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Year 7 & 8 Curriculum Maps and Skills criteria 2015-2016

The curriculum maps and Skills criteria below provide an overview of the topics being taught to your child this year and the criteria used for assessing their progress. Each subject specifies the topics and assessment used for the KS3 course. This is for your information so you can support your child in their learning. You will also see the amount of time that is spent on each subject below.

Please note the topics may not be taught in the order specified in these curriculum maps due to resources and teacher judgement. In some subjects there are optional topics, such as with English where the class and teacher select the texts to be studied, so your child may not cover every single topic. We are also always seeking to update the curriculum to make sure it supports the pupils’ needs as fully as possible so this map may be subject to alterations throughout the year.

Structure:

KS3 Yr 7 & 8 Subjects Periods

Maths English Science

French / German Technology

Art Drama

Geography History Music ICT

Physical Education (PE) Religious Education (RE)

Trivium

3 3 3 3 2 1 1

1 / 2* 2 / 1* 1 1 2 1 1

Skills to Success Criteria You will also find under each curriculum map the Skills criteria for each subject. This is the new system we are using for Years 7 and 8 to assess the progress of each student. The GCSE grading system of A*‐G is being phased out and National Curriculum Levels have been discontinued. Therefore we have developed our Skills to Success system which will prepare pupils to be GCSE ready for when they start options in Year 9.

We are confident that the Skills criteria offered below gives an accurate picture of the requirements of each of the courses that we offer. However there has been a great deal of educational change over the last few years and we foresee that this is likely to continue, so please be aware that any Skill assessment or grade is a prediction of where your child is according to the information we have at present. We will be updating and communicating the updates on a regular basis.

Parents will continue to receive a module grade each half term. This will be in the form of a predicted GCSE grade based on current performance. The Skills to Success criteria along with other in class assessments will inform the module grade prediction. *In Year 7 History deliver two lessons and in

Year 8, one lesson. The reverse in Geography.


Art & Design Module 1 Module 2 Module 3 Module 4 Module 5 Module 6

Year 7

Drawing skills Mark making Colour theory Artist Research – Impressionist artists ,Van Gogh, Claude Monet .

Drawing Skills Still life drawing Shape and Form Painting and Colour Mixing Personal response

Exploring Craft Research‐ Designers – William Morris Drawing from observation Working with a range of drawing materials Printing Techniques Tessellating and repeat pattern

Design development Pattern work Painting skills Evaluation

Perspective Landscapes Aerial perspective Space and distance Artist research – Lowry, Kurt Jackson

Multi media work Experimental work 2D + 3D design Evaluation

AssessmentPeer assessment/group discussion – project skills criteria. Self‐assessment – class work + homework against project criteria. Self review/evaluation – target setting. Teacher assessment – verbal and written against project targets and criteria.

Year 8

Observational drawing Recording visual information Collage – pattern Craft people/designers Artist study – Henri Rousseau/ Frida Karlo

Painting/ colour mixing Observational drawing Experimenting with 2D + 3D materials Textile/texture development – exploring surface.

Personal outcome – 3D/2D Evaluation

Artist study – Cubism Painting Colour theory Abstraction Printing Exploring elements of Cubism

Still life drawing Exploring Portraits Self portrait Distortion/Abstraction

Personal outcome – Abstraction. Responding to contextual understanding. Evaluation and review.

AssessmentPeer assessment/group discussion – project skills criteria. Self‐assessment – class work + homework against project criteria. Self review/evaluation – target setting. Teacher assessment – verbal and written against project targets and criteria.


Art & Design

Foundation Intermediate Higher Advanced

Skill 1 Contextual

studies

Can research basic facts about given artists.

Present findings in a basic mind map.

Shows some understanding of artists and culture.

Can use more than one source material for research.

Demonstrate a good understanding of cultural and artist research with some

analysis. Research provides relevant links to own

work.

A strong and consistent use of a wide variety of source materials with

appropriate analysis. Artist/cultural research provide links to

own work.

‐ + ‐ + ‐ + ‐ +

Skill 2 Development

of ideas

Limited ideas showing a starting point for the project/topic.

A variety of ideas that display a theme and present new areas for

development.

A strong range of ideas presented in a range of ways/methods.

Sustained ability to discuss development points.

Evidence of a confident concept recorded through a strong range of possible ideas showing refined use of materials, processes and techniques.

‐ + ‐ + ‐ +

Skill 3 Skills and

Application

Can show some ability to use a range of media and techniques with some

accuracy.

Can make connections between concept and skills/media/techniques

used.

Can experiment appropriately with a range of skills.

Can select media and refine work when working with a variety of techniques.

Refines work with confidence through selecting and experimenting with

appropriate resources media, materials, techniques and processes.

‐ + ‐ + ‐ +

Skill 4 Drawing and

Recording

Can use a pencil to draw with some control

Some ability to draw showing an understanding of form, tone + shade

A consistent approach to drawing.

Drawing is showing accurate use of shade and tone.

A confident approach demonstrating a high ability to draw and record with

accuracy.

‐ + ‐ + ‐ +


Skill 5 Colour Theory

Can identify primary and secondary colours

Can mix secondary colours and tertiary colours.

Can mix and use colours appropriately. Can understand tints, tones and hues.

Can confidently apply knowledge of colour theory to own work.

Can use the correct terminology when discussing colour.

‐ + ‐ + ‐ +

Skill 6 Respond and

Present

Basic realisation of intentions and obvious and predictable connections. Work is presented in a minimal way

with no or little creativity.

Responds showing good understanding and effective connections to intentions.

Sound ability to present work with some creativity.

Responds showing purposeful connections to intentions.

Can display work in a creative and well‐presented way that is suitable to its

purpose. �

Shows an informed, meaningful and personal response and able to discuss

concepts. Can present work in an expressive,

imaginative way showing sophisticated intentions and connections.

‐ + ‐ + ‐ +

Skill 7 Evaluation

Can discuss own work and identify areas of success and areas to improve.

Can complete an evaluation questionnaire, using explanation,

strengths and targets.

Can complete a written evaluation. Can identify strengths and set targets in

own and others work.

Can complete a written evaluation giving evidence of self‐reflection.

Can set thoughtful targets to implement development in own work.

‐ + ‐ + ‐ +


Drama Module 1 Module 2 Module 3 Module 4 Module 5 Module 6

Year 7

Team Building Skills Creating tableaux Choral speaking Narration Physicality. Planning and Devising own work for first performance.

