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SPR Assessment 2 – June 5th – 16th 2017
Dear Parents / Carers
Re: Upcoming Key Stage 3 Assessment (Years 7 - 9).
I am writing to give you advance notice about the assessment weeks that are coming up for your
son/daughter in all EBACC subject areas. These include, English, Mathematics, Science, Humanities and
Languages. The assessments will be between 5th & 16
th June 2017 and will take place in the school sports
hall. A timetable of when these assessments will take place will be published before Friday 12h May on the
school website.
The assessments will be marked and Dedicated Improvement Time (DIT) will be provided in the week of 3rd
July 2017. This means that students will be able to work on the targets that they have been provided with by
their teacher to improve their learning on their original assessments.
In support of the assessment weeks a number of things will be provided by the school:
1. Revision materials
2. An Assessment Manifest (this explains what students need to revise)
3. Support in how to revise
4. Dedicated class revision time
5. Homework revision will be set
We also ask that you support your son/daughter by making sure that they have received the support that has
been identified above. This year we have launched a whole school push on revision strategies using self-
quizzing and knowledge organisers that you should encourage your son/daughter to use.
It is imperative that your son/daughter is well prepared for their assessments so that they can perform their
very best. The data provided from this assessment will be used to inform set changes for the start of the year
2017.
I would like to take the opportunity to thank you again for supporting the school in raising your child’s
attainment still further. If there is any way we can support your son/daughter further with their assessment
preparation please do not hesitate to contact the Head of Years 7 – 9 Lesley Wickens on
[email protected] or myself on [email protected].
Yours faithfully
Benn Griffin
Assistant Principal KS3 Raising Standards
SPR Assessment 2 – June 5th – 16th 2017
Subject English SPR2
Title English Paper 1: Explorations in Creative Reading and Writing
Success
Criteria
(KPIs)
Reading
KPI 2: form a response which develops a clear argument/viewpoint
KPI 3: identify and analyse the effects of specific words, language techniques and
structural decisions, providing developed interpretations, supported by a range of
appropriate evidence
Writing
KPI 8: Use the appropriate structure, conventions and vocabulary for both informal and
formal communication to a familiar and unfamiliar audience
KPI 9: Mostly uses Standard English appropriately with mostly controlled grammatical
structures
KPI 10: Accurate use of past tense and present tense
KPI 11: Accurate use of first person and third person
KPI 12: Increasingly sophisticated use of vocabulary / Generally accurate spelling,
including complex and irregular words
KPI 13: Range of punctuation is used, mostly with success
KPI 14: Sentence demarcation is mostly secure and mostly accurate / Uses a variety of
sentence forms for effect
English
SPR Assessment 2 – June 5th – 16th 2017
English Paper 2: Writer’s Viewpoints and Perspectives
Reading
KPI 1: Make some developed and convincing inferences which explore different ideas and
layers of meaning selecting the most appropriate words/phrases from the text to support
their argument/viewpoint
KPI 3: Identify and analyse the effect of specific words, language techniques and structural
decisions, providing developed interpretations, supported by a range of appropriate
evidence
KPI 5: Compare characters, events, language and ideas across two or more texts
Writing
KPI 6: Use the appropriate structure, conventions and vocabulary for both informal and
formal communication to a familiar and unfamiliar audience
KPI 9: Mostly uses Standard English appropriately with mostly controlled grammatical
structures
KPI 12: Increasingly sophisticated use of vocabulary / Generally accurate spelling,
including complex and irregular words
KPI 13: Range of punctuation is used, mostly with success
KPI 14: Sentence demarcation is mostly secure and mostly accurate / Uses a variety of
sentence forms for effect
SPR Assessment 2 – June 5th – 16th 2017
Subject Maths
Title Year 9 End of Year Assessment 2017
Success
Criteria
N2 – Fraction operations
Hegarty Maths clip numbers: 65 - 70
N2 – Decimal operations
Hegarty Maths Clip numbers: 47 - 51
N4 – Prime factors
Hegarty Maths Clip numbers: 29 - 30
N4 – Multiples and factors
Hegarty Maths Clip numbers: 31 - 36
N6 – Powers and indices
Hegarty Maths Clip numbers: 102 - 107
N9 – Standard Form
Hegarty Maths Clip numbers: 121 - 128
A2 - Substitution
Hegarty Maths Clip numbers: 155 & 279
A4 – Expanding brackets and factorising
Hegarty Maths Clip numbers: 160 - 169
G3 – Angle properties
Hegarty Maths Clip numbers: 477 - 487
A5 – Rearranging formulae
Hegarty Maths Clip numbers: 280 -
282
R4 – Simplifying ratio
Hegarty Maths Clip numbers: 329
R5 – Calculating with ratio
Hegarty Maths Clip numbers: 332 -
344
R7 - Proportion
Hegarty Maths Clip numbers: 339 -
341
N13 – Units of measurement
R11 – Compound measures
R9 – Calculating with percentages
Hegarty Maths Clip numbers: 84 - 90
G20 – Pythagoras and trigonometry
Hegarty Maths Clip numbers:
497 – 503 and 508 - 515
A17 – Solving linear equations
Hegarty Maths Clip numbers: 177 -
184
Visit www.hegartymaths.com to view clips. Student log in is required.
