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Year  7  to  9  Curriculum  

APPENDIX   Level  Descriptors   This  document  should  be  read  together  with  the  ICHK  Curriculum  Brochure  for   Year  7-­‐9  students.  It  describes  what  students  must  do  in  each  subject  to  achieve     a  certain  grade.

The  descriptors  are  taken  from  the  UK  Na5onal  Curriculum,  which  we  follow  at  ICHK  in   Years  7-­‐9.

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Assessment  Criteria:  Level  Descriptors

English  &  Drama MathemaBcs Science

2-­‐5 6 7-­‐9

Languages  (Chinese  &  Spanish)

10-­‐13

Art

14-­‐15

Music

16-­‐17

HumaniBes  (Geography,  History,  Religious  Studies)

18-­‐22

InformaBon  &  CommunicaBon  Technologies

23-­‐24

Media  Studies Physical  EducaBon

25 26-­‐27

ICHK  Assessment  Grid  

28

ICHK  Approaches  to  Learning  Rubric

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Assessment  Criteria:  Engish  &  Drama   ENGLISH  &  DRAMA Speaking  and  Listening Level  4   Students  talk  and  listen  with  confidence  in  an  increasing  range  of  contexts.  Their  talk  is   adapted  to  the  purpose:  developing  ideas  thoughOully,  describing  events  and  conveying   their  opinions  clearly.  They  listen  carefully  in  discussions,  making  contribuPons  and   asking  quesPons  that  are  responsive  to  others’  ideas  and  views.  They  adapt  their  spoken   language  appropriately  and  use  some  of  the  features  of  standard  English  vocabulary  and   grammar. Level  5   Students  talk  and  listen  confidently  in  a  wide  range  of  contexts,  including  some  that  are   formal.  Their  talk  engages  the  interest  of  the  listener  as  they  begin  to  vary  their   expression  and  vocabulary.  In  discussions,  they  pay  close  aSenPon  to  what  others  say,   ask  quesPons  to  develop  ideas  and  make  contribuPons  that  take  account  of  others’   views.  They  adapt  their  spoken  language  to  suit  the  situaPon  and  begin  to  use  standard   English  in  formal  situaPons. Level  6   Students  adapt  their  talk  to  the  demands  of  different  contexts,  purposes  and  audiences   with  increasing  confidence.  Their  talk  engages  the  interest  of  the  listener  through  the   variety  and  liveliness  of  both  vocabulary  and  expression.  Students  take  an  acPve  part  in   discussions,  taking  different  roles  and  showing  understanding  of  ideas  and  sensiPvity  to   others.  They  demonstrate  their  knowledge  of  language  variety  and  usage  effecPvely  and   use  standard  English  fluently  in  formal  situaPons. Level  7   Students  are  confident  in  matching  their  talk  to  the  demands  of  different  contexts,   including  those  that  are  unfamiliar.  They  use  vocabulary  in  precise  and  creaPve  ways  and   organise  their  talk  to  communicate  clearly.  They  make  significant  contribuPons  to   discussions,  evaluaPng  others’  ideas  and  varying  how  and  when  they  parPcipate.  They   use  standard  English  confidently  in  situaPons  that  require  it. Level  8   Students  maintain  and  develop  their  talk  purposefully  in  a  range  of  contexts.  They   structure  what  they  say  clearly,  using  apt  vocabulary  and  appropriate  intonaPon  and   emphasis.  They  make  a  range  of  contribuPons  that  show  they  have  listened  percepPvely   and  are  sensiPve  to  the  development  of  discussions.  They  use  standard  English   confidently  in  a  range  of  situaPons,  adapPng  as  necessary. ExcepBonal  performance   Students  select  and  use  structures,  styles  and  registers  appropriately,  adapPng  flexibly  to   a  range  of  contexts  and  varying  their  vocabulary  and  expression  confidently  for  a  range  of   purposes  and  audiences.  They  iniPate  and  sustain  discussion  through  the  sensiPve  use  of   a  variety  of  contribuPons.  They  take  a  leading  role  in  discussion  and  listen  with   concentraPon  and  understanding  to  varied  and  complex  speech.  They  show  assured  and   fluent  use  of  standard  English  in  a  range  of  situaPons  and  for  a  variety  of  purposes.

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Assessment  Criteria:  Engish  &  Drama   Reading Level  4   In  responding  to  a  range  of  texts,  students  show  understanding  of  significant  ideas,   themes,  events  and  characters,  beginning  to  use  inference  and  deducPon.  They   understand  that  texts  reflect  the  Pme  and  culture  in  which  they  were  wriSen.  They  refer   to  the  text  when  explaining  their  views  and  are  able  to  locate  and  use  ideas  and   informaPon. Level  5   Students  show  understanding  of  a  range  of  texts,  selecPng  essenPal  points  and  using   inference  and  deducPon  where  appropriate.  In  their  responses,  they  idenPfy  key   features,  themes  and  characters  and  select  sentences,  phrases  and  relevant  informaPon   to  support  their  views.  They  understand  that  texts  fit  into  historical  and  literary   tradiPons.  They  retrieve  and  collate  informaPon  from  a  range  of  sources. Level  6   In  reading  and  discussing  a  range  of  texts,  students  idenPfy  different  layers  of  meaning   and  comment  on  their  significance  and  effect.  They  give  personal  responses  to  literary   texts,  referring  to  aspects  of  language,  structure  and  themes  in  jusPfying  their  views,  and   making  connecPons  between  texts  from  different  Pmes  and  cultures  and  their  own   experiences.   They  summarize  a  range  of  informaPon  from  different  sources. Level  7   Students  show  understanding  of  the  ways  in  which  meaning  and  informaPon  are   conveyed  in  a  range  of  texts.  They  arPculate  personal  and  criPcal  responses  to  poems,   plays  and  novels,  showing  awareness  of  their  themaPc,  structural  and  linguisPc  features.   They  understand  why  some  texts  are  parPcularly  valued  and  influenPal.  They  select,   synthesize  and  compare  informaPon  from  a  variety  of  sources. Level  8   Students’  responses  show  their  appreciaPon  of,  and  ability  to  comment  on,  a  range  of   texts,  and  they  evaluate  how  authors  achieve  their  effects  through  the  use  of  linguisPc,   structural  and  presentaPonal  devices.  They  select  and  analyze  informaPon  and  ideas,  and   comment  on  how  these  are  conveyed  in  different  texts.  They  explore  some  of  the  ways  in   which  texts  from  different  Pmes  and  cultures  have  influenced  literature  and  society. ExcepBonal  performance   Students  confidently  sustain  their  responses  to  a  demanding  range  of  texts  across   different  Pmes  and  cultures,  developing  their  ideas  and  referring  in  detail  to  aspects  of   language,  structure  and  presentaPon.  They  make  apt  and  careful  comparisons  between   texts,  including  consideraPon  of  audience,  purpose  and  form.  They  idenPfy  and  analyze   argument,  opinion  and  alternaPve  interpretaPons,  making  cross-­‐references  where   appropriate.

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Assessment  Criteria:  Engish  &  Drama   WriBng Level  4   Students’  wriPng  in  a  range  of  forms  is  lively  and  thoughOul.  Ideas  are  oXen  sustained   and  developed  in  interesPng  ways,  with  organizaPon  generally  appropriate  for  purpose.   Vocabulary  choices  are  oXen  adventurous  and  words  are  used  for  effect.  Students  are   beginning  to  use  grammaPcally  complex  sentences,  extending  meaning.  Spelling,   including  that  of  polysyllabic  words  that  conform  to  regular  paSerns,  is  generally   accurate.  Full  stops,  capital  leSers  and  quesPon  marks  are  used  correctly,  and  students   are  beginning  to  use  punctuaPon  within  sentences.  HandwriPng  style  is  fluent,  joined   and  legible. Level  5   Students’  wriPng  is  varied  and  interesPng,  conveying  meaning  clearly  in  a  range  of  forms   for  different  readers,  using  a  more  formal  style  where  appropriate.  Vocabulary  choices   are  imaginaPve  and  words  are  used  precisely.  Sentences,  including  complex  ones,  and   paragraphs  are  coherent,  clear  and  well  developed.  Words  with  complex  regular  paSerns   are  usually  spelt  correctly.  A  range  of  punctuaPon,  including  commas,  apostrophes  and   inverted  commas,  is  usually  used  accurately.  HandwriPng  is  joined,  clear  and  fluent  and,   where  appropriate,  is  adapted  to  a  range  of  tasks. Level  6   Students’  wriPng  is  fluent  and  oXen  engages  and  sustains  the  reader’s  interest,  showing   some  adaptaPon  of  style  and  register  to  different  forms,  including  using  an  impersonal   style  where  appropriate.  Students  experiment  with  a  range  of  sentence  structures  and   varied  vocabulary  to  create  effects.  Spelling,  including  that  of  irregular  words,  is  generally   accurate.  HandwriPng  is  neat  and  legible.  A  range  of  punctuaPon  is  usually  used  correctly   to  clarify  meaning,  and  ideas  are  organized  into  well-­‐developed,  linked  paragraphs. Level  7   Students’  wriPng  is  confident  and  shows  appropriate  and  imaginaPve  choices  of  style  in  a   range  of  forms.  Characters  and  se\ngs  are  developed  in  their  narraPve  wriPng.  Their   non-­‐ficPon  wriPng  is  coherent  and  gives  clear  points  of  view,  taking  account  of  different   perspecPves.  GrammaPcal  features  and  vocabulary  are  used  accurately  and  effecPvely.   Spelling  is  correct,  including  that  of  complex  irregular  words.  Work  is  legible  and   aSracPvely  presented.  Paragraphing  and  correct  punctuaPon  are  used  to  make  the   sequence  of  events  or  ideas  coherent  and  clear  to  the  reader. Level  8   Students  show  creaPvity  in  the  way  they  select  specific  features  or  expressions  to  convey   effects  and  to  interest  the  reader.  Their  narraPve  wriPng  shows  control  of  characters,   events  and  se\ngs,  and  shows  variety  in  structure.  In  non-­‐ficPon,  they  express  complex   ideas  clearly  and  present  them  coherently,  anPcipaPng  and  addressing  a  range  of   different  viewpoints.  Their  use  of  vocabulary  and  grammar  enables  fine  disPncPons  to  be   made  or  emphasis  achieved.  Their  wriPng  shows  a  clear  grasp  of  the  use  of  punctuaPon   and  paragraphing. ExcepBonal  performance   Students’  wriPng  is  original,  has  shape  and  impact,  shows  control  of  a  range  of  styles  and   maintains  the  interest  of  the  reader  throughout.  NarraPves  use  structure  as  well  as   vocabulary  for  a  range  of  imaginaPve  effects,  and  non-­‐ficPon  is  coherent,  reasoned  and   persuasive,  conveying  complex  perspecPves.  A  variety  of  grammaPcal  construcPons  and   punctuaPon  is  used  accurately,  appropriately  and  with  sensiPvity.  Paragraphs  are  well   constructed  and  linked  in  order  to  clarify  the  organizaPon  of  the  wriPng  as  a  whole.