Ensemble work Exploring performance skills. Undertake basic character and explore texts through roleplay. Sustaining a role Audience awareness.

Doors Performance skills Examining scene openings Establishing context and character for an audience through improvisation and scripted scene openings.

Context and Stimulus Devising from different types of stimulus and learning different approaches to devising work.

Paired Performance Work from text to create a polished paired performance. Methods of rehearsal

Group Performance Building a performance of a group piece from an extract or short script.

AssessmentPeer assessment/ group discussion. Self‐assessment – class work + homework against skills criteria. Self‐review/evaluation – target setting. Teacher assessment based on performance and project criteria.

Year 8

Building a character Understand the key elements of good voice projection & articulation, pace, pitch, tone and volume. Subtext, motivation and objective for character

Expressive Unit Exploration of Expression. Mime, facial expression Playwright study: Samuel Beckett. Characterisation, movement, communication and physicality

Ghetto/ staging concepts Performance conventions, use of performance space actor and audience configuration and spatial relationships on stage Devising drama on a range of challenging issues/themes.

The Tempest Study of playwright and language of Shakespeare Conveying dramatic narrative, interpreting and rehearsing extracts from a Shakespeare play. Theatrical convention

Paired Performance Skills into practice Work from text, devising or scripted. Rehearse, refine and amend work in progress Analyse and evaluate own process

Group performance. Devising from a commission, looking towards GCSE style Drama. Researching Developing Performing.

AssessmentPeer assessment/ group discussion. Self‐assessment – class work + homework against skills criteria. Self‐review/evaluation – target setting. Teacher assessment based on performance and project criteria.


Drama


Skill 1 Creating/ Rehearsal

1.Is able to create a basic character 2. Is more comfortable being led by others in group situations. 3.Will put forth some creative ideas 4.Is brave and receptive in their practice

1.Uses vocal and/or physical techniques to create character 2.Makes a positive contribution and works well within a team 3.Likes to direct some aspects of performance 4.Pushes themselves out of their comfort zone

1.Considers the affect of their character on the audience 2.Will look to help other group members to reach their best level 3.Will work cooperatively, leading without dictating 4.Can integrate various directorial practices into their own work

1.Has the ability to form effective and accurate characters 2.Ensures excellent group performance by creating a productive work environment 3. Is comfortable with all parts of the creative process 4.Has a fully formed and almost professional personal practice

‐ + ‐ + ‐ + ‐ +

Skill 2 Analysing

1.Can follow instruction to collect pertinent research 2.Will comment on the success of a performance 3.Will be able to self‐assess their work at a basic level 4. Will be able to highlight similarities and differences between performances.

1.Will collect research from more than one source 2.Can highlight the most/least effective parts of a performance 3.Can suggest ways in which they can improve their performance 4.Can compare and contrast elements of performance

1.Can research to form a strong context for performance 2.Will be able to suggest ways of improving the performance 3.Will be able to explain the strengths of their performance 4.Can use technical language to further their response

1.Can use research to directly influence the final performance 2. Can break down the work into its constituent parts and comment on its effectiveness using appropriate language. 3. Shows a deep level of understanding via self‐analysis, leading to constantly improving work. 4. Has a consummate knowledge of a wide range of styles, genres and performances and is able to place them within a broad theatrical context.

‐ + ‐ + ‐ +

Skill 3 Performing

1. Is able to sustain a role for most

of a performance 2. Reacts to other characters to

establish relationships 3. Uses voice expressively

1. Can sustain a role for the majority of a performance

2. Creates clear relationships with other characters

3. Uses tone and volume to express character

1. Is comfortable within role and can improvise to overcome problems.

2. Creates accurate and well‐constructed relationships with other characters.

1. Totally professional performance which shows a high level of commitment.

2. Believably constructed relationships that enhance the overall performance.


Basic physicalisation of the character. 4. Clear physicalisation of the character in a broad manner

3. Uses tone, volume, pitch and pace to express character.

4. Accurate use of physical skills to create a precise and appropriate character.

3. Complete control of all vocal skills to create a unique and appropriate vocal timbre.

4. A thorough and successful physical portrayal of character that shows control and engages an audience throughout.

‐ + ‐ + ‐ +

Skill 4 Evaluating

Can respond to questions with simple statements and makes simple suggestions for improvement.

Can respond to questions with comments that show reflective thought. Makes suggestions using explanation,

strengths and targets.

Responds to questions and feedback intelligently and without encouragement. Identifies strengths and sets targets in own and others work. Uses subject specific

language.

Evaluates giving evidence of self‐reflection.

Can set thoughtful targets to implement development. Shows use of sophisticated

theatre vocabulary.

‐ + ‐ + ‐ +


English Module 1 Module 2 Module 3 Module 4 Module 5 Module 6

Year 7

19th Century Literature – extract booklet Literature focus on: – critical style which develops response with textual reference – analyse writers’ use of structure and form to create meaning/effect – understand relationships between texts and contexts

Travel Writing Language focus on: ‐ compare writers’ ideas and perspectives ‐ evaluate texts critically and support with textual reference – range of vocabulary, sentences, spelling and punctuation

Modern novel Literature focus on: – critical style which develops response with textual reference – analyse writers’ use of structure and form to create meaning/effect

My Language Language focus on: ‐ clear, effective and imaginative tone, style and grammar – range of vocabulary, sentences, spelling and punctuation

Media 'What is Media?' English language focus on: ‐ identify, interpret and synthesis ‐ comment, explain and analyse language/structure use terminology ‐ clear, effective and imaginative tone, style and grammar

Shakespeare introduction and poetry Literature focus on: – analyse writers’ use of structure and form to create meaning/effect – understand relationships between texts and contexts Language focus on: – S&L

AssessmentThere are six assessment objective areas in English, these are to identify, interpret and synthesise information – to comment, explain and analyse language/structure by using specific terminology, to compare writers’ ideas and perspectives ‐ to evaluate texts critically and support with textual reference – to use a clear, effective and imaginative tone, style and grammar and to employ a range of vocabulary, sentences, spelling and punctuation. There are 4 assessment objectives in Literature, these are to use a critical style which develops response with textual reference ‐ to analyse writers’ use of structure and form to create meaning/effect ‐ to understand relationships between texts and contexts and to use a range of vocabulary and sentences, spelling and punctuation

