Reference/Extension Material: ART Literature are too many to mention but a good start would be with The Art Book, Phaidon. Main Galleries London /Oxford Tate Britain Tate Modern Saatchi National Portrait Gallery Modern Art Oxford Cube White Chapel Sepentine Gallery The National Gallery The Gallery The British Museum Royal Academy of Arts Hayward Gallery County Hall Galleries The Old Fire Station Gallery Websites Excellent art search engines http://www.artchive.com/ http://www.artcyclopedia.com/ www.tate.org www.saatchi-gallery.co.uk www.npg.org.uk www.modernartoxford.org.uk www.ashmolean.org www.whitecube.com www.whitechapelgallery.org www.serpentinegallery.org www.nationalgallery.org.uk www.photographersgallery.comwww.britishmuseum.org www.royalacademy.org.uk www.southbankcentre.co.uk www.londoncountyhall.com www.thelemongrovegallery.co.uk www.stanleyspencer.org.uk www.thejelly.wordpress.com www.modernartistsgallery.com www.bohungallery.co.uk Places of Inspiration Burlington Arcade Oxfordshire Arboretum Camden Market Reading museum Victorian and Albert Museum South Hill Park Arts Centre River and Rowing Museum Pitt Rivers Museum Television and Radio Radio 4 Front Row South Bank Show Culture Show n
Contact Subject Leader: Subject: Creative Technology – Computing Subject Leader: Frances Wakefield Teacher in Charge: Lucy Naylor The Creative Technologies subjects include computing, food technology and resistant materials. Drama is also now taught within this carousel. These subjects are taught in pairs (computing & drama and food technology & resistant materials) with students moving between pairs of subjects in February each year. Topics that will be taught How can parents help MI to ● Passwords, usernames, housekeeping ● Google docs ● Blogs Databases ● Creating and manipulating a relational database ● Using SQL to search ● Creating macros Binary Numbers ● Converting from binary to denary and denary to binary How to program using Python ● constructs Discuss how your is using computers, tablets and smart phones etc. Discuss the impact of digital technology in the home and our everyday lives. Ask your child about their social network security settings such as on ‘Facebook’ and Twitter Ask them to show you the Computing topics on the Creative Technology website and learning blogs
Subject: Creative Technology – Food Technology Subject Leader: Frances Wakefield Teacher in charge: Stella Caurie Creative Technologies subjects include computing, food technology and resistant materials. Drama is also now taught within this carousel. These subjects are taught in pairs (computing & drama and food technology & resistant materials) with students moving between pairs of subjects in February each year. Topics that will be taught How can parents help The course is designed to enable students to develop a range of products to their own brief within an overall context set by their teacher. They use their knowledge and understanding of materials and processes to design, plan and make the products. Specifically students will develop knowledge of a variety of food preparation skills increasing focus on subjects such as: ● Nutrition ● Healthy Eating ● Practical skills & cooking: stuffed pizza, chilli con carne, The course is aimed at encouraging students to consider Food Preparation and Nutrition in KS4. look at their books and ask then about the course and the issues about opting for Food and in KS4. their for and other Food and ,
pasta with a tomato sauce, roux sauce, curry, dutch apple cake, chelsea buns, swiss with fruit. ● Making informed choices about food for healthy lifestyles ● Eatwell Plate ● Special dietary needs ● ● - create and make a range of healthier food that could be served at a event or festival ● Food choice ● Using high risk to take an in Food and even if they think they might not want to take Food and in KS4 de
The course is designed to enable students to develop a complex product to a challenging within an overall context set by their teacher. They use their knowledge and understanding of materials and processes to design, plan and make the products. They will develop further skills associated with then three materials including marking out accurately, processing materials with the correct tools and equipment and especially in the detailed construction of the products. Health & Safety in the workshop will also be further developed They will develop skills The course is at encouraging students to consider Design and Technology in KS4. look at their books and ask then about the course and the issues about opting for Design and in KS4. Check their for and other to take an in even if they
in researching, developing ideas, planning, making and evaluating. think they might not want to take Design and in KS4 Reference Material: RESISTANT MATERIALS SAM learning BBC Bitesize Contact Email: Subject Leader: fwakefield@gillotts.org.uk Subject: Drama Subject Leader: Waelend Teacher in charge: Charlotte Alder Topics that will be taught How can parents help
Term 1 & 2 Conflict and some basic stage skills The 7 This will end with an by the Discuss Drama lessons with your child. Ask them to show you, or explain to you, a new strategy they have learnt and to explain when and why they might use it. Encourage your child to take part in school theatre trips whenever possible. Discuss with your what they have been doing in drama and encourage them to use the correct terminology. Help your child learn any given lines at home by reading in the extra parts. Help your child get into character by helping them find an Term 3 & 4 Let Him Have It. Physical theatre Improvisation Writing in role state
the end of each unit of work. We do however encourage students – especially the more able, talented or enthusiastic - to explore these exercises in their own time. The textbooks are available to loan out from the OLC at Gillotts. Some parents choose to purchase a copy of the book and the following ISBN numbers may be of use: French: Studio 3 vert 9780435026950 Expo 3 rouge 9780435026943 Copies are available from amazon.co.uk for around £15 depending upon the supplier. There are many useful online resources available for use outside of lessons. The following online resources are particularly useful: www.linguascope.com The username is “Gillotts” and the password is “School”. It helps build vocabulary in many different languages all the way through to GCSE. www.languagesonline.org.uk This is a useful grammar resource. Term 4 Describing what your job involves Asking questions Talking about your ambitions Using masculine and feminine nouns Discussing holidays Using question words Imagining adventure holidays je voudrais Talking what you take on holiday Using reflexive verbs Term 5 Describing holiday disasters Using perfect tense verbs Visiting a Tourist attraction the perfect tense Discussing what you are allowed to do
this is the case. Many other online resources are available such as (username: gillotts, password: school), or and students will be encouraged to use these to develop their language skills. A site which offers guidance regarding language learning, motivation and careers using languages is . Clearly any opportunity to visit a country where the language being studied is spoken is invaluable and when this is possible opportunities to practice the spoken language should be encouraged." Contact Email: Subject Leader: Subject: Geography Subject Leader: Katie Stepney Topics that will be taught How can parents help Term 1 & 2 Plate tectonics Why is the earth’s crust unstable? Encourage students to use maps by planning a journey
using grid references, map symbols etc. their class work and homework and ensure they are making by responding to targets set by the teacher Test your on where different continents and countries are in the world Watch and news programmes about issues around the world e.g. Newsround Discuss issues which occur at a local, national and global scale Term 5 & 6 Conflict What is conflict? What are the main causes of conflict? How does geography affect conflict? Case Dafur Case Iraq War How does conflict affect the development of a country? Ice Worlds How has ice coverage across the globe changed? How has the last ice age altered the of the landscape in the UK? What are glacial landforms and how have they been created? are current glaciated areas and how are they managed? How do human use glaciated areas e.g.
Proposed assessment: Source analysis - Holocaust Read the comments on your work and talk to him/her about how they can use their comments to improve their work. Encourage your child to keep improving. When your child gets stuck, don’t give him/ her the answer; instead, encourage them to try different ways to become ‘unstuck’. Encourage your child to ask questions. Term 2: Freedom v Fascism Causes of World War Two Dunkirk The Battle of Britain The Home Front Pearl Harbour The Siege of Leningrad D-Day Dresden Atomic Bomb Proposed assessment: Was the US decision to drop the atomic bomb justified? Term 3: A nation of immigrants? The impact of immigration on the local area since World War Two. Proposed Assessment: Source analysis - A nation of immigrants? Term 4: The rise of global terrorism What is terrorism? History of terrorism Types of terrorism Case Studies of terror Proposed Assessment: Source analysis - Freedom fighter v Terrorist Terms 5 & 6: Race and the USA The Jim Crow Laws KKK Impact of World War Two The Civil Rights Movement and Martin Luther King Malcolm X Black Power Proposed Assessment: Knowledge recall - Segregation Reference material: History Useful websites: Contact Email: Subject leader:
Subject Leader: Frances David Term Topics that will be taught How can parents help 1 Term 1 Musical Futures Chords Encourage your child to attend the choir / orchestra at lunchtime – information in the clubs booklet or on the tutor group notice board Encourage the of keyboard skills at home if you have access to a keyboard or Use the virtual keyboard online ( type “virtual keyboard” into Google) to become familiar with position of notes in the keyboard Encourage an awareness of the use of music in media Listen to a wide range of related music ( You Tube is a 2 Term 2 Musical Futures Bass Lines 3 Term 3 Musical Futures Melody Lines 4 Term 4 Musical Futures Ensemble skills 5 Term 5 Musical Futures Final
Subject Leader: Gemma Silk Topics that will be taught How can parents help Term 1 & 2 Beliefs and Teachings: Christianity and Islam Students will learn: ● The nature of God ● Jesus Christ and salvation ● Jesus’ and ascension ● Worship and festivals ● The role of the church ● ● ● Life death ● your child’s using sheets that are in the front of books. ● your child’s book and check that they have made the by the ● ask your child what they learnt Term 3 & 4 Relationships and families Students will learn Christian and Muslim views on: ● Sex, marriage and divorce ● ● Sex before marriage ●
language should be encouraged." Contact Email: Subject Leader - cvaller@gillots.org.uk Subject: PSHE Subject Leader: Gemma Silk Topics that will be taught How students’ progress is assessed from term to term Term 1: Relationships (Sex Education Awareness Day) The main topics covered on this day include: Body Image and issues. Abstinence Contraception STI’s Underage and Pregnant Students should be able to: reflect critically on their own and others’ values. reflect on feelings and identify positive ways of managing and expressing strong emotions and challenging behaviour. develop
how the UK system works and to create a teenage friendly guide to the UK legal system. debate the effectiveness of custodial sentences and offer alternative sanctions. Term 3: Careers The main topics covered on this day include: on subject option choices. Research different career choices. Raise aspirations. Raise awareness of needed for potential Recognise and identify the importance of developing skills. Students should be able to: identify and evaluate different factors that will influence the subject option choices that you take. identify our strengths and the areas that students need to develop in preparation for making the right career path. identify what our lifestyle priorities might be and to consider how a range of factors might influence our career choice.