Mrs L Ford – [email protected]
Mathematics
SPR Assessment 2 – June 5th – 16th 2017
Subject Chemistry and Biology (Paper 1)
Title Deepwater Horizon
Success
Criteria
KPI 1: Describe the composition of crude oil and how it can be separated
Define the term hydrocarbon
Use the terms evaporation and condensation to describe what happens to the fractions
(components) of crude oil during fractional distillation
Link boiling point to the length of the carbon chain in a hydrocarbon
KPI 2: Compare and contrast alkanes and alkenes
Use the general formula CnH
2n+2
for alkanes and the general formula C
nH
2n for alkenes.
Draw alkanes and alkenes with up to five carbon atoms
Describe the results of the chemical test for alkanes/alkenes using bromine water
KPI 3: Explain how cracking produces useful hydrocarbon products
State that there is a greater demand for short-chain hydrocarbons than long-chain
hydrocarbons
Use the term ‘thermal decomposition’ to describe cracking of long-chain hydrocarbons
Give the products of cracking a long-chain hydrocarbon (a shorter alkane and an alkene)
Revision:
http://www.bbc.co.uk/schools/gcsebitesize/science/aqa/crudeoil/crudeoilrev1.shtml
http://www.bbc.co.uk/schools/gcsebitesize/science/aqa/crudeoil/hydrocarbonsrev1.shtml
KPI 4: represent ionic bonding with diagrams
Draw atoms from the first 20 elements in periodic table, including the arrangement of
electrons in shells
Show how these atoms are changed by losing or gaining electrons to become ions
State that an electrostatic attraction between oppositely charged ions causes an ionic
bond
KPI 5: Distinguish between ionic and covalent bonding
State that ionic bonding involves transfer of electrons from metal to non-metal atoms,
whereas covalent bonding involves sharing of pairs of electrons between non-metal atoms
Recognise ionic and covalent substances from diagrams of the bonding in them
Decide whether named substances contain ionic or covalent bonds, based on the
elements in them
Revision:
http://www.bbc.co.uk/schools/gcsebitesize/science/add_aqa_pre_2011/atomic/
Science
SPR Assessment 2 – June 5th – 16th 2017
KPI 6: Use data to evaluate and select fuels
State that fuels from crude oil are non-renewable
Describe the products of combustion of hydrocarbon fuels
Look at data in a table or on a graph and decide on the advantages or disadvantages of
particular fuels
KPI 7: Explain how polymers are produced by polymerisation
State that a monomer is a small molecule containing a double bond between carbon
atoms
Describe the opening of one of the bonds in the double bond, and the joining to another
monomer
Show polymerisation in a diagram, representing monomers and the polymer produced
KPI 8: Explain how plastics can affect the environment
Use the terms renewable and non-renewable when referring to specific plastics, if given
the source of the plastic
State that plastics are not usually biodegradable, but can be made biodegradable
Give some of the environmental issues with the use and disposal of plastics
Revision:
http://www.bbc.co.uk/schools/gcsebitesize/science/aqa/substancesfromcrudeoil/polymersandetha
nolrev3.shtml
KPI 9: Compare and contrast biofuels and fossil fuels
State that fossil fuels (oil, gas and coal) are non-renewable, whereas biofuels are
renewable
State that biofuels come from a plant source, and can be based on plant oils (e.g.
