German & Spanish) Physical Education Students in Physical Education are assessed during the Key Stage with one set of descriptors which can be found by following the link in the next column. Physics Students in Physics are assessed using the KS3 descriptors which can be seen by following the link in the next column. The descriptors for Year 9 and above are very closely linked to the GCSE criteria. Religious Studies Students in Religious Studies are assessed during the Key Stage with one set of descriptors which can be found by following the link in the next column. *Latin, PSE & STEM are not reported Art Descriptors Grade 1 2 3 4 5 6 EP Be able to develop ideas inspired by looking at the work of other artists. Meaningfully analyse other artists’ work. Emerging ability to develop ideas through investigations. Emerging ability to demonstrate critical understanding of sources. Moderate ability to develop ideas through purposeful investigations. Some ability to demonstrate critical understanding of sources. A consistent ability to effectively develop ideas through purposeful investigations. A consistent ability to demonstrate critical understanding of sources. A convincing ability to effectively develop ideas through purposeful investigations. A convincing ability to demonstrate critical understanding of sources. A highly developed ability to effectively develop ideas through creative and purposeful investigations. A highly developed ability to demonstrate critical understanding of sources. Ability to maturely and effectively develop ideas through creative and purposeful investigations. Ability to maturely engage with and demonstrate critical understanding of sources. Exceptional ability to independently and effectively develop ideas through creative and purposeful investigations. Exceptional ability to independently engage with and demonstrate critical understanding of sources. Refine work by exploring ideas, Emerging ability to refine ideas. Moderate ability to refine ideas. A consistent ability to A convincing ability to A highly developed ability Ability to maturely and thoughtfully Exceptional ability to independently and thoughtfully
selecting and experimenting with appropriate media, materials, techniques and processes. Emerging ability to select and experiment with appropriate media, materials, techniques and processes. Some ability to select and experiment with appropriate media, materials, techniques and processes. thoughtfully refine ideas. A consistent ability to effectively select and purposefully experiment with appropriate media, materials, techniques and processes. thoughtfully refine ideas. A convincing ability to effectively select and purposefully experiment with appropriate media, materials, techniques and processes. to thoughtfully refine ideas. A highly developed ability to effectively select and purposefully experiment with appropriate media, materials, techniques and processes. refine ideas with discrimination. Ability to effectively select and purposefully experiment with appropriate media, materials, techniques and processes. refine ideas with discrimination. Ability to effectively select and purposefully experiment with appropriate media, materials, techniques and processes. Grade 1 2 3 4 5 6 EP Draw, photograph and annotate insights relevant to intentions as work progresses. Emerging ability to record ideas, observations and insights through drawing and annotation, and any other appropriate means relevant to intentions, as work progresses. Moderate ability to record ideas, observations and insights through drawing and annotation, and any other appropriate means relevant to intentions, as work progresses A consistent ability to skilfully record ideas, observations and insights through drawing and annotation, and any other appropriate means relevant to intentions, as work progresses. A convincing ability to skilfully record ideas, observations and insights through drawing and annotation, and any other appropriate means relevant to intentions, as work progresses. A highly developed ability to skillfully record ideas, observations and insights through drawing and annotation, and any other appropriate means relevant to intentions, as work progresses Ability to skilfully and maturely record ideas, observations and insights through drawing and annotation, and any other appropriate means relevant to intentions, as work progresses. Exceptional ability to skilfully and maturely record ideas, observations and insights through drawing and annotation, and any other appropriate means relevant to intentions, as work progresses.