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Assessment  Criteria:  MathemaPcs   MATHEMATICS Level  4   Students  develop  their  own  strategies  for  solving  problems  and  use  these  strategies  both   in  working  within  mathemaPcs  and  in  applying  mathemaPcs  to  pracPcal  contexts.  When   solving  problems,  with  or  without  a  calculator,  they  check  their  results  are  reasonable  by   considering  the  context  or  the  size  of  the  numbers.  They  look  for  paSerns  and   relaPonships,  presenPng  informaPon  and  results  in  a  clear  and  organized  way.  They   search  for  a  soluPon  by  trying  out  ideas  of  their  own. Level  5   In  order  to  explore  mathemaPcal  situaPons,  carry  out  tasks  or  tackle  problems,  students   idenPfy  the  mathemaPcal  aspects  and  obtain  necessary  informaPon.  They  calculate   accurately,  using  ICT  where  appropriate.  They  check  their  working  and  results,   considering  whether  these  are  sensible.  They  show  understanding  of  situaPons  by   describing  them  mathemaPcally  using  symbols,  words  and  diagrams.  They  draw  simple   conclusions  of  their  own  and  explain  their  reasoning. Level  6   Students  carry  out  substanPal  tasks  and  solve  quite  complex  problems  by  independently   and  systemaPcally  breaking  them  down  into  smaller,  more  manageable  tasks.  They   interpret,  discuss  and  synthesize  informaPon  presented  in  a  variety  of  forms,  relaPng   findings  to  the  original  context.  Their  wriSen  and  spoken  language  explains  and  informs   their  use  of  diagrams.  They  begin  to  give  mathemaPcal  jusPficaPons,  making  connecPons   between  the  current  situaPon  and  situaPons  they  have  encountered  before. Level  7   StarPng  from  problems  or  contexts  that  have  been  presented  to  them,  students  explore   the  effects  of  varying  values  and  look  for  invariance  in  models  and  representaPons,   working  with  and  without  ICT.  They  progressively  refine  or  extend  the  mathemaPcs  used,   giving  reasons  for  their  choice  of  mathemaPcal  presentaPon  and  explaining  features  they   have  selected.  They  jusPfy  their  generalisaPons,  arguments  or  soluPons,  looking  for   equivalence  to  different  problems  with  similar  structures.  They  appreciate  the  difference   between  mathemaPcal  explanaPon  and  experimental  evidence. Level  8   Students  develop  and  follow  alternaPve  approaches.  They  compare  and  evaluate   representaPons  of  a  situaPon,  introducing  and  using  a  range  of  techniques.  They  reflect   on  their  own  lines  of  enquiry  when  exploring  mathemaPcal  tasks.  They  communicate   mathemaPcal  or  staPsPcal  meaning  to  different  audiences  through  precise  and   consistent  use  of  symbols.  They  examine  generalizaPons  or  soluPons  reached  in  an   acPvity  and  make  further  progress  in  the  acPvity  as  a  result.  They  comment   construcPvely  on  the  reasoning  and  logic,  the  process  employed  and  the  results   obtained. ExcepBonal  performance   Students  criPcally  examine  the  strategies  adopted  when  invesPgaPng  within  mathemaPcs   itself  or  when  using  mathemaPcs  to  analyze  tasks.  They  explain  why  different  strategies   were  used,  considering  the  elegance  and  efficiency  of  alternaPve  lines  of  enquiry  or   procedures.  They  apply  the  mathemaPcs  they  know  in  a  wide  range  of  familiar  and   unfamiliar  contexts.  They  use  mathemaPcal  language  and  symbols  effecPvely  in   presenPng  a  convincing,  reasoned  argument.  Their  reports  include  mathemaPcal  

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Assessment  Criteria:  MathemaPcs   jusPficaPons,  disPnguishing  between  evidence  and  proof  and  explaining  their  soluPons   to  problems  involving  a  number  of  features  or  variables.

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Assessment  Criteria:  Science   SCIENCE Level  4   Students  decide  on  an  appropriate  approach,  including  using  a  fair  test  to  answer  a   quesPon,  and  select  suitable  equipment  and  informaPon  from  that  provided.  They  select   and  use  methods  that  are  adequate  for  the  task.  Following  instrucPons,  they  take  acPon   to  control  obvious  risks  to  themselves.  They  make  a  series  of  observaPons  and   measurements  and  vary  one  factor  while  keeping  others  the  same.  They  record  their   observaPons,  comparisons  and  measurements  using  tables  and  bar  charts  and  begin  to   plot  points  to  form  simple  graphs.  They  interpret  data  containing  posiPve  and  negaPve   numbers.  They  begin  to  relate  their  conclusions  to  paSerns  in  data,  including  graphs,  and   to  scienPfic  knowledge  and  understanding.  They  communicate  their  conclusions  using   appropriate  scienPfic  language.  They  suggest  improvements  in  their  work,  giving  reasons. Level  5   Students  decide  appropriate  approaches  to  a  range  of  tasks,  including  selecPng  sources   of  informaPon  and  apparatus.  They  select  and  use  methods  to  obtain  data  systemaPcally.   They  recognize  hazard  symbols  and  make,  and  act  on,  simple  suggesPons  to  control   obvious  risks  to  themselves  and  others.  They  use  line  graphs  to  present  data,  interpret   numerical  data  and  draw  conclusions  from  them.  They  analyze  findings  to  draw  scienPfic   conclusions  that  are  consistent  with  the  evidence.  They  communicate  these  using   scienPfic  and  mathemaPcal  convenPons  and  terminology.  They  evaluate  their  working   methods  to  make  pracPcal  suggesPons  for  improvements. Level  6   Students  idenPfy  an  appropriate  approach  in  invesPgatory  work,  selecPng  and  using   sources  of  informaPon,  scienPfic  knowledge  and  understanding.  They  select  and  use   methods  to  collect  adequate  data  for  the  task,  measuring  with  precision,  using   instruments  with  finescale  divisions,  and  idenPfy  the  need  to  repeat  measurements  and   observaPons.  They  recognize  a  range  of  familiar  risks  and  take  acPon  to  control  them.   They  record  data  and  features  effecPvely,  choosing  scales  for  graphs  and  diagrams.  They   analyze  findings  to  draw  conclusions  that  are  consistent  with  the  evidence  and  use   scienPfic  knowledge  and  understanding  to  explain  them  and  account  for  any   inconsistencies  in  the  evidence.  They  manipulate  numerical  data  to  make  valid   comparisons  and  draw  valid  conclusions.  They  communicate  qualitaPve  and  quanPtaPve   data  effecPvely,  using  scienPfic  convenPons  and  terminology.  They  evaluate  evidence,   making  reasoned  suggesPons  about  how  their  working  methods  could  be  improved. Level  7   Students  plan  appropriate  approaches  and  procedures,  by  synthesizing  informaPon  from   a  range  of  sources  and  idenPfying  key  factors  in  complex  contexts  and  in  which  variables   cannot  readily  be  controlled.  They  select  and  use  methods  to  obtain  reliable  data,   including  making  systemaPc  observaPons  and  measurements  with  precision,  using  a   range  of  apparatus.  They  recognize  the  need  for  a  risk  assessment  and  consult   appropriate  sources  of  informaPon,  which  they  follow.  They  record  data  in  graphs,  using   lines  of  best  fit.  They  analyze  findings  to  draw  conclusions  that  are  consistent  with  the   evidence  and  use  scienPfic  knowledge  and  understanding  to  explain  these  conclusions   and  idenPfy  possible  limitaPons  in  primary  and  secondary  data.  They  use  quanPtaPve   relaPonships  between  variables.  They  communicate  effecPvely,  using  a  wide  range  of   scienPfic  and  technical  convenPons  and  terminology,  including  symbols  and  flow   diagrams.  They  begin  to  consider  whether  the  data  they  have  collected  are  sufficient  for   the  conclusions  they  have  drawn.

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Assessment  Criteria:  Science   Level  8   Students  recognize  that  different  strategies  are  required  to  invesPgate  different  kinds  of   scienPfic  quesPons,  and  use  scienPfic  knowledge  and  understanding  to  select  an   appropriate  strategy.  In  consultaPon  with  their  teacher  they  adapt  their  approach  to   pracPcal  work  to  control  risk.  They  record  data  that  are  relevant  and  sufficiently  detailed,   and  choose  methods  that  will  obtain  these  data  with  the  precision  and  reliability  needed.   They  analyze  data  and  begin  to  explain,  and  allow  for,  anomalies.  They  carry  out  mulP-­‐ step  calculaPons  and  use  compound  measures,  such  as  speed,  appropriately.  They   communicate  findings  and  arguments,  showing  awareness  of  a  range  of  views.  They   evaluate  evidence  criPcally  and  suggest  how  inadequacies  can  be  remedied. ExcepBonal  performance   Students  recognize  that  different  approaches  are  required  to  invesPgate  different  kinds  of   scienPfic  quesPons,  and  use  scienPfic  knowledge  and  understanding  to  select   appropriate  strategies.  They  readily  idenPfy  hazards,  seek  appropriate  risk  assessment   informaPon  and  advice,  select  that  which  is  relevant  and,  in  consultaPon  with  their   teacher,  adjust  pracPce  as  required.  They  make  records  of  relevant  observaPons  and   comparisons,  clearly  idenPfying  points  of  parPcular  significance.  They  decide  the  level  of   precision  needed  for  measurements  and  collect  data  that  saPsfy  these  requirements.   They  analyze  findings  to  interpret  trends  and  paSerns  and  draw  conclusions  from  their   evidence.  They  make  effecPve  use  of  a  range  of  quanPtaPve  relaPonships  between   variables  in  calculaPons  or  when  using  data  to  support  evidence.  They  communicate   findings  and  arguments,  showing  their  awareness  of  the  degree  of  uncertainty  and  a   range  of  alternaPve  views.  They  evaluate  evidence  criPcally  and  give  reasoned  accounts   of  how  they  could  collect  addiPonal  evidence.

