Some sustained attempt to match purpose, form and audience; some control of register Conscious use of vocabulary with some use of linguistic devices Some use of paragraphs and some use of discourse markers Some use of structural features Attempts a variety of sentence forms Some accurate spelling of more complex words 2 Communicates with some success Attempts to match purpose, form and audience; attempts to control register Begins to vary vocabulary with some use of linguistic devices Some linked and relevant ideas Attempt to write in paragraphs with some discourse markers, not always appropriate Attempts to use structural features Some control of a range of punctuation Some use of Standard English with some control of agreement Varied use of vocabulary 1 One or two relevant ideas, simply linked Random paragraph structure Evidence of simple structural features One or two unlinked ideas One or two relevant ideas, simply linked Random paragraph structure Evidence of simple structural features One or two unlinked ideas Occasional use of sentence demarcation Some evidence of conscious punctuation Simple range of sentence forms Occasional use of Standard English with limited control of agreement Food Preparation & Nutrition Grade Food Preparation and Cooking Techniques Food, Nutrition and Health Food Provenance Food Science Food Choice Food Safety Communication 9 I can make appropriate and complex decorations and garnishes using high level skills. I can select, construct and deftly utilise specialist kitchen equipment such as food mixers and pasta machines Use garnishes and decorative techniques to improve the aesthetic qualities, demonstrate I understand the implications of dietary excess or deficiency of a range of micro nutrients. I know which factors that affect BMR, such as age, gender and PAL, and their importance in achieving balance. I can apply BMR and PAL in my menu planning when needed. I am aware of the percentage of I know and understand the challenges to provide the world’s growing population with a sustainable, secure, supply of safe, nutritious and affordable high-quality food. I am aware climate change/global warming/land issues in discussing food security in the local and global markets/communities. I can evaluate a wide range of ingredients and foods from British and international cuisines. I can critically evaluate products I have made by discussing consumer acceptability, nutritional content, cost, sensory properties and commercial viability. I can accurately calculate costs. I use subject specific terms (culinary terms) in my writing.
Select and use tools, equipment and materials accurately to produce a complete product. Use skills that can be used in daily life and in the wider world. Test my product and explain how the product could be improved. I can produce a range of savoury dishes using different cooking techniques with some guidance. I can test for readiness I am aware of costing’s. I can use the grill for a range of foods (meats, fish, seeds, nuts, chargrill or toast.) I can use the oven for baking and roasting. Know the basic food groups of proteins (HBV & LBV), fats (Sat/Unsat), carbohydrates (starches, sugars, fibre), minerals (calcium, sodium & iron) and vitamins (A, D, E, K, B & C). rubbing in which incorporate air – biological – yeast – and the production of steam during baking. Know about shortening, aeration, plasticity and emulsification of fats and oils. 2 I know that food comes from plants or animals. I can cut, peel and grate safely (including even sized pieces such as dice, baton and julienne). I can use the claw grip and bridge hold. I can peel, chop, slice and grate. Select appropriate tools, equipment, techniques and processes. I can sort food into the five main groups of the Eatwell plate. I know I should eat at least 5-a-day. I know food provides energy. Understand how nutrients affect our diets. I know the current guidelines for a healthy diet, I understand the functions of basic ingredients from the Eatwell Guide and can I know why food is cooked I know the different methods of heat transfer. Follow health and safety rules. I can hygienically prepare myself to cook. I can bullet point facts or terms I have learnt. I can construct simple sentences to describe my product. Gather research of existing items. Identify a target audience. Use colour and annotation to communicate my design ideas. Select appropriate tools, equipment and processes to produce a simple step by step plan.
