YEAR 7 KS3 Art and Design Progress descriptors
Acquiring Developing Securing Extending
AO1- Develop ideas through investigations, demonstrating critical understanding of sources
A02-Refine work by exploring ideas, selecting and experimenting with appropriate media, materials, techniques and processes
AO3- Record ideas, observations and insights, relevant to intentions as work progresses
A04- Present a personal and meaningful response that realises intentions and demonstrates understanding of visual language
Communicating about your work and the work of others in a basic way
Developing ideas
Exploring ideas using media and techniques
Communicating about your work and the work of others in a way that shows some understanding Developing ideas that show some understanding and creativity
Exploring ideas using media and techniques that show some understanding
Creating and refining work with some skill
Recording observations
Creating an outcome linked to sources
Recording observations showing some understanding in a number of media
Creating an outcome linked to sources that shows some understanding of techniques, media and ideas
TERM 1 Visual Elements
Key task 1: Line
Key task 2: Shape
Key task 3: Tone
Teacher signature:
Student signature:
Skills and knowledge progression:
Line Date:
Communicating about your work and the work of others in a confident and interesting way
Developing ideas that are confident and creative
Exploring ideas using media and techniques that show good understanding and control
Creating and refining ideas with confidence and skill
Recording observations showing good control and level of accuracy in a number of media that show a good command of the formal elements
Creating an outcome linked to sources that shows a good understanding of techniques, media and ideas
TERM 2 Visual Elements
Key task 1: Form
Key task 2: Texture
Key task 3: Pattern
Teacher signature:
Student signature:
Communicating about your work and the work of others in a mature and sophisticated manner
Developing ideas that are mature and sophisticated
Exploring ideas using media and techniques that show excellent skill and control
Creating and refining ideas with exceptional maturity and skill
Recording observations showing exceptional level of control and skill in all media and displaying and outstanding mastery of the formal elements
Creating an outcome linked to sources that shows an excellent understanding of techniques, media and ideas and a natural flair in the creation of Art.
TERM 3 Visual elements
Key task 1: Colour
Teacher signature:
Student signature:
You have thought carefully about the direction of your lines and the effects they create
You have controlled the weight of your line in a confident and sensitive manner
You have created areas of light and dark in your work and this gives it a realistic feel
You have understood the ways in which other artists have used line and are able to explore this in your own work
You have used a broad range of lines and marks in your work
You have created a sense of movement in your work through using curved lines
Shape Date
You have measured and created an accurate outline drawing of geometric shapes
You have created a composition that explores geometric shape in an interesting, this may involve overlapping to create a complex image
You have explored the effects of negative and positive space within your composition creating interesting optical effects
You have explored a range of organic shapes that are imaginative and show creativity and skill
A C H I E V E M E N T
You have used colour in a creative and skilfull way to enhance your organic drawing
Tone Date
You have explored a wide range of tone within your shading from the darkest dark to the lightest light
You have used a sharp pencil and avoided smudging with your hand and finger
You have identified highlights within your shading on areas such as the surface of the eye
You have created accurate outline shapes for the eye, iris and pupil
Form Date
You have carefully drawn 3 Dimensional shapes in an accurate manner
You have used a wide range of tone to transform a shape into a solid 3-Dimensional form
You have worked carefully and with focus to recreate a complex arrangement of shapes
You have used the negative space around the shapes to compliment the objects to create a natural setting
Texture Date
You have created a wide range of textures using a variety mark making skills
You have created imagery that combines textures in an imaginative manner
You have produced images that creatively explore the materials and techniques you have learnt
You have created work that takes inspiration from the work of other artists
Pattern Date
You have understood the different approaches to creating patterns
You have understood and created repeat patterns
You have shown skill in the drawing of your pattern work
You have shown ability to add detail, colour and texture to your patterns
Colour
You have understood how to create a range of tone when using colour
You have combined colours in a way create that shows an understanding of colour theory
You have used a number of media confidently and skilfully
You have shown an understanding of the artists being studio in class discussions and in your work
+ COL You have used colour well in this piece The colour is vibrant and you have used your materials successfully
+ GB Good blending You have shown some good skills in blending colours together to create different areas of tone Well done
+ GT You have included some good tonal effects in this piece I can see where the shadows and highlights are.
+ PRES You have presented this piece of work well You have thought carefully about your layout and composition
+ MAT You have used your materials well to achieve the right effect
+ SIZ The size of this piece of work is good You have composed the piece well and filled the page
+ GE Good effort! You have listened to instructions and used your artistic skills to produce a good piece of work
+ EE Excellent effort! You have produced an outstanding piece of art work and shown real skill/improvement. This work deserves an achievement point!
-COL The colour in this piece could be improved You might need to fill in white gaps or make the colours more vibrant How could you do this?
- MB More blending Try to include more attempts at blending two colours/shades together to create different areas of tone
- MT There could be more tonal shading in this piece Try to show where the shadows and lighter areas are
- PRES You must think more carefully about how to present your page Take your time to plan where each element of your work, such as a title or a drawing, will go
- MAT You should think more carefully about how to use the materials to create the right effect
- SIZ This study is too small Because of this it does not include enough detail Try to fill the page when drawing
- LOE You have not spent enough time on this piece either at home or in lesson time and it looks unfinished Think carefully about how you will now go back and improve this piece of work
- US Unacceptable standard This work shows a serious lack of effort It shows you have not listened to the advice given to you or that you have spent any time on this piece of work either in lesson or at home. 1 behaviour point.