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Assessment  Criteria:  Chinese  (first  language)   LANGUAGES  -­‐  Chinese  as  a  First  Language Speaking  and  Listening Level  4   Students  talk  and  listen  with  confidence  in  an  increasing  range  of  contexts.  Their  talk  is   adapted  to  the  purpose:  developing  ideas  thoughOully,  describing  events  and  conveying   their  opinions  clearly.  They  listen  carefully  in  discussions,  making  contribuPons  and   asking  quesPons  that  are  responsive  to  others’  ideas  and  views.  They  adapt  their  spoken   language  appropriately  and  use  some  of  the  features  of  Chinese  vocabulary  and   grammar. Level  5   Students  talk  and  listen  confidently  in  a  wide  range  of  contexts,  including  some  that  are   formal.  Their  talk  engages  the  interest  of  the  listener  as  they  begin  to  vary  their   expression  and  vocabulary.  In  discussions,  they  pay  close  aSenPon  to  what  others  say,   ask  quesPons  to  develop  ideas  and  make  contribuPons  that  take  account  of  others’   views.  They  adapt  their  spoken  language  to  suit  the  situaPon  and  begin  to  use  Chinese  in   formal  situaPons. Level  6   Students  adapt  their  talk  to  the  demands  of  different  contexts,  purposes  and  audiences   with  increasing  confidence.  Their  talk  engages  the  interest  of  the  listener  through  the   variety  and  liveliness  of  both  vocabulary  and  expression.  Students  take  an  acPve  part  in   discussions,  taking  different  roles  and  showing  understanding  of  ideas  and  sensiPvity  to   others.  They  demonstrate  their  knowledge  of  language  variety  and  usage  effecPvely  and   use  Chinese  fluently  in  formal  situaPons. Level  7   Students  are  confident  in  matching  their  talk  to  the  demands  of  different  contexts,   including  those  that  are  unfamiliar.  They  use  vocabulary  in  precise  and  creaPve  ways  and   organise  their  talk  to  communicate  clearly.  They  make  significant  contribuPons  to   discussions,  evaluaPng  others’  ideas  and  varying  how  and  when  they  parPcipate.  They   use  Chinese  confidently  in  situaPons  that  require  it. Level  8   Students  maintain  and  develop  their  talk  purposefully  in  a  range  of  contexts.  They   structure  what  they  say  clearly,  using  apt  vocabulary  and  appropriate  intonaPon  and   emphasis.  They  make  a  range  of  contribuPons  that  show  they  have  listened  percepPvely   and  are  sensiPve  to  the  development  of  discussions.  They  use  Chinese  confidently  in  a   range  of  situaPons,  adapPng  as  necessary. ExcepBonal  performance   Students  select  and  use  structures,  styles  and  registers  appropriately,  adapPng  flexibly  to   a  range  of  contexts  and  varying  their  vocabulary  and  expression  confidently  for  a  range  of   purposes  and  audiences.  They  iniPate  and  sustain  discussion  through  the  sensiPve  use  of   a  variety  of  contribuPons.  They  take  a  leading  role  in  discussion  and  listen  with   concentraPon  and  understanding  to  varied  and  complex  speech.  They  show  assured  and   fluent  use  of  Chinese  in  a  range  of  situaPons  and  for  a  variety  of  purposes.

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Assessment  Criteria:  Chinese  (first  language)   Reading Level  4   In  responding  to  a  range  of  texts,  students  show  understanding  of  significant  ideas,   themes,  events  and  characters,  beginning  to  use  inference  and  deducPon.  They   understand  that  texts  reflect  the  Pme  and  culture  in  which  they  were  wriSen.  They  refer   to  the  text  when  explaining  their  views  and  are  able  to  locate  and  use  ideas  and   informaPon. Level  5   Students  show  understanding  of  a  range  of  texts,  selecPng  essenPal  points  and  using   inference  and  deducPon  where  appropriate.  In  their  responses,  they  idenPfy  key   features,  themes  and  characters  and  select  sentences,  phrases  and  relevant  informaPon   to  support  their  views.  They  understand  that  texts  fit  into  historical  and  literary   tradiPons.  They  retrieve  and  collate  informaPon  from  a  range  of  sources. Level  6   In  reading  and  discussing  a  range  of  texts,  students  idenPfy  different  layers  of  meaning   and  comment  on  their  significance  and  effect.  They  give  personal  responses  to  literary   texts,  referring  to  aspects  of  language,  structure  and  themes  in  jusPfying  their  views,  and   making  connecPons  between  texts  from  different  Pmes  and  cultures  and  their  own   experiences.   They  summarize  a  range  of  informaPon  from  different  sources. Level  7   Students  show  understanding  of  the  ways  in  which  meaning  and  informaPon  are   conveyed  in  a  range  of  texts.  They  arPculate  personal  and  criPcal  responses  to  poems,   plays  and  novels,  showing  awareness  of  their  themaPc,  structural  and  linguisPc  features.   They  understand  why  some  texts  are  parPcularly  valued  and  influenPal.  They  select,   synthesise  and  compare  informaPon  from  a  variety  of  sources. Level  8   Students’  responses  show  their  appreciaPon  of,  and  ability  to  comment  on,  a  range  of   texts,  and  they  evaluate  how  authors  achieve  their  effects  through  the  use  of  linguisPc,   structural  and  presentaPonal  devices.  They  select  and  analyze  informaPon  and  ideas,  and   comment  on  how  these  are  conveyed  in  different  texts.  They  explore  some  of  the  ways  in   which  texts  from  different  Pmes  and  cultures  have  influenced  literature  and  society. ExcepBonal  performance   Students  confidently  sustain  their  responses  to  a  demanding  range  of  texts  across   different  Pmes  and  cultures,  developing  their  ideas  and  referring  in  detail  to  aspects  of   language,  structure  and  presentaPon.  They  make  apt  and  careful  comparisons  between   texts,  including  consideraPon  of  audience,  purpose  and  form.  They  idenPfy  and  analyze   argument,  opinion  and  alternaPve  interpretaPons,  making  cross-­‐references  where   appropriate.

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Assessment  Criteria:  Chinese  (first  language)   WriBng Level  4   Students’  wriPng  in  a  range  of  forms  is  lively  and  thoughOul.  Ideas  are  oXen  sustained   and  developed  in  interesPng  ways,  with  organizaPon  generally  appropriate  for  purpose.   Vocabulary  choices  are  oXen  adventurous  and  words  are  used  for  effect.  Students  are   beginning  to  use  grammaPcally  complex  sentences,  extending  meaning.  Spelling,   including  that  of  polysyllabic  words  that  conform  to  regular  paSerns,  is  generally   accurate.  Full  stops,  capital  leSers  and  quesPon  marks  are  used  correctly,  and  students   are  beginning  to  use  punctuaPon  within  sentences.  HandwriPng  style  is  fluent,  joined   and  legible. Level  5   Students’  wriPng  is  varied  and  interesPng,  conveying  meaning  clearly  in  a  range  of  forms   for  different  readers,  using  a  more  formal  style  where  appropriate.  Vocabulary  choices   are  imaginaPve  and  words  are  used  precisely.  Sentences,  including  complex  ones,  and   paragraphs  are  coherent,  clear  and  well  developed.  Words  with  complex  regular  paSerns   are  usually  spelt  correctly.  A  range  of  punctuaPon,  including  commas,  apostrophes  and   inverted  commas,  is  usually  used  accurately.  HandwriPng  is  joined,  clear  and  fluent  and,   where  appropriate,  is  adapted  to  a  range  of  tasks. Level  6   Students’  wriPng  is  fluent  and  oXen  engages  and  sustains  the  reader’s  interest,  showing   some  adaptaPon  of  style  and  register  to  different  forms,  including  using  an  impersonal   style  where  appropriate.  Students  experiment  with  a  range  of  sentence  structures  and   varied  vocabulary  to  create  effects.  Spelling,  including  that  of  irregular  words,  is  generally   accurate.  HandwriPng  is  neat  and  legible.  A  range  of  punctuaPon  is  usually  used  correctly   to  clarify  meaning,  and  ideas  are  organized  into  well-­‐developed,  linked  paragraphs. Level  7   Students’  wriPng  is  confident  and  shows  appropriate  and  imaginaPve  choices  of  style  in  a   range  of  forms.  Characters  and  se\ngs  are  developed  in  their  narraPve  wriPng.  Their   non-­‐ficPon  wriPng  is  coherent  and  gives  clear  points  of  view,  taking  account  of  different   perspecPves.  GrammaPcal  features  and  vocabulary  are  used  accurately  and  effecPvely.   Spelling  is  correct,  including  that  of  complex  irregular  words.  Work  is  legible  and   aSracPvely  presented.  Paragraphing  and  correct  punctuaPon  are  used  to  make  the   sequence  of  events  or  ideas  coherent  and  clear  to  the  reader. Level  8   Students  show  creaPvity  in  the  way  they  select  specific  features  or  expressions  to  convey   effects  and  to  interest  the  reader.  Their  narraPve  wriPng  shows  control  of  characters,   events  and  se\ngs,  and  shows  variety  in  structure.  In  non-­‐ficPon,  they  express  complex   ideas  clearly  and  present  them  coherently,  anPcipaPng  and  addressing  a  range  of   different  viewpoints.  Their  use  of  vocabulary  and  grammar  enables  fine  disPncPons  to  be   made  or  emphasis  achieved.  Their  wriPng  shows  a  clear  grasp  of  the  use  of  punctuaPon   and  paragraphing. ExcepBonal  performance   Students’  wriPng  is  original,  has  shape  and  impact,  shows  control  of  a  range  of  styles  and   maintains  the  interest  of  the  reader  throughout.  NarraPves  use  structure  as  well  as   vocabulary  for  a  range  of  imaginaPve  effects,  and  non-­‐ficPon  is  coherent,  reasoned  and   persuasive,  conveying  complex  perspecPves.  A  variety  of  grammaPcal  construcPons  and   punctuaPon  is  used  accurately,  appropriately  and  with  sensiPvity.  Paragraphs  are  well   constructed  and  linked  in  order  to  clarify  the  organizaPon  of  the  wriPng  as  a  whole.