Accuracy of knowledge and understanding Basic knowledge and understanding is demonstrated. There are some mistakes and gaps in expected knowledge. Expected knowledge and understanding is demonstrated that meets the learning objectives. Knowledge and understanding is beyond expectations. Relevance of content Some content is relevant. Objective of the presentation is not fully met. Content is mostly relevant and the objective of the presentation is met. Content is all relevant, engaging and well-chosen to enhance the quality of the presentation. Quality of the presentation Presentation addresses the main learning objectives. Some improvements need to be made to the form or the structure of the presentation to make it clearer. The form and structure of the presentation is sufficient to deliver the expected knowledge and understanding. The presentation is informative and enjoyable. The form and structure of the presentation is engaging and imaginative with clear presentation of information. Delivery of presentation Basic knowledge and understanding is presented but lacks confidence and clarity. Expected knowledge and understanding is communicated clearly and with confidence. Content of presentation is delivered accurately with detailed explanation that develops the audience’s understanding. Computing Descriptors Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 EP Can develop computer based (ICT) resources….. ...when following detailed instructions, with assistance ...independently, when given detailed instructions ...independently when given outline instructions (i.e. using prior knowledge, researching any gaps in knowledge) ...independently based on own requirements / own design. Adds additional, relevant features to enhance products ...including consideration of good design (efficiency and maintainability) Shows clear consideration of the needs of the user in designing the user interface. Can develop resources as part of effective team. ...including integration of differing technologies and researching techniques beyond those taught in the classroom
Use ICT software to enhance the quality of work Identify, explain & explore appropriate ingredients, equipment, materials, components and techniques Drama Descriptors ASSESSMENT OBJECTIVE KS3 GRADE 1-2 KS3 GRADE 3-4 KS3 GRADE 5-6 PERFORMING Competency and consistent in use of theatrical skill. Range of theatrical skills demonstrated. Contribution to the effectiveness of the piece. Understand individual artistic intention. Some developing competency in use of theatrical skill, not always sustained. Fair range of theatrical skills demonstrated. Some meaningful contributions to the effectiveness of the piece. Some useful inventive ideas. Some success in realising individual artistic intention. Developed, secure and consistent use of theatrical skill. Wide range of theatrical skills demonstrated. Considerable contribution to the effectiveness of the piece. Work has many inventive qualities or moments. Secure success in realising individual artistic intention. EVALUATING Able to verbally communicate strengths and weaknesses in performance. Is able to draw comparisons between pieces of work. Demonstrates a basic understanding and grasp of the work undertaken. Response demonstrates some developing skill in assessing the merit of different approaches and formulating judgements about the overall impact they had as an individual (evaluation). Response is reasonably clear but at points relies on description. Points made are sound but may not be explored or supported. Responses demonstrates developed and secure skills in identifying and investigating how far they developed their theatrical skills and how successfully they contributed to the devising process and to the final devised piece (analysis). Response demonstrates developed and secure skills in assessing the merit of different approaches and formulating
judgements about the overall impact they had as an individual (evaluation). Response is developed and clear. Points are explored and supported with examples. English Year 7 & Year 8 Reading Descriptors KS3 GRADE 1 2 3 4 5 6 EP Y7 EXPECTATION Y8 EXPECTATION READING Level 1 Simple, limited Level 2 Some success Level 3 Clear, relevant Level 4 Perceptive, detailed Use of textual detail Selects simple references or textual details Selects some appropriate textual detail Selects a range of relevant textual detail Selects a judicious range of textual detail Writers’ use of language / structure Offers simple comment on the effect of language / structural features Attempts to comment on the effect of language / structural features Explains clearly the effects of the writer’s choices of language / structural features Analyses the effects of the writer’s choices of language / structural features Use of terminology Makes simple use of subject terminology, Makes some use of subject terminology, mainly appropriately Makes clear and accurate use of subject terminology Makes sophisticated and accurate use of subject terminology
