· visual and tactile qualities in material and processes, communicate their ideas and meanings, and ... meaning They analyse and comment on how ideas and their meanings are conveyed

5The British School of Guangzhou

Skill Level 3 4 5 6 7 8 Exceptional Exploring and Developing Ideas

Students explore ideas and collect information for their work

Students explore ideas and collect visual and other information to help them develop their work

Students explore ideas and select visual information. They use in developing their work, taking account of purpose.

Students explore ideas and assess visual and other information, including images and artefacts from different historical, social and cultural contexts. They use this information to develop their ideas, taking into account purpose and audience.

Students explore ideas and assess visual and other information, analysing codes and conventions used in different genres, styles and traditions. They select, organise and present information in visual and other ways, taking into account purpose and audience.

Students explore ideas and evaluate relevant visual and other information, analysing how codes and conventions are used to represent ideas, beliefs and values in different genres, styles and traditions. They research, document and present information in visual and other ways appropriate to their purpose and audience.

Students explore ideas, critically evaluate relevant visual and other information and make connections between representations in different genres, styles and traditions. They initiate research, and document and interpret information in visual and other ways appropriate to their purpose and audience.

Investigating Making Art Craft and Design

They investigate visual and tactile qualities in material and processes, communicate their ideas and meanings, and design and make images and artefacts for different purposes

They use their knowledge and understanding of materials and processes to communicate ideas and meanings, and make images and artefacts, combining and organising visual and tactile qualities to suit their intentions

They manipulate materials and processes to communicate ideas and meanings and make images and artefacts, matching visual and tactile qualities to their intentions.

They manipulate materials and processes and analyse outcomes. They interpret visual and tactile qualities to communicate ideas and meanings, and realise their intentions.

They understand their understanding of materials and processes and interpret visual and tactile qualities. They show increasing independence in the way in which they develop ideas and meanings and realise their intentions.

They exploit the potential of materials and processes to develop ideas and meanings, realise their intentions and sustain their investigations.

They exploit the characteristics of materials and processes to develop ideas and meanings and realise their intentions. They extend their ideas and sustain their investigations by responding to new possibilities and meanings.

Evaluating and Developing Work

They comment on similarities and differences between their own and others work and adapt and improve their own

They compare and comment on ideas, methods and approaches used in their own and others work, relating these to the context in which the work was made. They adapt and improve their work to realise their intentions

They analyse and comment on ideas, methods and approaches used in their own and other’s work, relating these to its context. They adapt and refine their work to reflect their own view of its purpose and meaning

They analyse and comment on how ideas and their meanings are conveyed in their own and others work. They explain how their understanding of the context affects their views and practice.

They analyse and comment on the contexts of their own and other’s work. They explain how their own ideas and experiences and values affect their views and practice.

They evaluate the contexts of their own and others work, articulating similarities and differences in their views and practice. They further develop their ideas and their work in light of insights gained from others.

They identify why ideas and meanings in others work are subject to different interpretations, using their understanding to extend their thinking and practical work. They communicate their own ideas, insights and views.

Art Rubric

6 The British School of Guangzhou

Level 2 Level 3 Level 4 Level 5 Level 6 Level 7 Listening Pupils can understand

a variety of short sentences in familiar contexts.

Pupils understand the main points of short passages.

Pupils can understand the main points of longer passages and pick out some detail. They identify opinions.

Pupils can understand spoken passages about different topics. They can recognise if people are speaking about the future or past as well as the present.

Pupils understand longer texts about the past, present or future. They can understand the meaning of pre-learnt words in new contexts.

Pupils understand longer texts containing complex sentences. They understand peoples’ point of view on a topic and can work out the gist of text even if it contains unfamiliar words.

Speaking Pupils can produce a variety of short phrases.

Pupils can take part in simple conversations. They can ask and respond to simple questions.

Pupils take part in longer conversations and use connectives and qualifiers. They adapt language they know to say something new and give opinions.

Pupils can give a short presentation, express opinions and answer questions. They give longer answers during a conversation and use a variety of structures when speaking.

In presentations and conversations, Pupils produce longer answers and use a variety of structures. They refer to past, present or future.

Pupils can answer unprepared questions as well as start and develop a conversation. They can take part in conversations on more serious topics. They can paraphrase.

Reading Pupils understand short phrases. They use a vocabulary list or dictionary to check meanings.

Pupils understand the main points of short texts.

Pupils understand the main points and some detail of texts. They use context to infer meaning of new words.

Pupils can understand longer texts containing words from different topics. They can recognise if texts are about the future or the past as well as the present.

Pupils understand the difference between present, past and future events in a range of texts. They identify both main points and specific details. They find stories or articles of interest and read independently. They use context and their knowledge of grammar to decipher unfamiliar language.

Pupils understand longer and more complex factual or imaginative texts. They can use new language from these texts in their spoken and written responses.

Chinese Additional Language (CAL) Levels


Level 3 Level 4 Level 5 Level 6 Level 7 Level 8

Reading & Responding

Students read a range of texts to establish meaning. In responding to fiction and nonfiction they show understanding of the main points and express preferences. They use their knowledge of the Pinyin alphabet, radical, and stroke number to locate information in the dictionary.

Students can read a range of texts to understand significant ideas, cultural references, themes, events and characters. They refer to the text when explaining their views. They confidently use their knowledge of the Pinyin alphabet, radical, and stroke number to locate information in the dictionary.

Students can read and understand a range of texts & using inference and deduction. They can identify key features, cultural references, themes and characters and select sentences, phrases and relevant information to support their views using a range of sources.

Students can read both modern and classical texts to identify different layers of meaning and comment on their significance and effect. They give personal responses to literary texts and can justify their views. They summarise a range of information from different sources.

Students understand how meaning is conveyed in a range of tests. They articulate personal and critical responses to poems, plays and novels, showing awareness of their cultural references, thematic, structural and linguistic features. They select and synthesise a range of information from a variety of sources.

Students can respond well to a range of texts, and they evaluate how authors achieve their effects through the use of cultural references, linguistic, structural and presentational devices. They select and analyse information and ideas, and comment on how these are conveyed in different texts.

Writing

Students’ writing is well organised & adapted for different readers. Sequences of sentences extend ideas logically and words are chosen for variety and interest. The basic grammatical structure of sentence, use of characters & punctuation is usually correct.

Students' writing in a range of forms & is appropriate for the reader. Ideas are often sustained and developed in interesting ways using well-chosen vocabulary. Pupils are beginning to use grammatically complex sentences, extending meaning. Pupils use Cultural idioms confidently.

Students' writing is varied and interesting, conveying meaning clearly in several forms for different readers. Vocabulary choices are imaginative. Simple and complex sentences are organised into paragraphs using a range of punctuation & well-chosen Cultural idioms.

Students' writing engages and sustains the reader's interest, showing some adaptation of style and register to different forms. Pupils use a range of sentence structures, varied vocabulary and punctuation to create effects. Students are able to appropriately use paragraphs and Cultural idioms

Students write confidently showing appropriate choices of style in a range of forms. In narrative writing, characters and settings are developed and, in nonfiction, ideas are organised & coherent. Grammatical features, punctuation, use of paragraphs & vocabulary are accurately & effectively used. Cultural idioms are central to the text.