Year 8

19th Century Literature ‐ ‘Passion and Mystery’ Literature focus on: – critical style which develops response with textual reference – analyse writers’ use of structure and form to create meaning/effect

War and Conflict poetry Literature focus on: – critical style which develops response with textual reference – analyse writers’ use of structure and form to create meaning/effect

Modern novel Literature focus on: – critical style which develops response with textual reference – analyse writers’ use of structure and form to create meaning/effect

Language Change Language focus on: ‐ identify, interpret and synthesis ‐ comment, explain and analyse language/structure use terminology ‐ evaluate texts critically and support with textual reference

Media'How do film companies promote new films?' Language focus on: S&L

Shakespeare Literature focus on: ‘The Tempest’ – analyse writers’ use of structure and form to create meaning/effect – understand relationships between texts and contexts Language focus on: ‐ compare writers’ ideas and perspectives ‐ evaluate texts critically and support with textual reference

AssessmentThere are six assessment objective areas in English, these are to identify, interpret and synthesise information – to comment, explain and analyse language/structure by using specific terminology, to compare writers’ ideas and perspectives ‐ to evaluate texts critically and support with textual reference – to use a clear, effective and imaginative tone, style and grammar and to employ a range of vocabulary, sentences, spelling and punctuation. There are 4 assessment objectives in Literature, these are to use a critical style which develops response with textual reference ‐ to analyse writers’ use of structure and form to create meaning/effect ‐ to understand relationships between texts and contexts and to use a range of vocabulary and sentences, spelling and punctuation


English Lang


Identify, interpret and synthesise information

Make straightforward comments about explicit meanings of texts

Begin to develop an interpretation of the text, teasing out meanings or weighing up evidence

Developing a generally coherent and engaged response to explicit and implicit meanings of texts

Sustain a convincing, informed personal response to explicit and implicit meanings of texts

‐ + ‐ + ‐ + ‐ +

Explain and analyse language/structure by using specific terminology

Describe straightforward aspects of language, form or structure

Comments begin to develop precise analysis of language, form and structure

Developing a clear understanding of the ways in which writers use language, form and structure

Sustain a perceptive critical analysis of the ways in which writers use language, form and structure

‐ + ‐ + ‐ +

To evaluate texts critically and support with

textual reference

Make general references to obvious details of texts Show awareness that texts are related to contexts

Increased precision in selection and application of textual reference to the point being made

Using apt textual references to support responses Understanding of contexts to inform responses to texts

Using judicious and well‐integrated textual references to develop personal responses

‐ + ‐ + ‐ +


To use a clear, effective and imaginative tone, style and grammar and to employ a range of vocabulary, sentences, spelling and punctuation.

Communicates simply with some clarity for the reader Produces texts with basic structures and some awareness of purpose Shows some control over sentence type and structure and use familiar vocabulary to some effect Spelling, punctuation and grammar used with limited accuracy

Communicates developed ideas into a coherent piece of writing Produces structure to sequence

ideas for impact Shows control over sentence types

to support purpose Spelling, punctuation and grammar used accurately most of the time

Communicates effectively, sustaining the reader’s interestProduces coherent, well‐structured and purposeful texts Varies sentence types and structures and uses vocabulary appropriate to purpose and effect Spelling, punctuation and grammar used accurately with occasional errors

Communicates with impact and influence Produces ambitious, accomplished and effectively‐structured texts Uses a wide range of well‐selected sentence types and structures and precise vocabulary to enhance impact Spelling, punctuation and grammar used accurately so that writing is virtually error‐free

‐ + ‐ + ‐ +


English Lit


Use a critical style which develops response with

textual reference

Makes straightforward comments about explicit meanings of texts

Beginning to develop some evaluative and analytical comments to explicit and implicit meanings Some precision in selection of textual reference

Developing a generally coherent and engaged response to explicit and implicit meanings of texts Using apt textual references to support responses

Sustains a convincing, informed personal response to explicit and implicit meanings of texts Using judicious and well‐integrated textual references to develop personal responses

‐ + _ + ‐ + ‐ +

Analyse writers’ use of structure and form to create

meaning

Describes straightforward aspects of language, form or structure

Some appreciation of how structure contributes to the overall

effect

Developing a clear understanding of the ways in which writers use language, form and structure

Sustains a perceptive critical analysis of the ways in which writers use language, form and structure

‐ + ‐ + ‐ +

To understand relationships

between texts and contexts

Makes general references to obvious details of texts Makes basic links between texts

Some analysis of how different meanings and interpretations relate

to the context Makes some links between texts

with an attempt to explain

Understanding of contexts to inform responses to texts Makes credible comparisons between texts

Shows perceptive understanding of how contexts shape texts and responses to texts Makes illuminating comparisons between texts

‐ + ‐ + ‐ +

Use a range of vocabulary and sentences, spelling and punctuation

Communicates simply with some clarity for the reader Produces texts with basic structures and some awareness of purpose

Communicates developed ideas into a coherent piece of writing Produces structure to sequence

ideas for impact Shows control over sentence types

to support purpose

Communicates effectively, sustaining the reader’s interestProduces coherent, well‐structured and purposeful texts

Communicate with impact and influence Produces ambitious, accomplished and effectively‐structured texts


Shows some control over sentence type and structure and use familiar vocabulary to some effect Spelling, punctuation and grammar used with limited accuracy

Spelling, punctuation and grammar used accurately most of the time

Varies sentence types and structures and use vocabulary appropriate to purpose and effect Spelling, punctuation and grammar used accurately with occasional errors

Uses a wide range of well‐selected sentence types and structures and precise vocabulary to enhance impact Spelling, punctuation and grammar used accurately so that writing is virtually error‐free

‐ + ‐ + ‐ +


Geography Module 1 Module 2 Module 3 Module 4 Module 5 Module 6

Year 7

Map Skills

Rivers

Flooding Looking at Less Economically Developed

Countries

Urban Change

Tourism in Coastal areas

Assessment Assessment will consist of a range of major pieces of work related to each of the units studied. The assessments will be varied and draw upon a range of different geographical skills. Pupils will use mapskills in describing routes and learn how to create and evaluate the sustainable of communities when looking at urban change in Lincoln. Comparisons will be developed and reasons for differences explored when looking at flooding in two contexts. Processes relating to landforms will be examined and pupils will create rivers and suggest future changes. On a global scale LEDC will be assessed by looking at how we can improve their level of development. In year 7 Geography students will have the opportunity via a wide range of assessments to show their knowledge and skills development.