Use tools, equipment and materials to make a product. Evaluate my product, Analyse existing products to find out how they are made and how they function. Suggest some changes to improve my product. I can weigh and measure liquids and solids accurately I can prepare ingredients and equipment use this to inform cooking choices. Gather research from multiple sources, including different cultures, to help me design ideas that are suitable for the user. Use my research to inform innovative, appealing product ideas. 1 I can say who a recipe is for. I can talk about my own work. I can choose and assemble prepared ingredients. I know I need food, water and exercise to keep me well. Personal hygiene Clean work surfaces I can list some things I have learnt. I can label a picture or diagram with one or two main components. Geography Grade A01 - Demonstrate knowledge of locations, places, environments and different scales A02 - Demonstrate geographical understanding of: concepts and how they are used in relation to places, environments and processes; the inter-relationship between places, environments and processes A03 - Apply knowledge and understanding to interpret, analyse and evaluate geographical information and issues to make judgements A04 - Select, adapt and use a variety of skills and techniques to investigate questions and issues and communicate findings 9 Explain and predict change in the features of places and landscapes over time – and at a variety of scales. Analyse complex geographical patterns. Explain complex interactions within and between human and physical processes. Evaluates effectively using a wide range of evidence Independently uses critical-thinking and problem-solving skills to come to conclusions Uses fieldwork to collect analyse and interpret places and data. Carries out geological investigations independently at different scales. Able to produce and use all types of maps; photos and statistics. Confident in manipulating data and able to draw conclusions from using it (including explaining anomalies)
Mathematical Movement m o p p d/q Presentation of Data n p q q o l Visualising and Constructing f d d c b Pattern Sniffing i i i h e g Calculating b c a b Algebraic Proficiency: Using Formulae f Proportional Reasoning h h g d f Solving Equations and Inequalities m m k f/j c/h/m Measuring Data r r p Algebraic Proficiency: tinkering f e c e Understanding Risk d/n k n Algebraic Proficiency: visualising m i k/p Conjecturing h j Analysing Statistics o Numbers and The Number System Stage 4a Stage 5a Stage 6a Stage 7a Stage 8a Stage 9 Stage 10 Work with numbers less than 10 000; Understand and use Roman numerals; Explore the history of our number system; Explore ways of representing numbers; Develop skills of estimation; identify multiples and factors, including finding all factor pairs of a number, and common factors of two numbers know and use the vocabulary of prime numbers, prime factors and composite numbers identify the value of each digit in numbers given to three decimal places and multiply and divide numbers by 10, 100 and 1000 giving answers up to three decimal places read, write, order and compare numbers up to 10 Solve problems involving prime numbers Use highest common factors to solve problems Use lowest common multiples to solve problems Explore powers and roots Investigate number patterns use the concepts and vocabulary of prime numbers, highest common factor, lowest common multiple, prime factorisation, including using product notation and the unique factorisation theorem round numbers and measures to an appropriate degree of accuracy (e.g. to a
establish whether a number up to 100 is prime and recall prime numbers up to 19 recognise and use square numbers and cube numbers, and the notation for squared (²) and cubed (³) 000 000 and determine the value of each digit use negative numbers in context, and calculate intervals across zero identify common factors, common multiples and prime numbers specified number of decimal places or significant figures) interpret standard form A × 10n, where 1 ≤ A < 10 and n is an integer Counting and Comparing Stage 4b Stage 5b Stage 6 Stage 7b Stage 8b Stage 9 Stage 10 order and compare numbers beyond 1000; count in multiples of 6, 7, 9, 25 and 1000; count backwards through zero to include negative numbers; compare numbers with the same number of decimal places up to two decimal places read, write, order and compare numbers to at least 1 000 000 and determine the value of each digit; read Roman numerals to 1000 (M) and recognise years written in Roman numerals; interpret negative numbers in context, count forwards and backwards with positive and negative whole numbers, including through zero; order positive and negative integers, decimals and fractions; use the symbols =, ≠, <, >, ≤, ≥ apply the four operations, including formal written methods, to integers, decimals and simple fractions (proper and improper), and mixed numbers – all both positive and negative; use conventional notation for priority of operations, including brackets, powers, roots and reciprocals