Use a red pen / highlighter to respond to corrections Also include the date #
Place a hashtag beside a piece of work that you have returned to and worked on Also include the date
M A R K I N G G U I D A N C E
AO1- Develop ideas through investigations, demonstrating critical understanding of sources
A02-Refine work by exploring ideas, selecting and experimenting with appropriate media, materials, techniques and processes
AO3- Record ideas, observations and insights, relevant to intentions as work progresses
A04- Present a personal and meaningful response that realises intentions and demonstrates understanding of visual language
TAG =
YEAR 8 KS3 Art and Design Progress descriptors
Acquiring Developing Secure Extending
Communicating about your work and the work of others in a basic way
Developing ideas
Exploring ideas using media and techniques
Communicating about your work and the work of others in a way that shows some understanding
Developing ideas that show some understanding and creativity
Exploring ideas using media and techniques that show some understanding
Creating and refining work with some skill
Recording observations
Creating an outcome linked to sources
Key task 1: Pattern
Recording observations showing some understanding in a number of media
Communicating about your work and the work of others in a confident and interesting way
Developing ideas that are confident and creative
Exploring ideas using media and techniques that show good understanding and control
Creating and refining ideas with confidence and skill
Recording observations showing good control and level of accuracy in a number of media that show a good command of the formal elements
Creating an outcome linked to sources that shows some understanding of techniques, media and ideas
Creating an outcome linked to sources that shows a good understanding of techniques, media and ideas
Communicating about your work and the work of others in a mature and sophisticated manner
Developing ideas that are mature and sophisticated
Exploring ideas using media and techniques that show excellent skill and control
Creating and refining ideas with exceptional maturity and skill
Recording observations showing exceptional level of control and skill in all media and displaying and outstanding mastery of the formal elements
Creating an outcome linked to sources that shows an excellent understanding of techniques, media and ideas and a natural flair in the creation of Art.
Key task 1: Proportion
Key task 2: Pattern/Colour = Key task 2: Development
Key task 1: Exploration of media/Final Design
Key task 2: Exploration of media/Final Design
Teacher signature: Teacher signature: Teacher signature:
Student signature: Student signature: Student signature:
A C H I E V E M E N T TERM
of
1 Day
the Dead Term 1 and 2 Day of the Dead TERM 2 Day of the Dead
Research Can confidently show an understanding and influence of of visual elements explored in the Day of the Dead such as colour, texture and tone
Can confidently show an understanding of the use of pattern and symbolism found within the work of the Day of the Dead
Can confidently comment on how the work makes them feel or the atmosphere the work of others and that of their own work creates
Recording Can skillfully and creatively use your artistic skills to present your work in an aesthetically pleasing manner
Can draw shapes accurately by carefully looking and copying what you see.
Can use tone in a skilfull way that makes your drawing look realistic or enhances the effects you are trying to create
Can use colour in a thoughtful and skilfull way that looks vibrant and well blended
Can accurately record proportion and scale in your work
Media/Materials
Response/Outcomes
Can use pencil and coloured pencil skillfully and creatively Using blending techniques and creating wide ranges of colour in a neat and confident manner.
Can control, blend and mix colours that are required in your work in both pencil and in paint
Can control the consistency of paint creating using both thick and thinner consistency depending on the effect that is required
Can keep paint neatly within the spaces/shapes required
Can create skillful responses that show your understanding and mastery of the techniques being taught
Produce responses that show your creativity and that display that you are working independently as you explore the ideas, techniques and ideas being taught
Even Better if
Aim to ensure your patterns are symmetrical and contain a large amount of detail
Aim to ensure the proportions are more accurate in your work, carefully apply what is being taught in demonstrations and be prepared to correct mistakes.
Use faint outlines when drawing outlines and look very carefully at what you are drawing. Use a range of pressure within your shading as demonstrated by your teacher to create tone/range of colour
Use a ruler and sharp pencil to keep lines that are used in your work neat and graphic.
Be prepared to reflect on your work and change mistakes as you go, use a rubber to correct errors. Avoid getting too much water on you brush, try and reflect on this and aim to control your paint.
Ensure you have sufficient water on your brush to move your paint smoothly. If you can see bristle marks then it’s too dry
Slow down and work carefully. Ensure that your materials are being applied with care. Rushing will result in rushed work.
How have I used my feedback to improve my work?
Term 1 –Digital Literacy
St John’s Year 7 Progress Descriptors – Computing & ICT
ACQUIRING DEVELOPING SECURING EXTENDING Assessment
Students are able to demonstrate a basic understanding of the different digital literacy skills throughout this unit.
Term 2 –E-Safety
Students are able to demonstrate a limited range of skills and understanding of digital literacy tools.
Students are able to demonstrate a strong understanding and skills of digital literacy tools.
Term 3 –Interacti ve
PowerPo int product
Students have a basic understanding of ways to use technology safely, respectfully, responsibly and securely, including protecting their online identity and privacy; recognise inappropriate content, contact and conduct, and know how to report concerns.
Use basic tools to realise a design or solve a problem to a partial level.
Students have a limited understanding of ways to use technology safely, respectfully, responsibly and securely, including protecting their online identity and privacy; recognise inappropriate content, contact and conduct, and know how to report concerns
Students have a strong understanding of ways to use technology safely, respectfully, responsibly and securely, including protecting their online identity and privacy; recognise inappropriate content, contact and conduct, and know how to report concerns.
Use a range of tools to fully realise a design or solve a problem although there may still be some inaccuracies in the solution.
Use a wide range of tools to fully realise a design or solve a problem accurately and to a good standard utilising some advanced skills on occasions.
Students are able to demonstrate a thorough understanding of the digital literacy skills and tools within this unit.
Students have a thorough understanding of ways to use technology safely, respectfully, responsibly and securely, including protecting their online identity and privacy; recognise inappropriate content, contact and conduct, and know how to report concerns.
Demonstrate a high level of skill going beyond the tools demonstrated to extend learning and be able to apply these skills across a variety of different situations with positive outcomes.
Formative assessmentHomework 3 and task 3 marked.
Summative assessment using google forms.
Formative assessmentHomework 3 and task 3 marked.
Summative assessment using google forms.
Formative assessmentHomework 3 and task 3 marked
Summative assessment using google forms.
Term 1 –
Understandi
ng Computer Systems
St John’s Year 8 Progress Descriptors – Computing & ICT
ACQUIRING DEVELOPING SECURING EXTENDING Assessment
Students have demonstrated a basic understanding of the hardware and software components that make up computer systems They have also demonstrated a basic understanding of how instructions are stored and executed within a computer system. Students have also demonstrated a basic understanding of how binary are represented in a computer system and also an understanding of searching and sorting.
Students have demonstrated a limited understanding of the hardware and software components that make up computer systems. They have also demonstrated a limited understanding of how instructions are stored and executed within a computer system. Students have also demonstrated a limited understanding of how binary are represented in a computer system and also an understanding of searching and sorting.
Students have demonstrated a strong understanding of the hardware and software components that make up computer systems. They have also demonstrated a strong understanding of how instructions are stored and executed within computer systems. Students have demonstrated strong understanding of how binary are represented in a computer system and also an understanding of searching and sorting.