Year 8

Brazil

Tropical Rainforests Issues Surrounding Antarctica

Population/Migration Weather and climate

Dangerous world

AssessmentAssessment will build upon and develop the work studied in year 7. In year 8 pupils will look at Global issues such as Antarctica and Tropical rainforests and will be assessed on their ability to look at the future management of these areas and look at contrasting stakeholders in these locations. Their skills will be assessed in carrying out a microclimate enquiry and the processing of primary data whilst in Dangerous world they will undertake an independent enquiry looking at a global health issue. The skills developed in these assessments will help them master the demands of GCSE geography.


Geography


Processes

Begin to identify what gives an area character.

Begin to understand simple human and physical processes

Distinguish between human and physical processes Briefly explain human and physical processes which lead to change in places.

Analyse differences in physical and human interactions to produce characteristics of places.

Understand how physical and human processes lead to change in places

Evaluate and analyse processes to independently and critically show how they create diversity, interdependence and change.

Show and apply knowledge of a wide range of geographical processes and apply this to different contexts.

‐ = + ‐ = + ‐ = + ‐ = +

Geographical skills and enquiry

Carry out simple tasks

Use some of the resources given to me

Use a limited range of geographic skills

Use simple geographical words

Carry out a basic investigation Accurately use a range of geographical skills Use primary and secondary information in work Use a variety of geographical words

Ask relevant geographical questions

Suggest an appropriate sequence of investigation

Select information and evidence identifying potential bias present my findings clearly and based my conclusions on evidence

Use a wide range of geographic words accurately

Develop an enquiry using a range of relevant and critically evaluated sources of evidence.

Justify my findings with well‐reasoned conclusions and link them to wider contexts and issues

Confidently use modern technology in a complex and relevant way to support my study Extensive use of geographical vocabulary, with links made to the wider geography curriculum

‐ = + ‐ = + ‐ = + ‐ = +

Place and Space

Begin to simply describe what places are like

Begin to locate geographic features.

Begin to understand scale

Describe differences in places

Distinguish between places

Analyse differences between a range of places in the UK and in the wider world

Analyse physical and human characteristics of places in a range of locations, contexts and scales

Use detailed independent knowledge of a range of global locations.

Accurately explain how the characteristics of places change over time.

Suggest reasons why stakeholders might perceive places differently

‐ + ‐ + ‐ +


Values and attitudes

Identify attitudes held by different groups of people

Be able to summarise the values/attitudes held by different groups/individuals regarding events

Explain the attitudes held by a wide range of groups/individuals regarding events

Assess the influence of that values and attitudes has on events

To be able to predict how values and attitudes might alter regarding events.

‐ + ‐ + ‐ +

Geographical patterns

Identify Geographical patterns To be able to offer simple descriptions

To offer detailed descriptions of Geographical patterns with simple explanations

To be able to write thorough descriptions with detailed explanations of geographical patterns noting anomalies.

Identify geographical patterns at a range of scales

To assess the relationship between geographical patterns. To explain the patterns in an in depth fashion To justify future Geographical patterns

‐ + ‐ + ‐ +

Change and response

Begin to identify how a place has changed over time

Begin to express my views on places

To give explanations as to how areas change over time To describe management approaches to change.

Analyse differences in the way places change over time.

Compare sustainable and other approaches to managing environments

Accurately explain in depth how complex physical and human processes interact and cause change in different contexts, including unfamiliar locations.

Evaluate the sustainability of management choices and provide further suggestions independently that are realistic and consider all elements of sustainability.

‐ + ‐ + ‐ +


History Module 1 Module 2 Module 3 Module 4 Module 5 Module 6

Year 7

Claiming the Crown

Medieval England: The Battle of Hastings and Norman Conquest

Keeping the Crown!

Medieval England: The Murder of

Thomas Becket, King John and Magna

Carta, Black Death and Peasants' Revolt

The Crown and Mitre

Tudor England: The Reformation and foundation of Modern

Britain

The Crown and the Commons

Stuart England:

King, Parliament and Civil War, Oliver Cromwell and the

Restoration

Crown, Conquest and Colonisation

18th and 19th Century Britain: The British Empire and transatlantic

slave trade

Crown, Commerce and Capitalism

18th and 19th Century Britain: The Industrial Revolution

AssessmentProgress will be regularly assessed through class work and pieces of extended written work in particular. In addition there will be a common History assessment at the end of

Modules 2, 4 and 6 which tests a pupil's knowledge and understanding of each period studied, as well as continuity and change over all of the subject content covered in Year 7.

Year 8

Tudor England: The Reformation and foundation of Modern

Britain

Stuart England:

King, Parliament and Civil War, Oliver Cromwell and the

Restoration

18th and 19th Century Britain: The causes and

consequences of the Industrial Revolution

Life in Victorian Britain:

Victorian education, the Great Exhibition,

Jack the Ripper

The 20th Century: The Great War and its

impact

The 20th Century: The rise of the dictators, World War II, and the Cold

War

Please Note: The current Year 8 followed a different Year 7 Curriculum to the one outlined above.Assessment

Progress will be regularly assessed through class work and pieces of extended written work in particular. In addition there will be a common History assessment at the end of Modules 2, 4 and 6 which tests a pupil's knowledge and understanding of each period studied, as well as continuity and change over all of the subject content covered in Year 7

and Year 8.


History


Written Communication

Can recall and list some basic facts about a period, event, individual or

concept.

Uses specific and accurate detail to describe important features of a

period, event, individual or concept.

�Writes in coherent paragraphs and explains important features of a period, event, individual or concept using precise and appropriate supporting evidence.

Writes in coherent and well supported paragraphs that offer precise analysis

of a period, event, individual or concept, effectively evaluating and

linking ideas.

‐ + ‐ + ‐ + ‐ +

Cause and Consequence

Can identify and list some basic causes or consequences of an

historical event.

Accurately describes a range of causes and/or consequences of an historical event, with some relevant supporting

detail.

Offers well reasoned explanations of the causes and/or consequences of an

historical event, with some attempt to assess their relative significance.

Offers a precise analysis of the causes and/or consequences of events,

and effectively evaluates their relative significance.

‐ + ‐ + ‐ +

Change and Continuity

Can identify and list some basic examples of change and continuity within and across historical periods.