not always appropriately Evaluation of effects on the reader Makes simple, limited evaluative comment(s) on effect(s) on reader Makes some evaluative comment(s) on effect(s) on the reader Evaluates clearly the effect(s) on the reader Evaluates critically and in detail the effect(s) on the reader Responding to an opinion Makes a simple, limited response to the focus of the statement Makes some response to the focus of the statement Makes a clear and relevant response to the focus of the statement Develops a convincing and critical response to the focus of the statement English Year 7 & Year 8 Writing Descriptors GCSE GRADE 1 2 3 4 5 6 EP Y7 EXPECTATION Y8 EXPECTATION WRITING Level 1 Simple, limited Level 2 Some success Level 3 Clear, relevant Level 4 Compelling, convincing Content Simple awareness of register/ audience/purpose Sustained attempt to match register to audience/ purpose Register is consistently matched to audience/purpose Register assuredly matched to audience/purpose Simple vocabulary; simple linguistic devices Conscious use of vocabulary with some use of linguistic devices Increasingly sophisticated vocabulary, with a range of successful linguistic devices Extensive and ambitious vocabulary with sustained crafting of linguistic devices Organisation Evidence of simple structural features Some use of structural features Effective use of structural features Varied and inventive use of structural features
One or two relevant ideas, simply linked Increasing variety of linked and relevant ideas Writing is engaging, using a range of clear connected ideas Writing is compelling, incorporating a range of convincing and complex ideas Random paragraph structure Some use of paragraphs and some use of discourse markers Coherent paragraphs with integrated discourse markers Fluently linked paragraphs with seamlessly integrated discourse markers Technical Accuracy Occasional use of sentence demarcation Sentence demarcation is mostly secure and sometimes accurate Sentence demarcation is mostly secure and mostly accurate Sentence demarcation is consistently secure and consistently accurate Some evidence of conscious punctuation Some control of a range of punctuation Range of punctuation is used, mostly with success Wide range of punctuation used with a high level of accuracy Simple range of sentence forms Attempts a variety of sentence forms Uses a variety of sentence forms for effect Uses a full range of appropriate sentence forms for effect Occasional use of Standard English with limited control of agreement Some use of Standard English with some control of agreement Mostly uses Standard English appropriately with mostly controlled grammatical structures Uses Standard English consistently and appropriately with secure control of complex grammatical structures Accurate basic spelling Some accurate spelling of more complex words Generally accurate spelling, including complex/irregular words High level of accuracy in spelling, including ambitious vocabulary Simple use of vocabulary Varied use of vocabulary Increasingly sophisticated use of vocabulary Extensive and ambitious use of vocabulary English Year 9 Reading Descriptors GCSE GRADE 1 2 3 4 5 6 7 8 9 Y9 EXPECTATION
READING Level 1 Simple, limited Level 2 Some success Level 3 Clear, relevant Level 4 Perceptive, detailed Use of textual detail Selects simple references or textual details Selects some appropriate textual detail Selects a range of relevant textual detail Selects a judicious range of textual detail Writers’ use of language / structure Offers simple comment on the effect of language / structural features Attempts to comment on the effect of language / structural features Explains clearly the effects of the writer’s choices of language / structural features Analyses the effects of the writer’s choices of language / structural features Use of terminology Makes simple use of subject terminology, not always appropriately Makes some use of subject terminology, mainly appropriately Makes clear and accurate use of subject terminology Makes sophisticated and accurate use of subject terminology Evaluation of effects on the reader Makes simple, limited evaluative comment(s) on effect(s) on reader Makes some evaluative comment(s) on effect(s) on the reader Evaluates clearly the effect(s) on the reader Evaluates critically and in detail the effect(s) on the reader Responding to an opinion Makes a simple, limited response to the focus of the statement Makes some response to the focus of the statement Makes a clear and relevant response to the focus of the statement Develops a convincing and critical response to the focus of the statement English Year 9 Writing Descriptors GCSE GRADE 1 2 3 4 5 6 7 8 9 Y9 EXPECTATION WRITING Level 1 Simple, limited Level 2 Some success Level 3 Clear, relevant Level 4 Compelling, convincing Content Simple awareness of register/ purpose Some sustained attempt to match register to audience/ purpose Register is consistently matched to audience/ purpose Register is assuredly matched to audience/ purpose