Students have demonstrated a thorough understanding of the hardware and software components that make up computer systems. They have also demonstrated a thorough understanding of how instructions are stored and executed within computer systems. Students have demonstrated a thorough understanding of how binary are represented in a computer system and also an understanding of searching and sorting.
Formative assessmentHomework 3 and task 3 marked.
Summative assessment using google forms.
Term 2 –
Micro: bit
Term 3
–Kodu Game lab
Students have demonstrated a basic understanding of computational thinking and programming whilst studying the micro: bit unit.
Students have demonstrated a limited understanding of computational thinking and programming whilst studying the micro: bit unit.
Students have demonstrated a strong understanding of computational thinking and programming whilst studying the micro: bit unit.
Students have demonstrated a thorough understanding of computational thinking and programming whilst studying the micro: bit unit.
Formative assessmentHomework 3 and task 3 marked.
Summative assessment using google forms.
Students have demonstrated a basic understanding of two programming languages to solve a variety of computational problems
Students have demonstrated a limited understanding of two programming languages to solve a variety of computational problems.
Students have demonstrated a strong understanding of two programming languages to solve a variety of computational problems.
Students have demonstrated a thorough understanding of two programming languages to solve a variety of computational problems.
Formative assessmentHomework 3 and task 3 marked.
Summative assessment using google forms.
Progress descriptor template
Key concepts: Acquiring Developing Securing Extending
Vocabulary
Subject Knowledge
Tools, Processes & Equipment
Investigate
Quality of research collected
Analyse & Evaluate Analyse research
Testing (Evaluation)
Technical knowledge is limited but accurate.
Writing should be in full sentences with as much detail as possible.
Work demonstrates some understanding of some basic materials/ingredients, tools, equipment, and machinery
Extend this further through further research
Appropriate research is documented in work
I should make sure my work is in my own words and add more detail to extend further.
Some reference to how research is relevant to the work. Try to add own thoughts to link this further
Work shows the big picture of what went well and what could be improved further. Try to break this down, to identify key areas to develop to improve the quality of work.
Quality of drawing skills
Design
Development (use of research)
Practical Skills
Level of skill / independence
Work demonstrates basic drawing skills, with some rendering Drawings should be drawn 3D where possible, they should be presented accurately and rendered showing tone & shade.
Research has been used to help create designs with relevant features.
Try to add more detail, include evidence of the research carried out where possible
Technical knowledge is broad and mainly accurate.
Try to explain thoughts and justify comments further.
Work demonstrates understanding of some materials/ingredients, tools, equipment, and machinery
Add more detail to increase this further and try to apply it to design ideas
Work has adequate detail with relevant research which is beyond that discussed in the lesson.
Try to add more detail to extend further
Some good links explaining how the research is relevant to the work.
Try to add more detail to extend this further
Some understanding demonstrated of how the product could be improved, including setting basic targets
Try to create focussed targets to help identify how to improve further.
Work demonstrates some quality drawing skill or accurate rendering Drawings should be drawn 3D where possible, they should be presented accurately and rendered showing tone & shade.
Good range of designs, which include some of the elements relevant to the research carried out.
Try to expand this further, to evidence research carried out.
Technical knowledge is broad and accurate. Two tier words are used appropriately in the work, with a good level of depth in sentences
Work demonstrates a good understanding of a range of materials/ingredients, tools, equipment, and machinery
Work shows differentiation between them appropriately in terms of their suitability for designs
Work is clear and has good detail
Research is relevant, it has been collected from a range of sources, beyond that discussed in the lesson
Research is relevant to the work and demonstrates detail. Research has been analysed and thoughts have been justified where possible
Work demonstrates good understanding of how the product could be improved. Including detailed, realistic targets on how to improve.
Technical knowledge is broad, accurate and perceptive. Two tier words are used to explain work, with an excellent level of depth in sentences.
Work demonstrates a detailed understanding of an extensive range of materials/ingredients, tools, equipment, and machinery
Knowledge has been applied to the design ideas to make feasible design proposals
Work has excellent detailed research, which is related to the task, and demonstrates excellent understanding
Work has been analysed with good detail & justification. It shows consideration of wider aspects, such as construction, target audience etc
Good/accurate self-review of progress given set criteria. Self-assessment of skills is accurate, and identification of how to improve further is realistic.
Tools and equipment used with support in order to produce a finished outcome.
Try to increase the quality and accuracy in my work and try working independently where possible
Tools and equipment used with some skill in order to produce a finished outcome Practical work is manufactured and finished to an acceptable standard, demonstrating some quality and accuracy
Try to increase the quality and accuracy in work and try working independently where possible.
Work demonstrates both quality drawing skills (in 3D where possible) and accurate use of rendering
Work demonstrates excellent drawing skills; detail is included in work with consideration of material and textures
Good range of creative designs which accurately reflect the research carried out
Wide range of innovative designs, evidencing relevant research, such as materials and construction methods where appropriate
Tools and equipment used with skill completing my practical work to a high standard, demonstrating both quality and accuracy
I can work independently on my practical work, following the instructions given
Confident ability to work independently, I can use a range of tools, equipment, materials and processes with skill. My practical work is manufactured and finished to a high standard, demonstrating a high level of quality and accuracy I also understand how to correct any errors if they arise.
Assessment without levels – Geography progress descriptor
Key concepts: Develop geographical knowledge through the conceptual understanding of place and processes. Develop understanding of the patterns and processes and explain how these apply at a range of scales. Pupils should be able to enhance their geographical understanding through the interpretation and analysis of source material. Geographical skills, both numerical and statistical, are used to describe and evaluate geographical patterns and trends.
Acquiring Developing Securing Extending
Use some common words to demonstrate limited knowledge of geographical concepts. Case studies are unlikely to be used.
Demonstrate some understanding of how geographical processes can impact humans. This might not be linked to a location.
Use some basic tier 3 vocabulary to demonstrate simple knowledge of geographical concepts. Case studies are used but may be inaccurate or lacking detail.
Demonstrate mostly accurate understanding of how human and physical processes can impact people, the economy or the environment. This is applied with some accuracy to locations that are more familiar.
Use tier 3 vocabulary to demonstrate detailed knowledge of geographical concepts. Case study knowledge used supports the geographical knowledge.
Demonstrate good understanding of how human and physical processes can impact people, the economy or the environment. This is applied with some accuracy to locations that are local or global.