and social implications of this, and the role of the European Union, the and the United Nations of what it means to be a citizen in the UK. exploring the diverse national, regional, ethnic and religious cultures, groups and in the UK and the connections between them. considering the between the UK and the rest of Europe and the world. exploring community cohesion and the different forces that bring about change in communities over time. Term 5: Healthy Lifestyles The main topics covered on this day include: Facts and laws about drug, alcohol and tobacco use and misuse, and the personal and social consequences of misuse for Students should be able to: research into the reactions of a certain drug group on a human create a mind map that highlights the main reactions of their
themselves and others. Use strategies for resisting unhelpful peer influence and pressure. Facts and laws about drug, alcohol and tobacco use and misuse, and the personal and social consequences of misuse for themselves and others. Assess and manage the element of risk in personal choices and situations. Use strategies for resisting unhelpful peer influence and pressure. chosen drug present to the class their findings via their mind map learn about simple First Aid techniques which students might come across understand how to assess a first aid situation practise putting students into a recovery position How can parents support child in PSHE? It is essential that parents support the development of the PSHE curriculum at Gillotts School. This can be done in a number of ways: Find out when the PSHE days are
thoughts, feelings and ideas behind their work, as I develop my own ideas in response in my work. I am able to use the work of others to guide me in my choices improve my work feelings and ideas Grade 7 Visually interpret the work of other artists and write reasoned arguments about the processes, thoughts, feelings and ideas behind their work Use and combine a range of media and techniques, selecting the most appropriate materials and processes to use in my work Create accurate artworks and clearly see where my work needs improvement. I am able to set specific targets to help improve my work Present ‘meaningful’ artworks that demonstrate skill when using media and technique and express my thoughts, feelings and ideas Grade 6 Visually interpret the work of other artists and include relevant information associated with their work Use a wide range of media and techniques, selecting the most appropriate materials and processes to use in my work Create artworks and clearly see where my work needs improvement. I am able to set specific targets linked to my work Create imaginative artworks that demonstrate skill when using media and technique and express my thoughts, feelings and ideas Grade 5 Find a range of images by other artists with relevant information. I can recreate the work of other artists, commenting on Use a wide range of techniques for different purposes and be selective when using media Create artworks and see where my work needs improvement. I can write targets linked to my work Create imaginative artworks that demonstrate skill when using media and technique and
the processes involved and the ideas behind their work which link to my project Grade 4 Find a range of images by other artists with relevant information. I can copy their work, commenting on the processes involved Use a range of media and techniques in my work for different purposes Create a detailed drawing and make judgements about my own work as well as setting targets linked to my work Create imaginative artworks that demonstrate skill when using media and technique Grade 3 Find images by artists with relevant information. I can copy their work and make statements about what processes they have used Demonstrate a range of media in my work and apply relevant techniques Create an accurate drawing and make judgements about my own work as well as setting targets Create creative artwork that demonstrates skill when applying technique Grade 2 Find a of images by artists and write statements about each one and the processes involved in their work Demonstrate a range of media in my work Create a tonal drawing that is accurate Create relevant artwork and make judgements my work Grade 1 Find images by artists and write 3 facts about them Use at least two different media to create an artwork Create a basic line-drawing which resembles the subject Create relevant artwork that links to my project
COMPUTING Algorithms Programming & Development Hardware & Processing Communication & Networks Information Technology 9 Designs a solution to a problem that depends on solutions to smaller instances of the same problem (recursion). Understands that some problems cannot be (e.g. Global warming ) Designs and writes nested modular programs that enforce reusability utilising wherever possible. Understands the difference between ‘While’ loop and ‘For’ loop, which uses a loop counter. Understands and uses two dimensional data structures. Has practical experience of a small (hypothetical) low level programming language. (AB) (AL) (DE) (GE) Understands and can explain Moore’s Law. (GE) Understands and can explain multitasking by computers. (AB) (AL) (DE) Understands the hardware associated with networking computer systems, including WANs and LANs, understands their purpose and how they work,including MAC addresses. Understands the ethical issues surrounding the application of information technology, and the existence of legal frameworks governing its use e.g. Data Protection Act, Computer Misuse Act, Copyright etc. Grade 8 Recognises that the design of an algorithm is distinct from its expression in a programming language (which will Appreciates the effect of the scope of a variable e.g. a local variable can’t be accessed from outside its function. ) Understands that processors have instruction sets and that these relate to low-level instructions carried out Knows the purpose of the hardware and protocols associated with networking computer systems.Understands the client-server model including how dynamic web pages use server-side Undertakes creative projects that collect, analyse, and evaluate data to meet the needs of a known user group. Effectively
depend on the programming constructs available). Evaluates the effectiveness of algorithms and models for similar problems. Recognises where information can be filtered out in generalizing problem solutions.Uses logical reasoning to explain how an algorithm works. Represents algorithms using structured language. (Psuedocode). and applies parameter passing. Understands the difference between, and uses, both e.g. ‘while’, and post-tested e.g. ‘until’ loops. Applies a modular approach to error detection and correction. by a computer. scripting and that web servers process and store data entered by users. Recognises that persistence of data on the internet requires careful protection of online identity and privacy. designs and creates digital artefacts for a wider or remote audience. Considers the properties of media when importing them into digital artefacts. Documents user feedback, the improvements identified and the refinements made to the solution. Explains and justifies how the use of technology impacts on society, from the perspective of social, economical, political, legal, ethical and moral issues. (e.g Copyright issues) Grade 7 Understands a recursive solution to a problem repeatedly applies the same solution Uses nested selection statements. Appreciates the need for, and writes, custom functions Understands the von Neumann architecture in relation to the fetch execute Knows the names of hardware e.g. hubs, routers, switches, and the names of protocols e.g. SMTP, iMAP, POP, FTP, TCP/IP, associated Justifies the choice of and independently combines and uses multiple digital devices, internet tested
to smaller instances of the problem. Recognises that some problems share the same characteristics and use the same algorithm to solve both. Understands the notion of performance for algorithms and appreciates that some algorithms have different performance characteristics for the same task. including use of parameters. I understand why this is an efficient approach. Knows the difference between, and uses appropriately, procedures and functions. Understands and uses negation with operators. Uses and manipulates one dimensional data structures. cycle, including how data is stored in memory. Understands the basic function and operation of location addressable memory (Little Man Computer) with networking computer systems. Uses technologies and online services securely, and knows how to identify and report inappropriate conduct. services and application software to achieve given goals. Evaluates the trustworthiness of digital content and considers the usability of visual design features whendesigning and creating digital artifacts for a known audience. Grade 6 Understands that iteration is the repetition of a process such as a loop. Recognises that different algorithms exist for the same problem. Represents solutions using Understands that programming bridges the gap between algorithmic solutions and computers. Has practical experience of a high-level textual language, including using standard Recognises and understands the function of the main internal parts of basic computer architecture. Understands the concepts behind the fetch-execute cycle ( ie. How the Understands how search engines rank search results. Understands how to construct static web using HTML and CSS. Understands data transmission between digital computers over networks,including the internet i.e. IP addresses and packet switching. Evaluates the appropriateness of digital devices, internet services and application software to achieve given goals. Recognises ethical issues surrounding the application of information
structured and readble algorithms (psuedocode). Can identify similarities and differences in situations and can use these to solve problems ( e.g pattern recognition in cryptography). libraries when programming. (e.g Python and Python modules) Uses a range of operators and expressions e.g.Boolean, and applies them in the context of program control. Selects the appropriate data types. CPU works) Knows that there is a range of operating systems and application software for the same hardware. technology beyond school (e.g. privacy ). Designs criteria to critically evaluate the quality of solutions, uses the criteria to identify improvements and can make appropriate refinements to the solution. 5 I can explain which solutions are best attempted by either humans or computers. In designing a solution I can break the problem down into a series of smaller solutions. I am aware that more than one solution can be attempted to solve a problem I can write an efficient program using if and if, then and else statements. I can use a variable and a relational operator to govern when a loop should stop. I can debug a program independently with limited intervention. E.g syntax errors I understand why and when computers are used. I understand the main functions of the operating system. I can explain the the difference between physical, wireless and mobile networks. I can effectively use search engines and can explain how a search engine selects results. I can also use a range of different online services and know to resport safety concerns. I can design digital content for a given audience. I can evaluate the quality of a digital solution against a set of criteria and make appropriate improvements.
