemyownworkandthatofmypeersandtrytodiscussstrengthsandareasforimprovementusingdramaterminologycorrectlyshowcommitmentandeffortinmyevaluationsmakesuseofsubjectspecificlanguagereviewsarecoherentandshowsomejudgementoccasionallyofferingexamplestoillustratemyargumentresearchadequately,butitmaybecopiedfromtheinternetwithmyreflections
I/Ican:giveoralandwrittenfeedbackthatreflectssecureknowledgeofdramaterminologyandstrategiesevaluatemyownworkandthatofmypeersandtrytodiscussstrengthsandareasforimprovementusingdramaterminologysecurely
I/Ican:giveoralandwrittenfeedbackthatreflectsacomplexknowledgeofdramaterminologyandstrategiesevaluatemyownworkandthatofmypeersandtrytodiscussstrengthsandareasforimprovementusingmorecomplexdramaterminologycorrectlyandeffectivelytobringimprovementstotheworkofothers
41
MusicKEYSTAGETHREEASSESSMENTFRAMEWORK,YEAR7
LearningFocus GCSEGrade1 GCSEGrade2 GCSEGrade3 GCSEGrade4 GCSEGrade5Emerging Developing Securing Mastering Beyond
1.3 1.2 1.1 2.3 2.2 2.1 3.3 3.2 3.1 4.3 4.2 4.1 5.3 5.2 5.1
Listening,AppraisingandReadingMusic
Ican:describethemusicelementsandrecognisesomeinlisteningtasksclassifyinstrumentsaccordingtotheirphysicalpropertiesandidentifyinstrumentsinlisteningtaskssuggestimprovementstomyownandother’sworkcreateandinterpretgraphicscoresrecognisethefollowingrhythmicalsymbols:semibreves,minims,crotchets,quaversandsemiquaversreadtrebleclefnotation9(E–F)
Ican:explorethecontexts,originsandtraditionsofdifferentmusicalstylesidentifydifferentgenresofmusicandtheirfeaturesinalisteningtaskevaluatehowvenue,occasionandpurposeaffectthewaymusiciscreated,performedandheardconsidersuccessful/non-successfuloutcomesandimprovemyownandother’sworkrecognisethefollowingrhythmicalsymbolsandtheirrestsigns:semibreves,minims,crotchets,quavers,semiquaversanddottednotevaluesreadtrebleclefnotationwithledgerlinesidentifytonesandsemitonesonthekeyboardincludingsharpsandflats
Ican:describeandcomparemusicalfeaturesinlisteningtasksusingappropriatevocabularyevaluatethesuccessofmyworkandsetrealistictargetsforimprovementreadbassclefnotationwithledgerlinesconstructandrecognisethedifferencebetweenmajor,minorandchromaticscales
Ican:analysemusicindetail,usingkeywordsandmusicalterminologyevaluatehowdifferentcontextsarereflectedinmyownandother’sworknotateknownrhythmicalsymbols(semibreves,minims,crotchets,quavers,semiquaversandtheirrestsigns)andpitchesusingtheGrandStaffusingsimpletime-signaturesandbarlinesconstructmajorandminorchords
Ican:writeaccuratedescriptions,usingtechnicalmusicvocabularytogivedetailedanswersevaluateandmakecriticaljudgementsabouttheuseofmusicalconventionsread/writenotationincompoundtime-signaturesdeterminetonalitybyearandrecognise/writeallmajorkeysignatures
42
Performance Ican:performpiecesofmusicusingnoteswithintherangeofoneoctaveusinganoteguideperformwithreasonablefluencyandaccuracyonthekeyboardfromascorewithletternamesperforminfrontofothers
Ican:performpiecesofmusicusingapitchrangeof2octavesusinganoteguideperformfluentlyandaccuratelyonthekeyboardfromascorewithletternamesmaintainmypartduringgroupperformancesplaythreechordsontheukuleledemonstratereasonableconfidenceduringperformances
Ican:performfluentlyandaccuratelyonthekeyboardwithoutanoteguideread/playfromtabnotationadjustmypartshowingawarenessoftheneedsofothersduringgroup/ensembleplayingPerformlongerpartsfrommemory/ormusicnotationsdemonstrateahighlevelofconfidenceduringperformances