Students’ writing shows the selection of specific features or expressions to convey particular effects and to interest the reader. Narrative writing shows control of characters, events and settings, and shows variety in structure. Nonfiction writing is coherent and gives clear points of view. Use of grammar, vocabulary, paragraphs and punctuation is excellent.

Chinese First Language – Assessment Rubric


Skill Level 3 4 5 6 7 8 Character

Students chose words and movements to create a character that is different from themselves.

Students experiment with voice and movement to establish a character.

Students stay in character (using voice and movement) throughout their performances.

Students always select the most appropriate vocal and movement skills for their character, and develop their skills in order to play particular characters throughout rehearsals.

Students sustain a clearly defined character throughout performance with excellent attention to detail that has been refined throughout rehearsal.

Students sustain a multi-dimensional character throughout the performance, expressing excellent characteristics and showing attention to character relationships.

Structure Students can act out improvised dramas and existing scripts.

Students always plan and structure plays that make use of a range of drama techniques, e.g. narration, still image etc.

Students plan and structure plays, making use of appropriate theatre conventions (e.g. mime, physical theatre) to create a performance with a clear beginning and ending.

Students plan and structure plays making use of a range of appropriate theatre conventions intended for different audiences and purposes.

Students understand why they want an audience to watch their performance and use conventions and genres of theatre that show the purpose of the performance they are creating in the best way for the audience that they are creating it for.

Students use structure in an innovative and creative manner appropriate to the target audience and purpose of the performance.

Theatre Technologies

Students select appropriate lighting or simple symbolic props, sets or costumes, and understand how they work.

Students select a range of simple theatre technologies (lighting/sound/set) to create a stage space for their drama.

Students select and use a range of available theatre technology resources for dramatic effects.

Students make good use of technology to enhance and support productions, and use of symbolism to communicate meaning.

Students make considered use of technical effects to establish atmosphere and enhance the whole presentation, and employ use of symbolism to communicate meaning.

Students use Theatre Technologies in an innovative and creative manner in order to establish mood and atmosphere and symbolism.

Group Work Students work as part of a group and share the different roles needed to present the play.

Students work confidently in groups to organise performances, and help others to achieve.

Students use the skills and knowledge of drama within their group to devise plays.

Students give and accept suggestions within rehearsals in a mature and constructive manner, enabling their group to work at its best.

Students work as part of an ensemble, contributing effectively to the devising and collective ownership of their performances.

Students work independently as a group, using forward planning alongside contributing effectively to the devising and collective ownership of their performances.

Form- Conventions and Theatre History

Students show an understanding of different forms of drama, such as physical theatre, pantomime etc.

Students show an understanding of different forms of drama, and drama from other times and cultures.

Students can relate, compare and contrast their work with work from other times and cultures using some Drama terminology.

Students relate, compare and contrast their work with that from other times and cultures, discussing and giving reasons for their preferences using Drama terminology effectively.

Students make connections between their own work and wider theatre traditions and show initiative in seeking information about drama from a range of sources, which they are able to apply to your work.

Students incorporate their knowledge of theatre traditions into their practical work. Students use conventions in an innovative and creative manner appropriate to the target audience and purpose of the performance.

Evaluation Students can comment on drama and suggest ways of improving it.

Students can evaluate drama, suggesting improvements and discussing how intended effects have been achieved using some theatre terminology.

Students can discuss the ways that ideas are presented, and compare and contrast two different representations of the same text using some theatre terminology.

Students can analyse how actors, directors and technicians have achieved specific effects using correct terminology, and give reasons for their preferences.

Students can recognise and articulate strengths and weaknesses in work, and suggest areas for improvement using correct theatre terminology.

Students can show an insight to the understanding of the purpose of a performance and articulate strengths and weaknesses in work, and suggest areas for improvement using correct theatre terminology.

Drama – Marking Rubric



Reading & Responding

Students read a range of texts to establish meaning. In responding to fiction and nonfiction they show understanding of the main points and express preferences. They use their knowledge of the Pinyin alphabet, radical, and stroke number to locate information in the dictionary.

Students can read a range of texts to understand significant ideas, cultural references, themes, events and characters. They refer to the text when explaining their views. They confidently use their knowledge of the Pinyin alphabet, radical, and stroke number to locate information in the dictionary.

Students can read and understand a range of texts & using inference and deduction. They can identify key features, cultural references, themes and characters and select sentences, phrases and relevant information to support their views using a range of sources.

Students can read both modern and classical texts to identify different layers of meaning and comment on their significance and effect. They give personal responses to literary texts and can justify their views. They summarise a range of information from different sources.

Students understand how meaning is conveyed in a range of tests. They articulate personal and critical responses to poems, plays and novels, showing awareness of their cultural references, thematic, structural and linguistic features. They select and synthesise a range of information from a variety of sources.

Students can respond well to a range of texts, and they evaluate how authors achieve their effects through the use of cultural references, linguistic, structural and presentational devices. They select and analyse information and ideas, and comment on how these are conveyed in different texts.

Writing

Students’ writing is well organised & adapted for different readers. Sequences of sentences extend ideas logically and words are chosen for variety and interest. The basic grammatical structure of sentence, use of characters & punctuation is usually correct.

Students' writing in a range of forms & is appropriate for the reader. Ideas are often sustained and developed in interesting ways using well-chosen vocabulary. Pupils are beginning to use grammatically complex sentences, extending meaning. Pupils use Cultural idioms confidently.

Students' writing is varied and interesting, conveying meaning clearly in several forms for different readers. Vocabulary choices are imaginative. Simple and complex sentences are organised into paragraphs using a range of punctuation & well-chosen Cultural idioms.

Students' writing engages and sustains the reader's interest, showing some adaptation of style and register to different forms. Pupils use a range of sentence structures, varied vocabulary and punctuation to create effects. Students are able to appropriately use paragraphs and Cultural idioms

Students write confidently showing appropriate choices of style in a range of forms. In narrative writing, characters and settings are developed and, in nonfiction, ideas are organised & coherent. Grammatical features, punctuation, use of paragraphs & vocabulary are accurately & effectively used. Cultural idioms are central to the text.

Students’ writing shows the selection of specific features or expressions to convey particular effects and to interest the reader. Narrative writing shows control of characters, events and settings, and shows variety in structure. Nonfiction writing is coherent and gives clear points of view. Use of grammar, vocabulary, paragraphs and punctuation is excellent.

Chinese First Language – Assessment Rubric


Skill Level 3 4 5 6 7 8 Character

Students chose words and movements to create a character that is different from themselves.

Students experiment with voice and movement to establish a character.

Students stay in character (using voice and movement) throughout their performances.

Students always select the most appropriate vocal and movement skills for their character, and develop their skills in order to play particular characters throughout rehearsals.

Students sustain a clearly defined character throughout performance with excellent attention to detail that has been refined throughout rehearsal.

Students sustain a multi-dimensional character throughout the performance, expressing excellent characteristics and showing attention to character relationships.

Structure Students can act out improvised dramas and existing scripts.