Investigating Properties of Shapes Stage 4c Stage 5e Stage 6e Stage 7e Stage 8 Stage 9 Stage 10a identify lines of symmetry in 2-D shapes presented in different orientations complete a simple symmetric figure with respect to a specific line of symmetry compare and classify geometric shapes, including quadrilaterals and triangles, based on their properties and sizes use the properties of rectangles to deduce related facts and find missing lengths and angles distinguish between regular and irregular polygons based on reasoning about equal sides and angles compare and classify geometric shapes based on their properties and sizes and find unknown angles in any triangles, quadrilaterals, and regular polygons illustrate and name parts of circles, including radius, diameter and circumference and know that the diameter is twice the radius identify properties of the faces, surfaces, edges and vertices of: cubes, cuboids, prisms, cylinders, pyramids, cones and spheres derive and apply the properties and definitions of: special types of quadrilaterals, including square, rectangle, parallelogram, trapezium, kite and rhombus; and triangles and other plane figures using appropriate language make links to similarity (including trigonometric ratios) and scale factors know the exact values of sinθ and cosθ for θ = 0°, 30°, 45°, 60° and 90°; know the exact value of tanθ for θ = 0°, 30°, 45° and 60° know the trigonometric ratios, sinθ = opposite/hypotenuse, cosθ = adjacent/hypotenuse, tanθ = opposite/adjacent apply it to find angles and lengths in triangles in two dimensional figures Calculating: Addition and Subtraction Stage 4d Stage 5c Stage 6 Stage 7 Stage 8 Stage 9 Stage 10 find 1000 more or less than a given number add and subtract numbers mentally
add and subtract numbers with up to 4 digits using the formal written methods of columnar addition and subtraction where appropriate solve addition and subtraction problems in contexts, deciding which operations and methods to use and why with increasingly large numbers add and subtract whole numbers with more than 4 digits, including using formal written methods (columnar addition and subtraction) solve addition and subtraction problems in contexts, deciding which operations and methods to use and why Calculating: Multiplying and Dividing Stage 4e Stage 5d Stage 6c Stage 7 Stage 8 Stage 9 Stage 10 recall multiplication and division facts for multiplication tables up to 12 × 12 recognise and use factor pairs and commutativity in mental calculations find the effect of dividing a one- or two-digit number by 10 and 100, identifying the value of the digits in the answer as ones, tenths and hundredths use place value, known and derived facts to multiply and divide mentally, multiply and divide numbers mentally drawing upon known facts multiply and divide whole numbers and those involving decimals by 10, 100 and 1000 multiply numbers up to 4 digits by a one- or two-digit number using a formal written method, including long multiplication for two-digit numbers divide numbers up to 4 digits by a number using the formal written divide numbers up to 4 digits by a two-digit whole number using the formal written method of long division; interpret remainders as whole number remainders, fractions, or by rounding, as appropriate for the context divide numbers up to 4 digits by a two-digit number using the formal written
including: multiplying by 0 and 1; dividing by 1; multiplying together three numbers multiply two-digit and three-digit numbers by a number using formal written layout solve problems involving multiplying and adding, including using the distributive law to multiply two digit numbers by one digit, integer scaling problems and harder correspondence problems such as n objects are connected to m objects method of short division and interpret remainders appropriately for the context solve problems involving multiplication and division including using their knowledge of factors and multiples, squares and cubes solve problems involving multiplication and division, including scaling by simple fractions and problems involving simple rates solve problems involving addition, subtraction, multiplication and division and a combination of these, including understanding the meaning of the equals sign method of short division where appropriate, interpreting remainders according to the context use written division methods in cases where the answer has up to two decimal places solve problems involving division use their knowledge of the order of operations to carry out calculations involving the four operations Exploring Time and Money Stage 4f Stage 5g Stage 6 Stage 7 Stage 8 Stage 9 Stage 10 read, write and convert time between analogue and digital 12- and 24-hour clocks solve problems involving converting between units of time