vegetable oil) or based on ethanol (alcohol from fermentation)
State that growing crops for biofuel may take away land for production of food, or may
cause deforestation
Explain why using biofuels helps to prevent addition of carbon dioxide to the atmosphere
Revision:
http://www.bbc.co.uk/schools/gcsebitesize/science/aqa/crudeoil/hydrocarbonsrev3.shtml
KPI 10: Describe renewable methods of generating electricity
State that wind, the sun, geothermal energy, tidal energy, wave power and hydroelectric
power are all examples of renewable resources
State that renewable resources will not run out, as they are replenished as they are used
Describe the use of a turbine and generator to produce electricity
Describe solar cells as producing electricity directly from sunlight
Revision: http://www.bbc.co.uk/education/guides/znn9q6f/revision/1
SPR Assessment 2 – June 5th – 16th 2017
Title Great Barrier Reef
Success
Criteria
KPI 1: Explain how organisms in an ecosystem are interdependent
Describe what an ecosystem is with examples
Describe how feeding relationships link organisms within an ecosystem
Describe how organisms rely on each other within an ecosystem
KPI 2: Describe adaptations of living organisms to their environment
Explain how adaptations help organisms to survive
Describe examples of anatomical, behavioural and structural adaptations
KPI 3: Classify organisms according to visible characteristics
Describe what classification is
Describe the hierarchical system of classification
Describe the format of scientific species names
KPI 4: Use food webs to show how ecosystems can be fragile
Describe what a food web shows
Use food webs to show the interdependence of organisms
KPI 5: Explain how natural selection accounts for different species and different adaptations of
living organisms
Explain how variation arises in individuals
Describe what survival of the fittest is
Explain how natural selection leads to evolution
Revision:
http://www.bbc.co.uk/schools/gcsebitesize/science/aqa/interdependence/adaptationsrev1.shtml
http://www.bbc.co.uk/schools/gcsebitesize/science/21c/life_on_earth/species_interdependencere
v1.shtml
http://www.bbc.co.uk/education/guides/zw9jq6f/revision/1
KPI 6: Distinguish between ions and salts
Recall what an ion is
Describe ions made from multiple atoms
Define what a salt is
KPI 7: Outline the process of electrolysis in terms of movements of ions
Recall the process of electrolysis
Explain why sea water conducts electricity
Describe the products of electrolysis of sea water
Revision:
http://www.bbc.co.uk/schools/gcsebitesize/science/add_aqa/bonding/ionic_bondingrev1.shtml
http://www.bbc.co.uk/schools/gcsebitesize/science/add_aqa/electrolysis/electrolysisrev1.shtml
SPR Assessment 2 – June 5th – 16th 2017
KPI 8: Explain the chemical distinction between acids and alkalis, and how the ocean is
becoming more acidic
Recall definitions for acids and alkalis
Describe what causes acidification of the oceans
Explain the impacts of ocean acidification
KPI 9: Analyse data to reach conclusions on how humans are affecting global climate
Describe what global warming is and how it is caused
Explain the impacts of global warming
Revision:
http://www.bbc.co.uk/education/guides/zkfwxnb/revision/7
http://www.bbc.co.uk/schools/gcsebitesize/science/aqa_pre_2011/rocks/fuelsrev6.shtml
Subject Biology and Synoptic (Paper 2)
Title Hidden World
Success
Criteria
KPI 1: Compare and contrast three types of microorganism
Recall what microorganisms and pathogens are
Describe the structure, function and uses of bacteria, virus’ and fungi
Revision:
http://www.bbc.co.uk/bitesize/ks3/science/organisms_behaviour_health/disease/revision/1/
KPI 2: Describe methods to investigate the rate of respiration in microorganisms
Recall what respiration is
Describe the optimum conditions for respiration
Explain how amount of sugar used or carbon dioxide produced can be used to find the
rate of respiration