Grade 4 I can write or show an algorithm which uses if, then and else and can predict the outcomes of such an algorithm. I can create a program from an algorithm that uses a loops and selction statements including if, then and else. I can explain the difference between data and information and I know that computers collect data from different input devices including sensors. I know the difference between hardware and application software and their purpose. I can explain the difference between the Internet and the World Wide Web. I also understand what sort of behaviour is acceptable online. I can use and combine a variety of software to produce digital content. I can content with others using social media e.g. Blogs and Google docs etc. I can also respond to feedback and making improvements based on online feedback. Grade 3 I understand that a correctly constructed algorithm is essential for an effective an efficient program. I am also able to identify and detect errors in an algorithm I can use mathemeatical operators, if statements and loops in a program. I can predict what the outcome of a program will be. I understand that computers are embedded in a range of different applications and can identify and use input, output and storage devices and processes. I can use the Internet to carry out a range of different searches and can sort my findings into useful information. I can use a range of different technology confidently and independently and can represent, edit and manipulate digital content so that it can be shared meaningfully with others.
I can select, construct and deftly utilise specialist kitchen equipment such as food mixers and machines Use garnishes and decorative techniques to improve the aesthetic qualities, demonstrate portioning presenting and finishing. 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 energy sources from nutrients 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 nutritional content, cost, sensory properties and commercial viability. I can accurately calculate I use subject specific terms (culinary terms) in my writing. Grade 8 I can use a range of refined preparation techniques such as paring vegetables, crimping, shaping, forming and bread crumbing. I can accurately portion finished food products such as tray bakes, cakes and lasagne. Plan, make and modify dishes calculating energy I can adapt a recipe to make it suitable for specific nutritional requirements, including allergies. I can identify a wide of ways to reduce the fat, saturated fat, sugar and salt in a recipe. I am of drought and flooding affecting the availability of food in some communities I am aware of the disparity between first and third world countries and their access to safe food and our waste of food. I can suggest ways to minimise I know the science behind how you stabilise an emulsion. I am aware of food products from British and international cuisines and their presentation styles and the variations between traditional and modern recipes. When selecting recipes students explain and justify reasons for choice. I can evaluate how preferences and modify my food accordingly. I can test sensory qualities of a wide range of foods and combinations. I can factor a recipe up or down to adjust the number of portions. I can take a recipe in cups, lbs or oz and convert it to g/ml accurately. I adjust my writing style to reflect the task.
and nutritional values Consistently use a range of tools, equipment, materials and components with precision, to produce a precisely made product that could be sold in a shop. I can make and up a dish with relevant seasonal accompaniments. I know the Basal Metabolic Rate (BMR) and physical activity level (PAL) and their importance in determining energy requirements. waste in my planning. I am aware of the specific effects heating and drying have on the sensory characteristics of milk. Extended writing is well constructed with very good SPaG. Grade 7 I can plan a healthy and varied diet. I can use a wide range of preparation techniques such as stir-frying, steaming and blending. I can make a batch of products with precision. I can change the and aroma of food through the use of infusions, herbs and spices, pastes, jus and reduction. I can change texture and flavour, use browning and I know the main dietary requirements of the different life stages. I understand the implications of dietary excess or deficiency of macro nutrients. I can plan and modify recipes, meals and diets to reflect the nutritional guidelines for a healthy diet. I am aware of the role of anti-oxidants I am aware of food products from British and international cuisines and their equipment and cooking equipment used and their traditional eating patterns. I can examine, carry out sensory analysis and evaluate existing products with their impact on health for existing products that have been modified and fortified. I know and understand factors which may affect food choice such as occasion, cost, lifestyle, preferences, availability, seasonality, income, health, time of day and time available. I can structure paragraphs using PEE(L). I can contribute ideas to develop existing products and communicate these in a variety of ways- written, drawn, spoken.
glazing, add crust, crisp and crumbs. in protecting body cells from damage – in particular vitamins A, C and E. I can use current nutritional information and data (food tables and nutritional software) to calculate energy and nutritional value. When planning recipes and dishes I can out costing of the dishes. I am aware of how to set-up a taste panel under controlled conditions for sensory testing. I am aware of the loss of vitamins through these processes including cooking methods and loss through heating and drying. Confidently explore the needs of others in depth, Different cultures, lifestyle factors, ergonomics, anthropometrics and dietary requirements. Grade 6 I can use electrical equipment safely and independently. I use taste, texture and smell to select ingredients. Select appropriate tools, equipment, techniques and I can analyse the nutritional content of a dish and suggest Confidently explore the needs of others in depth, Different cultures, lifestyle factors, ergonomics, Take into consideration the working properties of equipment and materials. Consistently organise my practical work so that I can carry out Explore the of others, different cultures, lifestyle factors and dietary requirements. I consistently demonstrate high levels of personal, kitchen and food hygiene. I can make targeted to improve to my dishes sensory qualities.
schedule for making using planning tools so that other people can easily follow it, e.g. Gantt charts. I can make an emulsion. I can make a marinade to add flavour and moisture when preparing vegetables, meat, fish and alternatives. I can portion a chicken, fillet a fish, slice evenly and accurately raw and cooked products (including products such as tofu and halloumi). and PoS marketing). I know the difference between mono- and poly- unsaturated fats. I know the percentage of energy intake provided by protein, fat and I know the function, source, DRVs and issues of fluoride, iodine and phosphorus. Know the difference between water soluble (A, D, E, K) and fat soluble (B group 1, 2, 3 &12, C) vitamins and the implications for health. international cuisines and their distinctive features and characteristics of cooking. When preparing recipes and meals consider choice etc. I am aware of the use of discrimination testing (triangle) and grading tests (ranking, rating and profiling). I am aware of secondary processing and how raw primary foods are processed into a food product (flour into bread/pasta, milk into cheese or yoghurt, fruit into jams). the original plan. Select and use a range of evaluation techniques. r
I know the DRVs for fats, proteins, carbs and the major vitamins and minerals. I can plan a balanced meal for specific dietary needs: vegetarian, vegan, coeliac, lactose intolerant and high fibre diets. I know and can apply protein to my meals Grade 5 I can apply heat in a variety of different ways. (conduction, convection and radiation) I can adapt methods of cooking to improve health (grill v fry; bake v roast) I know how the preparation and cooking of food affect the appearance, I know that food and drink contains specific nutrients, water and fibre. I can use nutrition information on food labels to make informed choices. Understand the principles I understand the source, seasonality and characteristics of a broad range of ingredients and could use this to independently plan meal ideas in the future. I am aware of the benefits of purchasing Fairtrade foods. I know the benefits of such programs as Red Take into consideration the working properties of equipment and materials. I know the working characteristics, functional and chemical properties of carbohydrates. Investigate new and emerging Technologies and explain how my ideas/product could be influenced by this. Consider health and cultural, religious and contexts of your intended user. Use my research to inform innovative, functional and appealing product design ideas that respond to the needs of identified users. I can select, use and clean a wide range of kitchen utensils safely Include HACCP in my plan. Understand the procedures for health and safety I can identify specific areas for improvement and development in my work. I can produce a star diagram to communicate a sensory analysis. I can discuss my work using full sentences and economic
colour, flavour, texture, smell and overall palatability of food. I know that food is produced, processed and sold in different ways. I can use finishing techniques effectively. Select appropriate tools, equipment, techniques and processes, including CAM, to produce a detailed step by step plan for my product. Select appropriate preparation, cooking methods and to achieve desired characteristics. Include costing’s and plan a schedule for making using planning tools so that other people can easily follow it, e.g. Gantt charts. Consistently organise my practical work so that I can out the processes accurately. Use a of tools, equipment, of nutrition and health and can apply this to make nutritious products. I understand mandatory information included on food packaging in accordance with current EU and FSA legislation. I know about information such as food provenance and serving suggestions. I can interpret nutritional labelling. Know the effects of of the basic food groups of proteins (HBV & LBV), fats (Sat/Unsat), (starches – poly, sugars – Tractor, Certified Organics amongst others. I know that food is influenced by availability, season, need, cost, where the food is produced, culture and religion. Take into account the properties of materials, explaining why I am them. Analyse existing products to find out how they are made and how they function and use this to inform my own ideas. I will consider how to make my own product simpler or cheaper to produce by considering the functions of different types of materials and components. Review and modify my products to benefit individuals, society, the environment and the community. I take appropriate care with high risk foods. I know the sources of bacterial e-coli, salmonella, listeria and aureus) I can recognise the of food spoilage such as enzymic action (ripening of bananas and browning of fruits), mould growth (cheese and fruits) and yeast action (on grapes, strawbs and toms). paragraphs appropriately. Most SPaG is accurate. I can compile a detailed response, is clearly influenced by my research, showing the relationship between user and design needs. Explain the choices and decisions made in my designs and making of my products. Select and use a range of evaluation techniques.