solve problems involving converting from hours to minutes; minutes to seconds; years to months; weeks to days estimate, compare and calculate different measures, including money in £ and pence complete, read and interpret information in tables, including timetables Exploring FDP Stage 4g Stage 5h Stage 6g Stage 7g Stage 8f Stage 9 Stage 10l recognise and show, using diagrams, families of common equivalent fractions recognise and write decimal equivalents of any number of tenths or hundredths recognise and write decimal equivalents to 1/4, 1/2, 3/4 compare and order fractions whose denominators are all multiples of the same number identify, name and write equivalent fractions of a given fraction, represented visually, including tenths and hundredths recognise and use thousandths and relate them to tenths, hundredths and decimal equivalents read and write decimal numbers as fractions [for example, 0.71 = 71/100] read, write, order and compare numbers with up to use common factors to simplify fractions; use common multiples to express fractions in the same denomination compare and order fractions, including fractions > 1 associate a fraction with division and calculate decimal fraction equivalents [for example, 0.375] for a simple fraction [for example, 3/8] recall and use equivalences between simple fractions, decimals and percentages, express one quantity as a fraction of another, where the fraction is less than 1 or greater than 1 define percentage as ‘number of parts per hundred’ express one quantity as a percentage of another work interchangeably with terminating decimals and their corresponding fractions (such as 3.5 and 7/2 or 0.375 or 3/8) change recurring decimals into their corresponding fractions and vice versa set up, solve and interpret the answers in growth and decay problems, including compound interest
decimal notation, including scaling Investigating Angles Stage 4i Stage 5k Stage 6k Stage 7k Stage 8i Stage 9 Stage 10 identify acute and obtuse angles and compare and order angles up to two right angles by size know angles are measured in degrees: estimate and compare acute, obtuse and reflex angles draw given angles, and measure them in degrees (°) identify: angles at a point and one whole turn (total 360°); angles at a point on a straight line and 1/2 a turn (total 180°); other multiples of 90° recognise angles where they meet at a point, are on a straight line, or are vertically opposite, and find missing angles apply the properties of angles at a point, angles at a point on a straight line, vertically opposite angles understand and use alternate and corresponding angles on parallel lines derive and use the sum of angles in a triangle (e.g. to deduce and use the angle sum in any polygon, and to derive properties of regular polygons) Calculating FDP Stage 4j Stage 5l Stage 6l Stage 7l Stage 8j Stage 9 Stage 10 count up and down in hundredths; recognise that hundredths arise when dividing an object by one hundred and dividing tenths by ten add and subtract fractions with the same denominator recognise mixed numbers and improper fractions and convert from one form to the other and write mathematical statements > 1 as a mixed number [for example, 2/5 + 4/5 = 6/5 = 1 1/5] add and subtract fractions with the add and subtract fractions with different denominators and mixed numbers, using the concept of equivalent fractions multiply simple pairs of proper fractions, writing the answer in its simplest form [for apply the four operations, including formal written methods, to simple fractions (proper and improper), and mixed numbers interpret percentages and percentage changes as a fraction or a interpret fractions and percentages as operators work with percentages greater than 100% solve problems involving percentage change, including original value problems, and simple interest
solve problems involving increasingly harder fractions to calculate quantities, and fractions to divide quantities, including non-unit fractions where the answer is a whole number same denominator and denominators that are multiples of the same number multiply proper fractions and mixed numbers by whole numbers, supported by materials and diagrams solve problems which require knowing percentage and decimal equivalents of 1/2, 1/4, 1/5, 2/5, 4/5 and those fractions with a denominator of a multiple of 10 or 25 solve problems involving number up to three decimal places example, 1/4 × 1/2 = 1/8] divide proper fractions by whole numbers [for example, 1/3 ÷ 2 = 1/6] multiply one-digit numbers with up to two decimal places by whole numbers solve problems involving the calculation of percentages [for example, of measures, and such as 15% of 360] and the use of percentages for comparison decimal, and interpret these multiplicatively compare two quantities using percentages solve problems involving percentage change, including percentage increase/decrease including in financial mathematics calculate exactly with fractions Calculating Space