KPI 3: Conclude on data from experiments on the factors affecting rate of respiration in
microorganisms
Describe why control reactions are carried out
Interpret graphs on rate of respiration
KPI 4: Explain how pathogenic microorganisms cause disease
Describe how bacteria, virus’ and fungi damage cells and cause disease
Give examples of diseases caused by bacteria, virus’ and fungi
Revision:
http://www.bbc.co.uk/schools/gcsebitesize/science/aqa_pre_2011/human/defendingagainstinfecti
onrev6.shtml
SPR Assessment 2 – June 5th – 16th 2017
KPI 5: Outline how the immune system defends our bodies from disease
Describe how our bodies stop pathogens from entering
Explain the three ways in which the immune system protects us against pathogens
Revision:
http://www.bbc.co.uk/schools/gcsebitesize/science/aqa_pre_2011/human/defendingagainstinfecti
onrev6.shtml
KPI 6: Explain how antibiotic resistance arises
Recall which pathogens antibiotics work against
Describe what antibiotic resistance means
Explain the process that leads to antibiotic resistance
Revision:
http://www.bbc.co.uk/schools/gcsebitesize/science/21c_pre_2011/disease/antibioticsdrugtestingr
ev2.shtml
KPI 7: Describe how communicable diseases are transmitted
Recall what communicable diseases are
Describe the two types of transmission of communicable diseases
Give examples of the different types of transmission
Revision:
http://www.bbc.co.uk/bitesize/ks3/science/organisms_behaviour_health/disease/revision/4/
KPI 8: Justify the techniques used in aseptic practice
Recall what aseptic technique is
Describe the method for aseptic technique
Explain why the steps of aseptic technique help to prevent contamination
Revision:
http://www.bbc.co.uk/schools/gcsebitesize/science/aqa/keepinghealthy/defendingagainstinfection
rev8.shtml
KPI 9: Describe methods to investigate the effectiveness of antiseptics or antibiotics
Explain why we need to test effectiveness of antiseptics and antibiotics
Describe how aseptic technique is used in methods to test antibiotics and antiseptics
Interpret data from experiments to identify the most effective antibiotic or antiseptic
SPR Assessment 2 – June 5th – 16th 2017
KPI 10: Explain how microorganisms are involved in decay and maintenance of the Earth’s
atmosphere
Describe what decomposition is
Explain how decay links to levels of carbon dioxide in the atmosphere
Give examples of how chemicals are recycled on Earth
Revision:
http://www.bbc.co.uk/schools/gcsebitesize/science/aqa/energy_biomass/thecarboncyclerev2.shtml
Title What the Dr Ordered
Success
Criteria
KPI 2: Analyse data to draw conclusions on which drug works best
Use graphs/tables of results to decide which is the best drug in a particular case
KPI 8: Describe the basic structure of the human nervous system
Describe the central and peripheral nervous systems
Know the sequence of a reflex arc
Revision:
http://www.bbc.co.uk/education/guides/zkdnb9q/revision/1
Title Newton’s Universe
Success
Criteria
KPI 5: Label forces acting on an object and use diagrams to decide how an object is moving
Draw force diagrams using the length of arrows to show the sizes of forces compared to
one another
State whether an object is stationary, moving at a constant speed or accelerating
according to the force diagram of the object
Revision:
http://www.bbc.co.uk/bitesize/ks3/science/energy_electricity_forces/forces/revision/1/
KPI 6: Calculate missing values using Newton’s second law equation
State the meaning of the terms in F = ma
Use the correct units when finding missing values
Rearrange the equation to find the missing value
Revision:
http://www.bbc.co.uk/schools/gcsebitesize/science/add_aqa/forces/resultantforcesrev3.shtml
Students are provided with knowledge organisers containing all the key facts which should be used in the
first instance to aid revision. They can also be accessed from the school website. In addition, links have been
provided below for further support.