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Assessment  Criteria:  Chinese  &  Spanish   Chinese  &  Spanish  as  Foreign  language Level  4   Pupils  show  that  they  understand  the  main  points  and  some  of  the  detail  from  spoken   passages  made  up  of  familiar  language  in  simple  sentences.  They  may  need  some  items   to  be  repeated. Level  5   Pupils  show  that  they  understand  the  main  points  and  opinions  in  spoken  passages  made   up  of  familiar  material  from  various  contexts,  including  present  and  past  or  future  events.   They  may  need  some  repePPon. Level  6   Pupils  show  that  they  understand  the  difference  between  present,  past  and  future  events   in  a  range  of  spoken  material  that  includes  familiar  language  in  less  familiar  contexts.   They  idenPfy  and  note  the  main  points  and  specific  details.  They  need  liSle  repePPon. Level  7   Pupils  show  that  they  understand  longer  passages  and  recognize  people’s  points  of  view.   The  passages  cover  a  range  of  material  that  contains  some  complex  sentences  and   unfamiliar  language.  They  understand  language  spoken  at  near  normal  speed,  and  need   liSle  repePPon. Level  8   Pupils  show  that  they  understand  passages  including  some  unfamiliar  material  and   recognize  a\tudes  and  emoPons.  These  passages  include  different  types  of  spoken   material  from  a  range  of  sources.  When  listening  to  familiar  and  less  familiar  material,   they  draw  inferences,  and  need  liSle  repePPon. ExcepBonal  performance   Pupils  show  that  they  understand  the  gist  of  a  range  of  authenPc  passages  in  familiar   contexts.  These  passages  cover  a  range  of  factual  and  imaginaPve  speech,  some  of  which   expresses  different  points  of  view,  issues  and  concerns.  They  summarize,  report,  and   explain  extracts,  orally  or  in  wriPng.

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Assessment  Criteria:  Art   ART Level  4 Students  use  a  variety  of  approaches  to  explore  and  experiment  with  ideas,  informaPon   and  resources  in  order  to  develop  their  intenPons.    They  invesPgate  and  develop  a  range   of  pracPcal  skills  and  use  the  qualiPes  of  materials  and  processes  purposefully  to  suit   their  intenPons  when  designing  and  making.  They  compare  and  comment  on  differing   ideas,  methods  and  approaches  used  by  arPsts,  craXspeople  and  designers,  relaPng   these  to  the  contexts  in  which  the  work  was  made.    They  discuss  their  own  work  and  that   of  others  and  consider  how  they  might  adapt  and  refine  their  ideas,  skills  and  processes. Level  5 Students  take  some  creaPve  risks  when  exploring,  experimenPng  and  responding  to  ideas   and  selecPng  informaPon  and  resources  in  order  to  develop  their  work.  When  designing   and  making,  they  develop  and  use  their  technical  knowledge  and  skills  to  manipulate  the   qualiPes  of  materials,  processes  and  the  formal  elements  appropriately.  They  consider   and  discuss  the  ideas,  methods  and  approaches  that  are  used  by  arPsts,  craXspeople  and   designers,  relaPng  these  to  both  context  and  purpose.  They  evaluate  their  own  work  and   that  of  others,  reflecPng  on  their  own  view  of  its  purpose  and  meaning.  They  are  able  to   adapt  and  refine  their  ideas,  processes  and  intenPons. Level  6 Students  accept  creaPve  risks,  exploring  and  experimenPng  with  ideas  independently   and  invenPvely  and  using  a  range  of  appropriate  resources  imaginaPvely  to  develop,   design  and  make  work.  They  apply  their  technical  knowledge  and  skills  to  realize  their   intenPons,  using  the  qualiPes  of  materials,  processes  and  the  formal  elements  effecPvely.     They  interpret  and  explain  how  ideas  and  meanings  are  conveyed  by  arPsts,  craXspeople   and  designers,  recognizing  the  varied  characterisPcs  of  different  historical,  social  and   cultural  contexts.  They  provide  a  reasoned  evaluaPon  of  the  purpose  and  meaning  of   their  own  work  and  that  of  others.  They  use  their  criPcal  understanding  to  develop  their   own  views  and  pracPce. Level  7 Students  learn  from  taking  creaPve  risks  that  help  them  to  form  and  develop  their  ideas   and  to  create  purposeful,  imaginaPve  work  with  some  originality.  They  demonstrate   confident  understanding  and  use  of  materials,  processes  and  the  formal  elements,   combining  these  thoughOully  to  realize  their  intenPons.  They  analyze  and  comment  on   their  own  and  others’  work,  appreciaPng  how  codes  and  convenPons  are  used  to  express   ideas  in  different  genres,  styles  and  tradiPons.  They  explain  how  and  why  their   understanding  of  the  work  of  others  affects  their  own  ideas,  values  and  pracPce. Level  8 Students  develop,  express  and  realize  ideas  in  oXen  original  ways,  confidently  exploiPng   what  they  learn  from  taking  creaPve  risks  and  from  their  understanding  of  creaPve   processes.  They  exploit  the  potenPal  of  materials  and  processes  independently,  making   both  intuiPve  and  analyPcal  judgements  to  develop  and  realize  their  intenPons.  They   analyze,  engage  with,  and  quesPon  criPcally  aspects  of  their  own  and  others’  work,   idenPfying  how  beliefs,  values  and  meanings  are  expressed  and  shared.  They  confidently  

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Assessment  Criteria:  Art   express  reasoned  judgements  about  their  own  work  and  that  of  others,  demonstraPng   analyPcal,  criPcal  and  contextual  understanding. ExcepBonal  performance Students  are  in  command  of  their  creaPve  pracPce,  recognizing  and  using  a  variety  of   strategies  to  develop  ideas  that  are  personal,  original  and  imaginaPve.  They  use  the   differing  qualiPes  and  potenPal  of  materials  and  processes  with  deliberaPon  and   maturity  in  order  to  create  work  that  successfully  fulfills  their  intenPons.  They  criPcally   engage  with  their  own  and  others’  work,  idenPfying  why  ideas  and  meanings  are  subject   to  different  interpretaPons  and  using  their  understanding  to  extend  their  thinking  and   pracPcal  work.  They  extend  their  ideas  and  sustain  their  invesPgaPons  by  responding  to   new  possibiliPes  and  meanings.  They  communicate  their  own  ideas,  insights  and  views.

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Assessment  Criteria:  Music   MUSIC Level  4   Students  idenPfy  and  explore  the  relaPonship  between  sounds  and  how  music  reflects   different  intenPons.  While  performing  by  ear  and  from  simple  notaPons,  they  maintain   their  own  part  with  awareness  of  how  the  different  parts  fit  together  and  the  need  to   achieve  an  overall  effect.  They  improvise  melodic  and  rhythmic  phrases  as  part  of  a  group   performance  and  compose  by  developing  ideas  within  musical  structures.  They  describe,   compare  and  evaluate  different  kinds  of  music  using  an  appropriate  musical  vocabulary.   They  suggest  improvements  to  their  own  and  others’  work,  commenPng  on  how   intenPons  have  been  achieved. Level  5   Students  idenPfy  and  explore  musical  devices  and  how  music  reflects  Pme,  place  and   culture.  They  perform  significant  parts  from  memory  and  from  notaPons,  with  awareness   of  their  own  contribuPon  such  as  leading  others,  taking  a  solo  part  or  providing  rhythmic   support.  They  improvise  melodic  and  rhythmic  material  within  given  structures,  use  a   variety  of  notaPons,  and  compose  music  for  different  occasions  using  appropriate   musical  devices.  They  analyze  and  compare  musical  features.  They  evaluate  how  venue,   occasion  and  purpose  affect  the  way  music  is  created,  performed  and  heard.  They  refine   and  improve  their  work. Level  6   Students  idenPfy  and  explore  the  different  processes  and  contexts  of  selected  musical   styles,  genres  and  tradiPons.  They  select  and  make  expressive  use  of  tempo,  dynamics,   phrasing  and  Pmbre.  They  make  subtle  adjustments  to  fit  their  own  part  within  a  group   performance.  They  improvise  and  compose  in  different  styles  and  genres,  using  harmonic   and  non-­‐harmonic  devices  where  relevant,  sustaining  and  developing  musical  ideas,  and   achieving  different  intended  effects.  They  use  relevant  notaPons  to  plan,  revise  and   refine  material.  They  analyze,  compare  and  evaluate  how  music  reflects  the  contexts  in   which  it  is  created,  performed  and  heard.  They  make  improvements  to  their  own  and   others’  work  in  the  light  of  the  chosen  style. Level  7   Students  discriminate  between  and  explore  musical  convenPons  in,  and  influences  on,   selected  styles,  genres  and  tradiPons.  They  perform  in  different  styles,  making  significant   contribuPons  to  the  ensemble  and  using  relevant  notaPons.  They  create  coherent   composiPons  drawing  on  internalized  sounds.  They  adapt,  improvise,  develop,  extend   and  discard  musical  ideas  within  given  and  chosen  musical  structures,  styles,  genres  and   tradiPons.  They  evaluate,  and  make  criPcal  judgements  about,  the  use  of  musical   convenPons  and  other  characterisPcs  and  how  different  contexts  are  reflected  in  their   own  and  others’  work. Level  8   Students  discriminate  between  and  exploit  the  characterisPcs  and  expressive  potenPal  of   selected  musical  resources,  styles,  genres  and  tradiPons.  They  perform,  improvise  and   compose  extended  composiPons  with  a  sense  of  direcPon  and  shape,  both  within   melodic  and  rhythmic  phrases  and  overall  form.  They  explore  different  styles,  genres  and   tradiPons,  working  by  ear  and  by  making  accurate  use  of  appropriate  notaPons.  They  