Stage 4k Stage 5m Stage 6n Stage 7n Stage 8l Stage 9g Stage 10i measure and calculate the perimeter of a rectilinear figure (including squares) in centimetres and metres find the area of rectilinear shapes by counting squares measure and calculate the perimeter of composite rectilinear shapes in centimetres and metres calculate and compare the area of rectangles (including squares), and including using recognise that shapes with the same areas can have different perimeters and vice versa calculate the area of parallelograms and triangles calculate, estimate and compare volume of cubes use standard units of measure and related concepts (length, area, volume/capacity) calculate perimeters of 2D shapes know and apply formulae to calculate area of triangles, compare lengths, areas and volumes using ratio notation calculate perimeters of 2D shapes, including circles identify and apply circle definitions and properties, including: centre, identify and apply circle definitions and properties, including: tangent, arc, sector and segment calculate arc lengths, angles and areas of sectors of circles calculate surface area and volume of spheres, pyramids, cones and composite solids apply the concepts of congruence and similarity, including the relationships between length, areas and volumes in similar figures
standard units, square centimetres (cm²) and square metres (m²) and estimate the area of irregular shapes estimate volume [for example, using 1 cm³ blocks to build cuboids (including cubes)] and capacity [for example, using water] and cuboids using standard units, including cubic centimetres (cm³) and cubic metres (m³), and extending to other units [for example, mm³ and km³] recognise when it is possible to use formulae for area and volume of shape solve problems involving the calculation and conversion of units of measure, using decimal notation up to three decimal places where appropriate parallelograms, trapezia calculate surface area of cuboids know and apply formulae to calculate volume of cuboids understand and use standard mathematical formulae radius, chord, diameter, circumference know the formulae: circumference of a circle = 2πr = πd, area of a circle = πr² calculate areas of circles and composite shapes know and apply formulae to calculate volume of right prisms (including cylinders) calculate surface area of right prisms (including cylinders) calculate exactly with multiples of π know the formulae for: Pythagoras’ theorem, a² + b² = c², and apply it to find lengths in right-angled triangles in two dimensional figures Checking, Approximating and Estimating Stage 4l Stage 5n Stage 6o Stage 7o Stage 8 Stage 9 Stage 10 round any number to the nearest 10, 100 or 1000 round decimals with one decimal place to the nearest whole number estimate and use inverse operations to check answers to a calculation solve number and practical problems that involve all of round any number up to 1 000 000 to the nearest 10, 100, 1000, 10 000 and 100 000 round decimals with two decimal places to the nearest whole number and to one decimal place use rounding to check answers to calculations and solve problems which require answers to be rounded to specified degrees of accuracy use estimation to check answers to calculations and determine, in the context of a problem, an appropriate round numbers and measures to an appropriate degree of accuracy (e.g. to a specified number of decimal places or significant figures) estimate answers; check calculations using approximation and estimation,
the above and with increasingly large positive numbers determine, in the context of a problem, levels of accuracy degree of accuracy round any whole number to a required degree of accuracy including answers obtained using technology recognise and use relationships between operations, including inverse operations (e.g. cancellation to simplify calculations and expressions) Mathematical Movement Stage 4m Stage 5o Stage 6p Stage 7p Stage 8 Stage 9 Stage 10d Stage 10q describe positions on a grid as coordinates in the first quadrant plot specified points and draw sides to complete a given polygon describe movements between positions as translations of a given unit to the left/right and up/down identify, describe and represent the position of a shape following a reflection or translation, using the appropriate language, and know that the shape has not changed describe positions on the full coordinate grid (all four quadrants) draw and translate simple shapes on the coordinate plane, and reflect them in the axes work with coordinates in all four quadrants understand and use lines parallel to the axes, y = x and y = -x solve geometrical problems on coordinate axes identify, describe and construct congruent shapes including on coordinate axes, by considering rotation, reflection and translation describe translations as 2D vectors identify, describe and construct similar shapes, including on coordinate axes, by considering enlargement (including fractional scale factors) make links between similarity and scale factors describe the changes and invariance achieved by combinations of rotations, reflections and translations apply addition and subtraction of vectors, multiplication of vectors by a scalar, and diagrammatic and column representations of vectors