SPR Assessment 2 – June 5th – 16th 2017
Subject Geography
Title Development, population and Asia
Success
Criteria
KPI 8: To know what development is and know different ways to measure development
- I know the definition of key terms, such as “development”, “disparity” and “quality of
life”
- I can use and explain single and composite development indicators
- I can make a reasoned judgement about the development of a country
KPI 9: To know the different factors which can affect development
- I know different factors which can affect a country’s development
- I can explain why a country is developed or not
KPI 10: To be able to analyse population change, using a range of statistical data including
population pyramid
- I know how the world’s population is distributed
- I can use population pyramids to analyse the population of a country
- I understand the issues countries face with a young and aging population
KPI 11: To describe and explain the factors people consider when migrating, and discuss the
impact of mass migration
- I understand the reasons why people choose to migrate and how this can affect source
and host countries
- I can explain why people are migrating from Syria and effects that this migration is
having on other countries
Synoptic KPI
KPI 1: To be able to explain how the earth’s climate has naturally regulated (greenhouse
effect) and how global temperatures have varied historically
- I can explain the greenhouse effect
- I understand the difference between the greenhouse effect and the enhanced
greenhouse effect
- I can explain what is happening to global temperatures
KPI 4: To be able to understand the ways in which the global community is responding to
global warming
- I can give examples of local, national and international responses to global warming
I understand the debate about how LDCs should approach global warming
Humanities
SPR Assessment 2 – June 5th – 16th 2017
Humanities
Subject History
Title Holocaust, Slavery and Civil Rights in America
Success
Criteria
Synoptic KPI’s
KPI 2: To be able to assess and evaluate the mechanics of the Holocaust
To be able to identify ways in which the Jews were targeted in Germany from the
1930’s onwards
To assess the impact of the ‘mechanics’ used by the Nazi’s to target and persecute the
Jews
To be able to evaluate how the Holocaust was carried out and how it was allowed to
escalate to this point
KPI 3: To be able to compare and contrast this persecution with at least one other example of
recent genocide
To be able to identify at least one other genocide that has taken place during the
20th/21
st centuries
To be able to explain why this genocide happened when it was said ‘Never Again’
To be able to form a judgement on whether the Holocaust and another genocide from
the 20th/21
st century have similar patterns
New KPI’s
KPI 5: To be able to analyse and evaluate sources relating to the treatment and experience of
slaves (including the Middle Passage)
To be able to explain how slaves were treated during the course of the Slave Trade
To be able to assess the use of sources in aiding understanding of the treatment of
slaves
KPI 7: To know who MLK was and evaluate the impact he had on America and the Civil Rights
Movement
To know who MLK was and how significant he was to the Civil Rights Movement in
America
To assess how the Civil Rights Campaign developed throughout the 1950’s and 1960’s
SPR Assessment 2 – June 5th – 16th 2017
Humanities
Subject Religious Education
Title What do Christians believe? What do Muslims believe? Christian views on Marriage.
Success
Criteria
KPI 1: Know and understand religious beliefs
To know what the Trinity is
To know what is meant by The Incarnation
To know what is meant by salvation and atonement
To know what the term Eschatology means
To know Christian beliefs about the nature of God
KPI 2: Know and understand religious practices
To understand what Christians believe about the Trinity and how the Trinity is reflected
in Christian worship
KPI 3: Know and understand religious sources of wisdom and authority
To know what the biblical account of creation is
To know and understand what the Bible says about the death, resurrection and
ascension of Jesus
To understand biblical teachings on life after death
KPI 4: Know and understand how beliefs influence individuals, communities and societies
To understand the importance of the Incarnation to Christians
To understand the importance of salvation and atonement to Christians today
KPI 5: Know and understand similarities and differences within and/or between religions and
beliefs
To understand how the creation story can be interpreted in different ways
KPI 6: Analyse and evaluate arguments for and against aspects of religion and belief
To understand the problem of evil and suffering
To know and understand biblical, theoretical and practical responses to the problem of
evil and suffering
SPR Assessment 2 – June 5th – 16th 2017
Subject French
Title 1. School Life, including:
Justified opinions of school subjects, teachers, uniform and school rules using
comparatives, superlatives, adjectives, qualifiers and intensifiers
reflexive verbs to describe the school day