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Assessment  Criteria:  Music   both  follow  and  challenge  convenPons.  They  discriminate  between  musical  styles,  genres   and  tradiPons,  commenPng  on  the  relaPonship  between  the  music  and  its  cultural   context,  and  making  and  jusPfying  their  own  judgements. ExcepBonal  performance   Students  discriminate  between  and  develop  different  interpretaPons.  They  express  their   own  ideas  and  feelings  in  a  developing  personal  style,  exploiPng  instrumental  and/or   vocal  possibiliPes.  They  give  convincing  performances  and  demonstrate  empathy  with   other  performers.  They  produce  composiPons  that  demonstrate  a  coherent  development   of  musical  ideas,  consistency  of  style  and  a  degree  of  individuality.  They  discriminate  and   comment  on  how  and  why  changes  occur  within  selected  tradiPons,  including  the   parPcular  contribuPon  of  significant  performers  and  composers.

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Assessment  Criteria:  HumaniPes   HUMANITIES Geography Level  4   Pupils  show  knowledge  and  understanding  of  aspects  of  the  geography  of  the  UK  and  the   wider  world.  They  recognize  and  describe  the  physical  and  human  features  of  places  and   appreciate  the  importance  of  wider  geographical  locaPon  in  understanding  places.  They   understand  that  physical  and  human  processes  can  change  the  features  of  places  and   explain  how  these  changes  affect  the  lives  and  acPviPes  of  people  living  there.  They   recognize  and  describe  simple  geographical  paSerns.  They  understand  that  people  can   both  improve  and  damage  the  environment.  They  offer  reasons  for  their  own  views   about  environmental  change  and  recognize  that  other  people  may  hold  different  views.   Drawing  on  their  knowledge  and  understanding,  they  suggest  suitable  geographical   quesPons,  and  use  a  range  of  geographical  skills  to  help  them  invesPgate  places  and   environments.  They  use  primary  and  secondary  sources  of  evidence  in  their   invesPgaPons  and  communicate  their  findings  using  appropriate  vocabulary. Level  5   Pupils  show  increasing  depth  of  knowledge  and  understanding  of  aspects  of  the   geography  of  the  UK  and  the  wider  world.  They  use  this  to  describe  physical  and  human   characterisPcs  of  places  within  a  wider  locaPonal  and  contextual  framework.  They   demonstrate  understanding  of  geographical  diversity  by  describing  how  physical  and   human  processes  can  lead  to  similariPes  and  differences  in  the  environments  of  different   places  and  in  the  lives  of  people  who  live  there.  They  describe  and  begin  to  explain   geographical  paSerns.  They  understand  some  ways  that  human  acPviPes  cause   environments  to  change.  They  demonstrate  an  awareness  of  the  idea  of  sustainable   development  and  recognize  the  range  of  views  people  hold  about  environmental   interacPon  and  change.  Drawing  on  their  knowledge  and  understanding,  they  begin  to   suggest  relevant  geographical  quesPons.  They  select  and  use  appropriate  skills  and  ways   of  presenPng  informaPon  to  help  them  invesPgate  places  and  environments.  They  select   informaPon  and  sources  of  evidence  in  which  they  are  beginning  to  idenPfy  bias.  They   suggest  plausible  conclusions  to  their  invesPgaPons  and  present  their  findings  both   graphically  and  in  wriPng  using  appropriate  vocabulary. Level  6   Pupils  use  their  knowledge  and  understanding  of  the  geography  of  the  UK  and  the  wider   world  to  describe  and  begin  to  analyze  physical  and  human  characterisPcs  of  places  in  a   range  of  locaPons,  contexts  and  scales.  They  describe  and  explain  physical  and  human   processes  and  recognize  that  these  processes  interact  to  produce  the  disPncPve   characterisPcs  of  places.  They  demonstrate  understanding  of  the  ways  in  which  physical   and  human  processes  lead  to  diversity  and  change  in  places.  They  idenPfy  geographical   paSerns  at  a  range  of  scales.  They  recognize  how  conflicPng  demands  on  the   environment  may  arise  and  describe  and  compare  sustainable  and  other  approaches  to   managing  environments.  They  appreciate  that  different  values  and  a\tudes,  including   their  own,  result  in  different  approaches  to  environmental  interacPon  and  change.   Drawing  on  their  knowledge  and  understanding,  they  suggest  relevant  geographical   quesPons  and  issues  and  appropriate  sequences  of  invesPgaPon.  They  select  a  range  of   skills  and  sources  of  evidence  and  use  them  effecPvely  in  their  invesPgaPons.  They   idenPfy  potenPal  bias  in  sources.  They  present  their  findings  in  a  coherent  way  using  

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Assessment  Criteria:  HumaniPes   appropriate  methods  and  vocabulary  and  reach  conclusions  that  are  consistent  with  the   evidence. Level  7   Pupils  make  links  in  their  knowledge  and  understanding  of  the  geography  of  the  UK  and   the  wider  world.  They  use  these  links  to  analyze  the  physical  and  human  characterisPcs   of  places,  drawing  on  their  knowledge  of  a  wide  range  of  locaPons,  contexts  and  scales.   They  describe  and  explain  interacPons  within  and  between  physical  and  human   processes  and  show  how  these  interacPons  create  diversity  and  interdependence  and   help  change  places  and  environments.  They  idenPfy  and  analyze  geographical  paSerns   that  result  from  these  interacPons  at  a  range  of  scales.  They  understand  that  many   factors  influence  the  decisions  made  about  sustainable  and  other  approaches  to   developing  places  and  environments,  and  use  this  understanding  to  explain  the  resulPng   changes.  They  appreciate  that  the  environment  in  a  place  and  the  lives  of  the  people  who   live  there  are  affected  by  acPons  and  events  in  other  places.  They  recognize  that  human   acPons,  including  their  own,  may  have  unintended  environmental  consequences  and  that   change  somePmes  leads  to  conflict.  With  growing  independence,  they  draw  on  their   knowledge  and  understanding  to  idenPfy  geographical  quesPons  and  issues  and  establish   their  own  sequence  of  invesPgaPon.  They  select  and  use  accurately  a  wide  range  of  skills.   They  evaluate  sources  of  evidence  criPcally,  detect  and  respond  to  bias,  present  well-­‐ argued  summaries  of  their  invesPgaPons,  use  accurate  geographical  vocabulary  and   begin  to  reach  substanPated  conclusions. Level  8   Pupils  use  their  knowledge  and  understanding  of  the  geography  of  the  UK  and  the  wider   world  to  analyze  the  physical  and  human  characterisPcs  of  places.  They  explain  changes   in  the  characterisPcs  of  places  over  Pme  by  drawing  on  their  knowledge  and   understanding  of  a  wide  range  of  locaPons,  contexts  and  scales.  They  analyze  the   interacPons  within  and  between  physical  and  human  processes  and  show  how  these   interacPons  create  diversity  and  interdependence  and  help  change  places  and   environments.  They  describe  and  analyze  the  geographical  paSerns  these  interacPons   create  at  a  range  of  scales  and  the  changes  that  result.  They  analyze  different  approaches   to  developing  places  and  environments  and  explain  the  causes  and  consequences  of   environmental  change.  They  understand  how  the  interacPon  between  people  and   environments  can  result  in  complex  and  unintended  changes.  They  understand  and   describe  a  range  of  views  about  environmental  interacPon.  Drawing  on  their  knowledge   and  understanding,  they  show  independence  in  idenPfying  appropriate  geographical   quesPons  and  issues,  and  in  using  an  effecPve  sequence  of  invesPgaPon.  They  select  a   wide  range  of  skills  and  use  them  effecPvely  and  accurately.  They  evaluate  sources  of   evidence  criPcally  before  using  them  in  their  invesPgaPons.  They  present  full  and   coherently  argued  summaries  of  their  invesPgaPons  and  reach  substanPated  conclusions. ExcepBonal  performance   Pupils  use  their  knowledge  and  understanding  of  the  geography  of  the  UK  and  the  wider   world  to  analyze  the  physical  and  human  characterisPcs  of  places.  They  explain  and   predict  change  in  the  characterisPcs  of  places  over  Pme  by  drawing  on  a  detailed   knowledge  of  a  wide  range  of  locaPons,  contexts  and  scales.  They  explain  complex   interacPons  within  and  between  physical  and  human  processes  and  show  how  these   interacPons  help  change  places  and  environments.  They  analyze  complex  geographical   paSerns.  They  understand  alternaPve  approaches  to  development  and  their  implicaPons   for  the  quality  of  life  in  different  places.  They  assess  the  relaPve  merits  of  different  ways  

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Assessment  Criteria:  HumaniPes   of  tackling  environmental  issues  and  jusPfy  their  views  about  these  different  approaches.   They  understand  how  consideraPons  of  sustainable  development  can  affect  their  own   lives  as  well  as  the  planning  and  management  of  environments  and  resources.  They   illustrate  this  with  a  full  range  of  examples.  They  draw  selecPvely  on  geographical  ideas   and  theories,  and  use  accurately  a  wide  range  of  appropriate  skills  and  sources  of   evidence.  They  carry  out  geographical  invesPgaPons  independently  at  different  scales.   They  evaluate  sources  of  evidence  criPcally  and  present  coherent  arguments  and   effecPve,  accurate  and  well-­‐substanPated  conclusions.