Presentation of Data Stage 4n Stage 5p Stage 6q Stage 7q Stage 8o Stage 9l Stage 10 interpret and present discrete and continuous data using appropriate graphical methods, including bar charts and time graphs solve comparison, sum and difference problems using information presented in bar charts, pictograms, tables and other graphs solve comparison, sum and difference problems using information presented in a line graph interpret and construct pie charts and line graphs and use these to solve problems interpret and construct tables, charts and diagrams, including frequency tables, bar charts, pie charts and pictograms for categorical data, vertical line charts for ungrouped discrete numerical data and know their appropriate use interpret, analyse and compare the distributions of data sets from univariate empirical distributions through appropriate graphical representation involving discrete, continuous and grouped data use and interpret scatter graphs of bivariate data recognise correlation interpret and construct tables, charts and diagrams, including tables and line graphs for time series data and know their appropriate use draw estimated lines of best fit; make predictions know correlation does not indicate causation; interpolate and extrapolate apparent trends whilst knowing the dangers of so doing Visualising and Constructing Stage 4 Stage 5f Stage 6d Stage 7d Stage 8c Stage 9b Stage 10 identify 3-D shapes, including cubes and other cuboids, from 2-D representations draw 2-D shapes using given dimensions and angles recognise, describe and build simple shapes, including making nets use conventional terms and notations: points, lines, vertices, edges, planes, parallel lines, perpendicular lines, right angles, polygons, regular polygons and polygons with reflection and/or measure line segments and angles in geometric figures, including interpreting maps and scale drawings and use of bearings identify, describe and construct similar shapes, including on use the standard ruler and compass constructions (perpendicular bisector of a line segment, constructing a perpendicular to a given line from/at a given point, bisecting a given angle)
rotation symmetries use the standard conventions for labelling and referring to the sides and angles of triangles draw diagrams from written description coordinate axes, by considering enlargement interpret plans and elevations of 3D shapes use scale factors, scale diagrams and maps use these to construct given figures and solve loci problems; know that the perpendicular distance from a point to a line is the shortest distance to the line construct plans and elevations of 3D shapes Pattern Sniffing Stage 4 Stage 5i Stage 6i Stage 7i Stage 8h Stage 9e Stage 10g count forwards or backwards in steps of powers of 10 for any given number up to 1 000 000 generate and describe linear number sequences generate terms of a sequence from a term-to-term rule generate terms of a sequence from either a or a rule deduce expressions to calculate the nth term of linear sequences recognise and use Fibonacci type sequences, quadratic sequences deduce expressions to calculate the nth term of quadratic sequences recognise and use simple geometric progressions (r^n where n is an integer, and r is a rational number > 0 ) Calculating Stage 4 Stage 5 Stage 6b Stage 7c Stage 8 Stage 9a Stage 10b perform mental calculations, including with mixed operations and large numbers understand and use place value (e.g. when working with very large or very small numbers, and calculate with roots, and with integer indices calculate with standard form A × estimate powers and roots of any given positive number calculate with roots, and with integer and fractional indices
by using integer multiplication and division facts solve problems involving similar shapes where the scale factor is known or can be found solve problems involving unequal sharing and grouping using knowledge of fractions and multiples parts in a given part:part or part:whole ratio problems (such as those involving conversion, comparison, scaling, mixing, concentrations) identify and work with fractions in ratio problems understand and use proportion as equality of ratios express a multiplicative relationship between two quantities as a ratio or a fraction use compound units (such as speed, rates of pay, unit pricing) change freely between compound units (e.g. speed, rates of pay, prices) in numerical contexts relate ratios to fractions and to linear functions and algebraic representations apply the concepts of congruence and similarity, including the relationships between lengths in similar figures change freely between