for example and what they do) I can create a starch based sauce demonstrating gelatinisation for an infused veloute, or béchamel. I can confidently and independently produce a of savoury dishes using different cooking techniques. I know how nutritional needs change through life and how to plan a balanced diet for these. I can modify a recipe to reduce total fat I can portion size and cost when meal planning Know the function and main sources of the basic food groups of proteins (HBV & LBV), fats (Sat/Unsat), (starches – poly, sugars – mono/di, fibre - MSP), minerals (calcium, sodium & iron) and vitamins (A, D, E, K, B group 1, 2, 3 &12, C). occurs to ingredients related to the: rearing, fishing, growing, harvesting and cleaning of raw food material (including the milling of wheat to flour, and the heat treatment of milk – pasteurising, UHT, sterilisesation and Explore the needs of others in depth, Different cultures, needs of users, lifestyle factors and consumer choices.
daily life and in the wider world. Take into account the properties of materials, explaining why I am using them. Identify and modify any design weaknesses. I am competent in using a range of cooking techniques that can be used at home. I can taste and season during the cooking process as well as select and adjust cooking times I can use starch to set a mixture on chilling for layered desserts such as custard. I can create a starch based sauce demonstrating gelatinisation such as: roux, all in one or blended. I understand how starch/liquid ratios affect viscosity. I can use a food pro, pasta machine and microwave choose for a healthy diet (TVP, soya, mycoprotein and tofu). I know there are different needs for different life stages (young children, teenagers, adults and the elderly) I know how to maintain a healthy body weight through life. I can modify a recipe to increase fibre plan meal ideas in the future. I am aware that there is the primary and secondary processing of foods. I can test my product against a set criteria, using this to improve ideas. I am of some sensory testing methods such as paired preference tests and hedonic testing. browning of fruits), oxidation, mould growth (cheese and fruits) and yeast action (on grapes, strawbs and toms). I can control enzymic action through blanching of veg before freezing or use acids to prevent browning I can control growth through pH and water availability. I am aware of high risk foods – high protein and ready to eat (they do not require any further heating or cooking) foods that easily m
I can use a food processor to make pastry. I can produce a of savoury dishes using different cooking techniques such as casseroles and/or tagines and braising. Select appropriate tools, equipment, techniques and processes, including CAM, to produce a step by step plan for my product. support pathogenic bacteria I know the risk to foods from bacterial during production from the people cooking, pests, work surfaces & equipment, foods (meat, poultry, eggs, seafood and vegetables) and waste food and rubbish. Grade 3 I can use a heat source safely. I can spread, knead and bake. I know the difference between the water based methods (steaming, boiling, simmering; blanching; poaching) I know the difference between dry heat and fat I understand the eight tips for healthy eating. Understand how nutrients affect our diet and use this to design and make nutritious products. Understand the principles of nutrition I can name foods that are grown (fruits, vegetables and cereals), reared (meat and poultry) or caught (fish). I am of some environmental issues with food such as organic foods, food waste and Reflect on the properties of the materials used. Take into account the properties of materials. Investigate new and emerging Technologies. Understand the use of microorganisms in food including moulds (cheese), yeasts (breads) and Evaluate my product, considering the user. Take into account the properties of materials. Analyse existing products to find out how they are made and how they function and use this to inform my own I keep myself, equipment, work surfaces and my food safe and Follow health and safety rules. Separate raw and cooked foods and I can write a sentence suggesting one way in which my product can be improved. I can state something new I learnt in each lesson. Analyse existing products to n
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. lost from the body, Know the basic food groups of proteins (HBV & LBV), fats (Sat/Unsat), (starches, sugars, fibre), minerals (calcium, sodium & iron) and vitamins (A, D, E, K, B & C). e-coli, salmonella, listeria and aureus) evaluating against my design task. Grade 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. Use tools, equipment and materials to make a product. 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 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. n
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 ingredients from the Eatwell Guide and can use this to cooking choices. Select appropriate tools, equipment and processes to produce a simple step by step plan. 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. Grade 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. CREATIVE TECHNOLOGY – RESISTANT MATERIALS
Grade A01 Identify, investigate and outline design possibilities to address needs and wants A02 Design and make prototypes that are fit for purpose A03 Analyse and evaluate: design decisions and outcomes, including for prototypes made by themselves and others wider issues in design and technology A04 Demonstrate and apply knowledge and understanding of: technical principles designing and making principles Grade 9 I identify and explore my own innovative design problems working confidently within a range of domestic, local and industrial contexts, such as the home, health, leisure, culture, engineering, manufacturing, construction, energy and agriculture. I can carry out analysis and resolve design conflict. I manage compromise resolving criteria clashes whilst retaining focus. Effectively, I specify needs, requirements, opportunities Creatively, innovatively and coherently I can respond to the specification, additionally using CAD and related software packages to validate my designs in advance of manufacture and mathematical modeling to indicate likely performance before using physical materials and components, for instance when developing circuits or gearing systems. I can take creative risks and decide which design criteria clash and which should take priority. My testing is fully recorded and dynamically I carry out on-going analysis, testing, evaluation and refinement against myr specification, fully considering and engaging users results in excellent progression of future design developments and final prototype/s. I am thorough when reporting on further modifications required to improve performance, including in relation to life cycle analysis, consumption, positive and negative impacts on the wider world, new and emerging technologies and the concept of, ‘cradle to grave’ and the circular economy. I can produce thorough technical information, using digital applications where appropriate, offering effective information for another user. Additionally I can undertake and apply detailed risks assessments. I can work independently, flexibly and accurately making multiple justified modifications. I fully exploit CAD/CAM and swiftly develop new skills as required, my work is demanding and complex resulting in a final prototype(s) that fully responds to user requirements and has good market potential.
and constraints, which subsequently fully influence my design developments. advances design developments. Grade 8 I identify and explore my own design problems. I gather valuable broad based, multi medium research, additionally considering environmental, cost, safety and maintenance issues and analysing where human values may conflict and compromise has to be achieved. I can reformulate design problems, resolve criteria clashes and clarify hierarchies. Competently, I specify needs, requirements, opportunities and constraints, which subsequently influence my design developments. Imaginatively I can respond to the specification, additionally using a variety of approaches, for example biomimicry and user-centred design, to generate creative, innovative, functional and appealing products that respond to a variety of situations and avoid design fixation. I take creative risks when making design decisions and decide which design criteria clash and determine, which should take priority. I carry out regular testing successfully which advances design developments that are Regularly I can test, evaluate and refine my ideas and products against my specification, considering intended users and other interested groups, ensuring good progression to future design developments and final prototype/s. I can reports well on further modifications required to improve performance, including in relation to life cycle analysis, positive and negative impacts, new and emerging technologies and the concept of, ‘cradle to grave’. I can produce accurate spreadsheets that consider cost savings and detailed, technical/production plans, with timeframes, that communicate well to a third party. I can work independently, flexibly, accurately and safely with a broad range of resources, exploiting CAD/CAM, developing new skills as required. I undertake demanding and complex work incorporating multiple, justified modifications. My final prototype(s) meet user requirements and have market potential.
authentically recorded. Grade 7 Additionally, I identify and explore my own design problems and further consider the influence of a of lifestyle factors and consumer choices. I am confident in investigating, obtaining, generating, analysing and managing relevant, creative and pertinent research. I develop detailed design specifications that positively guide and influence my developed design ideas. Imaginatively, I can respond to the specification, additionally using a variety of approaches, for example biomimicry and user-centred design, to generate creative ideas and avoid focussing on only one design. I can further consider ergonomics and anthropometrics and demonstrate good thinking and problem solving techniques and on-going testing to successfully advance design development and design solutions offering evidence of step by step progress. I can select appropriate methods to periodically evaluate my products in use aga7inst their specification, actively involving users in the process. Subsequently I incorporate appropriate judgements/modifications that offer sound progression to future design developments and the final prototype. I can produce competent end reports stating two+ modifications to improve performance that consider at least two of the following; life cycle analysis, positive and negative impacts, new and emerging technologies and the concept of, ‘cradle to grave’. My design solutions and illustrated technical information offer competent communication to another user. I can apply and explain the benefits of CAD/CAM. I can justify material, equipment and process selection, working safely and accurately with a broad range of manufacturing and finishing techniques, I can recognise the need to develop new skills and adapt to changing circumstances. My final prototype(s) reflect user requirements and offer reasonable market potential. Grade 6 I can gather valuable information when carrying out research that is labelled I am able to respond to the specification, additionally considering ergonomics and With guidance I can periodically test and evaluate my designs in use and against their specification and the views of users and I can With little support I can communicate technical detail, sequences and I can schedule
with the needs (of the user), look/style, construction, health/wellbeing, cultural, religious factors and function of products I can reformulate design problems and appropriately analyse and signify the importance of primary and secondary research. Competently, I create a specification showing requirements, opportunities and constraints. I ensure that these influence my designs when developing them further. anthropometrics and sound thinking and problem solving techniques that progress design development. I am able to combine ideas, develop creative and thorough annotated ideas and designs via a range of 2D & 3D sketching, technical, CAD drawing and modelling as well as using physical modelling, including CAM, to explore and produce successfully advance solutions. make adequate judgements on future design developments. With guidance I can produce reports on my findings and identify more than one modification to improve performance. When I am encouraged to evaluate existing products and my own prototypes, I can reflect on and reasonably respond to life cycle analysis, positive and negative impacts, new and emerging technologies and the concept of, ‘cradle to grave’. work covering most steps and provide costings.I can utilise material properties and personally select and use equipment, tools and processes to mark out, manufacture and apply finishes, with reasonable accuracy. I can use at least three joining techniques, am aware of the benefits to quality, scales of production and accuracy of CAD/CAM, I work safely and undertake simple risk assessments.My final prototype fairly reflects user requirements and market potential. Grade 5 I can gather valuable information when carrying out research that is labelled with the needs (of the user), look/style, construction, health/wellbeing, cultural, I am able to respond to the specification, additionally considering ergonomics and anthropometrics and thinking and problem solving techniques that progress With guidance I can periodically test and evaluate my designs in use and against their specification and the views of users and I can make adequate judgements on future design developments. With guidance I can produce reports on my findings and identify With little support I can communicate technical detail, sequences and I can schedule work covering most steps and provide costings.I can utilise material properties and
religious factors and function of products I can reformulate design problems and appropriately analyse and signify the importance of primary and secondary research. Competently, I create a specification showing requirements, opportunities and constraints. I ensure that these influence my designs when developing them further. design development. I am able to combine ideas, develop creative and thorough annotated ideas and designs via a range of 2D & 3D sketching, technical, CAD drawing and modelling as well as using physical modelling, including CAM, to explore and produce successfully advance solutions. more than one modification to improve performance. When I am encouraged to evaluate existing products and my own prototypes, I can reflect on and reasonably respond to life cycle analysis, positive and negative impacts, new and emerging technologies and the concept of, ‘cradle to grave’. personally select and use equipment, tools and processes to mark out, manufacture and apply finishes, with reasonable accuracy. I can use at least three joining techniques, am aware of the benefits to quality, scales of production and accuracy of CAD/CAM, I work safely and undertake simple risk assessments.My final prototype fairly reflects user requirements and market potential. Grade 4 I can gather suitable information when carrying out research that is labelled with the needs (of the user), look/style, construction and function of products I will analyse professional practice, investigate and disassemble familiar and When instructed and supported I can demonstrate a level of thinking and problem solving, appropriate to the stage of development that adequately responds to specification, considering functionality, aesthetics and I can use different methods to predominantly test and evaluate my products in use and against my specification. With encouragement I can consider the views of users. With structured prompts I can produce short reports on my findings adequately identifying some improvements, modifications and refinements. When evaluating existing products and my own .With support I can communicate adequate technical detail, I can put in order work covering most steps and add costings. I can recognise material properties and with moderate guidance select and use equipment, tools and processes to mark out, manufacture and apply finishes, with passable accuracy.