Students always plan and structure plays that make use of a range of drama techniques, e.g. narration, still image etc.

Students plan and structure plays, making use of appropriate theatre conventions (e.g. mime, physical theatre) to create a performance with a clear beginning and ending.

Students plan and structure plays making use of a range of appropriate theatre conventions intended for different audiences and purposes.

Students understand why they want an audience to watch their performance and use conventions and genres of theatre that show the purpose of the performance they are creating in the best way for the audience that they are creating it for.

Students use structure in an innovative and creative manner appropriate to the target audience and purpose of the performance.

Theatre Technologies

Students select appropriate lighting or simple symbolic props, sets or costumes, and understand how they work.

Students select a range of simple theatre technologies (lighting/sound/set) to create a stage space for their drama.

Students select and use a range of available theatre technology resources for dramatic effects.

Students make good use of technology to enhance and support productions, and use of symbolism to communicate meaning.

Students make considered use of technical effects to establish atmosphere and enhance the whole presentation, and employ use of symbolism to communicate meaning.

Students use Theatre Technologies in an innovative and creative manner in order to establish mood and atmosphere and symbolism.

Group Work Students work as part of a group and share the different roles needed to present the play.

Students work confidently in groups to organise performances, and help others to achieve.

Students use the skills and knowledge of drama within their group to devise plays.

Students give and accept suggestions within rehearsals in a mature and constructive manner, enabling their group to work at its best.

Students work as part of an ensemble, contributing effectively to the devising and collective ownership of their performances.

Students work independently as a group, using forward planning alongside contributing effectively to the devising and collective ownership of their performances.

Form- Conventions and Theatre History

Students show an understanding of different forms of drama, such as physical theatre, pantomime etc.

Students show an understanding of different forms of drama, and drama from other times and cultures.

Students can relate, compare and contrast their work with work from other times and cultures using some Drama terminology.

Students relate, compare and contrast their work with that from other times and cultures, discussing and giving reasons for their preferences using Drama terminology effectively.

Students make connections between their own work and wider theatre traditions and show initiative in seeking information about drama from a range of sources, which they are able to apply to your work.

Students incorporate their knowledge of theatre traditions into their practical work. Students use conventions in an innovative and creative manner appropriate to the target audience and purpose of the performance.

Evaluation Students can comment on drama and suggest ways of improving it.

Students can evaluate drama, suggesting improvements and discussing how intended effects have been achieved using some theatre terminology.

Students can discuss the ways that ideas are presented, and compare and contrast two different representations of the same text using some theatre terminology.

Students can analyse how actors, directors and technicians have achieved specific effects using correct terminology, and give reasons for their preferences.

Students can recognise and articulate strengths and weaknesses in work, and suggest areas for improvement using correct theatre terminology.

Students can show an insight to the understanding of the purpose of a performance and articulate strengths and weaknesses in work, and suggest areas for improvement using correct theatre terminology.

Drama – Marking Rubric


Geography – Marking Rubric

Skill Level 3 4 5 6 7 8 Knowledge and Understanding of the UK and Wider World

Pupils show brief knowledge of the geography of the UK and the wider world.

Pupils show knowledge and understanding of the geography of the UK and the wider world.

Pupils show increasing depth of knowledge and understanding of the geography of the UK and the wider world.

Pupils use their knowledge and understanding of the geography of the UK and the wider world.

Pupils make links in their knowledge and understanding of the geography of the UK and the wider world.

Pupils use their knowledge and understanding of the geography of the UK and the wider world to analyse the physical and human characteristics of places.

Physical and Human features of Places

They recognise the physical and human features of places.

They recognise and describe the physical and human features of places.

They describe and begin to explain physical and human characteristics of places.

They describe and explain physical and human processes and recognise that these processes interact to produce the characteristics of places.

They analyse the physical and human characteristics of places.

They explain changes in the characteristics of places over time.

Physical and Human processes

They briefly describe physical and human processes.

They describe how physical and human processes change the features of places.

They describe and begin to explain physical and human processes change features of places.

They explain ways in which physical and human processes lead to diversity and change in places

They explain links between physical and human processes and show how these links create differences.

They analyse the interactions between physical and human processes and show how these interactions create diversity and interdependence and help change places and environments.

Geographical Patterns

They recognise and briefly describe simple geographical patterns.

They recognise and describe simple geographical patterns.

They describe and begin to explain geographical patterns

They identify geographical patterns at a range of scales.

They identify and analyse geographical patterns that result from these interactions at a range of scales.

They describe and analyse the geographical patterns these interactions create at a range of scales and the changes that result.

Environmental change

They recognise that people can improve and damage the environment.

They understand that people can both improve and damage the environment.

They understand ways that human activities cause Environments to change.

They recognise how conflicting demands on the environment may arise

They recognise that human actions, including their own, may have environmental consequences.

They understand how the interaction between people and environments can result in complex and unintended changes.

Environmental viewpoint

They briefly describe their own viewpoint.

They offer reasons for their own views about environmental change and recognise that other people may hold different views.

They recognise the range of views people hold about environmental interaction and change.

They appreciate that different values and attitudes, including their own, result in different approaches to environmental interaction and change.

They appreciate that the environment in a place and the lives of the people who live there are affected by actions and events in other places.

They understand and describe a range of views about environmental interaction.


Geography – Marking Rubric

Skill Level 3 4 5 6 7 8 Sustainability N/A N/A They demonstrate

an awareness of the idea of sustainability.

They describe sustainable approaches to managing environments.

They understand that factors influence the decisions made about sustainable development

They analyse approaches to developing places and environments and explain the causes and consequences.

Geographical Enquiry

N/A They suggest suitable geographical questions

They begin to suggest relevant geographical questions.

They suggest relevant geographical questions and issues and appropriate sequences of investigation.

They identify geographical questions and issues and establish their own sequence of investigation

They show independence in identifying appropriate geographical questions and issues, and in using an effective sequence of investigation.

Geographical Skills They use a limited range of skills.

They use a range of geographical skills to help them investigate places and environments.

They select and use appropriate skills and ways of presenting information.

They select a range of skills and sources of evidence and use them effectively in their investigations.

They select and use accurately a wide range of skills.

They select a wide range of skills and use them effectively and accurately.

Geographical Sources

N/A They use primary and secondary sources of evidence in their investigations.

They select information and sources of evidence in which they are beginning to identify bias.

They identify potential bias in sources

They evaluate sources of evidence critically, detect and respond to bias.

They evaluate sources of evidence critically before using them in their investigations

Geographical Communication

N/A They communicate their findings using appropriate vocabulary

They suggest plausible conclusions to their investigations and present their findings both graphically and in writing using appropriate vocabulary.

They present their findings in a coherent way using appropriate methods and vocabulary and reach conclusions that are consistent with the evidence

They present well-‐argued summaries of their investigations, use accurate geographical vocabulary and begin to reach substantiated conclusions.

They present full and coherently argued summaries of their investigations and reach substantiated conclusions


Secondary History – Assessment Grid

Level 3 Level 4 Level 5 Level 6 Level 7 Level 8 Causation (why things happen in History)

Able to identify 1 or 2 cause(s) of an event.