compound units (e.g. density, pressure) in numerical and algebraic contexts use compound units such as density and pressure illustrate direct and inverse proportion understand that X is inversely proportional to Y is equivalent to X is proportional to 1/Y Solving Equations and Inequalities Stage 4 Stage 5 Stage 6m Stage 7m Stage 8k Stage 9f Stage 9j Stage 10c Stage 10h Stage 10m enumerate possibilities of of two variables express missing recognise and use relationships between operations, including inverse operations solve linear equations with the unknown on both sides of the equation find approximate understand and use the concepts and vocabulary of inequalities solve linear inequalities in one variable solve, in simple cases, two linear simultaneous equations in two variables algebraically find approximate solutions to equations numerically using iteration solve linear inequalities in two variables represent the solution set to an inequality using set solve quadratic equations algebraically by factorising solve quadratic equations
number problems algebraically find pairs of numbers that satisfy an equation with two unknowns (e.g. cancellation to simplify calculations and expressions) solve linear equations in one unknown algebraically solutions to linear equations using a graph represent the solution set to an inequality on a number line derive an equation (or two simultaneous equations), solve the equation(s) and interpret the solution find approximate solutions to simultaneous equations using a graph solve two linear simultaneous equations in two variables algebraically notation and on a graph (including those that require algebraically by factorising find approximate solutions to quadratic equations using a graph deduce roots of quadratic functions algebraically Measuring Data Stage 4 Stage 5 Stage 6r Stage 7r Stage 8p Stage 9 Stage 10 calculate and interpret the mean as an average interpret, analyse and compare the distributions of data sets from univariate empirical distributions through appropriate measures of central tendency (median, mean and mode) and spread (range) interpret, analyse and compare the distributions of data sets from univariate empirical distributions through appropriate measures of central tendency (median, mean, mode and modal class) and spread (range, including consideration of outliers) apply statistics to describe a population
Algebraic Proficiency: tinkering Stage 4 Stage 5 Stage 6 Stage 7f Stage 8e Stage 9c Stage 10e understand and use the concepts and vocabulary of expressions, equations, formulae and terms use and interpret algebraic notation, including: ab in place of a × b, 3y in place of y + y + y and 3 × y, a² in place of a × a, a³ in place of a × a × a, a/b in place of a ÷ b, brackets simplify and manipulate algebraic expressions by collecting like terms and multiplying a single term over a bracket where appropriate, interpret simple expressions as functions with inputs and outputs substitute numerical values into formulae and expressions use conventional notation for priority of use and interpret algebraic notation, including: a²b in place of a × a × b, coefficients written as fractions rather than as decimals understand and use the concepts and vocabulary of factors simplify and manipulate algebraic expressions by taking out common factors and simplifying expressions involving sums, products and powers, including the laws of indices substitute numerical values into scientific formulae rearrange formulae to change the subject understand and use the concepts and vocabulary of identities know the difference between an equation and an identity simplify and manipulate algebraic expressions by expanding products of two binomials and factorising quadratic expressions of the form x² + bx + c argue mathematically to show algebraic expressions are equivalent, and use algebra to support and construct arguments translate simple situations or procedures into algebraic expressions or formulae simplify and manipulate algebraic expressions involving algebraic fractions manipulate algebraic expressions by expanding products of more than two binomials simplify and manipulate algebraic expressions (including those involving surds) by expanding products of two binomials and factorising quadratic expressions of the form x² + bx + c, including the difference of two squares manipulate algebraic expressions by factorising quadratic expressions of the form ax² + bx + c