Use tier 3 vocabulary to demonstrate precise knowledge of geographical concepts. Case study knowledge used is specific and accurate.
Demonstrate complex understanding of how human and physical processes can impact people, the economy or the environment. This is applied with precise accuracy to locations that are local or global.
Use geographical knowledge and understanding in order to form an opinion regarding a geographical issue.
Apply basic geographical skills to describe patterns shown in graphs and photos.
Use basic geographical knowledge and understanding to attempt to show the alternative viewpoints regarding a geographical issue. Images and graphs provided might be used to support the different points of view.
Apply some geographical skills to interpret graphs, maps and photos. Data that does not fit the pattern is sometimes identified.
Use detailed geographical knowledge and understanding to evaluate resources i.e. images, graphs in order to make a sensible judgement on a geographical issue. Resources are used frequently to support the line of argument.
Apply a wide range of geographical skills (map skills, photo interpretation and diagrams) to investigate patterns and trends. Anomalies in data can be highlighted and occasionally explained.
Use precise geographical knowledge and understanding to critically evaluate resources i.e. images, graphs, in order to make a strong judgement on a geographical issue. Resources are used extensively to support the line of argument.
Apply an extensive range of geographical skills (map skills, photo interpretation and diagrams) to investigate patterns and trends. Anomalies in data can be easily identified and explained.
Key concepts:
History Progress Descriptors
Acquiring Developing Securing Extending
Can identify a simple range of time periods across a timeline and can use appropriate vocabulary – e.g. namekey time periods.
Chronology
Can place key time periods into chronological order.
Can use appropriate dates and vocabulary to demonstrate the passing of time – e.g. demonstratesa workingknowledgeof BC and AD.
Demonstrates knowledge of a broader historical overview by using periods and/or themes.
Newknowledgeacquiredcanbeplacedinto its historical context and into a secure chronological framework.
Demonstratesanunderstanding of patterns of change, continuity, etc. in one or more time periods.
Can identify and explain a range of links within and across periods of time.
Demonstrates good knowledge of a period being studied. Can identify differingtimeperiodsbasedonkey events, people, evidence.
Canseewherethereismoreor lessprogresswithintime periods and can compare those to others.
Able to identify and explain anachronisms.
Able to devise enquiry questions about change, continuity, etc. between and across periods.
Communicating History
Able to write briefly in sentences.
Can identify 1-2 historical terms: change, continuity, cause, consequence, chronology or evidence but may lack confidence in their use.
Demonstrates some relevant historical knowledge and understanding using some historical vocabulary relevantto the topic.
Some evidence of structure (paragraphs) and also structure within paragraphs.
Demonstrates use of signpost sentences, full facts, explanation and conclusions.
Uses historical terms (relevant to the topic) accurately.
Demonstrates knowledge and understanding that is mostly relevant to the question.
Usually uses signpost sentences, full facts, explanation, analysis and mini conclusions throughout an answer but this may not be consistent.
May include an introduction and an overall conclusion.
Uses historical terms (relevant to the topic) confidently.
Demonstrates knowledge and understanding and can apply these accurately to the focus of the specific question.
Consistently uses signpost sentences, full facts, explanation, analysis and mini conclusions within all paragraphs. Clear use of introduction and overall conclusion.
Uses historical terms (relevant to the topic) confidently and may demonstrate connections, or show significance of each, or may link more than one.
Demonstrates relevant and comprehensive knowledge and understanding. Able to use key dates, facts and individuals relevant to specific time periods.
Thinking like a historian
Investigating the past
Can identify terms including change & continuity, cause & consequence, similarity & difference and significance and provide some basic understanding of the meaning of some of these terms.
Able to demonstrate understanding of the difference between primary and secondary sources of evidence.
Can provide examples within written work of their understanding of the key terms and can begin to show understanding of where there is change and continuity etc. across time periods
Will be able to provide simple explanations of the significance of events and/or people.
Able to utilise primary and/or secondary sources of evidence to gather information about the past.
Can make links between (for example) cause and consequence and may provide more than one example of each of the terms, and can apply this across different time periods.
Will provide detailed explanations of the significance of events and/or people.
Able to analysea wide rangeof primary and secondary evidence in order to justify claims about, and identify different interpretations of, the past. This may include the nature, origin and purpose of sources.
Can make links between a number of causes/changes/similarities etc. and start to rank them. May also be able to make connections between the different elements for example, causes and significance, similarities and consequences. May be able to take a ‘bigger picture’ approach to see how linking and ranking a number of elements can be applied across time periods.
Able to understand that interpretations of the past differ, explain why they differ and evaluate interpretations in the context of historical events, using a range of evidence to support those interpretations.
Assessment without levels - MFL progress descriptor
Key concepts: Develop pupils’ abilities to express their ideas and thoughts in another language and to understand and respond to its speakers, both in speech and in writing. Pupils should also develop curiosity of other cultures and deepen their understanding of the world through study of varied, engaging themes. In addition, they should be able to express positive and negative opinions with justification, and use multiple tenses accurately in their written and spoken work.
Key skill
Reading
Writing
Listening
Acquiring
Working to consolidate Developing Working towards Securing
Working at Extending Working above
Demonstrate understanding of key words, phrases and simple writing. Develop and understand new vocabulary that is introduced into familiar written material.
Show comprehension of original materials from different sources, understanding important ideas and details. Provide an accurate translation of short sentences into English.
Demonstrate understanding of key messages by scanning for information in more challenging materials. Organise and present relevant details, recognising information in at least two tenses.
Identify key messages involving complex language, recognising the relationship between past, present and future events. Deduce meaning from longer written texts from a range of contexts. Convey key information when translating into English.
Write phrases from memory, and adapt these to create new sentences. Begin to express ideas clearly.
Listen attentively to spoken language and show understanding by participating in basic conversations.
Speaking
Speak in sentences, using familiar vocabulary, phrases and basic language structures. Develop accurate pronunciation and intonation.
Write at varying length, for different purposes and audiences, using the variety of grammatical structures learnt to date. Convey meaning and exchange information accurately, in at least two tenses. Translate sentences from English into the target language, demonstrating understanding of key messages.
Understand and respond to spoken language from a variety of authentic sources. Listen to various forms of spoken language to obtain information and respond appropriately.