Able to identify more than 2 causes of an event and organise

these into paragraphs.

Able to explain multiple causes and show how

they are linked together.

Able to explain that there were different types of causes of an event as well as their

different effects.

Able to write answers that cover all of the

causes of an event and explain which causes are the most important and

why.

Able to independently construct substantiated

analyses about the historical causes of an

event.

Significance (importance and History)

Able to identify something important in the past and say why it might be important.

Beginning to give one or two reasons why some

historical events/changes might

be important.

Able to give reasons and fully explain why some

historical events/changes are

important.

Able to compare historical events and

give reasons that explain why some historical events are more

important than others.

Able to use an understanding of the period to explain why

historical events/changes were important at the time.

Able to independently apply criteria to assess

and explain the significance of historical

events.

Interpretation

(opinions on/about History)

Able to spot opinions about the past.

Able to show how people have different

opinions about the past.

Able to suggest possible reasons why there are

different opinions about the past.

Able to explain why there are different interpretations in

History.

Able to explain fully and in detail why different interpretations have

been produced.

Able to analyse and explain a range of

historical interpretations independently.

Change and Continuity

(how quickly things change and stay the

same)

Able to spot and describe the differences

between different periods.

Able to spot and describe the differences

between different periods and say why

things changed.

Able to say why things have changed and/or stayed the same in

History and make links between them.

Able to explain why changes happened together with their effects as well as

explaining why some things didn’t change.

Able to write answers that cover all of the

changes and continuities and begin to explain

which are the most/least important and why.

Able to independently assess the changes and continuities over time to produce a substantiated

analysis.

Evidence (using sources

in History)

Able to use a source to write something about the past in a sentence.

Able to use the information in more

than one source to write about something in the

past.

Able to ask questions about different sources and beginning to say why some sources are

more useful than others for particular tasks.

Able to say why some sources are more useful than others and using

knowledge and understanding are able to make judgements

about sources.

Able to look at sources and produce an

argument about them which is well backed up by evidence from the sources and using their

own detailed knowledge.

Able to evaluate critically a range of sources and reach

substantiated conclusions

independently.


ICT – Marking Rubric

Skill Level 3 Level 4 Level 5 Level 6 Level 7 Level 8

Planning & Designing

Pupils can make a basic plan before starting work.

Pupils can make a clear plan that uses different types of information.

Pupils can create a plan that shows how they can use a range of tools and features.

Pupils can create an efficient and effective plan that makes good use of several suitable tools and techniques.

Pupils can create a detailed and effective plan that takes into account the flow of data through a finished system.

Pupils can make suggestions for improvements to plans, and then implement these improvements.

Evaluating

Pupils can make a comment about how good their work is when they have finished it.

Pupils can talk about the quality of their work when they are finished and say whether it has been a success.

Pupils can evaluate different parts of their work and can see areas that need improving.

Pupils use feedback from others as well as their own ideas in order to improve work as they go.

Pupils can create a list of success criteria before starting work and continually assess their work in order to improve it.

Pupils can document their success criteria before starting work and show annotations of improvements made, stating why and how they have improved their work.

Comparing

Pupils can talk about how they use ICT inside school and outside school.

Pupils can explain how and why they use ICT differently when they are not in school.

Pupils can say why using ICT can make things easier, but also causes some problems as well.

Pupils can consider and compare the impact of using ICT in work, leisure and at home.

Pupils can identify ways in which ICT impacts people, communities and cultures.

Pupils can compare the advantages and disadvantages to using different software packages to complete similar tasks.

Handling Data

Pupils can collect data (e.g. from a survey) and type it into a computer.

Pupils can put data into different categories and enter it into the right place in a spreadsheet or a database.

Pupils can create a suitable spreadsheet or database to enter their data into.

Pupils can design and create a suitable database or spreadsheet with validation rules in order to test their theories.

Pupils can use automated processes to handle data efficiently, such as queries and complex formulae.

Pupils can develop a front end solution to display their automated processes and queries.


ICT – Marking Rubric Continued

Skill Level 3 Level 4 Level 5 Level 6 Level 7 Level 8

Sequencing

Pupils can make simple things happen using instructions.

Pupils can write short sets of instructions and improve them.

Pupils can create sequences of instructions to control things in a predictable way and use loops.

Pupils can write programs using subroutines to make their sequences more efficient.

Pupils can create more complex sequences of instructions, test them and make improvements to them.

Pupils can create complex sequences based on predefined criteria.

Modelling

Pupils can answer simple questions by changing the numbers in a spreadsheet.

Pupils have an understanding of “What If” analysis.

Pupils can change the rules and formulae in a spreadsheet and explain why they have done it.

Pupils can make predictions and then create a spreadsheet model to see if they are right.

Pupils can create complex spreadsheet models and understand the assumptions, variables and rules involved.

Pupils can create complex spreadsheet models and apply validation techniques to the data.

Find Information Pupils can choose

what information to use in a given list.

Pupils can use a search engine to find information and then check that it seems reasonable.

Pupils am aware of bias and know how to look for this when searching for information.

Pupils can use complex search criteria and always make sure that data is accurate before they use it.

Pupils can create an ICT system that makes it easy and efficient to enter information.

Pupils can create efficient ICT systems and test the accuracy of data.

Present Information Pupils can present

information using text, images and sometimes video and audio.

Pupils can present their work in different ways depending on their target audience.

Pupils can present their work in a variety of ways in order to suit the audience and purpose.

Pupils can explain why different methods and different formats are suitable for a wide range of audiences.

Pupils can present work with an appropriate user interface that displays the content in a manner fit for an audience and purpose.

N/A

Use ICT Safely Pupils can use ICT to communicate with other people and know not to share their personal details online.

Pupils can use ICT to collaborate with other people and take care to protect themselves online.

Pupils use ICT in a safe and responsible way.

N / A N / A N/A


English – Marking Rubric


Speaking & Listening

-‐ Pupils can talk and listen in some different situations. -‐ Pupils communicate ideas verbally. -‐ Pupils understand the main points. -‐ Pupils listen carefully through comments/questions they make. -‐ Pupils sometimes change the way they speak in order to suit listeners. -‐ Pupils are aware of Standard English.

-‐ Pupils can talk and listen in a range of different situations. -‐ Pupils think about audience in delivery. -‐ Pupils can develop ideas when speaking. -‐ Pupils listen carefully in discussions and sometimes ask questions. -‐ Pupils sometimes use Standard English vocabulary and grammar.

-‐ Pupils talk and listen confidently in many different situations. -‐ Pupils think carefully about their audience and appropriateness. -‐ Pupils interest their listeners by varying their expression and vocabulary. -‐ Pupils listen very carefully asking questions to develop ideas. -‐ Pupils often use Standard English.

-‐ Pupils change the way they talk in a wide variety of different situations. -‐ Pupils’ vocabulary and expression is varied and lively when they speak. -‐ Pupils take an active part in discussions and can assume different roles. -‐ Pupils show a sensitive understanding of others' ideas. -‐ Pupils use Standard English fluently and confidently in formal situations.