Describe the differences between French and English speaking schools
2. Home, family and friendships
Describe family and friends using adjectives and give justified opinions of them
Describe relationships between people using reflexive verbs in the present and past tenses
Talk and write about what you did with friends and family in your town last weekend using
the perfect past tense
Talk and write about what you are going to do with friends and family in town using the
near future tense
Use the imperfect past tense to compare what you used to do as a child with what you do
now
Use a mixture of tenses to describe role models
3. Leisure Activities
Talk and write about the sports you do and don’t do
Talk and write about how you use technology
Discuss the things that you do and don’t read and the music that you do and don’t listen to
using negatives
Use the comparative to talk and write about TV programmes
Languages
SPR Assessment 2 – June 5th – 16th 2017
KPIs Speaking
1. Their pronunciation is largely good and structures are almost always accurate (with
lapses in more difficult structures)
2. Pupils produce a detailed response which is fully relevant to the task for both planned
and spontaneous tasks
3. Students can produce sentences with verbs conjugated with I and a variety of other
subject pronouns
4. Pupils use a range of qualifiers and intensifiers to add detail to a range of vocabulary
5. Students are able to use the present, past and future tense
6. They can use a variety of connectives to develop 2 part sentences
7. They can express personal opinions and extend them with justifications
8. Students can produce negative structures with few errors
9. Pupils can use a range of adjectives to add detail to writing
Listening
10. Pupils understand main points of what they hear in familiar extracts
11. Pupils can follow speech of different kinds and in different contexts
12. Students can engage with authentic materials and can summarise the main points
Reading
13. Pupils know how to read and understand simple texts using cues in language, layout
and context to aid understanding
14. Pupils can assess simple texts for gist, purpose, intended audience and degree of
complexity before fully reading
15. Pupils can use bi-lingual dictionaries comfortably and accurately when working on a
text
Translating
16. Pupils are able to translate familiar phrases out of the target language. Accuracy is
good and does not impact on meaning
17. Pupils are able to translate familiar phrases into the target language. Accuracy is good
and does not impact on meaning
Writing
18. Pupils Produce a variety of verbs with a variety of pronouns
19. Use a range of qualifiers to add detail and range to sentences
20. Use of the present tense with the past and future tense
21. Use a variety of connectives to develop two part sentences
22. Express personal opinions with justifications
23. Spelling is largely good and structures are almost always accurate
24. Students can produce negative structures with few errors
25. Pupils produce a detailed response which is fully relevant to the task
26. Use a range of adjectives with few errors
SPR Assessment 2 – June 5th – 16th 2017
Core Topics
(covered in
depth)
Boys-Rugby, Football, Athletics
Girls-Netball, Rugby/Football, Athletics
Other Topics Gymnastics, Parkour, Health Related Fitness, Badminton, Rounders, Cricket
FIT TO LEAD
Proves to be an effective role model by applying themselves fully in a range of
contexts and showing resilience to overcome setbacks
Sensitively adapts activities when leading peers of all abilities and backgrounds so
that they are included and supported to succeed
Confidently undertakes leadership and officiating roles showing a good knowledge
and application of appropriate rules/laws and effective communication skills
Exceeds Year 9 Age Related Expectations: Fulfils leadership roles in their own time that
support the PE department in improving the provision for other students
FIT FOR LIFE
Accurately explains the importance of nutrition and hydration for either success in
sport or general physical and mental well-being
Successfully applies a good understanding of the principles of safe and effective
training to improve their health and performance
Consistently meets the strenuous exercise demands required for specific activities,
combining strength, stamina, suppleness and speed to excellent effect
Exceeds Year 9 Age Related Expectations: Uses knowledge of health and fitness to plan,
implement and monitor a physical activity programme for themselves and/or others
Physical Education
SPR Assessment 2 – June 5th – 16th 2017
FIT TO
PERFORM
Accurately analyses and evaluates the effectiveness of their own and/or others’
team/group performances and implements appropriate improvements
Successfully employs advanced decision-making skills in a competitive game
situation or to create dynamic routines/sequences
Shows imagination when performing more advanced skills with control, accuracy
and fluency in a game situation or performance setting
Exceeds Year 9 Age Related Expectations: Performs and applies advanced skills and tactics
to positively influence a competitive team/group performance and accurately reflects on
their contribution