Speak with increasing confidence, fluency and spontaneity, participate in varied discussions and develop ability to ask questions, and continually improving the accuracy of their pronunciation and intonation.
Identify the overall message, key points, details and opinions in a variety of short spoken passages, recognising dialogue in at least two tenses.
Take part in short conversations, answering questions, and exchanging opinions. Use a variety of vocabulary and grammatical structures, including more complex forms, with reference to at least two tenses.
Use of a variety of vocabulary and grammatical structures, describing past, present and future events. Provide detailed opinions with justification and translate short texts from English into the target language accurately.
Identify key information in a variety of short and longer spoken passages, involving complex language, recognising the relationship between past, present and future events.
Engage in detailed conversations, giving opinions and asking questions. Speak spontaneously, responding to unexpected elements. Use a variety of vocabulary and complex structures, with reference to past, present and future events.
Sources: Key Stages 2 & 3 National Curriculum for Languages, AQA GCSE Spanish Specification.
Progress descriptor template
Key concepts:
Assessment Strand Acquiring Developing Securing Extending
Hands and Feet (Performing)
• Demonstrates fundamental skills such as running, jumping, throwing and catching with some accuracy, control and success
• Demonstrates a range of skills with control and accuracy in practice situations whilst displaying some control in competitive situations
• Demonstrates a range of skills (some advanced) for most activities with control and accuracy when in practice situations and frequently in competitive situations
• Demonstrates a full range of advanced skills with consistency for the majority of activities when in practice and competitive situations
• Links some fundamental skills together to perform skills with increased difficulty
• Performs some basic functional movements in a safe manner with control
• Choose, link and combines skills and techniques with some control and coordination
• Demonstrate a range of skills (some advanced) for most activities with control and accuracy
• Choose and adapt skills to suit different situations having a highly influential effect upon performance
• Uses some tactics in controlled practice situations
• Performs a range of basic functional movements with good technique showing some consistency
• Performs the majority of functional movements with good technique and consistency whilst pushing beyond your comfort zone
• Performs a full range of functional movements with excellent technique and consistency whilst pushing yourself to your limits
• Uses some tactics to outwit opponents in practice and competitive situations
• Uses a range of tactics to outwit opponents in a variety of activities
• Uses and adapts advanced tactics to outwit opponents in the majority of activities
• Accesses a range of extracurricular and community opportunities to extend and develop skills and techniques.
Minds (Knowledge and understanding)
• Actively take part in a range of activities in lessons to develop skills and techniques
• Starting to work to the best of their ability showing some resilience across different activities
• Contributes to a range of competitive situations in lessons and extra-curricular activities including inter-house competitions.
• Represents at least one college team and perform for a team outside of the college
• Demonstrates a basic knowledge and understanding of Physical Education and Sport
• Occasionally works to the best of their ability showing resilience across different activities
• Frequently works to the best of their ability showing resilience across the majority of activity areas
• Always works to the best of their ability showing high degrees of resilience across all activity areas
• Identifies how sport and physical activity can contribute to a healthy lifestyle
• Demonstrates a basic knowledge and understanding of Physical Education and Sport across different topics
• Demonstrates good knowledge and understanding of Physical Education and Sport across a range of topics
• Demonstrates outstanding knowledge and understanding of Physical Education and Sport across a range of topics
• Describes how sport and physical activity can contribute to a healthy lifestyle and the improvement of fitness
• Explains how the effects of sport and physical activity can contribute to a healthy lifestyle and the improvement of fitness
• Demonstrates outstanding knowledge of the effects of sport and physical activity on health and fitness and can apply this to everyday life
• Understands and explains a range of advanced tactics to
Social (Interacting)
• Identifies basic tactics that can be used to outwit an opponent
• Identify a strength and an area for improvement in your own or an others’ performance
• Describes some tactics and how they can be used to outwit an opponent
• Shows an understanding of a range of tactics that can be used to outwit an opponent in a range of activities
outwit an opponent in a wide range of activities
• Sets goals, with support, in order to develop perfh6hormance
• Describe a strength and an area for improvement in your own or an others’ performance suggesting how it can be improved
• Sets goals, with limited support, in order to develop performance
• Compare your own performance to that of others’ and explain how you can improve
• Analyse own and others’ performances and make judgements on how to make it even better using appropriate technical terminology
• At times, demonstrates empathy, praise, motivation and effective collaboration with peers and staff
• Occasionally demonstrates empathy, praise, motivation and effective collaboration with peers and staff
• Sets clear goals in order to develop performance and can measure progress towards them
• Frequently demonstrates empathy, praise, motivation and effective collaboration with peers and staff whilst helping others
• Sets SMARTER goals to develop performance and evaluates progress towards these goals
• At times, works independently and with others with limited support
• Occasionally works independently and with others with limited support
• Frequently works independently and with others without the need for support whilst
• Always acts as a positive role model by demonstrating an exceptionally high level of empathy, praise, motivation, organisation and self-regulation whilst going out of their way to help others
• Always works independently and with others whilst displaying an outstanding level of determination
• Can lead a simple warm up or basic activity, with support, when working with others in college
showing some determination
• Shows some confidence when leading others within college
• Can suggest ways of how to make an activity easier or harder for yourself with support
• Can communicate basic ideas, when prompted, showing limited communication within activities
• Can suggest ways of how to make an activity easier or harder for yourself
displaying good determination
• Shows good confidence and leadership skills when working with others in college
• Shows excellent confidence and leadership skills when working with others in college or in the community
• Effectively plan how to make an activity easier or harder to provide challenge for all performers
• Can accurately suggest ways of how to make an activity easier or harder to create challenge for yourself and others’
• Displays some good ideas when prompted and occasionally communicates within activities
• Displays good communication skills within activities and within activities
• Displays excellent communication skills both within activities and during group discussions
• Engages in healthy behaviours when encouraged
• Occasionally engages in healthy behaviours
• Frequently engages in healthy behaviours
• Supports and encourages others to choose healthy behaviors
Skill A
Keyword definition
Assessment without levels – RE progress descriptor
Key concepts: Students will be introduced to the basic features of Christianity as well as a more detailed introduction to both Hinduism and Islam. Students cover a range of Bible stories and how these may impact modern daily life. Within lesson time students are given the opportunity to discuss and reflect upon their own personal beliefs whilst also recognising how to respectfully approach the beliefs and traditions of others. Pupils should be able to enhance their ability to critically analyse the world around them with particular attention given to the beliefs and practices of the Roman Catholic Church. Students are introduced to a range of source material such as music, art and history which sets the foundations for topics covered in RE GCSE which is compulsory for all students.