Ican:performlongerpartswithreasonabletechnicalskillusingexpression,tempo,timbre,dynamicsandphrasingplayfromamusicalscorewithouttheletternameswrittenontoassistmecoordinatemypartwiththeotherperformersconsideringtimingaddachordalaccompanimenttoamelody
Ican:playmorechallengingpartsonmyowninstrumentorthekeyboardfollowingcomplexrhythmsandplayingmorethanonepart(ABRSMGrade1)readamusicalscorecoherentlymakeappropriateadjustmentstomypartwithinanensembleconsideringsoundbalance
Composition Ican:createsimplemelodic/rhythmicphraseswithasetofgivennotescreatecompositionswhichexploredifferenttimbresdevelopcompositionideasinrehearsaltimecomposeusingsomeformofnotation
Ican:createmelodicandrhythmicmaterialwithinagivenstructureandkey/scaleusetempoanddynamicscreativelyrefineandimproveinitialideaseffectivelyduringrehearsals
Ican:create/composemusicfordifferentgenreswhichexplorethemusicelementsanddevicesuserelevantnotationtoplanandscoremycomposition
developmusicalideasinrehearsaltime
Ican:create/composemusicalcompositionsusingarangeofmusicelementsanddevicescomposecomplementaryparts
Ican:create/composemusicalcompositionsexploitingthemusicelementsanddevicesexplorearangeofdifferentstyles,genresandtraditionsusemusicsoftwaretoscoremycomposition
43
PhysicalEducationKEYSTAGETHREEASSESSMENTFRAMEWORK,YEAR7
LearningFocus GCSEGrade1 GCSEGrade2 GCSEGrade3 GCSEGrade4 GCSEGrade5Emerging Developing Securing Mastering Beyond
1.3 1.2 1.1 2.3 2.2 2.1 3.3 3.2 3.1 4.3 4.2 4.1 5.3 5.2 5.1
Demonstrateskillsinphysicalactivityandsport(individualandteam),applyingappropriatetechnique(s).
Ican:
demonstratebasicskillssuchasthrowingandcatchingwithlimitedcontrolandaccuracy
Ican:demonstratearangeofbasicskillswithmorecontrol,accuracyandsomefluencywithindrills,althoughthesecanoftendeteriorate
Ican:demonstratemorecomplexskillswithsomecontrol,althoughImightmakemistakes,resultinginadeteriorationofskill.Iwillbetryingtheseskillsindrillsandconditionedgames
Ican:demonstratemorecomplexskillswithgreatercontrolandconsistencytohelpoutwitmyopponentineitherdrillsorconditionedgames.Theseskillsmaysometimesdeteriorateunderpressure
Ican:demonstratecomplexandtransferableskillsconsistentlywithindrillsandconditionedgamestoeffectivelyoutwitmyopponent(s)
Demonstrateandapplyappropriatedecisionmakingskills,strategiesand/orcompositionalideaswithinphysicalactivityandsport,takingintoaccountpersonalstrengthsandweaknesses,andofothers.
Ican:contributetobasicstrategiesandcompositionalideasthataresuggestedtome,allowingmetoperformarolewithinateamorindividualactivity
Ican:usebasicstrategiesandcompositionalideaswithinmyplay/performancetoallowmycontributiontobeperformedwithcontrolwhilstreactingtoothers
Ican:usearangeofmorecomplexstrategiesandcompositionalideastocontrolmycontributiontoanactivityandseekanadvantageoverothers
Ican:useanddevelopmorecomplexstrategiesandcompositionalideastoovercomeopponentsinteamandindividualgames,whilstdemonstratingcontrolandconsistencytotakeadvantageofmyown(andteam’s)strengths
Ican:useanddeveloparangeofcomplexstrategiestoconsistentlyandeffectivelytakeadvantageofmyown(andteam’s)strengths,whilstrecognisingtheweaknessesofopponents
Usingcommunicationandleadershipskills,demonstrateideasandproblemsolvingsolutionsinspontaneousand/orpre-determinedwayswhilstunderpressureinphysicalactivityandsport.