-‐ Pupils are confident in all situations. -‐ Pupils use vocabulary precisely and creatively to interest listeners. -‐ Pupils organise speech effectively. -‐ Pupils make significant contributions to discussions and are able to evaluate other peoples' ideas. -‐ Pupils use Standard English confidently in situations that require it.

-‐ Pupils demonstrate skills shown in the Level 7, with additional emphasis and expression, use of apt vocabulary, greater personal perception and confidence in adapting their talk.

Reading

-‐ Pupils can read a small range of texts fluently and accurately. -‐ Pupils can read independently. -‐ Pupils can attempt to work out meanings of words independently. -‐ Pupils can usually understand the main points of a piece of writing. -‐ Pupils can formulate their own ideas and opinions about a text they have read.

-‐ Pupils can read a range of texts and show understanding of their main ideas, themes, events and characters. -‐ Pupils can sometimes infer and deduce meanings from the texts that they read. -‐ Pupils understand how texts reflect their time and culture. -‐ Pupils refer to texts in explanations and select relevant evidence.

-‐ Pupils understand a range of texts and can select the essential points. -‐ Pupils can deduce and infer meaning. -‐ Pupils can identify key features, themes and characters and support their views. -‐ Pupils understand that texts fit into historical and literary traditions. -‐ Pupils can retrieve and collate information from a range of sources.

-‐ Pupils can read, understand and discuss a range of texts. -‐ Pupils can identify different layers of meaning and comment on significance. -‐ Pupils can give a personal response to literary texts, referring to aspects of language, structure and themes. -‐ Pupils can connect texts from different times and cultures. -‐ Pupils can summarise a range of information from different sources.

-‐ Pupils understand how meaning and information are conveyed. -‐ Pupils articulate personal and critical responses to poems, plays and novels. -‐ Pupils show awareness of thematic, structural and linguistic features. -‐ Pupils understand why some texts are particularly valued and influential. -‐ Pupils can select, synthesise and compare information from sources.

-‐ Pupils demonstrate skills shown in the level 7, as well as a deeper appreciation for texts, in-‐depth evaluation of how authors achieve effects and a further exploration of contextual relevance.


English – Marking Rubric Continued


Writing

-‐ Pupils’ writing is usually organised and they try to be imaginative. -‐ Pupils try and adapt writing for the reader. -‐ Pupils develop their ideas logically. -‐ Pupils sometimes vary words for interest. -‐ Pupils’ sentences are usually formed correctly. -‐ Pupils can spell simple words correctly. -‐ Pupils can generally use full stops, capital letters and question marks accurately.

-‐ Pupils are writing in a range of forms. Writing can be lively and thoughtful. -‐ Pupils’ ideas are often sustained and developed. -‐ Pupils occasionally use words for effect. -‐ Pupils can use some complex sentences to extend meaning. -‐ Pupils are mostly able to spell simple words. -‐ Pupils begin to use some varied punctuation within their sentences e.g. commas.

-‐ Pupils’ writing is both varied and interesting. -‐ Pupils’ writing suits purpose and audience. -‐ Pupils can use a more formal style. -‐ Pupils can use a range of imaginative vocabulary. -‐ Pupils’ sentences and paragraphs are clear, coherent and well developed. -‐ Pupils spell more complex words. -‐ Pupils use a range of punctuation, including commas, apostrophes and inverted commas.

-‐ Pupils’ writing is fluent and it engages and sustains the reader's interest. -‐ Pupils adapt styles of writing effectively. -‐ Pupils experiment with a range of sentence structures and vocabulary for impact. -‐ Pupils organise ideas in well-‐developed, linked paragraphs. -‐ Pupils’ spelling, even of irregular words, is generally accurate. -‐ Pupils use a range of punctuation to clarify meaning…EG-‐ semi colons.

-‐ Pupils are confident writers, adapting work imaginatively to suit purpose and audience. -‐ Pupils develop both character and setting. -‐ Pupils’ non-‐fiction writing gives clear points of view, mentioning different perspectives. -‐ Pupils use grammatical features and vocabulary accurately and for effect. -‐ Pupils spell complex words correctly. -‐ Pupils use paragraphs and correct punctuation to sequence events coherently and originally.

-‐ Pupils demonstrate skills shown in the level 7 yet build on their creativity in producing controlled, expressive, structurally and grammatically distinctive texts, by making measured choices in terms of vocabulary and punctuation.


Maths – Assessment Rubric Maths assessment Grid – Key stage 3

Level 4 Level 5 Level 6 Level 7 Level 8 EP Number and Algebra

Pupils use their understanding of place value to mentally multiply and divide whole numbers by 10 or 100. When solving number problems, they use a range of mental methods of computation with the four operations, including mental recall of multiplication facts up to 10 x 10 and quick derivation of corresponding division facts. They select efficient strategies for addition, subtraction, multiplication and division. They recognise approximate proportions of a whole and use simple fractions and percentages to describe these. They begin to use simple formulae expressed in words.

Pupils use their understanding of place value to multiply and divide whole numbers and decimals. They order, add and subtract negative numbers in context. They use all four operations with decimals to two places. They solve simple problems involving ratio and direct proportion. They calculate fractional or percentage parts of quantities and measurements, using a calculator where appropriate. They construct, express in symbolic form and use simple formulae involving one or two operations. They use brackets appropriately. They use and interpret coordinates in all four quadrants.

Pupils order and approximate decimals when solving numerical problems and equations, using trial and improvement methods. They evaluate one number as a fraction or percentage of another. They understand and use the equivalences between fractions, decimals and percentages, and calculate using ratios in appropriate situations. They add and subtract fractions by writing them with a common denominator. They find and describe in words the rule for the next term or nth term of a sequence where the rule is linear. They formulate and solve linear equations with whole-‐number coefficients. They represent mappings expressed algebraically, and use Cartesian coordinates for graphical representation interpreting general features.

When making estimates, pupils round to one significant figure and multiply and divide mentally. They understand the effects of multiplying and dividing by numbers between 0 and 1. They solve numerical problems involving multiplication and division with numbers of any size, using a calculator efficiently and appropriately. They understand and use proportional changes, calculating the result of any proportional change using only multiplicative methods. They find and describe in symbols the next term or nth term of a sequence where the rule is quadratic. They use algebraic and graphical methods to solve simultaneous linear equations in two variables.

Pupils solve problems that involve calculating with powers, roots and numbers expressed in standard form. They choose to use fractions or percentages to solve problems involving repeated proportional changes or the calculation of the original quantity given the result of a proportional change. They evaluate algebraic formulae or calculate one variable, given the others, substituting fractions, decimals and negative numbers. They manipulate algebraic formulae, equations and expressions, finding common factors and multiplying two linear expressions. They solve inequalities in two variables. They sketch and interpret graphs of linear, quadratic, cubic and reciprocal functions, and graphs that model real situations.

Pupils understand and use rational and irrational numbers. They determine the bounds of intervals. They understand and use direct and inverse proportion. In simplifying algebraic expressions, they use rules of indices for negative and fractional values. In finding formulae that approximately connect data, they express general laws in symbolic form. They solve simultaneous equations in two variables where one equation is linear and the other is quadratic. They solve problems using intersections and gradients of graphs.