Acquiring Developing Securing Extending
Demonstrate limited understanding of key religious terms and their definition
Skill B
Describe a source/story
Skill C
Explain a topic using two different views
Be able to use religious terms appropriately within the context of each topic.
Demonstrate a basic understanding of key religious terms and their definition.
Describe a basic story/source in their own words
Demonstrate good understanding of key religious terms and their definition. Students should be to be able to confidently apply these terms in their written work
Describe a story/source using subject specific vocabulary and give a specific and relevant source of wisdom.
Demonstrate excellent understanding of key religious terms and their definition. Students can confidently give examples of how these words can be used.
Describe a story/source using subject specific vocabulary and give a specific and relevant source of wisdom. Students will be able to recognise the influence each story may have on the life of a belieber
Give a limited explanation of a topic from one point of view.
Skill D
Evaluate a statement showing you have considered more than one point of view and referred to religion and belief
Apply limited statements of information about the religious idea/belief/practice/teaching or concept.
Demonstrate knowledge and understanding of a topic by explaining two different religious attitudes.
Apply basic statements of information about the religious idea/belief/practice/ teaching or concept.
Demonstrate knowledge and understanding of a topic by explaining two different religious attitudes using specific sources of wisdom.
Apply a range of statements of information about the religious idea/belief/practice/teaching or concept. Students will use specialist religious language and use sources of wisdom to evidence their argument.
Demonstrate knowledge and understanding of a topic by explaining two different religious attitudes using specific sources of wisdom. Students will explain how certain beliefs influence daily life.
Apply a cohesive range of arguments and information about the religious idea/belief/practice/teaching or concept. Students will use specialist religious language and multiple sources of wisdom. They will evaluate how these beliefs influence individuals in society. They will make a final judgement on the statement.
Assessment without levels - English Progress Descriptor - Reading
Key concepts: Reading should encourage students to develop skills of inference, deduction and comprehension. Alongside the key threshold concepts of: Power, Identity and Representation; Literary Heritage and English Across Time; Communication and Expression and Appreciation of Form (The Writer’s Craft), students should be assessed on their ability to:
Read a wide range of literature fluently and with good understanding, and make connections across their reading
Read in depth, critically and evaluatively, so that they are able to discuss and explain their understanding and ideas
Develop the habit of reading widely and often
Appreciate the depth and power of the English literary heritage
Write accurately, effectively and analytically about their reading, using Standard English
Acquire and use a wide vocabulary, including the grammatical terminology and other literary and linguistic terms they need to criticise and analyse what they read.
Key skill
Read, understand and respond to texts
Analyse the techniques used by the writer for effect, using subject terminology where appropriate
Show understanding of the relationships between texts and the contexts in which they were written.
Acquiring Working to consolidate … Developing Working towards … Securing Working at …
Extending Working above …
Comments that are sometimes relevant to the task
Included some relevant information from the text
Supported, relevant comments linked to task
Comments on textual references
Included some subject terminology
Some aspects of PETAL used successfully
Some simple comments on the purpose of the piece.
Simple links between the texts. (Comparison)
Included some examples from the text to support ideas
Relevant comments about textual references
Clear and developed comments linked to the task
Included well-chosen evidence (quotations and references) to support ideas
Clear and explained analysis of writer’s methods and effect.
Included some accurate subject terminology
Most aspects of PETAL used successfully.
Some relevant links between the text and purpose. Relevant links between the texts. (Comparison)
Included clear and relevant subject terminology
Ingredients of PETAL used effectively to aid structure of response.
Clear and developed links to the intentions of the writer.
Clear and developed links between the texts explained. (Comparison )
Thoughtful and/or exploratory response to text and task
Judicious use of precise references to support interpretation(s)
Thoughtful and exploratory analysis, considering alternative interpretations, writer’s purpose and effect
Subject terminology used judiciously
Ingredients of PETAL used to facilitate response with individual and exploratory approach to task.
Included some subject terminology
Thoughtful exploration of links to the writer’s aims.
Thoughtful and in depth connections made between the texts. (Comparison
Sources: Key Stages 2 & 3 National Curriculum for English, AQA GCSE English Literature Specification.
Assessment Without Levels - English Progress Descriptor - Writing
Key concepts: writing should encourage students to develop skills of writing effectively, using language imaginatively and creatively and using the texts provided to write in different forms. Alongside the key threshold concepts of: Power, Identity and Representation; Literary Heritage and English Across Time; Communication and Expression and Appreciation of Form (The Writer’s Craft), students should be assessed on their ability to:
Use knowledge gained from exploring fictional and non-fiction texts to inform and improve their own writing.
Write effectively and clearly using Standard English correctly
Use grammar correctly, punctuate, and spell accurately.
Acquire and apply a wide vocabulary, alongside a knowledge and understanding of the conventions for writing.
Key skill Acquiring Working to consolidate … Developing Working towards … Securing Working at … Extending Working above …
Communicate clearly, effectively and imaginatively, selecting and adapting tone, style and register for different forms, purposes and audiences. Well organised at both full text and sentence level.
Links one or two ideas together.
Uses paragraphs to organise ideas, though not always successfully.
Attempts to add simple details using descriptive language, such as adjectives and adverbs.
Uses different discourse markers and structural features to organise the piece, e.g paragraphs, sentence starters, adverbials etc…
Ideas are becoming clearly linked throughout, using paragraphs.
Attempts to match the piece to the audience and the task which has been set.
Vocabulary choices are sometimes appropriate for the genre.
A number of descriptive language techniques seen, these are sometimes effective for purpose, such as similes, metaphors, alliteration, etc…
Effectively organises writing using discourse markers and a range of sentence openers to create a well organised piece.
Writing is cohesive and ideas are linked clearly throughout.
Vocabulary choices are effective and piece is generally matched to the audience and task.
A range of structural and descriptive language techniques are used throughout.
Usually crafted for effect, such as single sentence paragraphs etc…
Writing is organised in a sophisticated way with a range of engaging sentence openers and discourse markers throughout.
Writing is ambitious and guides the reader through a range of highly developed ideas which are seamlessly linked. Vocabulary is convincing and compelling for the reader, matching the purpose of the piece.