Ican:workwithotherstocompleteatask,whilstfollowingbasicinstructions
Ican:communicatebasicideaswhilstdemonstratingcontrol(listening)tohelpsolveproblems
Ican:showleadershipskillsthroughcommunicatingmorecomplexideastohelpmyselfandothersachievesuccess.showcontrolthroughlisteningandcooperatingwithothers
Ican:consistentlyshowleadershipskills,suchascommunicationandcooperation,todevelopmyownorteamperformancetobesuccessfulwhilstusingmorecomplexideaswithcontrol
Ican:consistentlyusemyleadershipskills,suchascommunicationandcooperation,tobeaneffectiveleaderthatensurescomplexideasareperformedsuccessfully
Useappropriatephysicalcharacteristics/attributes(egstrength,stamina,speed,agility,flexibility,coordination)toachieve
Ihave:abasicunderstandingthatexerciseispartofhealthylifestyle,andcan
Ihave:abasicunderstandingofthecomponentsoffitnessandwill
Ihave:amorecomplexunderstandingofthecomponentsoffitnessandcan
Ihave/can:amorecomplexunderstandingofthecomponentsoffitnessandthe
Ihave/can:amorecomplexunderstandingofthecomponentsoffitnessand
44
successfulperformance,andachieveacollectiveoutcome,inphysicalactivityandsport.
demonstratethecomponentsoffitness
beabletonamesome,whilstperformingthemwithcontrol
makelinksbetweenthemandtheexercisesperformwithcontrol
links/effectstodifferentbodysystems.performthecomponentsconsistentlyandwithcontrolundertestconditions
thelinks/effectstodifferentbodysystems.performthecomponentsconsistentlyandbeeffectiveinthesetupanddeliveryoffitnesstests
Adhereto‘rules’,healthandsafetyguidelines,‘fairplay’andconsiderappropriateriskmanagementstrategiesinphysicalactivityandsport
Ihave:abasicunderstandingoftherulesregardingsafetyinPEandsport
Ihave:abasicunderstandingoftherulesregardingsafetyinPEandsportandcancontrolmyselfaccordingly
IhaveamorecomplexunderstandingofarangeofrulesandsafetyconsiderationsinPEandsportandcontrolmyselfaccordingly
Ihave:amorecomplexunderstandingofarangeofrulesandsafetyconsiderationsinPEandsportandconsistentlycontrolmyselfaccordingly
_
Analyseandevaluateperformancetobringaboutpersonalimprovementinphysicalactivityandsport
Ican:identifybasicstrengthsandweaknessesofmyownperformanceandthatofothers
Ican:takecontroloverdescribingbasicstrengthsandweaknessesofmyownperformanceandthatofothers
Ican:takecontroloverexplainingmorecomplexstrengthsandweaknessesofmyownperformanceandthatofothers
Ican:consistentlymakemorecomplexjudgementsonthestrengthsandweaknessesofmyownperformanceandthatofothers,whilsttakingcontrolthroughsuggestingimprovements
Ican:consistentlymakemorecomplexjudgementsonthestrengthsandweaknessesofmyownperformanceandthatofothers,whilstjustifying the effectiveness of my suggestionsforimprovement
45
TechnologyKEYSTAGETHREEASSESSMENTFRAMEWORK,YEAR7
LearningFocus GCSEGrade1 GCSEGrade2 GCSEGrade3 GCSEGrade4 GCSEGrade5
Emerging Developing Securing Mastering Beyond1.3
1.2
1.1
2.3
2.2
2.1
3.3 3.2 3.1 4.3 4.2 4.1 5.3 5.2 5.1
Investigating Ican:searchmostlyimagestohelpinspireideas
Ican:respondtoabrieforspecificationsuperficiallysearchforspecificimagestohelpinspireideas
Ican:respondswelltoabrieforspecificationresearchtoshowagoodlevelofdetailwhichisrelevant
Ican:chooseandcollectrelevantresearchthatwillprovideinspiration
Ican:understandclearlyadesignbriefandrespondwithdetailedanalysisandadetailedplanforresearch
Designing Ican:showsimpleInitialideaslabeldesignswithkeywords
Ican:createsimplisticsketchesshowinglittledevelopmentlabeldesignswithkeyinformation.useCADwithsomeassistance
Ican:produceideasdemonstratingadegreeofcreativity
Ican:produceideasthatshowsomeoriginalityandfurtherdevelopment
Ican:produceadesigncriteriathatreflectsthedesignbriefclearlyidentifyatargetmarket
SocialEthicalEnvironmentaland
Sustainability
Ican:understandthatmakinganddesigncanimpactontheenvironment
Ican:applyatleasttwoenvironmentalissuestomywork
Ican:understandtheimportanceofenvironmentalissuesondesign
Ican:changemydesigntoincorporateenvironmentalissues
Ican:applymyknowledgeofenvironmentalissuestomydesignideas
Making Ican:producesoutcomewithconstantsupportwhilstmaking.useequipmentwithclosesupervision
Ican:nameanddemonstratetheuseofdifferenttypesoftoolsandequipmentproduceoutcomeswithsupportandguidance.