History Level  4   Pupils  show  their  knowledge  and  understanding  of  local,  naPonal  and  internaPonal   history  by  describing  some  of  the  main  events,  people  and  periods  they  have  studied,   and  by  idenPfying  where  these  fit  within  a  chronological  framework.  They  describe   characterisPc  features  of  past  sociePes  and  periods  to  idenPfy  change  and  conPnuity   within  and  across  different  periods  and  to  idenPfy  some  causes  and  consequences  of  the   main  events  and  changes.  They  idenPfy  and  describe  different  ways  in  which  the  past  has   been  interpreted.  When  finding  answers  to  historical  quesPons,  they  begin  to  use   informaPon  as  evidence  to  test  hypotheses.  They  begin  to  produce  structured  work,   making  appropriate  use  of  dates  and  terms. Level  5   Pupils  show  their  knowledge  and  understanding  of  local,  naPonal  and  internaPonal   history  by  describing  events,  people  and  some  features  of  past  sociePes  and  periods  in   the  context  of  their  developing  chronological  framework.  They  begin  to  recognize  and   describe  the  nature  and  extent  of  diversity,  change  and  conPnuity,  and  to  suggest   relaPonships  between  causes.  They  suggest  some  reasons  for  different  interpretaPons  of   the  past  and  they  begin  to  recognize  why  some  events,  people  and  changes  might  be   judged  as  more  historically  significant  than  others.  They  invesPgate  historical  problems   and  issues  and  begin  to  ask  their  own  quesPons.  They  begin  to  evaluate  sources  to   establish  evidence  for  parPcular  enquiries.  They  select  and  deploy  informaPon  and  make   appropriate  use  of  historical  terminology  to  support  and  structure  their  work. Level  6   Pupils  show  their  knowledge  and  understanding  of  local,  naPonal  and  internaPonal   history  by  beginning  to  analyze  the  nature  and  extent  of  diversity,  change  and  conPnuity   within  and  across  different  periods.  They  begin  to  explain  relaPonships  between  causes.   They  begin  to  explain  how  and  why  different  interpretaPons  of  the  past  have  arisen  or   been  constructed.  They  explore  criteria  for  making  judgements  about  the  historical   significance  of  events,  people  and  changes.  They  invesPgate  historical  problems  and   issues,  asking  and  beginning  to  refine  their  own  quesPons.  They  evaluate  sources  to   establish  relevant  evidence  for  parPcular  enquiries.  They  select,  organize  and  deploy   relevant  informaPon  and  make  appropriate  use  of  historical  terminology  to  produce   structured  work. Level  7   Pupils  show  their  knowledge  and  understanding  of  local,  naPonal  and  internaPonal   history  by  analyzing  historical  change  and  conPnuity,  diversity  and  causaPon.  They  

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Assessment  Criteria:  HumaniPes   explain  how  and  why  different  interpretaPons  of  the  past  have  arisen  or  been   constructed.  They  begin  to  explain  how  the  significance  of  events,  people  and  changes   has  varied  according  to  different  perspecPves.  They  invesPgate  historical  problems  and   issues,  asking  and  refining  their  own  quesPons  and  beginning  to  reflect  on  he  process   undertaken.  When  establishing  the  evidence  for  a  parPcular  enquiry,  pupils  consider   criPcally  issues  surrounding  the  origin,  nature  and  purpose  of  sources.  They  select,   organize  and  use  relevant  informaPon  and  make  appropriate  use  of  historical   terminology  to  produce  well-­‐structured  work. Level  8   Pupils  show  their  knowledge  and  understanding  of  local,  naPonal  and  internaPonal   history,  construcPng  substanPated  analyses  about  historical  change  and  conPnuity,   diversity  and  causaPon.  They  analyze  and  explain  a  range  of  historical  interpretaPons  and   different  judgements  about  historical  significance.  They  suggest  lines  of  enquiry  into   historical  problems  and  issues,  refining  their  methods  of  invesPgaPon.  They  evaluate   criPcally  a  range  of  sources  and  reach  substanPated  conclusions  independently.  They  use   historical  terminology  confidently,  reflecPng  on  the  way  in  which  terms  can  change   meaning  according  to  context.  They  produce  precise  and  coherent  work. ExcepBonal  performance   Pupils  show  a  confident  and  extensive  knowledge  and  understanding  of  local,  naPonal   and  internaPonal  history.  They  use  this  to  frame  and  pursue  enquiries  about  historical   change  and  conPnuity,  diversity  and  causaPon,  construcPng  well-­‐substanPated,  analyPc   arguments  within  a  wide  frame  of  historical  reference.  They  analyze  links  between  events   and  developments  that  took  place  in  different  countries  and  in  different  periods.  When   exploring  historical  interpretaPons  and  judgements  about  significance,  pupils  construct   convincing  and  substanPated  arguments  and  evaluaPons  based  on  their  understanding  of   the  historical  context.  They  evaluate  criPcally  a  wide  range  of  sources,  reaching   substanPated  conclusions  independently.  They  use  historical  terminology  confidently,   reflecPvely  and  criPcally.  They  consistently  produce  precise  and  coherent  narraPves,   descripPons  and  explanaPons.

Religious  EducaBon   Level  4   Pupils  use  a  developing  religious  vocabulary  to  describe  and  show  understanding  of   sources,  pracPces,  beliefs,  ideas,  feelings  and  experiences.  They  make  links  between   them,  and  describe  some  similariPes  and  differences  both  within  and  between  religions.   They  describe  the  impact  of  religion  on  people’s  lives.  They  suggest  meanings  for  a  range   of  forms  of  religious  expression. Level  5   Pupils  use  an  increasingly  wide  religious  vocabulary  to  explain  the  impact  of  beliefs  on   individuals  and  communiPes.  They  describe  why  people  belong  to  religions.  They   understand  that  similariPes  and  differences  illustrate  disPncPve  beliefs  within  and   between  religions  and  suggest  possible  reasons  for  this.  They  explain  how  religious   sources  are  used  to  provide  answers  to  ulPmate  quesPons  and  ethical  issues,  recognizing   diversity  in  forms  of  religious,  spiritual  and  moral  expression,  within  and  between   religions.

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Assessment  Criteria:  HumaniPes   Level  6   Pupils  use  religious  and  philosophical  vocabulary  to  give  informed  accounts  of  religions   and  beliefs,  explaining  the  reasons  for  diversity  within  and  between  them.  They  explain   why  the  impact  of  religions  and  beliefs  on  individuals,  communiPes  and  sociePes  varies.   They  interpret  sources  and  arguments,  explaining  the  reasons  that  are  used  in  different   ways  by  different  tradiPons  to  provide  answers  to  ulPmate  quesPons  and  ethical  issues.   They  interpret  the  significance  of  different  forms  of  religious,  spiritual  and  moral   expression. Level  7   Pupils  use  a  wide  religious  and  philosophical  vocabulary  to  show  a  coherent   understanding  of  a  range  of  religions  and  beliefs.  They  analyze  issues,  values  and   quesPons  of  meaning  and  truth.  They  account  for  the  influence  of  history  and  culture  on   aspects  of  religious  life  and  pracPce.  They  explain  why  the  consequences  of  belonging  to   a  faith  are  not  the  same  for  all  people  within  the  same  religion  or  tradiPon.  They  use   some  of  the  principal  methods  by  which  religion,  spirituality  and  ethics  are  studied,   including  the  use  of  a  variety  of  sources,  evidence  and  forms  of  expression. Level  8   Pupils  use  a  comprehensive  religious  and  philosophical  vocabulary  to  analyze  a  range  of   religions  and  beliefs.  They  contextualize  interpretaPons  of  religion  with  reference  to   historical,  cultural,  social  and  philosophical  ideas.  They  criPcally  evaluate  the  impact  of   religions  and  beliefs  on  differing  communiPes  and  sociePes.  They  analyze  differing   interpretaPons  of  religious,  spiritual  and  moral  sources,  using  some  of  the  principal   methods  by  which  religion,  spirituality  and  ethics  are  studied.  They  interpret  and   evaluate  varied  forms  of  religious,  spiritual  and  moral  expression. ExcepBonal  performance   Pupils  use  a  complex  religious,  moral  and  philosophical  vocabulary  to  provide  a   consistent  and  detailed  analysis  of  religions  and  beliefs.  They  evaluate  in  depth  the   importance  of  religious  diversity  in  a  pluralisPc  society.  They  clearly  recognize  the  extent   to  which  the  impact  of  religion  and  beliefs  on  different  communiPes  and  sociePes  has   changed  over  Pme.  They  provide  a  detailed  analysis  of  how  religious,  spiritual  and  moral   sources  are  interpreted  in  different  ways,  evaluaPng  the  principal  methods  by  which   religion  and  spirituality  are  studied.  They  synthesize  effecPvely  their  accounts  of  the   varied  forms  of  religious,  spiritual  and  moral  expression.