individuals, communities and societies. 2 Recognise the link between what people believe and how they live their lives. Recognise the impact religion has on individuals, communities and societies. Recognise what is the same and what is different between religions and their beliefs. Recognise and identify a personal view on aspects of religion and belief. 1 Recognise key words associated with beliefs, practices and sources of authority within religion. Recognise key words associated with how individuals and societies can be influenced by religion. Recognise key words associated with similarities and differences between religions. Recognise key words associated with a personal view on aspects of religion and belief. Science Grade AO1 Knowledge and understanding AO2 Apply knowledge and understanding AO3 Analyse information and ideas 9 Appreciate and be able to use different approaches to answer different kinds of scientific questions. Make balanced judgements about scientific/technological developments by evaluating their economic, ethical & cultural implications. Communicate findings and arguments showing their awareness of uncertainty and alternative views. Create a hypothesis, deciding on the level on precision. Adjust practice as required by information collated. Suggest & justify improvements to procedures, suggesting coherent strategies to take investigations further. 8 Create abstract models in order to explain processes. Critically evaluate the unintended consequences that may arise from scientific and technological developments. Present robust and explanations or arguments in a variety of formats. Create plans for investigating a question given a variety of information Analyse data critically. Explain anomalies. Justify choices of strategy, using scientific knowledge. Propose scientific explanations for unexpected observations, making allowances for anomalies. 7 Analyse processes making explicit connections between abstract ideas and/or models. Analyse systematically the relative importance of various factors when explaining processes. Analyse how creative thinking in science and technology generates ideas for future research and development. Explain how scientific discoveries can change world views. Explain how information or evidence may be manipulated in order to influence interpretation. Effectively represent abstract ideas using appropriate symbols, flow diagrams and graphs. Explain why some key variables cannot be readily controlled and plan an appropriate approach to take account of this. Explain how to take account of sources of error. Analyse ways of modifying working methods to improve reliability.
6 Explain some scientific evidence that supports or refutes particular ideas or arguments. Begin to explain processes using abstract ideas or models or multiple factors. Explain how particular scientific or technological developments have provided evidence. Begin to explain how societies are affected by particular scientific applications. Describe how aspects of science are applied in particular jobs or roles. Identify lack of balance in information or evidence. Choose forms to communicate qualitative or quantitative data. Explain choices of data collection method. Collect data choosing appropriate ranges/numbers/values for measurements and observations. Explain a range of familiar risks and take action to control them. Explain conclusions using scientific knowledge. Select and manipulate data. Make valid comments on the quality of data. 5 Describe processes using abstract models/ideas or more than one step. Recognise the use of evidence by scientists. Suggest reasons how scientific developments may affect different groups of people in different ways. Distinguish between opinion and scientific evidence, and use evidence rather than opinion. Suggest how collaborative approaches may improve the evidence collected. Decide on the most appropriate formats to present sets of scientific data. Suggest reasons why particular pieces of equipment are appropriate. Recognise significant variables in investigations. Repeat sets of observations where appropriate. Recognise a range of familiar risks and take action to control them. Draw valid conclusions that utilise more than one piece of supporting data. Suggest reasons for the effectiveness of working methods, making practical suggestions for improving them. 4 Recognise scientific evidence. Begin to describe scientific ideas using simple models. Recognise applications of specific scientific developments. State aspects of science used within particular jobs or roles. Recognise appropriate ways of presenting scientific data and use them. Recognise appropriate equipment for an investigation. Make sets of accurate observations/measurements. Recognise obvious risks. Recognise patterns in data presented in various formats. Suggest improvements to working methods, giving reasons. 3 State similarities and differences or changes related to simple scientific ideas. State aspects of our work, or lives, which are based on scientific ideas. State simple advantages of working together on experiments. Use scientific forms of language. Select equipment for an investigation. State one or more control variable. State accurate observations/measurements. State obvious risks. State straightforward patterns in observations. State improvements to working methods. 1/ 2 Represent things in the real world using simple physical models. State observations State obvious risk