Ican:selectingredients/componentsandmaterialthatareappropriatetomydesignuseequipmentsafelywithsomesupport
Ican:selectequipmentandtoolssafelyandeffectivelytoproduceagoodoutcome
Ican:chooseawiderangeofmaterialsandgivereasonsformychoiceindependently
46
providesomeQCevidencetoensureIcanproduceanoutcomethatmeetstheinitialbrief.useequipmentandmachinerysafelywithsupport.
AnalysisAndevaluation
Ican:evaluateverballytoshowlimitedknowledgeofdevelopment
Ican:takesomeactionfollowingadviceandfeedback
Ican:testmostaspectsofthefinaloutcomeagainstmyspecification
Ican:testmostaspectsofthefinaloutcomeagainsttheoriginalspecificationevaluateandjustifytheneedforfurthermodifications
Ican:testmyproductindetailandevaluateappropriatelythroughoutthedesigningandmakingprocesstakingintoaccountmyclient
SPAG
Ican:spellandreadwithsomeaccuracy
Ican:spellandpunctuateswithreasonableaccuracy
Ican:writetextappropriatelytodescribemydesignideas
Ican:recognisetechnicallanguageanduseitwithsupport
Ican:producetextthatislegible,easilyunderstoodandshowsagoodgraspofgrammarandusessomeappropriatetechnicallanguage
47
Spelling,PunctuationandGrammar&Social,Moral,Spiritual&CulturalLearningKEYSTAGETHREEASSESSMENTFRAMEWORK,YEAR7
LearningFocus GCSEGrade1 GCSEGrade2 GCSEGrade3 GCSEGrade4 GCSEGrade5Emerging Developing Securing Mastering Beyond
1.3 1.2 1.1 2.3 2.2 2.1 3.3 3.2 3.1 4.3 4.2 4.1 5.3 5.2 5.1
SPAG
Spelling,punctuationand
grammar
Ican:writeinmostlyincompletesentencesuseSPAGwithsomeaccuracyandwithaverylimitedrangeofspecialistlanguage
Ican:writeinfullsentences,startingtouseparagraphsuseSPAGwithreasonableaccuratelyandwithalimitedrangeofspecialistlanguage
Ican:writeinparagraphsanduseconnectivestodevelopideasuseSPAGwithreasonableaccuratelyandwithalimitedrangeofspecialistlanguage
Ican:useanintroductionandconclusioneffectivelyuseSPAGconsiderablyaccuratelyandwithagoodrangeofspecialistlanguage
Ican:linkparagraphstogethertoformacriticalresponseuseSPAGconsiderablyaccuratelyandwithagoodrangeofspecialistlanguage
SMSC
Social,moralspiritualandcultural
understanding
Ican:linkmyworkortheworkofothers,toBritishValues,differentbeliefsandindicatesocial,moralandspiritualrepresentation
Ican:linkmyworkortheworkofothers,toBritishValues,differentbeliefsandindicatesocial,moralandspiritualunderstanding.Icanrespecttheworkofothers’
Ican:linkmyworkortheworkofothers,toBritishValues,differentbeliefsandindicatesocial,moralandspiritualunderstanding.Icanrespecttheworkofothers’
Ican:consistentlylinkmyworkortheworkofothers,toBritishValues,differentbeliefsaswellasclearlyindicatesocial,moralandspiritualunderstanding.Icanrespecttheworkofothers’
Ican:consistentlylinkmyworkortheworkofothers,toBritishValues,differentbeliefsaswellasclearlyindicatesocial,moralandspiritualunderstanding.Icanrespecttheworkofothers’
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