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Assessment  Criteria:  ICT   InformaBon  &  CommunicaBon  Technologies  (ICT)   Level  4   Pupils  combine  and  refine  different  forms  of  informaPon  from  various  sources.  Pupils   understand  the  need  for  care  in  framing  quesPons  when  collecPng,  finding  and   interrogaPng  informaPon.  They  interpret  their  findings,  quesPon  plausibility  and   recognize  that  poor-­‐quality  informaPon  leads  to  unreliable  results.  They  use  ICT  to   present  informaPon  in  different  forms  and  show  they  are  aware  of  the  intended  audience   and  the  need  for  quality  in  their  presentaPons.  They  exchange  informaPon  and  ideas   with  others  in  a  variety  of  ways,  including  using  digital  communicaPon.  They  understand   the  risks  associated  with  communicaPng  digitally,  including  the  security  of  personal   informaPon.  They  plan  and  test  sequences  of  instrucPons.  They  use  ICT-­‐based  models   and  simulaPons  to  explore  paSerns  and  relaPonships,  and  make  predicPons  about  the   consequences  of  their  decisions.  They  use  ICT  to  organize,  store  and  retrieve  informaPon.   They  compare  their  use  of  ICT  with  other  methods  and  with  its  use  outside  school. Level  5   Pupils  combine  ICT  tools  within  the  overall  structure  of  an  ICT  soluPon.  They  select  the   informaPon  they  need  for  different  purposes,  check  its  accuracy  and  organize  it  in  a  form   suitable  for  processing.  They  use  ICT  to  structure,  refine  and  present  informaPon  in   different  forms  and  styles  for  specific  purposes  and  audiences.  They  exchange   informaPon  and  ideas  with  others  in  a  variety  of  ways,  including  using  digital   communicaPons.  They  create  sequences  of  instrucPons  and  understand  the  need  to  be   precise  when  framing  and  sequencing  instrucPons.  They  explore  the  effects  of  changing   the  variables  in  an  ICT-­‐based  model.  They  use  ICT  to  organize,  store  and  retrieve   informaPon  using  logical  and  appropriate  structures.  They  use  ICT  safely  and  responsibly.   They  discuss  their  knowledge  and  experience  of  using  ICT  and  their  observaPons  of  its   use  outside  school.  They  assess  the  use  of  ICT  in  their  work  and  are  able  to  reflect   criPcally  in  order  to  make  improvements  in  subsequent  work.  They  use  appropriate   evaluaPon  criteria  to  criPcally  evaluate  the  fitness  for  purpose  of  their  work  as  it   progresses. Level  6   Pupils  plan  and  design  ICT-­‐based  soluPons  to  meet  a  specific  purpose  and  audience,   demonstraPng  increased  integraPon  and  efficiency  in  their  use  of  ICT  tools.  They  develop   and  refine  their  work  to  enhance  its  quality,  using  a  greater  range  and  complexity  of   informaPon.  Where  necessary,  they  use  complex  lines  of  enquiry  to  test  hypotheses.   They  present  their  ideas  in  a  variety  of  ways  and  show  a  clear  sense  of  audience.  They   develop,  try  out  and  refine  sequences  of  instrucPons  and  show  efficiency  in  framing   these  instrucPons,  using  sub-­‐rouPnes  where  appropriate.  They  use  ICT-­‐based  models  to   make  predicPons  and  vary  the  rules  within  the  models.  They  assess  the  validity  of  these   models  by  comparing  their  behaviour  with  informaPon  from  other  sources.  They  plan   and  review  their  work,  creaPng  a  logically  structured  porOolio  of  digital  evidence  of  their   learning.  They  discuss  the  impact  of  ICT  on  society. Level  7   Pupils  design  and  implement  systems.  They  are  able  to  scope  the  informaPon  flow   required  to  develop  an  informaPon  system.  They  combine  informaPon  from  a  variety  of   ICT-­‐based  and  other  sources  for  presentaPon  to  different  audiences.  They  idenPfy  the   advantages  and  limitaPons  of  different  informaPon-­‐handling  applicaPons.  They  select   and  use  informaPon  to  develop  systems  suited  to  work  in  a  variety  of  contexts,   translaPng  enquiries  expressed  in  ordinary  language  into  the  form  required  by  the  

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Assessment  Criteria:  ICT   system.  They  develop,  test  and  refine  sequences  of  instrucPons  as  part  of  an  ICT  system   to  solve  problems.  They  design  ICT-­‐based  models  and  procedures  with  variables  to  meet   parPcular  needs.  They  consider  the  benefits  and  limitaPons  of  ICT  tools  and  informaPon   sources  and  of  the  results  they  produce,  and  they  use  these  results  to  inform  future   judgements  about  the  quality  of  their  work.  They  make  use  of  audience  and  user   feedback  to  refine  and  enhance  their  ICT  soluPons.  They  take  part  in  informed   discussions  about  the  use  of  ICT  and  its  impact  on  society. Level  8   Pupils  independently  select  appropriate  informaPon  sources  and  ICT  tools  for  specific   tasks,  taking  into  account  ease  of  use  and  suitability.  They  design  successful  ways  to   collect  and  prepare  informaPon  for  processing.  They  design  and  implement  systems  for   others  to  use.  They  take  part  in  informed  discussions  about  the  social,  economic,  ethical   and  moral  issues  raised  by  ICT. ExcepBonal  performance   Pupils  evaluate  soXware  packages  and  ICT-­‐based  models,  analyzing  the  situaPons  for   which  they  were  developed  and  assessing  their  efficiency,  ease  of  use  and   appropriateness.  They  suggest  refinements  to  exisPng  systems  and  design,  implement   and  document  systems  for  others  to  use,  predicPng  some  of  the  consequences  that  could   arise  from  the  use  of  such  systems.  When  discussing  their  own  and  others’  use  of  ICT,   they  use  their  knowledge  and  experience  of  informaPon  systems  to  inform  their  views  on   the  social,  economic,  poliPcal,  legal,  ethical  and  moral  issues  raised  by  ICT.

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Assessment  Criteria:  Media  Studies   Media  Studies Level  4 Students  are  able  to  plan,  research  and  prepare  for  their  projects  by  following  the   guidelines  provided.    Students  oXen  have  to  broaden  or  develop  their  iniPal  plans  as   their  projects  take  shape  in  order  to  address  issues  or  ideas  that  had  not  previously  been   idenPfied.    Students  are  able  to  show  a  basic  level  of  technical  ability,  using  the  soXware   and  hardware  demonstrated.    Through  their  creaPvity,  students  are  able  to  suggest  new   and  innovaPve  ideas  and  soluPons  to  problems,  however,  these  may  need  some  further   development  and  support.    Students  begin  to  show  an  awareness  of  the  media  concepts   and  related  theories  being  covered.    With  assistance,  students  are  able  to  reflect  upon   the  process  undertaken  and  suggest  areas  for  future  development. Level  5   Students  are  able  to  plan,  research  and  prepare  in  order  to  work  towards  a  successful   media  project.    With  support,  students  are  able  to  carry  this  on  effecPvely,  following   guidance  and  suggesPons.    Students  are  able  to  show  some  creaPvely  in  their  work,  oXen   building  on  or  imitaPng  pre-­‐exisPng  ideas.    Students  are  able  to  work  with  a  range  of   hardware  and  soXware,  and  can  use  the  tools  suggested  to  them.    They  demonstrate  a   basic  understanding  of  media  concepts  and  an  awareness  of  any  related  theories.     Through  quesPoning,  students  are  able  to  recognize  the  successes  within  the  their  work   and  possible  areas  for  development.     Level  6 Students  are  able  to  research  in  a  thorough  manner,  oXen  following  their  own  lines  of   inquiry  and  interest.    Their  work  is  well  planned  and  organized.    Students  demonstrate  a   good  level  of  creaPvity  in  their  work,  including  their  approach  to  problem  solving.    Ideas   are  oXen  original.    Students  projects  are  well  executed,  demonstraPng  a  good  level  of   technical  ability  within  the  suggested  soXware  and  hardware.    Through  discussions  and   their  work,  students  are  able  to  show  a  good  level  of  understanding    of  the  Media  related   concepts  being  covered  as  well  as  related  theories,  when  appropriate.    Students  are  able   to  effecPvely  reflect  upon  the  work  they  have  produced  and  can  idenPfy  areas  of  success   as  well  as  possible  areas  for  future  development.    Through  discussions,  pupils  are  able  to   share  their  ideas  and  explain  the  next  steps  in  creaPng  their  media  producPons. Level  7 Research,  planning  and  preparaPon  is  thorough  and  consistently  excellent  whilst  being   directly  related  to  the  task.    Students  explore  a  wide  range  of  resources  and  work  in  a   structured  manner.    Their  work  is  highly  creaPve  and  shows  originality  of  thought.     Problems  are  solved  in  an  effecPve  and  creaPve  manner.    Students  are  also  able  to   demonstrate  a  high  level  of  technical  ability  in  one  or  a  range  of  hardware  and  soXware   applicaPons.    Through  discussions  and  their  work,  students  are  able  to  show  an  high   degree  of  understanding  of  the  Media  related  concepts  being  covered  as  well  as  related   theories,  when  appropriate.  Students  are  able  to  reflect  upon  their  work  throughout    the   process  and  idenPfy  areas  of  success,  as  well  as  those  that  could  be  improved  upon.     Through  discussions,  students  are  able  to  clearly  demonstrate  their  thought  processes   and  explain  the  acPons  they  have  taken  as  well  as  the  next  steps  in  their  planning.