Conscious crafting of writing which includes a range of highly effective language and structural devices, e.g. cyclical structure, extended metaphors…
Use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation.
Attempts to use Standard English in writing (Errors with tenses or modal verbs).
Uses full stops and capital letters to separate ideas.
Attempts to use basic punctuation and is sometimes accurate, e.g. (.) (!) (?) (,)
Spells simple words accurately.
Mostly uses Standard English across the piece.
Beginning to use tenses accurately.
Uses simple punctuation accurately and attempts to use more complex punctuation, e.g. (“) (‘)
Attempts to use commas to separate clauses.
Can spell more complex words accurately.
Sources: Key Stages 2 & 3 National Curriculum for English, AQA GCSE English Language Specification.
Standard English used throughout with rare errors.
Range of tenses used with accuracy.
Range of sentence types used Accurately throughout the piece.
Range of punctuation used, mostly with success, such as (-) (;) (:)
Commas used to separate clauses with clarity.
Accurate spelling of a range of complex and irregular words
Standard English used consistently and with confidence across the piece.
Impact created through use of ambitious sentence forms.
Accurate and effective use of a wide range of punctuation.
Spelling highly accurate, even ambitious vocabulary. Errors are rare.
Assessment without levels – Science progress descriptor
Key concepts: Develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry, and physics. Develop understanding of the nature, processes, and methods of science through different types of science enquiries that help them to answer scientific questions about the world around them.
Retrieving Working to consolidate…
Use some common words to the scientific concept/topic.
Demonstrate some relevant knowledge and understanding using limited scientific vocabulary.
Use experience to provide simple explanations for scientific phenomena.
Apply a simple model to illustrate a scientific idea/concept/process.
Developing Working towards… Securing Working at…
Use some basic tier 3 vocabulary that link to the scientific concept/topic.
Demonstrate mostly accurate knowledge and understanding of key scientific ideas and can start to apply these to familiar contexts using mostly accurate scientific terminology.
Use scientific knowledge, understanding and experiences to provide simple explanations for scientific phenomena.
Apply scientific models to develop simple explanations of scientific concepts/phenomena.
Use tier 3 vocabulary confidently to the scientific concept/topic.
Demonstrate accurate knowledge and understanding of key scientific ideas and apply these correctly to familiar contexts, using accurate scientific terminology.
Use scientific knowledge, understanding and experiences to provide detailed explanations for scientific phenomena.
Apply scientific models to develop detailed explanations of scientific concepts/phenomena.
Extending Working above…
Use tier 3 vocabulary fluently to relate two or more different scientific concepts/topics.
Demonstrate relevant and comprehensive knowledge and understanding of a wide range of scientific ideas and apply these correctly to both familiar and unfamiliar contexts using accurate scientific terminology.
Use scientific knowledge, understanding and experiences to provide detailed explanations for scientific phenomena in both familiar and unfamiliar contexts.
Apply scientific models to develop explanations of scientific concepts/phenomena and evaluate the limitations of using models.
Acquiring
Stage 7
Factors and Multiples
Primes
Special numbers
Find common factors of 2 numbers
Find common multiples of 2 numbers
Recall prime numbers under 20
Recall and use the first 15 square numbers
Developing
NUMBERAND THE NUMBER SYSTEM
Find the Highest Common Factor (HCF) of 2 or more numbers
Find the Lowest Common Multiple (LCM) of 2 or more numbers
Recall prime numbers under 50 and test up to 100
Recall and use the first 5 cube numbers
Solve word problems involving HCF/LCM
Recognise/justify whether a problem is HCF or LCM
Powers and roots
Addition and Subtraction
Powers of 10
Understand/recognise power and root notation
CALCULATING
Add and Subtract numbers up to 6 digits or same number of decimal places
Multiply a positive integer by a power of 10
Use a scientific calculator to find powers and roots
Add numbers with different amount of digits/decimal places
Recall prime numbers under 100 and test up to 200
Recall and use the first 10 triangular numbers
Describe the connection between squares and square roots
Investigate/explain pat terns with prime numbers
Investigate/explain pat terns and connections with special types of number
Calculate any power or 2 or 10 without a calculator, explaining your methods
Subtract numbers with different amount of digits/decimal places
Solve missing number problems in addition/subtraction calculations
Multiply a decimal by a power of 10
Divide positive integer and decimals by a power of 10
Calculate the power of 10 multiplier or divisor when answers are given
Multiplication
Division
Multiply up to 4-digit numbers by 1/2-digit numbers
Divide up to 4-digit numbers by 1/2-digit numbers (no remainder)
Investigate extended fact families including powers of 10 and decimals
Divide up to 4-digit numbers by 1/2-digit numbers (express remainder as decimal or fraction)
Transform a decimal multiplication to a corresponding integer multiplication to solve
Divide a decimal by an integer >1
Explore and evaluate alternative methods of multiplication
Transform a decimal-by-decimal division into an integer calculation
Order of Operations
Recognise and use that addition & subtraction have Recall and use the order of operations in
Use the correct order of operations for
Apply the order of operations to multi
Secure Excelling
Decimal places
Significant figures
Estimating
Negative numbers
equal priority as do multiplication and division
Round a number to the nearest 10/100/1000
Identify the 1st significant figure in a number
Understand that an estimate is a way to find a rough answer to a calculation
simple 2 step calculations calculations involving powers and roots step calculations
CHECKING,APPROXIMATINGAND ESTIMATING
Round a number to the nearest whole number or 1 decimal place
Round a number to 1 significant figure
Make an estimate by rounding values in a calculation
Round a number to any amount of decimal places
Round a number to any amount of significant figures
Make an estimate by rounding values to 1 significant figure
COUNTINGAND COMPARING
Inequalities
Ordering
Know that negative numbers are less than zero
Understand the inequality symbols < > < >
Order decimals with the same amount of decimal places
Use negative numbers in context
Order a list of negative numbers
Order a mix of positive and negative numbers
Use = and ≠ correctly Use inequality symbols to compare 2 or more numbers
Order decimals with different decimal places and simple fractions
Order any fractions
VISUALISINGAND CONSTRUCTING
Investigate what numbers could round to a certain value
Investigate what numbers could round to a certain value
Use estimation to predict/evaluate the order of magnitude for the solution to a calculation
Order a mix of integers, decimals, an d fractions