Maths – Assessment Rubric Continued

Shape, space and Measures

Pupils use and make geometric 2-‐D and 3-‐D patterns, scale drawings and models in practical contexts. They reflect simple shapes in a mirror line. They choose and use appropriate units and tools, interpreting, with appropriate accuracy, numbers on a range of measuring instruments. They find areas of simple shapes.

When constructing models and drawing or using shapes, pupils measure and draw angles to the nearest degree and use language associated with angles. They know the angle sum of a triangle and that of angles at a point. They identify all the symmetries of 2-‐D shapes. They convert one metric unit to another. They make sensible estimates of a range of measures in relation to everyday situations. They understand and use the formula for the area of a rectangle.

Pupils recognise and use common 2-‐D representations of 3-‐D objects. They know and use the properties of quadrilaterals. They solve problems using angle and symmetry, properties of polygons and angle properties of intersecting and parallel lines, and explain these properties. They devise instructions for a computer to generate and transform shapes and paths. They understand and use appropriate formulae for finding circumferences and areas of circles, areas of plane rectilinear figures and volumes of cuboids when solving problems.

Pupils understand and apply Pythagoras’ theorem when solving problems in two dimensions. They calculate lengths, areas and volumes in plane shapes and right prisms. They enlarge shapes by a fractional scale factor, and appreciate the similarity of the resulting shapes. They determine the locus of an object moving according to a rule. They appreciate the imprecision of measurement and recognise that a measurement given to the nearest whole number may be inaccurate by up to one half in either direction. They understand and use compound measures, such as speed.

Pupils understand and use congruence and mathematical similarity. They use sine, cosine and tangent in right-‐angled triangles when solving problems in two dimensions.

Pupils sketch the graphs of sine, cosine and tangent functions for any angle, and generate and interpret graphs based on these functions. They use sine, cosine and tangent of angles of any size, and Pythagoras’ theorem when solving problems in two and three dimensions. They construct formal geometric proofs. They calculate lengths of circular arcs and areas of sectors, and calculate the surface area of cylinders and volumes of cones and spheres. They appreciate the continuous nature of scales that are used to make measurements.

Statistics Pupils generate and answer questions that require the collection of discrete data which they record using a frequency table. They understand and use an average and range to describe sets of data. Using technology where appropriate: they group data in equal class intervals if necessary, represent collected data in frequency diagrams and interpret such diagrams. They construct and interpret simple line graphs.

Pupils understand and use the mean of discrete data. They compare two simple distributions using the range and one of the mode, median or mean. They interpret graphs and diagrams, including pie charts, and draw conclusions. They understand and use the probability scale from 0 to 1. They find and justify probabilities and approximations to these by selecting and using methods based on equally likely outcomes and experimental evidence, as appropriate. They understand that different outcomes may result from repeating an experiment.

Pupils collect and record continuous data, choosing appropriate equal class intervals over a sensible range to create frequency tables. They construct and interpret frequency diagrams. They construct pie charts. They draw conclusions from scatter diagrams, and have a basic understanding of correlation. When dealing with a combination of two experiments, they identify all the outcomes. When solving problems, they use their knowledge that the total probability of all the mutually exclusive outcomes of an experiment is 1.

Pupils specify hypotheses and test them by designing and using appropriate methods that take account of variability or bias. They determine the modal class and estimate the mean, median and range of sets of grouped data, selecting the statistic most appropriate to their line of enquiry. They use measures of average and range, with associated frequency polygons, as appropriate, to compare distributions and make inferences. They understand relative frequency as an estimate of probability and use this to compare outcomes of experiments.

Pupils interpret and construct cumulative frequency tables and diagrams. They estimate the median and interquartile range and use these to compare distributions and make inferences. They understand how to calculate the probability of a compound event and use this in solving problems.

Pupils interpret and construct histograms. They understand how different methods of sampling and different sample sizes may affect the reliability of conclusions drawn. They select and justify a sample and method to investigate a population. They recognise when and how to work with probabilities associated with independent, mutually exclusive events.

Level 4 Level 5 Level 6 Level 7 Level 8 EP


MFL: Spanish & French – Assessment Rubric


Listening

Pupils can understand a

variety of short

sentences in familiar

contexts.

Pupils understand the main points of short passages.

Pupils can understand the main

points of longer passages and pick out some detail.

They identify opinions.

Pupils can understand spoken passages about different topics. They

can recognise if people are speaking about the future or past as well

as the present.

Pupils understand longer texts about the past,

present or future. They can understand the

meaning of pre-‐learnt words in new contexts.

Pupils understand longer texts with complex

sentences. They understand peoples’ point of view and can work out the general meaning of text even if it

contains unfamiliar words.

Speaking

Pupils can produce a variety of

short phrases.

Pupils can take part in simple conversations. They can ask

and respond to simple

questions.

Pupils have longer conversations and

use connectives and qualifiers. They give

opinions and can adapt language they

know to say something new.

Pupils can give a short presentation, express opinions and answer questions. They give

longer answers using a variety of structures.

In presentations and conversations, Pupils

produce longer answers and use a variety of

structures. They refer to past, present or future.

Pupils can answer unprepared questions as

well as start and develop a conversation. They can take

part in conversations on more serious topics. They

can paraphrase.

Reading

Pupils understand

short phrases. They use a

vocabulary list or dictionary

to check meanings.

Pupils understand the main points of

short texts.

Pupils understand the main points and some detail of texts. They use context to

infer meaning of new words.

Pupils can understand longer texts containing words from different

topics. They can recognise if texts are about the future or

the past as well as the present.

Pupils understand the difference between

present, past and future events in a range of texts. They identify both main

points and specific details. They read

independently.

Pupils understand longer and more complex factual or imaginative texts. They can

use new language from these texts in their spoken

and written responses.

Writing

Pupils can write single words from memory and accurately copy short sentences.

Pupils write short phrases from memory,

and can produce longer sentences with

support.

Pupils can write short texts from

memory and adapt known phrases to write something

new. They give opinions.

Pupils write short texts on a range of familiar topics, using simple

sentences. They refer to either the future or the past as well as the

present. They use references sources

effectively.

Pupils write longer texts asking for and giving opinions. They use

descriptive language and a variety of structures. They can refer to the future and the past as well as the present.

Pupils write well-‐structured articles or stories. They

write about real and imaginary subjects. They

edit and redraft their work, using reference sources to improve their accuracy and

variety of expression.


Music – Assessment Rubric

Skill Level 3 4 5 6 7 8 Exceptional Performing

Pupils sing in tune with expression and perform rhythmically simple parts that use a limited range of notes.

Pupils perform by ear. They maintain their own part with an understanding of how it fits with other parts.

Pupils perform significant parts from memory, taking solo parts and providing rhythmical support. They take a lead role in group performance.

Pupils perform making expressive use of tempo, dynamics, phrasing and timbre. They make subtle adjustments to fit their own part into a group performance.

Pupils perform in different styles making significant contributions to the ensemble. Solo work demonstrates an idea of the conventions and style of music.