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ICHK  Assessment  Grid    -­‐  1  to  7  Scale Physical  EducaBon  (PE) Level  4   Pupils  link  skills,  techniques  and  ideas  and  apply  them  accurately  and  appropriately.   When  performing,  they  show  precision,  control  and  fluency.  They  show  that  they   understand  tacPcs  and  composiPon.  They  compare  and  comment  on  skills,  techniques   and  ideas  used  in  their  own  and  others’  work,  and  use  this  understanding  to  improve   their  performance.  They  explain  and  apply  basic  safety  principles  when  preparing  for   exercise.  They  describe  how  exercise  affects  their  bodies,  and  why  regular,  safe  acPvity  is   good  for  their  health  and  well-­‐being.  They  work  with  others  to  plan  and  lead  simple   pracPces  and  acPviPes  for  themselves  and  others. Level  5   Pupils  select  and  combine  skills,  techniques  and  ideas  and  apply  them  accurately  and   appropriately  in  different  physical  acPviPes,  When  performing  in  different  physical   acPviPes,  they  consistently  show  precision,  control  and  fluency.  They  show  that  they  can   draw  on  what  they  know  about  strategy,  tacPcs  and  composiPon  to  produce  effecPve   outcomes.  They  modify  and  refine  skills  and  techniques  to  improve  their  performance   and  adapt  their  acPons  in  response  to  changing  circumstances.  They  analyze  and   comment  on  skills,  techniques  and  ideas  and  how  these  are  applied  in  their  own  and   others’  work.  They  explain  how  the  body  reacts  during  different  types  of  acPvity,  and  why   physical  acPvity  is  an  essenPal  component  of  a  healthy  lifestyle.  They  plan,  organize  and   lead  pracPces  and  acPviPes  safely,  helping  others’  to  improve  their  performance. Level  6   Pupils  select  and  combine  skills,  techniques  and  ideas  and  use  them  in  a  widening  range   of  familiar  and  unfamiliar  physical  acPviPes  and  contexts,  performing  with  consistent   precision,  control  and  fluency.  They  use  imaginaPve  ways  to  solve  problems,  overcome   challenges  and  entertain  audiences.  When  planning  their  own  and  others’  work,  and   carrying  out  their  own  work,  they  draw  on  what  they  know  about  strategy,  tacPcs  and   composiPon  in  response  to  changing  circumstances,  and  what  they  know  about  their   own  and  others’  strengths  and  weaknesses.  They  analyze  and  comment  on  how  skills,   techniques  and  ideas  have  been  used  in  their  own  and  others’  work,  and  on   composiPonal  and  other  aspects  of  performance.  They  suggest  ways  to  improve.  They   understand  how  the  different  components  of  fitness  affect  performance  and  explain  how   different  types  of  exercise  contribute  to  their  fitness  and  health.  They  describe  their   involvement  in  regular,  safe  physical  acPvity  for  the  benefit  of  their  health  and  well-­‐ being.  When  leading  pracPces  and  acPviPes,  they  apply  basic  rules,  convenPons  and/or   composiPonal  ideas  consistently. Level  7   Pupils  select  and  combine  advanced  skills,  techniques  and  ideas,  adapPng  them   accurately  and  appropriately  to  meet  the  demands  of  increasingly  complex  situaPons.   They  consistently  show  precision,  control,  fluency  and  originality.  They  apply  the   principles  of  advanced  strategies,  tacPcs  and  composiPonal  ideas  in  their  own  and   others’  work,  and  modify  them  in  response  to  changing  circumstances  and  other   performers.  They  analyze  and  comment  on  their  own  and  others’  work  as  individuals  and   team  members,  showing  that  they  understand  how  skills,  tacPcs,  composiPon  and  fitness   relate  to  the  quality  of  the  performance.  They  plan  ways  to  improve  their  own  and   others’  performance  and  act  on  these  decisions  in  order  to  bring  about  the   improvements.  They  explain  the  principles  of  pracPce  and  training,  and  apply  them  

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ICHK  Assessment  Grid    -­‐  1  to  7  Scale effecPvely.  They  explain  the  benefits  of  regular,  safe  and  planned  physical  acPvity  on   physical,  mental  and  social  well-­‐being,  and  carry  out  their  own  physical  acPvity   programmes  based  on  their  choices  and  preferences  of  acPviPes  and  roles  within   acPviPes.  They  take  on  different  roles  within  an  acPvity,  showing  an  ability  to  organize   and  communicate  effecPvely,  and  applying  rules  fairly  and  consistently  or  adhering  to  the   convenPons  and  codes  of  conduct  for  acPviPes. Level  8   Pupils  consistently  disPnguish  between  and  apply  advanced  skills,  techniques  and  ideas,   always  showing  high  standards  of  precision,  control,  fluency  and  originality.  Drawing  on   what  they  know  of  the  principles  of  advanced  strategies,  tacPcs  or  composiPon,  they   apply  them  with  proficiency,  flair  and  originality  in  their  own  and  others’  work.  When   adapPng  and  responding  to  changing  circumstances  and  other  performers,  they  maintain   the  quality  of  a  performance.  They  criPcally  evaluate  their  own  and  others’  work,   showing  that  they  understand  the  impact  of  skills,  strategy,  tacPcs  or  composiPon  and   fitness  on  the  quality  and  effecPveness  of  performance.  They  use  this  informaPon  to  plan   and  monitor  ways  in  which  their  own  and  others’  performance  could  be  improved,  acPng   on  these  decisions  to  bring  about  the  improvements.  They  use  their  knowledge  of  health,   fitness  and  social  well-­‐being  to  plan  and  evaluate  their  own  and  others’  exercise  and   physical  acPvity  programmes.  They  take  on  different  roles  within  an  acPvity  and  plan   pathways  into  performance,  leadership  or  officiaPng  based  on  their  choices  and   preferences. ExcepBonal  performance   Pupils  consistently  use  advanced  skills,  techniques  and  ideas  with  precision,  control,   fluency  and  originality.  Drawing  on  what  they  know  of  the  principles  of  advanced   strategies,  tacPcs  or  composiPon,  they  consistently  apply  these  principles  with  originality,   proficiency  and  flair  in  their  own  and  others’  work.  They  are  increasingly  independent  in   finding  imaginaPve,  novel  and  different  soluPons  to  problems  posed  by  themselves  and   others.  They  criPcally  analyze  and  judge  their  own  and  others’  work,  showing  that  they   understand  how  skills,  strategy,  tacPcs  or  composiPon  and  fitness  relate  to  and  affect  the   quality  and  originality  of  performance  in  different  physical  acPviPes.  They  reach   judgements  independently  about  how  their  own  and  others’  performance  could  be   improved,  prioriPzing  aspects  for  further  development.  They  consistently  apply   appropriate  knowledge  and  understanding  of  health  and  fitness  in  all  aspects  of  their   work.  They  understand  the  contribuPon  physical  acPvity  makes  to  their  physical,  mental   and  social  well-­‐being  and  parPcipate  regularly  in  physical  acPvity  both  in  and  out  of   school  for  the  benefit  of  their  health  and  well-­‐being. //END

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ICHK  Assessment  Grid    -­‐  1  to  7  Scale

Approach to Learning

Attainment ICHK Scale

Year 12 &13

All Years

A*

7

7

B

A

6

6

High Level 4 Low Level 5 High Level 5

C

B

5

5

High Level 4

Low Level 5

D

C

4

4

High Level 3 Low Level 4 High Level 4

E

D

3

3

Low Level 3

High Level 3

Low Level 4

F

E

2

2

Below Level 3

Level 3 & Below

Level 3 & below

G

F/G

1

1

Year 7

Year 8

Year 9

Year 10 Year 11

Low Level 6 +

Level 6+

Level 7+

A

Level 5

High Level 5

Level 6

7.3

A B O V E

7 Exceptional

7.2 7.1

6 Well Above Expected Level 5 Above Expected Level

W I T H I 4 N At Expected Level

6.3 6.2 6.1 5.3 5.2 5.1 4.3 4.2

Low Level 4

4.1

3 Below Expected Level B E L O W

2 Well Below Expected Level

3.3 3.2 3.1 2.3 2.2 2.1 1.3

1 Cause for Concern

1.2 1.1

Grades  1-­‐3  =  Below  the  Expected   Level

Grades  4-­‐5  =  Within  the  Expected  Level Grades  6-­‐7  =  Above  the  Level  Expected

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ICHK  Assessment  Grid    -­‐  1  to  7  Scale

Approach to Learning Criteria

Level 1-2 Concern

Attitude to Challenge

Seems unsettled by challenge and determined to remain constantly in comfort zone.

Attitude to Criticism & Advice

Finds criticism hard if not impossible to accept. Hostile to following or even discussing advice.

Organization

Disorganised: missing organiser, books, handouts, files, or papers stuffed in locker or bag. Forgets equipment regularly. Forgets to check HW on Gibbon.

Taking initiative Gets stuck and stalled on a task without seeking help to move forward. Prone to prolonged inactivity in class while awaiting help.

Works Needs prompting to independently begin task. Easily distracted. Attention not sustained or consistent throughout task. Takes little or no pride in work. Group work Finds group work very challenging. May be disruptive and keep others from working. Unaware or unheeding of own behaviour, including when disruptive or obstructive.

Being Punctual Often late for class & Honouring without good reason. Deadlines Slow to respond to instructions. Hands in HW late or not at all.

Level 3 Potential Concern

Level 4-5 Satisfactory

Level 6-7 Encouraging

Prefers to remain in comfort zone. Needs prompting to accept challenge and to be stretched.

Accepts challenge Welcomes challenge and being stretched and enjoys being in selected areas, but stretched. Eager to content to remain in extend and build on comfort zone in experience. others. Tends to adopt a Able to engage with Engages with criticism defensive or criticism and to with an open mind and dismissive attitude to respond to it with able to respond readily. criticism. Advice is acceptance. Will take Seeks and welcomes often ignored or and follow good good advice. disregarded. advice. Poorly organised: Reliably organised: Well organised: remembers some but rarely forgets routinely brings not all equipment. equipment or necessary equipment, Requires constant organiser. Checks including special reminding. Checks HW on Gibbon. materials on those Gibbon but not occasions they are confident of obtaining required. Gibbon is well accurate information. used as a tool to stay organised and to project ahead. Lacks Resourceful: Highly resourceful: resourcefulness: demonstrates a demonstrates a wide tends to require number of strategies repertoire of strategies teacher input to to move on when to move on when stuck, move on once stuck. stuck, including including self-generated seeking peer and research and intelligent teacher support, but trial & error when also changing own appropriate. approach to task when appropriate. Easily distracted, Begins task promptly. Begins task promptly, though usually Stays on task with no stays focussed and returns to task. or few reminders. capable of achieving Needs prompting to Takes pride in work. flow. Takes pride in work remain on task. and is open and Shows some pride in responsive to work. constructive criticism. Needs Tends to work Can work equally well encouragement to predominantly with within or outside of work in a group and friends. Cooperates friendship group. will often only work well with other group Cooperates consistently with select friends. members. Remains well with other group May only work well on task. members. Maintains with group when Communicates focus and helps group prompted or effectively with remain on task. assisted. group. Supports Communicates well with others. group and on behalf of the group. When appropriate, shows leadership qualities. Occasionally late for Punctual to class. Punctual to class. class without good Follows all Follows the most reason. Does not instructions quickly. complex instructions reliably follow HW is reliably with evident instructions. HW handed in on time. understanding and can occasionally handed support others to in late. understand and respond. HW always handed in on time.

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Yr 7 9 curriculum brochure assessment level descriptors