GEOGRAPHICAL ENQUIRY Ask simple questions about places and environments. Complete a geographical enquiry using a variety of sources eg maps and photos. Show initiative in completing a geographical enquiry. Can explain your own views about geographical issues. Evaluate sources of evidence eg from web sites. Plan and complete a geographical enquiry, increasingly independently, making informed and justified decisions. Evaluate your geographical enquiry and suggest improvements. Can assess different views concerning human and environmental issues and justify your own views. History Conceptual knowledge, research & note-making Descriptors Grade 1 2 3 4 5 6 E Skill Conceptual knowledge, research and note-making Knowledge of historical concepts Knowledge of: simple abstract concepts concerning time (e.g. chronology, anachronism) simple concepts concerning causation (e.g. significant, unimportant) abstract concepts concerning causation (e.g. long, medium, short term) abstract concepts concerning thematic analysis of past (e.g. society, economy, politics, power) complex abstract concepts concerning causation (e.g. proximate & ultimate causes) complex abstract concepts concerning thematic analysis of past (e.g. inflation, constitution, oppression) a range of abstract concepts showing developed understanding of causation and thematic analysis Ability to research information Able to: answer questions based on passage of text able to undertake key word searches use of contents and index effectively identify relevant and irrelevant sections in passages discern more valuable from less valuable sources of information on the internet synthesise material from a variety of sources use academic journals and online portals for research
limitations placed on them History Essay Work Descriptors Grade 1 2 3 4 5 6 E Skill Essay work Use of evidence Able to: understand the idea of historical evidence use simple facts to substantiate a point identify and use a variety of types of evidence use detailed and accurate evidence to substantiate points use more advanced sources of evidence, like statistics precisely select evidence to use to best substantiate a line of argument confidently use a wide range of types of evidence appropriate for the line of historical enquiry Quality of explanation Able to: use simple explaining terms and phrases to make points write explanations that are relevant to a topic able to explain a number of points, related to a single cause or theme write developed explanations that are focused on a particular question use explanation to advance ideas about relative importance or impact explain links between causation or thematic elements of topic develop a coherent explanation – a line of argument – throughout an essay
Ability to structure long form writing Able to: write in full grammatical sentences for the length of an essay structure work logically into separate paragraphs understand the purpose of, and utilise, introductions and conclusions writing within paragraphs is organised logically (topic sentences) independently decide on paragraph structure for a given question independently structure work in order to demonstrate links between factors or themes address discriminating terms in questions and consider nuance of question, or challenge premise Maths Descriptors Strand Number Multiply and divide whole numbers by 10, 100 and 1000 Multiply and divide decimals by 10, 100 and 1000 Order, add and subtract negative numbers in context Perform calculations with numbers to 2 decimal places Perform calculations using mixed numbers write a whole number as a product of its prime factors Find the lowest common multiple of two numbers Put decimal numbers into order Evaluate one number as a fraction of another Evaluate one number as a percentage of another Work out percentage increases and decreases Add and subtract fractions Share a quantity into a given ratio Convert between equivalent fractions, decimals and percentages Round a number to 1 significant figure Understand the effect of multiplying or dividing by a number between 0 and 1 Calculate the result of a proportional change Perform calculations using powers and roots Calculate with numbers in standard form Calculate the result of a repeated proportional change Work out the original quantity, before a repeated proportional change Solve problems involving compound interest
Find the highest common factor of two numbers Use BIDMAS to perform operations in the correct order Reduce a fraction to its simplest form Write a ratio in its simplest form Solve a simple problem involving direct proportion Calculate fractions of quantities Calculate percentages of quantities Multiply a 3-digit number by a 2-digit number without a calculator Divide a 3-digit number by a 2-digit number without a calculator Strand Algebra Construct a simple formula using two operations Write down a term to term rule for a linear sequence Write down a position to term rule for a linear sequence Formulate linear equations with whole number coefficients Solve linear equations with whole number coefficients Plot the graph of a linear equation using the equation to work out the coordinates of points on the line Substitute values into formulas Calculate the nth term of a quadratic sequence Multiply two brackets of the form (x + n) together, and simplify the result by collecting like terms Solve two linear simultaneous equations graphically Solve two linear simultaneous equations algebraically Solve simple inequalities Substitute any kind of number into an algebraic formula Manipulate algebraic fractions confidently, factorising expressions and cancelling out common factors Understand and use the difference of two squares Solve linear inequalities in two variables Sketch quadratic functions Recognise cubic and reciprocal functions Shape Use and interpret co-ordinates in all four quadrants Recognise common 2D representations of 3D objects Draw the net of a cube Understand and use Pythagoras’ Theorem Calculate volumes of prisms Understand and use congruence and similarity