unfamiliar products. I communicate information indicating significance, providing some evidence of analysis. Adequately, I create a specification showing requirements, opportunities and constraints. I ensure that these have some influence developing my designs further. context. I can develop satisfactory annotated ideas and designs experimenting with a range of 2D & 3D sketching, technical, CAD drawing and modelling as well as using physical modelling, including CAM, to explore and produce reasonably advance solutions. prototypes, with full support, I can reflect on and partially respond to life cycle analysis, positive and negative impacts, new and emerging technologies and the concept of, ‘cradle to grave’. I can use two+ joining techniques, am aware of the benefits of CAD/CAM, work safely and show some awareness of risk. My final prototype(s) fairly reflects user requirements and reasonably developed market potential. Grade 3 I can gather suitable information when carrying out research that is labelled with the needs (of the user), look/style, construction and function of products I will analyse professional practice, investigate and disassemble familiar and unfamiliar products. I communicate information indicating significance, When instructed and supported I can demonstrate a level of thinking and problem solving, appropriate to the stage of development that adequately responds to specification, considering functionality, aesthetics and context. I can develop satisfactory annotated ideas and designs experimenting With given templates, I can test and evaluate my product, in use, against my specification. With structured prompts, I will consider the views of users and record their findings listing limited improvements, modifications or refinements. When exploring existing products and my own prototypes, with full support and structured resources, I will respond to life cycle analysis, positive and negative impacts, new and emerging technologies and the concept of, ‘cradle to grave’ With support I can communicate adequate technical detail, I can put in work covering most steps and add costings. I can recognise material properties and with moderate guidance select and use equipment, tools and processes to mark out, manufacture and apply finishes, with passable accuracy. I can use two+ joining techniques, am aware of the benefits of CAD/CAM, work safely and show
specification showing needs, requirements, opportunities and constraints. I ensure that these have some influence developing my designs further to explore basic solutions. Grade 1 I can gather limited information when carrying out research that is labelled with the needs (of the user), look/style, construction and function of products I can show minimal analysis to explain what I have out from the research.With assistance, I create a specification that will have some influence help me develop my designs further I require instruction and support to respond to some aspects of the specification. I can develop simple ideas and designs using a/few of the following; sketching, technical and CAD drawing and physical modelling, including CAM, to explore basic responses. With given templates, I test and/or evaluate my product against my specification. With structured prompts I will collect the view of a user. I can consider an improvement or modification. When I am made aware of broader factors that affect design and I challenge them, I can see the impact on my own prototype/s. With support such as structured resources, I practise communicating technical detail. With close monitoring I can select and use equipment, tools and processes with limited accuracy. My final prototype(s) fulfils a user requirement. ENGLISH READING
AO1 Identify and interpret explicit and implicit information and ideas Select and synthesise evidence from different 10% AO2 Explain, on and analyse how writers use language and to achieve effects and influence readers, using relevant subject to support their views 17.5% AO3 Compare writers’ ideas and as well as how these are across two or more texts 10% AO4 texts and support this with textual 12.5% 9 Shows a comprehensive understanding of subtle differences and similarities between texts. Shows detailed and perceptive of language Offers readings of how a writer uses language. Shows a detailed of the differences between the ideas and how are used to ideas and range of from texts. Critically evaluates the text in a detailed and original way Offers judicious examples from the text to explain views Analyses effects of a of writer’s choices Grade 8 Responses to are concise and precise Offers perceptive and considered interpretation of different texts flair in ideas and refers in detail to aspects of language, structure and highly original within and between texts. and a of from both texts and and and of Grade 7 Shows a detailed understanding of differences Offers perceptive interpretation of both texts Synthesises evidence between texts Analyses the different effects of the writer’s choices of language Uses subject Precise and analysis of how used to the overall effect. in a Selects and a range Selects a range of to validate views Explores different meanings and of a text. conveyed
of from both texts Grade 6 Shows an assured understanding of differences between the texts Demonstrates clear connections between texts Connections are made between insights Selects pertinent quotations/references from both texts to support response. clear of language Clearly explains the effects of the writer’s choices of language a range of Uses an of how the language used to Shows a clear of the ideas and Compares ideas and in a clear and relevant way in detail, how are used to convey ideas and Selects to from Shows a clear of between the ideas and ideas and in a clear and relevant way explains how methods are used to convey and y
the overall effect. both texts to Grade 5 Begins to imaginatively interpret both texts Selects appropriate quotations/references from both texts to support response Shows a sustained understanding of differences between the texts Shows clear of language Clearly explains the effects of the writer’s choices of language Selects a range of relevant Uses subject an of how the Shows a clear of the ideas and Compares ideas and perspectives in a clear way how are used to ideas and Shows a detailed of differences between the ideas and perspectives ideas and in a clear and relevant way Explains clearly how are used to convey and accurate y
Simple references or textual details from one or both Students in this band will not have offered any differences Nothing to reward No comments offered on the use of language Nothing to reward No ideas offered about the differences Nothing to reward No relevant comments offered in response to the statement, no impressions, no evaluation ENGLISH WRITING AO5 Communicate clearly, effectively and imaginatively, selecting and adapting tone, style and register for different forms, purposes and audiences Organise information and ideas, using structural and grammatical features to support coherence and cohesion of texts 30% AO6 must use a range of and sentence for clarity, purpose and effect, with accurate spelling and 20% Content Punctuation, Grammar, Spelling and Vocabulary
9 is and Style and register assuredly matched to purpose, form and audience. Tone is consciously subtle and increasingly abstract. Extensive and ambitious with sustained crafting of linguistic devices Highly structured and developed writing, a range of integrated and complex ideas Fluently linked with discourse markers Varied and inventive use of structural features. is and Makes use of a full range of apt sentence forms for effect High level of accuracy in spelling, including ambitious 8 is convincing and absorbing Tone, style and and Wide range of is y y
with of crafting of devices use of paragraphs with integrated discourse markers Varied and effective structural features Extensive and ambitious use of vocabulary 6 is consistently clear and effective Tone, style and register is to form and Increasingly vocabulary and phrasing, chosen for effect with a of appropriate linguistic devices a Sentence demarcation is mostly secure and mostly accurate Uses a variety of sentence forms for effect Generally accurate spelling, including complex and irregular words c
reliably clear and range of connected ideas Usually with range of use of vocabulary Tone, style and register generally matched to purpose, and audience Vocabulary clearly chosen for effect and successful use of linguistic devices Usually effective use of structural features Mostly uses English with mostly Range of is used, mostly with success.