Interpret and evaluate inequality statements
Order a mix of integers, decimals, and fractions
Notation
Symmetry
Construct triangles
Recognise and use notation for lines –parallel and equal sides
Identify line symmetry in polygons
Use a ruler and protractor to construct angles <180°
Label a diagram given a list of properties
Identify rotational symmetry in polygons
Use a ruler and protractor to construct angles >180°
Recognise and use notation for labelling angles
Construct shapes to meet given symmetry properties
Use a ruler and compasses to construct triangles when all 3 sides are known
Identify shapes and properties of those shapes by interpreting geometric notation
Investigate orders of symmetry in regular polygons
Consider what other sets of information you could be given to accurately construct a triangle
3D Shapes
Quadrilaterals
Triangles
Recall the names of 3D shapes
Recall the names of special quadrilaterals
INVESTIGATING PROPERTIES OF SHAPES
Identify faces, edges and vertices in 3D shapes
Solve problems involving properties of special quadrilaterals
Recall the names of special triangles
Understand and use notation related for equal sides, equal angles and right angles
Recognise and use nets of 3D shapes
Solve problems involving properties of special quadrilaterals including diagonals
Solve problems involving angles in special triangles
Know the connection between faces, edges and vertices in 3D shapes
Solve problems using properties of other plane figures
Solve problems involving properties and definitions of special triangles
vocabulary and notation of algebra
algebraic expressions
Functions
Know the meaning of expression, term, formula, equation, function
Simplify a simple expression by collecting like terms with one variable
Substitute positive numbers into expressions and formulae
ALEGBRAIC PROFICIENCY: TINKERING
Know the meaning of expression, term, formula, equation, function
Manipulate expressions by multiplying an integer over a bracket
Substitute positive numbers into more complex expressions and formulae
Know and use basic algebraic notation (the ‘rules’of algebra)
Know and use basic algebraic notation (the ‘rules’of algebra)
Manipulate expressions by multiplying a single term over a bracket
Given a function, establish outputs from given inputs
Simplify more complex expressions by collecting like terms
Given a function, establish outputs from given inputs and inputs from given outputs
Percentages
Exploring fractions, decimals and percentages and proportional reasoning
Convert between recognised fractions and percentages e g 25%,50%
Ratio
Diving into a ratio
Sequences and patterns
Describe a comparison of measurements or objects using ratio notation a:b
Solve problems involving division in a ratio with two parts
Convert between all fractions and percentages e g 7%,92%
Write a quantity as a percentage of another if both in the same units
Simplifying a ratio in two parts
Solve problems involving division in a ratio with two or more parts
Find the next term in a liner sequence
Measure Use a ruler to measure line segments accurately
Converting units
Angles
Fractions – adding and subtracting
Fractions –multiplying and dividing
Write a quantity as a percentage of another if in different units
Simplifying a ratio in three parts Simplifying a ratio in different units
Solve simple problems involving division into a ratio with two or more parts
PATTERN SNIFFING
Find the missing term in a linear sequence
Use a term-to-term rule to generate a linear sequence
MEASURING SPACEAND INVESTIGATINGANGLES
Use a ruler to draw lines accurately
Convert between measures of money
Recognise and solve problems using angles at a point on a line
Convert between measures of time
Recognise and solve problems using angles at a point
Use a protractor accurately to measure angles
Convert between measures of length
Recognise and solve problems using vertically opposite angles
Solve more complex problems involving a ratio a:b and one known value
Use a term-to-term rule to generate a non-linear sequence
Use a ruler to draw angles accurately
Convert between measures of mass and volume
Solve problems involving angles on a line, around a point and vertically opposite
CALCULATING FRACTIONS, DECIMALSAND PERCENTAGES
Add and subtract fractions (same denominators)
Multiply and divide fractions
Add and subtract fractions (different denominators)
Multiply and divide fractions and convert answers to a mixed number
Add mixed numbers
Subtract mixed numbers
Multiply and divide mixed numbers
Solve problems involving multiplying and dividing fractions
Percentages
Equations
Use non calculator methods to find percentages of amounts and increase/decrease by a percentage
Solve one step equations where the answer is an integer or fraction
Identify the multiplier for a percentage increase or decrease
Perimeter
Area
Volume
Reflections and Translations
Understand the meaning of perimeter
Understand the meaning of area
Understand the meaning of volume
Carry out a reflection in a given vertical or horizontal mirror line
Rotations
Frequency tables
Charts
Use calculators to increase and decrease an amount by a percentage using multiplicative methods
SOLVING EQUATIONSAND INEQUALITIES
Solve two step equations where the answer is a fraction or integer
Solve three step equations where the answer is a fraction or integer
CALCULATING SPACE
Find the perimeter of squares, rectangles and triangles
Find the area of a square, rectangle and triangle
Find the perimeter of 2D shapes
Find the area of parallelograms and trapezia’s
Find the volume of a cube Find the volume of a cuboid
MATHEMATICALMOVEMENT
Describe a translation as a 2D vector
Write the equation of a line parallel to the x-axis or the y-axis
Work with coordinates in all four quadrants
Construct rotations using a given angle, direction and centre of rotation
Construct and describe reflections in horizontal, vertical and diagonal mirror lines (45° from horizontal)
Describe rotations using a given angle, direction and centre of rotation
PRESENTATION OF DATA
Calculate the percentage change in a given situation, including percentage increase / decrease
Solve multi-step equations including the use of brackets when the solution is a positive integer or fraction
Find the surface area of cubes and cuboids
Solve problems involving reflections and translations
Solve problems involving rotations
Interpret frequency tables
Interpret and construct a bar chart/line graphs
Construct frequency tables
Interpret and construct a pictogram
Understand that pie charts are used to show proportions
Construct a pie chart
Mode Find the mode of set of data
Median Find the median of a set of data when there are an odd number of numbers in the data set
Mean and range
Calculate and understand the range as a measure of spread (or consistency
MEASURING DATA
Find the mode from a frequency table
Find the median of a set of data including when there are an even number of numbers in the data set
Calculate the mean of a set of data
Analyse and compare sets of data, appreciating the limitations of different statistics
Analyse and compare sets of data, appreciating the limitations of different statistics
Analyse and compare sets of data, appreciating the limitations of different statistics
Find the median from a frequency table
Calculate the mean from a frequency table