Pupils perform extended works with a sense of direction, shape and phrasing.

Pupils express their own ideas and feelings in developing a personal style. They exploit instrumental and vocal possibilities. They demonstrate empathy with other performers.

Composing Pupils improvise repeated patterns and combine several layers of sound with awareness of the combined effect.

Pupils improvise melodic and rhythmic phrases. They compose in groups by developing ideas within simple structures. E.g. Binary form. Pupils compose using simple notations.

Pupils use a variety of notations and compose music for different occasions. They compose within given structures using various musical devices. E.g. melody, chords and rhythms.

Pupils can compose in different genres and styles using harmonic devices and developing their musical ideas. They use notations to plan and refine material.

Pupils create coherent compositions and adapt, improvise, develop and extend musical ideas. They compose within given and chosen structures, genres and styles.

Pupils compose extended compositions in different styles both following and challenging conventions.

Pupils produce compositions that demonstrate a structured development of musical ideas as well as a degree of individuality.

Listening Pupils recognise how the different musical elements are combined. E.g. how tempo and dynamics are linked.

Pupils describe and compare different kinds of music using appropriate vocabulary. E.g. changes in pitch and texture.

Pupils analyse and compare musical features across a wide range of musical styles. They analyse how venue, occasion and purpose effect the way music is created.

Analyse, compare and evaluate how music reflects the context in which it was created.

Pupils comment on how composers develop material within a wide range of musical styles.

Pupils discriminate between musical styles, genres and traditions. They comment on the relationship between the music and its cultural context.

Pupils comment on the particular contribution of significant performers and composers.

Appraising Pupils make improvements to their work, commenting on the intended effect.

Pupils suggest improvements to their own and others’ work. They comment on how intentions have been achieved.

Pupils evaluate and refine their own work through a structured process.

Make improvements to their own and others work in light of the chosen style.

Pupils evaluate and make critical judgements about how the use of musical conventions are reflected in their own and others’ work.

Pupils make and justify their own judgments on a wide range of musical styles.

Pupils discriminate and comment on how and why changes occur within selected musical traditions.


Physical Education – Assessment Rubric

Level 4 Level 5 Level 6 Level 7 Level 8 Skill

acquisition and

performance

Students link skills, techniques and ideas and apply them

accurately and appropriately. When performing, they show precision, control and fluency.

Students select and combine skills, techniques and ideas and apply them accurately

and appropriately in different physical activities,

They consistently show precision, control and

fluency.

Students select and combine skills, techniques and ideas and use them in a widening

range of activities and contexts, performing with

consistent precision, control and fluency

Students select and combine advanced skills, techniques and

ideas, adapting them accurately to meet the demands of complex

situations. They consistently show precision, control, fluency and

originality.

Students consistently distinguish between and apply advanced skills, techniques and

ideas, always showing high standards of precision, control,

fluency and originality.

Analysis

Students compare and comment on skills, techniques

and ideas used in their own and others’ work, and use this

understanding to improve their performance.

Students analyse and comment on skills,

techniques and ideas and how these are applied in

their own and others’ work.

Students analyse and comment on how skills, techniques and ideas have been used in their own and others’ work, and on

compositional and other aspects of performance.

Students suggest ways to improve.

Students accurately analyse skills, tactics, composition and fitness and relate to the quality of the performance. Students plan to improve their own and others’ performance. Students explain the principles of practice and

training, and apply them effectively.

Students critically evaluate their own and others’ work, showing

an understanding of skills, strategy, tactics or composition

and fitness on the quality of performance. Students use this

information to plan ways in which performances could be

improved. Health and Safety

Students explain and apply basic safety principles when

preparing for exercise. Students describe how exercise affects their bodies, and why regular, safe activity is good for their

health and wellbeing.

Students explain how the body reacts during different types of activity, and why

physical activity is an essential for a healthy

lifestyle.

Students understand how different components of

fitness affect performance and explain how different types of

exercise contribute to their fitness and health.

Students can explain the benefits of regular, safe and planned

physical activity on physical, mental and social wellbeing, and

carry out their own physical activity programmes based on

their choices of activities.

Students use their knowledge of health, fitness and social

wellbeing to plan and evaluate their own and others’ exercise

and physical activity programmes.

Tactics and strategy

Students show that they understand tactics and

composition

Students demonstrate knowledge of strategy,

tactics and composition to produce effective outcomes.

They modify and refine skills and techniques to

improve their performance and adapt responses to

changing circumstances.

Students innovate to solve problems, overcome

challenges. They know about strategy, tactics and

composition in response to changing circumstances, and what they know about their

own and others’ strengths and weaknesses

Students apply the principles of advanced strategies, tactics and

compositional ideas in their own and others’ work, and modify them in response to changing

circumstances and other performers.

Students apply advanced strategies, tactics or

composition with proficiency, flair and originality in their own

and others’ work. They adapt and respond to changing

circumstances to maintain the quality of a performance.

Planning and evalution

Students work with others to plan and lead simple practices and activities for themselves

and others.

Students plan, organise and lead practices and activities

safely, helping others’ to improve their performance.

When leading practices and activities, Students apply basic

rules, conventions and/or compositional ideas

consistently.

Students take on different roles showing an ability to organise and

communicate effectively, and applying rules fairly and

consistently or adhering to the conventions and codes of conduct

for activities.

Students take on different roles within an activity and plan pathways into performance,

leadership or officiating based on their choices and

preferences.


Science – Assessment Rubric

Attainment target 1: How science works Level 4 Level 5 Level 6 Level 7 Level 8 Exceptional

performance Pupils decide on an appropriate approach, including using a fair test to answer a question, and select suitable equipment and information from that provided. They record their observations, comparisons and measurements using tables and bar charts and begin to plot points to form simple graphs. They begin to relate their conclusions to patterns in data, including graphs, and to scientific knowledge and understanding. They communicate their conclusions using appropriate scientific language.

Pupils decide appropriate approaches to a range of tasks, including selecting sources of information and apparatus. They select and use methods to obtain data systematically. They use line graphs to present data, interpret numerical data and draw conclusions from them. They analyse findings to draw scientific conclusions that are consistent with the evidence. They evaluate their working methods to make practical suggestions for improvements.

Pupils select and use methods to collect adequate data for practical tasks, measuring with precision, using instruments with fine scale divisions, and identify the need to repeat measurements and observations. They analyse findings to draw conclusions that are consistent with the evidence and use scientific knowledge and understanding to explain them and account for any inconsistencies in the evidence. They manipulate numerical data to make valid comparisons and draw valid conclusions.

Pupils plan appropriate approaches and procedures, by synthesising information from a range of sources. They record data in graphs, using lines of best fit. They analyse findings to draw conclusions that are consistent with the evidence and use scientific knowledge and understanding to explain these conclusions and identify possible limitations in primary and secondary data. They begin to consider whether the data they have collected are sufficient for the conclusions they have drawn.

Pupils recognise that different strategies are required to investigate different kinds of scientific questions. They analyse data and begin to explain, and allow for, anomalies. They carry out multi-step calculations and use compound measures, such as speed, appropriately. They communicate findings and arguments, showing awareness of a range of views. They evaluate evidence critically and suggest how inadequacies can be remedied.