Some use of structural features Grade 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 to in with some not Attempts to use structural features Some control of a of Some use of Standard English with some control of agreement Varied use of vocabulary Grade 1 One or two relevant ideas, simply linked Random paragraph structure Evidence of simple structural features One or two unlinked ideas No paragraphs Limited or no evidence of structural features One or two relevant ideas, simply linked Random paragraph structure Evidence of simple Occasional use of sentence Some evidence of conscious n
abridged) covering a wide range of contemporary and cultural themes, including abstract material, different types of spoken language, multiple tenses, complex grammatical structures (including some grammar up to and including the 12th Step) and a range of uncommon vocabulary spoken clearly. creatively and with the appropriate register. Use a very wide range of uncommon vocabulary and complete grammar structures listed in Grade 9 of the grammar section. Interact naturally with the pronunciation and intonation that a native speaker would recognise. newspaper articles, factual information) containing multiple tenses, complex grammatical tenses and structures (including some grammar up to and including Grade 9) and unfamiliar material. Recognise implicit meaning, including literary texts. Translate into English, accurately with isolated errors. pluperfect) and complex grammatical structures (including some grammar up to and including Grade 9) with secure control. Translate into the target language. Linguistic structures are throughout and errors are isolated. Grade 8 Demonstrate understanding of longer extracts for different audiences and Uses a wide of appropriate vocabulary and structures, including Demonstrate understanding of longer passages for different audiences and Translate into the target language a passage containing a of complex
using different registers, covering a variety of cultural and contemporary themes. Some ideas may be abstract and vocabulary unknown. Translate more complex passages accurately into English. complex lexical items and consistently competent use of different tenses. Use pronunciation and intonation which are consistently accurate. using different registers. Translate more complex texts accurately into English. language structures (including some grammar up to and including Grade 9). Use a variety a grammatical structures and less common tenses mostly accurately. Meaning is clear. Manipulate language to produce longer sentences of mainly fluent writing. Grade 7 Demonstrate understanding of longer texts, (including short extracts from literature), which include a combination of different tenses, opinions and some more complex sentences. Communicates comprehensive and detailed information related to visual/topic stimulus. Deals confidently with unknown words or unexpected responses and takes the initiative. Uses a wide range of appropriate Demonstrate understanding of longer texts, (including short extracts from literature), which include a combination of different tenses, opinions and some more complex Link sentences and paragraphs, structure ideas and adapt previously learned language. Translate short, simple passages into the target language using mostly accurate grammar, spelling, accents and punctuation..Use
Use reference materials to understand unfamiliar language and to translate simple passages accurately into English. vocabulary and structures. Use pronunciation and intonation which are generally good.. Very little or no hesitation. sentences. Use reference materials to understand unfamiliar language and to translate simple passages accurately into English. a wide variety of relevant language including some complex structures with a range of tenses. Generally accurate language, spellings and verb forms mostly accurate. Clear ability to narrate, describe and express detailed opinions. Grade 6 Demonstrate understanding of texts which include different tenses, opinions and some unfamiliar, as well as familiar, language. Begin to read and understand simple Initiate and develop conversations. Discuss personal and topical matters relevant to teenagers (e.g. healthy eating, future job plans). Apply knowledge of grammar in new contexts. Demonstrate understanding of texts which include different tenses, opinions and some unfamiliar, as well as familiar, language. Begin to read and understand simple Write longer texts on personal and topical matters relevant to teenagers (e.g. sport and fitness, social media). Use a bilingual dictionary to look up new words. Translate short passages into the target
English with increasing accuracy. attention to the use of tenses. 4 Demonstrate understanding of texts which include opinions and three tenses used together: the present, the perfect and the near future. Read short authentic texts (e.g. adverts, information leaflets). Translate short passages into English, paying particular attention to the use of tenses. Take part in conversation on a range of topics, expressing opinions and giving reasons. Demonstrate spontaneity by asking some unsolicited questions. Refer to past events or future plans, as well as the present. Use increasingly accurate pronunciation and intonation. Demonstrate understanding of main points, opinions and some detail in short written texts. Begin to read and understand simple poems, songs and short authentic texts (e.g. menus, short adverts). Start to use a bilingual dictionary or glossary to look up unfamiliar words. Translate sentences into English. Write short texts giving and seeking information and opinions, referring to past events or future plans as well as the present. Translate short sentences into the target language, using a bilingual dictionary to improve accuracy. Some mistakes, but meaning is clear. Grade 3 Demonstrate understanding of main points, Take part in simple conversations, referring to Demonstrate understanding of main points, Write short texts using mainly memorised
opinions and some detail in short written texts. Begin to read and understand simple poems, songs and short authentic texts (e.g. menus, short adverts). Start to use a bilingual dictionary or glossary to look up unfamiliar words. Translate sentences into English the present or the future. Express opinions and give simple reasons. Give short prepared talks. Begin to speak spontaneously (e.g. by giving an unsolicited opinion). opinions and some detail in short written texts. Begin to read and understand simple poems, songs and short authentic texts (e.g. menus, short adverts). Start to use a bilingual dictionary or glossary to look up unfamiliar words. Translate sentences into English. language, referring to the present or the future. Express opinions and give simple reasons. Translate simple sentences into the target language. Use a bilingual dictionary or glossary to check grammar, spelling and accents. Grade 2 Demonstrate understanding of main points and opinions from short passages using familiar language. Transcribe familiar words. Ask and answer simple questions. Express simple opinions. Take part in brief prepared tasks, using short phrases, mainly from memory. Demonstrate understanding of main points and opinions in short texts using familiar language. Translate words and short phrases into English. Write several short sentences with support and express simple opinions. Translate familiar words and short phrases into the target language. Spelling, accents,
grammar and punctuation may not be totally accurate, but the meaning is clear. Grade 1a Demonstrate understanding of a range of familiar phrases and opinions, spoken clearly. Answer simple questions. Give basic information and opinions, using set phrases. Begin to show awareness of sound patterns. Demonstrate understanding of a range of familiar written phrases and opinions. Match sound to print by reading aloud words and phrases. Write a few short sentences (including simple opinions), following a model. Write some familiar words from memory. Spelling and accents may not be accurate, but the meaning is clear. Grade 1c Demonstrate understanding of familiar words and phrases, spoken clearly and repeated, if necessary. Say single words and short phrases with support. Imitate a model of correct pronunciation and intonation. Demonstrate understanding of familiar words and phrases. Read them aloud. Write or copy simple words correctly. Label items. Complete short phrases or sentences. Note: Listening, reading and speaking strands are the same for all languages. Only the grammar (writing) strand varies.
Grade Cause and Change and Continuity Evidence Knowledge 9 Construct an analytical explanation that is at the specific question asked. There is a clear argument that is coherent and logically structured. Accurate knowledge is precisely selected to support the argument. Contextual knowledge of the period or country studied is evident throughout the answer. Explain how an event may have different depending and to explain the way in which use change and as that will identify changes as being Confident in using the language of change. Excellent contextual of the period studied. that can Make use of a range of different sources to reach based on valid criteria for a specific enquiry or for a use. Use both the content and (NOP) of the sources to support of utility and Excellent contextual knowledge is used to analyse sources and apply criteria for judgements. Ask valid Confidently handle different interpretations with skill. Identify the different evidence and arguments used by creators. Make judgements based on clear criteria. Apply specific contextual knowledge of more than one period (i.e. the period in which the interpretation is created and the period that it refers to) in order to support a judgement. new by showing specific of period and place. Establish a sense of period by key features and use own research to fill in gaps in Show a good of where it is to generalise and where it is necessary to highlight similarity and difference in the past. is historically accurate, causal reliability
structure on focus and scale (e.g. or An argument is sustained throughout the answer. change on and select a range of sources in order to carry out a source enquiry. relevant and Linking language with terms to show deeper historical Writing is coherent and logically They have an excellent of relevant Select, and deploy with accurate and relevant that shows an excellent of the question asked. question
Grade 8 Construct an analytical explanation that is directed mainly at the asked. Use mostly accurate and relevant knowledge of the period to support arguments. is strong, and a sustained argument is becoming apparent. Use of own knowledge is precise and used with some care. change and continuity include different lines of Analyse the pace, extent and direction of change. The used show a good of the whole period being studied. Good linking of examples. Good use of Explain why changes and are seen as significant and begin to describe how this has changed Make about the utility of sources by using mostly valid criteria. Make precise use of source content and use (NOP) depending on the source and nature of the enquiry. Good contextual is mostly used to validate the criteria and comments made, although this may not appear all of the time. Ask valid historical questions and begin to use the Analyse different to comment on the evidence and arguments used by creators. Judgements on the validity of the use mostly clear and relevant criteria. contextual knowledge used to support a judgement, although it may not be fully sustained. An appreciation of both the period when the was created as well as the period that it refers to. Starting to move beyond just explaining what happened in the past and gaining a of “period”. Make and discuss features of and across periods Relevant is used and Linking language with terms to show deeper accurate causal
over time. selected sources to pursue an enquiry. Writing is analytical and mostly coherent in structure. They have a good of relevant concepts (e.g. focus on causation, change). Select accurate and relevant that shows a good of the question asked. Grade 7 Construct a argument which shows analysis of a number of features. Argument is supported with knowledge that is mostly relevant to the question asked. Describe how lines of often interact with each other, pulling in different directions and affecting the pace, extent and direction of change. Make about the utility of sources for a specified enquiry. Select criteria for making a judgement on sources. Starting to use both the content Understand that are based on evidence and opinions. Use valid criteria to distinguish the relative validity of Support judgements using mostly relevant contextual in new and to prior Confident in talking about key features of a period. understand