Accurately describes ways in which change and continuity are evident

within and across different periods of history.

�Offers well reasoned explanations of ways in which change and continuity are evident within and across different periods of history, with some attempt to assess

their relative significance.

Offers a precise analysis of the ways in which change and continuity are evident within and across different periods of history, and effectively evaluates their relative significance.

‐ + ‐ + ‐ +

Source Analysis Uses some detail from a source to describe it.

Selects appropriate details from the content of a source to help support a

conclusion.

Uses the content, provenance, tone and purpose of a source to explain its message, and begin to evaluate its reliability and

usefulness.

Effectively evaluates the reliability and utility of source material by examining

content, provenance, tone and purpose, or cross‐referencing with other evidence, and uses this to

support conclusions.

‐ + ‐ + ‐ +

Interpretation

Understands that people have different views on historical periods, events or individuals and can identify

an opinion.

Can identify and describe the opinion expressed in modern or contemporary

accounts of the past.

�Able to outline the argument presented in a given interpretation, and explain some

reasons why this view is similar or different to others.

Demonstrates precise understanding of complex arguments, and effectively

evaluates their validity by cross‐referencing with alternative

interpretations and own knowledge.

‐ + ‐ + ‐ +


ICT Module 1 Module 2 Module 3 Module 4 Module 5 Module 6

Year 7

Introduction to the School Network

E‐Safety

E‐Safety

Business Documents

Business Documents

Control Programming

in Flowol

Control Programming

in Flowol

Spreadsheets

Spreadsheets

AssessmentSelf‐assessment against a Skills Grid for each Strand Online Doddle Quizzes

Year 8

Web Development

using DreamWeaver & Flash

Web Development

using DreamWeaver & Flash

Introduction to

Programming using Python

Spreadsheets

Spreadsheets

Databases

Databases

AssessmentSelf‐assessment against a Skills Grid for each Strand Online Doddle Quizzes


ICT


Business Documents

Created basic business documents Sourced basic information Spell‐checked documents Brief evaluation of target audience

& purpose

Created documents suitable for target audience using some standard conventions

Sourced and referenced information

Spell & grammar checked documents

Good evaluation of target audience & purpose assessing the effectiveness of the documents created

Created effective documents suitable for target audience in line with standard conventions combining elements created in other software

Sourced and referenced information from a range of sources

Spell & grammar checked and proof‐read documents

Detailed evaluation of target audience & purpose assessing the effectiveness of documents, identifying valid improvements

Created near‐professional documents effectively combining elements created in other software

Sourced and detailed referencing information from a range of sources

Spell & grammar checked, proof‐read and used feedback from others to improve documents

Thorough evaluation of target audience & purpose assessing the effectiveness of documents, identifying & implementing a number of valid improvements

‐ + ‐ + ‐ + ‐ +

Control Programming

Sequence traffic lights in the correct order

Use an input to turn lights on/off

Sequence multiple sets of traffic lights in the correct order

Use inputs and values to control lights/motors

Some use of subroutines

Create multiple routines using multiple inputs, values and variables to control multiple outputs & set motor speeds using variables

Good use of subroutines to break program down into smaller tasks

Independently create complex control systems using multiple inputs, outputs, variable speed motors and variables

Extensive and appropriate use of subroutines

‐ + ‐ + ‐ +


Spreadsheets

Added basic formatting to a Spreadsheet

Used simple arithmetic formulae Create a simple Sort/Filter Create a basic graph/chart

Added useful formatting to a Spreadsheet

Used simple arithmetic formulae & simple functions appropriately

Use Custom Sort and Filters to select the appropriate information

Create graphs/charts using the correct graph types

Create a simple Pivot Table to summarise information

I have used modelling to predict results

Added effective formatting to a Spreadsheet using a variety of tools

Used a variety of formulae & functions appropriately including IF & VLOOKUP

Use a number of Custom Sorts and Filters using multiple/advance criteria

Create effective graphs/charts formatted with titles, labels & legends

Created Pivot Tables/Charts to effectively summarise information

I have added formulae to a model to predict results for multiple scenarios

Added near‐professional formatting to a Spreadsheet using a large number of the tools available

Independently used a variety of formulae & functions including IF & VLOOKUP

Devised appropriate Custom Sorts and Filters using multiple/advanced criteria

Devised effective graphs/charts formatted with titles, labels & legends

Independently created Pivot Tables/Charts using some advanced features

I have allowed for user input in a model to predict results for multiple scenarios. Used Goal Seek

‐ + ‐ + ‐ +

Web Development

Create a basic table based multi‐page website including text, images and text hyperlinks

Spell‐checked the webpages Brief evaluation of target audience

& purpose

Create a table based multi‐page website with appropriate formatting and including a static banner, navigation buttons & appropriately sized images

Create a simple feedback form Spell & grammar checked the

webpages Good evaluation of target audience

& purpose assessing the effectiveness of the website

Create an effective multi‐page website with consistent formatting of text and including a simple animated banner and rollover navigation buttons

Create a feedback form with appropriate data entry fields

Spell & grammar checked and proof‐read the webpages

Detailed evaluation of target audience & purpose assessing the effectiveness of the website, identifying valid improvements

Create a near‐professional website using CSS rules for the formatting & positioning of elements

Create a suitable interactive animated banner and rollover navigation buttons

Create a near‐professional feedback form

Include suitable additional interactive elements such as video, games written in Scratch/Flash, etc.

Spell & grammar checked, proof‐read and used feedback from others to improve the website

Thorough evaluation assessing the effectiveness of the website, identifying & implementing a number of valid improvements

‐ + ‐ + ‐ +


Introduction to

Programming

Create a simple program to output 1 line

Create a simple program to ask for user input and output a suitable response

Create simple programs to output multiple lines and ask for multiple user inputs to combine to output a suitable response

Create programs to perform simple arithmetic and output the results

Be able to convert numeric data into strings and vice versa for input/output

Use selection programming construct using an IF statement

Use loop programming construct to perform tasks multiple times

Use conditional loops to perform tasks multiple times until a condition is met

Use subroutines and functions Use lists or arrays Use Files to store and read data

‐ + ‐ + ‐ +

Databases

Can understand some key Database terms

Can amend the Data Type and set Required Entry on a field

Create a simple data entry form Create a simple query to select data Create a basic report using the