Pupils recognise that different approaches are required to investigate different kinds of scientific questions. They make effective use of a range of quantitative relationships between variables in calculations or when using data to support evidence. They communicate findings and arguments, showing their awareness of the degree of uncertainty and a range of alternative views. They evaluate evidence critically and give reasoned accounts of how they could collect additional evidence.



Attainment target 2: Organisms, their behaviour and the environment Level 4 Level 5 Level 6 Level 7 Level 8 Exceptional

performance Pupils describe some processes and phenomena related to organisms, their behaviour and the environment, drawing on scientific knowledge and understanding and using appropriate terminology, for example using food chains to describe feeding relationships between plants and animals in a habitat. They recognise that evidence can support or refute scientific ideas, such as in the identification and grouping of living things.

Pupils describe processes and phenomena related to organisms, their behaviour and the environment, drawing on abstract ideas and using appropriate terminology, for example the main functions of plant and animal organs and how these functions are essential. They explain processes and phenomena, in more than one step or using a model, such as the main stages of the life cycles of humans and flowering plants.

Pupils describe processes and phenomena related to organisms, their behaviour and the environment, using abstract ideas and appropriate terminology, for example simple cell structure and function. They take account of a number of factors or use abstract ideas or models in their explanations of processes and phenomena, such as environmental factors affecting the distribution of organisms in habitats. They apply and use knowledge and understanding in unfamiliar contexts, such as a food web in a habitat.

Pupils describe a wide range of processes and phenomena related to organisms, their behaviour and the environment, using abstract ideas and appropriate terminology and sequencing a number of points, for example respiration and photosynthesis, or pyramids of biomass. They make links between different areas of science in their explanations. They apply and use more abstract knowledge and understanding, in a range of contexts, such as inherited and environmental variation.

Pupils demonstrate extensive knowledge and understanding related to organisms, their behaviour and the environment. They use and apply this effectively in their descriptions and explanations, identifying links between topics, for example relating cellular structure of organs to their associated life processes. They interpret, evaluate and synthesise data from a range of sources and in a range of contexts, for example environmental data from fieldwork.

Pupils demonstrate both breadth and depth of knowledge and understanding of organisms, their behaviour and the environment. They apply this effectively in their descriptions and explanations, identifying links and patterns within and between topics, for example linking internal and external cell structures to life processes. They interpret, evaluate and synthesise data, from a range of sources in a range of contexts, and apply their understanding to a wide range of biological systems.


Science – Assessment Rubric Attainment target 3: Materials, their properties and the Earth Level 4 Level 5 Level 6 Level 7 Level 8 Exceptional

performance Pupils describe some processes and phenomena related to materials, their properties and the Earth, drawing on scientific knowledge and understanding and using appropriate technology, for example separation methods. They recognise that evidence can support or refute scientific ideas, such as the classification of reactions as reversible and irreversible.

Pupils describe processes and phenomena related to materials, their properties and the Earth, drawing on abstract ideas and using appropriate terminology, for example the weathering of rocks. They explain processes and phenomena, in more than one step or using a model, such as the deposition of sediments and their formation into rocks. They apply and use knowledge and understanding in familiar contexts, such as identifying changes of state. They recognise that both evidence and creative thinking contribute to the development of scientific ideas.

Pupils describe processes and phenomena related to materials, their properties and the Earth, using abstract ideas and appropriate terminology, for example the particle model applied to solids, liquids and gases. They take account of a number of factors or use abstract ideas or models in their explanations of processes and phenomena, such as word equations. They apply and use knowledge and understanding in unfamiliar contexts, such as relating changes of state to energy transfers in a range of contexts.

Pupils make links between different areas of science in their explanations, such as between the nature and behaviour of materials and their particles. They apply and use more abstract knowledge and understanding, in a range of contexts, such as the particle model of matter, and symbols and formulae for elements and compounds. They explain how evidence supports some accepted scientific ideas, such as the reactivity series of metals.

Pupils demonstrate extensive knowledge and understanding related to materials, their properties and the Earth. They use and apply this effectively in their descriptions and explanations, identifying links between topics, for example relating mode of formation of rocks to their texture and mineral content. They represent common compounds by chemical formulae and use these formulae to form balanced symbol equations for reactions. They interpret, evaluate and synthesise data from a range of sources and in a range of contexts.

Pupils demonstrate both breadth and depth of knowledge and understanding of materials, their properties and the Earth. They apply this effectively in their descriptions and explanations, identifying links and patterns within and between topics, for example relating the properties of materials to the nature of their constituent particles. They interpret, evaluate and synthesise data from a range of sources and apply their understanding to a wide range of chemical systems, such as explaining chemical behaviours that do not fit expected patterns.



Attainment target 4: Energy, forces and space Level 4 Level 5 Level 6 Level 7 Level 8 Exceptional

performance Pupils describe some processes and phenomena related to energy, forces and space, drawing on scientific knowledge and understanding and using appropriate terminology, for example the observed position of the sun in the sky over the course of a day. They recognise that evidence can support or refute scientific ideas, such as sounds being heard through a variety of materials.

Pupils describe processes and phenomena related to energy, forces and space, drawing on abstract ideas and using appropriate terminology, for example ‘balanced forces’. They explain processes and phenomena, in more than one step or using a model, such as the length of a day or a year. They apply and use knowledge and understanding in familiar contexts. They recognise that both evidence and creative thinking contribute to the development of scientific ideas, such as objects being seen when light from them enters the eye.

Pupils describe processes and phenomena related to energy, forces and space, using abstract ideas and appropriate terminology, for example electric current as a way of transferring energy. They take account of a number of factors in their explanations of processes and phenomena, for example in the relative brightness of stars and planets. They also use abstract ideas or models, for example sustainable energy sources and the refraction of light. They apply and use knowledge and understanding in unfamiliar contexts.

Pupils describe a wide range of processes and phenomena related to energy, forces and space, using abstract ideas and appropriate terminology and sequencing a number of points, for example how energy is transferred by radiation or by conduction. They make links between different areas of science in their explanations, such as between electricity and magnetism. They apply and use more abstract knowledge and understanding in a range of contexts, such as the appearance of objects in different colours of light.

Pupils demonstrate extensive knowledge and understanding related to energy, forces and space, for example the passage of sound waves through a medium. They use and apply this effectively in their descriptions and explanations, identifying links between topics. They interpret, evaluate and synthesise data from a range of sources and in a range of contexts. They show they understand the relationship between evidence and scientific ideas, and why scientific ideas may need to be changed.

Pupils demonstrate both breadth and depth of knowledge and understanding of energy, forces and space. They apply this effectively in their descriptions and explanations, identifying links and patterns within and between topics, for example understanding how models like the particle model are useful in explaining physical phenomena, such as how sweating causes cooling. They interpret, evaluate and synthesise data from a range of sources and apply their understanding to a wide range of data on energy efficient physical systems.

Documents

· visual and tactile qualities in material and processes, communicate their ideas and meanings, and ... meaning They analyse and comment on how ideas and their meanings are conveyed