Argument is mostly organised, but possibly not fully sustained. Confident use knowledge to support the answer. Explain the of an event by analysing period features Appreciate that some actions or causes may have unintended in history. are and linked with examples of causes. an of why changes and are within the period studied. and (NOP) of sources and mostly use these when making Good contextual is used to support some Ask valid historical questions of sources and explain why certain sources should be used to pursue an enquiry. knowledge. Tends to talk about one of the features of an rather than a range. Attempts an overall judgement using relevant criteria when evaluating an of why historians need to make uses and and period Writing analysis and some within a mostly planned Select relevant knowledge that is mostly accurate and shows a sound of the question asked. understand understand
Grade 6 Use to construct a argument, although may not be fully relevant to the asked. Some attempt to organise answers. Starting to form an argument in some sections of an answer. Starting to place of causes in a wider of the period or country studied. Select some examples of change over a long period of time to support a simple argument about change and continuity or Examples will tend to be separate and fixed (e.g. the beginning, middle and end of the period studied) and relatively simplistic. Starting to make about sources and how they can be used for a specified enquiry. Support by using precise content from sources and backing it up with sound Starting to consider nature, origin and purpose (NOP) in Can ask historical source questions and can describe the of sources which would be useful. Explain the key features of an including how and why it has been constructed. Make a case for or against an and use some relevant contextual knowledge to support an evaluation. Judgements tend to be assertive and lack clear justification. to about the past to about the past using of the period. Starting to appreciate that different people had different ideas at different times. Historical vocabulary, including new words, is used Vocabulary is often adapted depending on the period or country comment
being studied. Writing often shows some sound analysis and an of some relevant historical concepts. Writing may show some evidence of logical planning, but there is no overall coherence. Select relevant that has some links with the topic and the question. Grade 5 Explain why an happened using historical knowledge. Identify particular causes or groups of causes as important. Using the language of change with to begin to explain why some changes are seen as between ideas of utility and reliability. Support on sources by using source content and Explain how and why an may have been constructed using simple points relating to purpose, viewpoint, background, source availability Building an overall picture by beginning to use both ‘facts’ and historical ideas. Comment on simple understand
comment to select to points. Explain why events had certain and begin to recognise that one cause may have many Simple of how causes and connect. on Explain of in which changes work in the same direction or pull in different Limited linking of different lines of (e.g. religious, political, economic) to each other. by the of a source. Draw limited from ideas of nature, origin and purpose (NOP). Use of the period studied to support historical questions, but limited ability to follow them up. and selection. Understand that can be for validity, but may not be sure how to do this. ideas of similarity and difference in the past in broad terms (e.g. rich and poor, male and female). Routinely use historical vocabulary and approach new vocabulary with confidence. Vocabulary is sometimes adapted depending on the period or country being studied. Writing attempts to show analysis and some of the relevant historical concept (e.g. constructing a narrative of a cause), but can be unfocused and/ or lacking in logic.
Limited linking of sources. but this may lack detail and/or relevance. MATHS Our programme of study in Years 7-9 is based on a model of progression which is part of a wider picture. It is designed to be used according to the prior attainment of students at primary school and work covered aims to build on gaps in knowledge against key skills. We have decided to use the word 'stage' to organise these pathways as it is the language used in the National Curriculum extract: "The expectation is that the majority of pupils will move through the programmes of study at broadly the same pace. However, decisions about when to progress should always be based on the security of pupils’ understanding and their readiness to progress to the next stage. Pupils who grasp concepts rapidly should be challenged through being offered rich and sophisticated problems before any acceleration through new content. Those who are not sufficiently fluent with earlier material should consolidate their understanding, including through additional practice, before moving on.". Numbers and The Number System Stage 4a Stage 5a Stage 6a Stage 7a 8a 9 10 Work with numbers less than 10 000; Understand and use 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 numbers, prime factors and composite numbers establish whether a number up to 100 is prime and recall prime numbers up to 19 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 10 000 000 and determine the value of each digit use negative numbers in context, and 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 specified number of decimal places or significant figures) interpret standard form A × 10n, where 1 ≤ A < 10 and is an integer
identify 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 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 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 right-angled triangles in two dimensional figures Calculating: Addition and Subtraction Stage 4d Stage 5c Stage 6 7 Stage 8 Stage 9 10 find 1000 more or less than a number 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 two-step problems in contexts, deciding which operations and methods to use and why add and subtract numbers mentally 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 multi-step problems in contexts, deciding which operations and methods to use and why Calculating: Multiplying and Dividing 4e Stage 5d 6c Stage 7 Stage 8 Stage 9 Stage 10 recall multiplication and division facts for multiply and divide numbers mentally divide numbers up to 4 digits by a whole
multiplication tables up to 12 × 12 recognise and use factor 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, including: multiplying by 0 and 1; dividing by 1; multiplying together three numbers multiply two-digit and three-digit numbers by a one-digit 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 objects are connected to objects 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 numbers divide numbers up to 4 digits by a one-digit number using the formal written 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 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 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 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, and convert time between analogue and digital 12- and 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 in £ and pence complete, read and interpret information in tables, including timetables Exploring FDP Stage 4g Stage 5h Stage 6g Stage 7g 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 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 three decimal places recognise the per cent symbol (%) and understand that per cent relates to ‘number of parts per hundred’, and write percentages as a fraction with denominator 100, and as a decimal 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, including in different contexts express one quantity as a fraction of another, 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
Visualising and Constructing 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 simple 3-D 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 rotation symmetries use the standard conventions for labelling and referring to the sides and angles of triangles draw diagrams from written measure line segments and angles in geometric figures, including interpreting maps and drawings and use of bearings identify, describe and construct similar shapes, including on coordinate axes, by considering enlargement interpret plans and elevations of 3D shapes use scale factors, scale diagrams and maps use the standard 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) 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 and elevations of 3D shapes Pattern Sniffing Stage 4 Stage 5i 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 rule generate terms of a sequence from either a term-to-term or a position-to-term 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 is an integer, and 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 calculate with and with integer indices estimate powers and roots of any given positive number
solve addition and subtraction multi-step problems in contexts, deciding which operations and methods to use and why multiply multi-digit numbers up to 4 digits by a two-digit whole number using the formal written method of long multiplication solve problems involving addition, subtraction and multiplication use their knowledge of the order of operations to carry out calculations numbers, and when calculating with decimals) the four operations, including formal written methods, to integers and decimals use conventional notation for priority of operations, including brackets recognise and use relationships between operations, including inverse operations (e.g. cancellation to simplify calculations and expressions) calculate with standard form A × 10n, 1 ≤ A < 10 and is an integer use inequality notation to specify simple error intervals due to truncation or rounding apply and interpret limits of accuracy calculate with and with integer and fractional indices calculate exactly with surds apply and interpret limits of accuracy, including upper and lower bounds Algebraic Proficiency: Using Formulae Stage 4 5 Stage 6f Stage 7 8 Stage 9 Stage 10 use simple formulae convert between miles and kilometres Proportional Reasoning 4 Stage 5 Stage 6h Stage 7h Stage 8g Stage 9d 10f solve problems involving the relative sizes of two quantities where missing values can be found by using integer multiplication and division facts solve problems involving similar shapes where the scale factor is known or can be found problems involving unequal sharing and grouping using use ratio notation, including reduction to simplest form divide a given quantity into two parts in a given part:part or part:whole ratio express the division of a quantity into two as a ratio; apply ratio to real contexts and problems (such as those involving conversion, comparison, scaling, mixing, concentrations) identify and work with fractions in ratio problems solve problems involving direct and inverse proportion including graphical and algebraic representations the concepts of congruence and similarity, including the relationships between lengths in similar figures change freely between compound (e.g. interpret equations that describe direct and inverse proportion recognise and interpret graphs that illustrate direct and inverse proportion understand that X is inversely proportional to Y is equivalent to X is proportional to 1/Y
knowledge of fractions and multiples 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 (e.g. speed, rates of pay, prices) in numerical contexts relate ratios to fractions and to linear functions density, pressure) in numerical and algebraic contexts use compound units such as density and pressure Solving Equations and Inequalities Stage 4 Stage 5 Stage 6m Stage 7m Stage 8k Stage 9f Stage 9j 10c Stage 10h 10m enumerate possibilities of combinations of two variables express missing number problems algebraically find pairs of numbers that satisfy an equation with two unknowns recognise and use relationships between operations, including inverse operations (e.g. cancellation to simplify calculations and expressions) solve linear equations in one unknown algebraically solve linear equations with the unknown on both sides of the equation find approximate solutions to linear equations using a graph and use the concepts and vocabulary of inequalities solve linear inequalities in one variable represent the solution set to an inequality on a number line solve, in simple cases, two linear simultaneous equations in two variables algebraically derive an equation (or two simultaneous equations), solve the equation(s) and interpret the solution find approximate solutions to simultaneous equations using a graph find approximate solutions to equations numerically iteration solve two linear simultaneous equations in two variables algebraically solve linear inequalities in two variables represent the solution set to an inequality using set notation and on a graph solve quadratic equations algebraically by factorising solve quadratic equations (including those that require rearrangement) algebraically by factorising find approximate solutions to quadratic equations using a graph deduce roots of quadratic functions algebraically