Measure and draw angles to the nearest degree Construct a perpendicular bisector of a line Name the different types of angles Remember what the angles in a triangle add up to Remember what the angles around a point add up to Identify reflection and rotational symmetries in two-dimensional shapes Use rough metric equivalents of common imperial units Convert one metric unit into another metric unit Use the formula for the area of a rectangle Classify different quadrilaterals by their properties Solve angle problems involving polygons Understand angle properties of intersecting parallel lines Calculate bearings Find the circumference of a circle Find the area of a circle Calculate areas of triangles, parallelograms and trapeziums Find the volume of a cuboid Enlarge a shape by a positive whole number scale factor Interpret a distance-time graph Enlarge a shape by a fractional scale factor Understand what it means when two shapes are ‘similar’ Solve a simple loci problem Calculate upper and lower bounds for whole numbers Understand and use compound measures, such as speed and density Use sin, cos and tan in triangles Distinguish between formulas for perimeter, area and volume by considering dimensions Data & probability Calculate the mean of a discrete set of data Use the range to compare two sets of data Calculate the median and mode of a discrete set of data Interpret a pie chart Understand the probability scale from 0 to 1 Calculate probabilities using equally likely outcomes Calculate probabilities using an experiment Collect and record continuous data, using appropriate class intervals of equal size, in a frequency table Construct a pie chart Find the median and range from a stem and leaf diagram Draw a scatter diagram Describe the correlation on the scatter diagram Identify the possible outcomes of two combined experiments Use my knowledge that the total probability of all the mutually exclusive outcomes of an experiment = 1 to solve a problem Test a hypothesis, taking into account any possible bias Determine the modal class of a set of data Estimate the mean, median and range of a set of grouped data Select the most appropriate average in a given situation Use frequency polygons to compare two distributions Use a boxplot to compare two distributions Draw a line of best fit on a scatter diagram and describe the correlation Construct a cumulative frequency graph Estimate the median and quartiles from a cumulative frequency graph Understand how to calculate the probability of a compound event
practice showing minimal control. Basic understanding and can make some decisions. sports in isolated practise showing some levels of control. Responds to simple situations. performing them in some more challenging practices, showing some levels of accuracy and control. Can sometimes adapt according to situations in gameplay. applied to familiar contexts, within increasingly challenging practices. Can consistently demonstrate control in practise situations. accuracy and control. Able to adapt skills to best suit the situation. Sometimes effective in use of a range of tactics and strategies. Able to respond and occasionally influence outcomes. Perform advanced skills effectively. Performance shows control and quality regardless of circumstance. Effective in the use and the range of tactics and strategies. Able to respond and influence outcomes. Consistently show originality in performance demonstrating clear confidence. Able to respond and influence outcomes. Effective in the use and the range of tactics and strategies, showing originality and flare. Able to respond and influence outcomes. Physics Descriptors KS3 Grade 1-2 Years 7/8 KS3 Grade 3-4 Years 7/8/9/10 KS3 Grade 5-6 Years 8/9/10/11 Demonstrates some relevant scientific knowledge and understanding using limited scientific terminology. Demonstrates some accurate and appropriate knowledge and understanding and applies these mostly correctly to familiar contexts, using some scientific terminology. Demonstrates largely accurate and appropriate knowledge and understanding and applies these largely correctly to familiar and unfamiliar contexts, using largely accurate scientific terminology Performs basic calculations Uses appropriate mathematical skills to perform calculations Uses a range of appropriate mathematical skills to perform multi-step calculations.