Report Wizard

Create a single table database and import data from a file

Add new fields & set appropriate Data Types and Field Sizes

Add Required Entry and Limited Lists to the appropriate fields

Create a suitable data entry form with a Title and useful formatting

Create queries that use a single field criteria

Create a suitable list report adding appropriate formatting including displaying all of the data

Create a suitable menu to access the form & reports created with appropriate formatting

Independently create a single table database and import data from a file

Independently add fields, set Data Types, Field Sizes and a Primary Key

Add all of the validation rules to the database table including required entry, limited lists & range checks

Create an effective data entry form including appropriate formatting and navigation buttons

Create queries that use multiple criteria including logical operators (>, <)

Create effective reports, including a grouped report with consistent formatting

Create an effective menu system allowing the user to return to the menu from form/reports

Independently create additional table(s) and link to the main table to create a relational database

Create a near‐professional data entry form including navigation & record operation buttons

Independently create queries using calculated fields, OR logical operator and sub‐queries

Create near‐professional reports, including grouped and summary reports

Create an near‐professional menu system with navigation buttons that use Macros to open/close forms/reports

‐ + ‐ + ‐ +


Mathematics Module 1 Module 2 Module 3 Module 4 Module 5 Module 6

Year 7

Assessment There are eight subject‐specific skills assessed in Mathematics. These are Fluency, Reasoning (including Literacy), Problem Solving, Representing, Number ‐ Computation and place value, Number – Fractions, Ratio and proportion, Algebra ‐ Use of notation and manipulation. Skills such as Fluency, Reasoning and Problem Solving are assessed continuously however some units are very specific to the topic. Spelling, punctuation and grammar are assessed within the Quality of Written Communication (QWC) of specific questions. Graph drawing and interpretation is assessed within the Representing skill criteria.

Year 8

AssessmentThere are eight subject‐specific skills assessed in Mathematics. These are Fluency, Reasoning (including Literacy), Problem Solving, Representing, Number ‐ Computation and place value, Number – Fractions, Ratio and proportion, Algebra ‐ Use of notation and manipulation. Skills such as Fluency, Reasoning and Problem Solving are assessed continuously however some units are very specific to the topic. Spelling, punctuation and grammar are assessed within the Quality of Written Communication (QWC) of specific questions. Graph drawing and interpretation is assessed within the Representing skill criteria.

Module 3 and 4 introduce algebra, working with fractions, angles, coordinates, graphs, percentages and probability. During these two modules pupils will be faced with mathematical challenges and real life scenarios based around financial planning and global warming.

The final two modules start to prepare the pupils for their end of year assessment. They will learn about symmetry, equations, interpreting data, 3D shapes and ratio. There will be a lot of problem solving and reasoning incorporated into lessons and extended tasks and challenges based around real life such as land marks and 3D design.

Mathematics encompasses four broad areas; algebra, number, geometry and statistics. During KS3 the pupils will learn topics which cover the broad areas. The order of units studied may vary but all units will be taken before the end of Year 8. Modules 1 and 2 cover the use of number and decimals, sequences, perimeter, area and volume, statistics and problem solving.

Modules 3 and 4 start to look more in depth at graphs, number including significant figures, interpretation of data, algebra including expanding brackets, shapes and ratio. Pupils will look at the maths in sport and transport and also look at map reading and how mathematical skills are involved in this.

The first two modules of Year 8 cover and initially consolidate working with number. They will then progress on to geometry, probability, percentages, congruent shapes and surface area and volume of prisms. Pupils will get the opportunity to do investigations and look at the maths involved in finances.

The final two modules at KS3 prepare students for their end of year exams. They will cover fractions and decimals, proportion, circles, equations, formulae and comparing data. The pupils will be given an investigation based around why we need so much ICT nowadays and how to plan a tip.


Mathematics

Foundation Intermediate Higher Advanced Fluency Can recall basic mathematical facts

needed to complete simple tasks. Can follow a taught process regardless of alternatives and the most efficient approach.

Can quickly recall and utilise number relationships and facts but do not always utilise the most efficient approach.

Can utilise a range of strategies in response to a problem. They make connections across areas of mathematics.

‐ + ‐ + ‐ + ‐ +

Reasoning (including Literacy)

Can explain their thinking with scaffolds and prompts from a teacher. They are beginning to verbalise their thinking.

Can describe what they have done but lack reasons or clear explanation. Some good terminology is used but the audience is unclear.

Can present coherent explanations based on a chain of reasoning. Can explain their ideas in written form and are beginning to change their explanation based on the audience or format required. (Inductive reasoning).

Can predict and generalise. Justifications are logical and reflect a clear understanding. Can write clear and concise explanations for different audiences. (Deductive Reasoning).

‐ + ‐ + ‐ +

Problem Solving

Can tackle contextual, abstract and practical problems providing simplistic working with support from a teacher.

Show resilience and engagement with tasks. They persevere to make progress with teacher scaffolding and support.

Can confidently tackle the content involved in problems, as a result they can focus on understanding a problem with minimum support. They make progress with tasks without always reaching a solution.

Can demonstrate independence, initiative, resilience and can evaluate their work.

‐ + ‐ + ‐ +

Representing

Can utilise pictorial representations to explain and understand a problem.

Can translate problems into a mathematical format and begin to solve problems.

Can use algebra to explain how they have pictorially represented a problem.

Can fluently switch between pictorial and algebraic representations in order to make sense of problems.


‐ + ‐ + ‐ +

Number ‐ Computation and place value

Can use a single approach for calculations. Are more confident using manipulatives or inefficient methods. Can utilise place value to explain the size of some numbers.

Can use place value to support calculation and to change representation between fractions and decimals. Can use efficient calculation methods accurately.

Can apply appropriate methods without prompting to solve calculations and can explain why these are most efficient. Can recognise when place value is part of a solution and confidently manipulates numbers using the ideas.

Can use a range of efficient strategies in response to the calculation required. Can explain the conceptual understanding that underpins computation methods. Can use place value to reason and solve problems involving fractions and decimals.

‐ + ‐ + ‐ +

Number ‐ Fractions

Can represent fractions pictorially and through manipulatives. Can combine and divide fractions pictorially and through manipulatives.

Can use fraction notation to find equivalent fractions and explain how to combine and divide fractions.

Can relate fractions to decimals through a clear understanding of place value.

Can generalise the observed patterns between fractions to formalise processes for operations.

‐ + ‐ + ‐ +

Ratio and proportion

Can express quantities through their relative sizes.