Measuring Data 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 interpret, analyse and compare the distributions of data sets from univariate empirical distributions through appropriate measures of central tendency (median, mean, mode and class) and spread (range, including consideration of outliers) apply statistics to describe a population Algebraic Proficiency: tinkering 4 5 6 Stage 7f Stage 8e 9c Stage 10e 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 + + 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 and multiplying a single term over a bracket where appropriate, interpret simple expressions as functions with inputs and outputs use and interpret algebraic notation, including: a²b in 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 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 + 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 +
substitute numerical values into formulae and expressions use conventional notation for priority of operations, including brackets Understanding Risk Stage 4 5 Stage 6 7 Stage 8d Stage 8n Stage 9k Stage 10n relate relative expected frequencies to theoretical probability, using appropriate language and the 0 - 1 probability scale record describe and analyse the frequency of outcomes of probability experiments using tables construct theoretical possibility spaces for single experiments with equally likely outcomes and use these to calculate theoretical probabilities apply the property that the probabilities of an exhaustive set of outcomes sum to one apply systematic listing strategies record describe and analyse the frequency of outcomes of probability experiments using frequency trees enumerate sets and combinations of sets systematically, using tables, grids and Venn diagrams construct theoretical possibility spaces for combined experiments with equally likely outcomes and use these to calculate theoretical probabilities apply ideas of randomness, fairness and equally likely events to calculate expected outcomes of multiple future experiments calculate the probability of independent and dependent combined events, including using tree diagrams and other representations, and know the underlying assumptions enumerate sets and combinations of sets systematically, using tree diagrams understand that empirical unbiased samples tend towards theoretical probability distributions, with increasing sample size systematic listing strategies including use of the product rule for counting calculate and interpret conditional probabilities through representation expected frequencies with two-way tables, tree diagrams and Venn diagrams. Algebraic Proficiency: visualising Stage 4 Stage 5 6 Stage 7 Stage 8m Stage 9i Stage 10k Stage 10p plot graphs of equations that correspond to straight-line graphs in the coordinate identify and interpret gradients and intercepts of linear functions algebraically plot and interpret graphs (including exponential graphs) and graphs of non-standard functions in real contexts, to use the form = mx + c to identify perpendicular lines
identify and interpret gradients and intercepts of linear functions graphically recognise, sketch and interpret graphs of linear functions and simple quadratic functions plot and interpret graphs and graphs of non-standard (piece-wise linear) functions in real contexts, to find approximate solutions to problems such as simple kinematic problems involving distance and speed use the form = mx + c to identify parallel lines find the equation of the line through two given points, or through one point with a given gradient interpret the gradient of a straight line graph as a rate of change recognise, sketch and interpret graphs of quadratic functions recognise, sketch and interpret graphs of simple cubic functions and the reciprocal function = 1/x with x ≠ 0 plot and interpret graphs (including reciprocal graphs) and graphs of functions in real contexts, to find approximate solutions to problems such as simple kinematic problems involving distance, speed and acceleration find approximate solutions to problems such as simple kinematic problems involving distance, speed and acceleration calculate or estimate gradients of graphs and areas under graphs (including quadratic and other non-linear graphs), and interpret results in cases such as distance-time graphs, velocity-time graphs and graphs in financial contexts interpret the gradient at a point on a curve as the instantaneous rate of change identify and interpret intercepts, turning points of quadratic functions graphically recognise and use the equation of a circle with centre at the origin find the equation of a tangent to a circle at a given point Conjecturing Stage 4 Stage 5 Stage 6 Stage 7 8 Stage 9h Stage 10j use the basic congruence criteria for triangles (SSS, SAS, ASA, RHS) apply angle facts, triangle congruence, similarity and properties of quadrilaterals to conjecture and derive results about angles and sides, including Pythagoras’ Theorem and the fact that the base angles of an isosceles triangle are equal, and use known results to obtain simple proofs apply and prove the standard circle theorems concerning angles, radii, tangents and chords, and use them to prove related results Analysing Statistics Stage 4 Stage 5 Stage 6 Stage 7 Stage 8 9 Stage 10o infer properties of populations or distributions from a sample, whilst knowing the limitations of sampling
intonation and/or fluency. and devices effectively so they are used consistently in the composition. tonality, syncopation and other techniques within a piece of music. I can make some judgements on my own work and other people’s work. Grade 5 I can perform mostly accurately with occasional slips in pitch, rhythm, intonation and/or fluency. I can competently demonstrate the ability to use techniques and devices effectively so they are used throughout my composition. I can listen to a piece of music with increasing discrimination regarding devices and techniques within a piece of music. I can demonstrate appropriate use of music vocabulary. I can express and justify my opinion music vocabulary. Grade 6 I can perform generally accurately with regards to pitch, rhythm, intonation and fluency. I can competently demonstrate the ability to use techniques and devices effectively so they are used consistently in my composition. I can discriminate between the use of musical devices and techniques within a piece of music. I can demonstrate good use of vocabulary with confidence. I can make informed judgements on my own work and people’s work.
Grade 7 I can perform with high levels accuracy, pitch, rhythm, intonation and fluency. I can competently demonstrate the ability to use techniques and devices effectively so they are used to develop my piece. I can confidently analyse and the use of musical devices and techniques within a piece of music. I can demonstrate good use of music vocabulary. And make informed judgements on my own work and other people’s work. 8 I can perform with high levels accuracy, pitch, rhythm, intonation and fluency. I can demonstrate the ability to use and develop a range of techniques and devices successfully. I can accurately analyse and discriminate between the use of musical devices and techniques and intended purpose. I can demonstrate very good use of vocabulary. And make critical judgements on my own work and other people’s work. Grade 9 I can perform with accuracy, pitch, rhythm, intonation and fluency. I can demonstrate the ability to use a wide range of techniques and devices idiomatically. I can accurately analyse and discriminate between the use of musical devices and techniques and their intended purpose. I can demonstrate excellent use of music vocabulary. And make critical judgements on my own work and other
people’s work. PE & DANCE A01 - Demonstrates a of skills A02 - Quality of skills performed AO3 - Physical Attributes A04 - Decision making Grade 9 Demonstrates all core skills and all advanced skills for the activity in isolation and under competitive pressure in authentic performance situations Core skills are performed consistently with an outstanding standard of accuracy, control and fluency The advanced skills demonstrated are performed consistently with an outstanding standard of accuracy, control and fluency Demonstrates outstanding levels of physical fitness and psychological control to perform very effectively Successfully selects and uses advanced skills on nearly all occasions. Applies appropriate team strategies/tactics/compositional demonstrating an outstanding understanding of the activity. Demonstrates outstanding awareness of the rules/regulations of the activity during performance. Demonstrates outstanding awareness of and response to the strengths weaknesses and actions of other player (s)/ performer (team activities only). Communication with other player(s)/performer(s) is outstanding (team activities only). Grade 8 Demonstrates all core skills and nearly all advanced skills for the activity in isolation and under competitive pressure in authentic performance situations Core skills are performed consistently with an excellent standard of accuracy, control and fluency The advanced skills demonstrated are performed consistently with an Demonstrates excellent levels of physical fitness and psychological control to perform very effectively Successfully selects and uses advanced skills on most occasions. Applies appropriate team strategies/tactics/compositional ideas demonstrating an excellent understanding of the activity on most occasions.
8 Use knowledge and understanding of different religions to analyse beliefs, practices and sources of authority. Use knowledge and understanding of different religions to analyse the influence they have on individuals, communities and societies. Use knowledge and understanding of different religions to analyse similarities and differences within and/ or between religions and beliefs. Analyse and evaluate aspects of religion and belief, including their significance and influence. Grade 7 Analyse beliefs, practices and sources of authority. Analyse the influence religion and beliefs have on individuals, communities and societies. Analyse the reasons for similarities and differences within and/ or between religions and beliefs. Analyse aspects of religion and belief, including significance and influence. Grade 6 Explain in detail the reasons for beliefs and practices. to analyse sources of authority. Explain in detail why religion and beliefs have an influence on individuals, communities and societies. Refer to different religious beliefs. Explain in detail the reasons for similarities and differences within and/ or between religions and beliefs. Explain reasons for a personal view on different aspects of religion and belief. to justify the personal view. Grade 5 Explain reasons for beliefs and practices with an understanding of how sources of authority impact upon them. Explain reasons why religion and beliefs have an influence on individuals, communities and societies. Explain reasons for comparisons within and/ or between religions and beliefs. Explain reasons for a personal view on aspects of religion and belief. Grade 4 Describe links between what people believe and how they live their lives. Suggest reasons for these links. Describe the influence religion and beliefs have on individuals, communities and societies. Describe comparisons within and/ or between religions and beliefs. Describe a personal view on aspects of religion and belief. Grade 3 Some ability to describe links between what people believe and how they live their lives. Some ability to describe the influence religion and beliefs have on individuals, communities and societies. Some ability to describe comparisons between religions and beliefs. Some ability to describe a personal view on aspects of religion and belief. Grade 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 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 associated with a personal view on aspects of religion and belief. SCIENCE
AO1 Knowledge and understanding AO2 Apply knowledge and understanding AO3 Analyse information and ideas Grade 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. Grade7 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 views. Explain how information or evidence may be manipulated in order to influence interpretation. Effectively represent abstract ideas using appropriate symbols, flow 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.