Able to recall and/or use equations correctly to perform basic calculations. Decides on appropriate formula to use based on data provided. Recall of formula where necessary. Able to rearrange equations effectively and add correct units in some cases. Decides and uses appropriate formula based on data provided. Able to rearrange equations effectively and add correct units in most cases. Use of significant figures and prefixes mostly correct. Presents simple scientific data in more than one way, including tables and bar charts. Decides on the most appropriate formats to present sets of scientific data (*such as using line graphs for continuous variables). Decides on the most appropriate formats to present sets of scientific data * Able to decide on suitable axis with correct labels and units. Draw simple conclusions from descriptive or numerical data Analyse descriptive and numerical data to draw correct conclusions supported by some evidence Analyse descriptive and numerical data to draw plausible conclusions supported by detailed evidence Makes valid basic comments relating to experimental methods Evaluates methods to suggest basic improvements to experiments and makes valid comments on scientific conclusions. Evaluate methods to suggest significant improvements to experiments and provides valid, detailed comments on scientific conclusions. Students represent things in the real world using simple physical models. Use simple models to describe scientific ideas. Use abstract ideas or models when describing processes or phenomena. Religious Studies Descriptors ASSESSMENT OBJECTIVES KS 3 INDICATOR GRADE 1-2 KS 3 INDICATOR GRADE 3-4 KS 3 INDICATOR GRADE 5-6 + EP
(Aims A and B) LEARNING ABOUT RELIGIONS/ WORLDVIEWS AND THEIR IMPACT AND SIGNIFICANCE Describe different local, national and global expressions and interpretations of religious and nonreligious worldviews. Describe how people express their views in a variety of ways. Suggest simple reasons for similar and different interpretations of sacred texts. Suggest simple reasons why some people are inspired to follow a particular religious or philosophical path. Describe and begin to compare different local, national and global expressions and interpretations of religious and nonreligious worldviews. Describe how and begin to explain why people express their views in a variety of ways. Suggest reasons for similar and different interpretations of sacred texts. Offer explanations as to why some people are inspired to follow a particular religious or philosophical path. Compare different local, national and global expressions and interpretations of religious and nonreligious worldviews. Explaining how and why people express their views in a variety of ways. Detailed explanations of similar and different interpretations of sacred texts. Offer justified explanations as to why some people are inspired to follow a particular religious or philosophical path. Aim C ENGAGE WITH RELIGION Awareness of some ultimate questions that are raised by human life which invite reasoned personal responses, expressing insights that draw on a range of examples including the arts, media and philosophy. Awareness of issues about community cohesion and respect for all in the light of different perspectives from varied religions and worldviews. Express personal views in relation to significant moral and ethical questions posed by being human, which may draw on some examples. Awareness of some of the ultimate questions that are raised by human life in ways that are and which invite personal responses, expressing insights that draw on a range of examples including the arts, media and philosophy; Examine issues about community cohesion and respect for all in the light of different perspectives from varied religions and world views; Express insights into significant moral and ethical questions posed by being human in ways that are relevant and-informed and which invite personal response, using Awareness of the importance of ultimate questions raised by human life in ways that are well-informed and which invite reasoned personal responses, expressing insights that draw on a wide range of examples including the arts, media and philosophy. Examine and evaluate issues about community cohesion and respect for all in the light of different perspectives from varied religions and world views; Explore and express insights into significant moral and