Can express quantities as ratios and solve problems through proportional reasoning.

Can use multiplicative relationships to solve problems and represent in different forms.

Can understand the concept of ratio and proportion and knowingly utilise to solve problems graphically and algebraically.

‐ + ‐ + ‐ +

Algebra ‐ Use of notation

and manipulation.

Can use some algebraic notation and perform some operations algebraically.

Will engage with and use algebraic notation to perform calculations accurately despite finding it difficult.

Can confidently manipulate algebraic expressions and see the value of using algebra.

Can fluently carry out calculations with algebra. Are comfortable using algebraic notation to explain, reason and generalise.

‐ + ‐ + ‐ +


Algebra ‐ Equations and the

concept of equality

Can solve simplistic equations by following a process or using trial and error.

Can create simple pictorial representations for equations that

support them to solve them.

Can confidently solve equations. Can form simple equations using the concept of equality and solve.

Can use the concept of equality to

reason and solve problems.

‐ + ‐ + ‐ +


Modern Foreign Languages Module 1 Module 2 Module 3 Module 4 Module 5 Module 6

Year 7/8 (French)

Me and my world

Introducing myself

My survival kit Describing my

personality Talking about

other people

My school

My subjects What I like and

dislike My timetable School in France

Food at school

My free time

My computer and phone

Sports My activities My favourite

hobby Describing other

people’s activities

Where I live

My town Activities in

town Using and giving

directions At the weekend Going out

My holidays

My vacation Making plans for

excursions Buying food and

drinks Saying where I

will go in the future

Saying what I would like to do

Discovering French culture

Study of Literature Paintings Monuments History

AssessmentThe four core skills of Listening, Reading, Speaking and Writing will each be assessed twice over the six modules. Additional assessments for grammar will feature throughout the year.

Year 7/8 (German)

Me and my world

Introducing myself

Counting Saying where I

live Describing my

personality Talking about my

belongings

My family and my pets

Describing pets Talking about

unusual pets Describing my

family members and giving their age

Birthdays

My free time

Sports Hobbies My activities My laptop and

my phone

My school

My subjects My timetable My teachers In the classroom

Describing my favourite day

My town

Places in town Buying souvenirs Food and drinks

Summer holidays and plans

Discovering German culture

Study of Literature Paintings Monuments History

AssessmentThe four core skills of Listening, Reading, Speaking and Writing will each be assessed twice over the six modules. Additional assessments for grammar will feature throughout the year.


Modern Foreign Languages


Speaking Can take part in simple conversations, ask and answer basic questions using

language seen in class.

Can express opinions and give reasons in role‐play tasks and spontaneous speaking

tasks.

Can initiate and develop conversations on a range of different topics. Can refer to

events in the present, past and future with good intonation and accent.

Can discuss personal and topical matters confidently. Can articulate answers with a wide range of language and grammar. Intonation and accent are excellent.

‐ + ‐ + ‐ + ‐ +

Writing

Can write short sentences using simple opinions following a model.

Can translate familiar words and short phrases into the target language.

Can write short texts with increasing accuracy. Can give opinions and simple reasons in the present and future or the past and present tenses. Can translate short paragraphs with a dictionary.

Can write paragraphs using a good range of language including opinions, reasons, connectives and at least three tenses. Can

apply knowledge of grammar and vocabulary to new contexts.

Can write extensively about personal and global issues. Can express ideas confidently with a wide range of

language, and translate longer passages using mostly accurate grammar/spelling.

‐ + ‐ + ‐ +

Listening Can understand main points and opinions from short passages. Can transcribe in English familiar words and sentences.

Can understand several points and opinions, in passages referring to events in the present or the future. Transcribe

with confidence short sentences.

Can understand longer dialogues and passages which include complex opinions and at least three tenses. Can transcribe sentences using past, present and future.

Can understand authentic materials containing a variety of tenses, complex opinions and unfamiliar language. Can

transcribe passages accurately.

‐ + ‐ + ‐ +

Reading

Can understand a range of familiar written phrases and opinions in short texts. Can translate words and short

phrases.

Can understand texts which include opinions and two tenses. Can use the context to work out the meaning of unknown words and sentences.

Can understand a range of longer authentic texts on familiar and unfamiliar topics. Can answer questions confidently

about the texts.

Can understand authentic texts in a variety of genres. Can identify the finer details and explain answers in the target

language.

‐ + ‐ + ‐ +

Grammar

Can identify different grammatical elements in a sentences (nouns, verbs, adjectives). Can understand the gender

and plural of nouns.

Can conjugate verbs in at least two tenses and form sentences using

different subject pronouns and negatives; and use comparatives and superlatives.

Can form at least three tenses. Can use complex grammatical elements with

accuracy (modal verbs, modes of address, direct object pronouns.)�

Can use a wide range of tenses and grammatical structures with ease,

demonstrating complexity and fluency in the manipulation of language.

‐ + ‐ + ‐ +


Music Module 1 Module 2 Module 3 Module 4 Module 5 Module 6

Year 7

Getting to Know You (Pitch and Duration) Singing and vocal warm‐ups with aural and theory links. Introduction to Performance (using own instruments or keyboards) Basic musical notation (Pitch and Rhythm)

Riffs and Ostinato (Rhythm and Metre) Introduction to Music Technology ‐ Using REASON to understand and create basic drum patterns. Using bass riffs, bass clef and exploring timbre. Dictation of crotchets and quavers + theory test.

Japanese Music (Texture and Timbre) Discovering Texture and Timbre through Japanese music. In and Yo scales. Pitch dictation – Using the In scale. Singing – Sakura Timbre – instrumental families and the orchestra. Using key terminology + test.

Performance – Vocal and Instrumental

Importance of Singing, and developing warm‐up techniques. Practical keyboard/own instrument skills continued. Aural and theory tests. Dictation, building on previous modules.

Musical Contexts Exploring the value of music in society through different cultures. Musical cultures: (African / Indian / Jewish and British.)

Music and Mood Manipulating key musical elements to create a mood in music. Listening to examples of music and mood in traditional Western Classical music. Scales – Major and Minor End of year test.

Assessment Self and teacher assessed performances. Listening tests, musical analysis and pitch/rhythm dictation. Theory and vocabulary tests.


Year 8

Scales, Modes and Improvisation

Exploring modes (scales) and improvisation. Focus on Aeolian, Dorian modes and Blues scale. Improvisation techniques developed, using both voice and instruments. Revision of basic note reading. Theory of scales and chords, including 12 bar blues chord pattern.

Performance

Developing vocal and instrumental performance, using voice, keyboards or own instruments. Exploring further musical theory – note reading. Aural Tests/Dictation

What is Music?

Experimental Music Graphic Scores Exploring elements of music through developing own notational systems.

Revision of musical timbres. Extended instrumental techniques.

Pop Decades

Exploring a variety of popular music genres through the decades – including Reggae, Disco and Brit Pop.

Listening tests and analysis of unfamiliar music. Rhythm and syncopation. Dictation of more complex rhythms.

Musical Structures

Binary Form (AB) Ternary Form (ABA) Ground Bass Variations Theory – Texture and musical layers. Contrasting the use of musical elements in each section.

Film Music

Exploring the use of music in films. Creating music to accompany a short film clip. End of year test.

Assessment Self and teacher assessed performances. Listening tests, musical analysis and pitch/rhythm dictation. Theory and vocabulary tests.


Music


KNOWLEDGE: Musical elements. Music

notation. Placing music in context

Some awareness of musical elements and their definitions.

Some attempt to understand and apply musical notation including treble and bass clef pitch and rhythmic note values.

Limited attempt to place music in context; referring to one or more of intention, purpose, time, place or audience.

Basic knowledge and application of musical elements and their definitions.

A basic knowledge and application of musical notation including treble and bass clef pitch and rhythmic note values.

A basic knowledge of musical context; referring to intention, purpose, time, place or audience.

A good knowledge and application of musical elements and their definitions.

A good knowledge and application of musical notation including treble and bass clef pitch and rhythmic note values.

A developed knowledge of musical context; referring to intention, purpose, time, place or audience.

A thorough and consistent knowledge and application of musical elements and their definitions.

A secure knowledge and application of musical notation including treble and bass clef pitch and rhythmic note values.

A sophisticated knowledge of musical context; referring to intention, purpose, time, place or audience.

‐ � + ‐ � + ‐ � + ‐ � +

PERFORMING: Playing or singing with accuracy. Improvising around a

given source. Using Music Technology to ‘realise’ a piece.

Some limited evidence of accurate playing or singing.

An attempt to improvise,

though may lack awareness of or relevance to the source.

Limited evidence of accurately realising music using technology.

Usually accurate performance of both pitch and rhythm, but with errors.

Occasional stylistic features are evident.

A developing use of improvising techniques using a given source.

Some basic use of technology, realising some aspects of the music.

Mostly accurate performance of both pitch and rhythm, with few errors.

Performing with some sense of style and awareness of interpretation.

Confident improvisation of a given source, with occasional misjudgements.

Confident realisation through technology, accurate in pitch and rhythm.

Very accurate performance of both pitch and rhythm.

Performing with a sense of style and sophisticated interpretation.

Sophisticated improvisation of a given source.

Sophisticated realisation, using technology to create an expressive outcome.

‐ � + ‐ � + � � � ‐ � +


COMPOSING: Responding to

a brief, developing musical ideas

using appropriate conventions. Exploring musical

structures and

resources.

Limited awareness of the brief with limited evidence of ideas being developed.

Musical conventions used are not appropriate to the genre.

Limited sense of structure or exploitation of resources.

Some basic development of musical ideas, perhaps misinterpreting some aspects of the brief.

Some appropriate musical conventions are used.

Some awareness of sections within the structure. Some basic exploitation of resources.

Confident response to the brief, with consistent development of musical ideas.

Confident use of most typical conventions within the genre.

Confident use of structural devices, and exploiting resources to good effect.

Sophisticated response to the brief, showing maturity, variety and some originality in development of ideas.

Thorough use of appropriate musical conventions within the genre.

Sophisticated use of structural devices, with a clear sense of proportion. Excellent exploitation of the resources.

‐ � + ‐ � + � � � ‐ � +

LISTENING and

APPRAISING: Analysing and evaluating familiar or unfamiliar music.

Using genre specific

terminology. Dictating

basic rhythm and pitch.

Some response but with limited evidence of any musical terminology.

Limited use or awareness of genre specific terminology.

Able to dictate very simple rhythm or pitch.

Basic response showing a sufficient use of musical terminology.

Some basic use of genre specific terminology.

Basic accuracy in dictating rhythm and pitch.

Confident response using musical terminology with only occasional errors.

Confident use of musical terminology relevant to the genre.

Confident dictation of rhythm and pitch, with some errors.

Sophisticated and accurate response using musical terminology freely.

Excellent use of musical terminology relevant to the genre.

Accurate dictation of more complex rhythm and pitch.

‐ � + ‐ � + � � � ‐ � +


PE Module 1 Module 2 Module 3 Module 4 Module 5 Module 6

Year 7

Rugby (boys only)Netball (girls only) Indoor Climbing Aquatics Badminton Dance


GymnasticsOAA Netball (girls only) Indoor Climbing Aquatics

GymnasticsOAA Indoor Climbing Aquatics Badminton

Athletics Cricket (boys only) Rounders (girls only) Softball (boys only) Stoolball (girls only)

Physical Development (Psychomotor)Develop expert technique to improve performance. Perform dances using advanced dance techniques in a range of dance styles and forms.

Cognitive Development (Cognitive) Apply techniques across different sports and physical activities. Apply principles of effective performance to their own and others’ work. Use a range of tactics and strategies to overcome opponents. Develop skills to solve problems. Analyse and improve performances compared to previous ones.

Social/Emotional Development (Affective) Participate in exercise, sports and activities (out of school). Understand and apply the long‐term health benefits of physical activity. Build trust. Develop skills to solve problems.

Assessment Outdoor and adventurous activities (team, individual, group); direct competition through team and individual games; increased participation in extra‐curricular opportunities (e.g. house activities, community links, sports clubs; other competitive events)

Year 8



GymnasticsOAA Netball (girls only) Indoor Climbing Aquatics

GymnasticsOAA Indoor Climbing Aquatics Badminton

Athletics Cricket (boys only) Rounders (girls only) Softball (boys only) Stoolball (girls only)

Physical Development (Psychomotor)Develop expert technique to improve performance. Perform dances using advanced dance techniques in a range of dance styles and forms.

Cognitive Development (Cognitive) Apply techniques across different sports and physical activities. Apply principles of effective performance to their own and others’ work. Use a range of tactics and strategies to overcome opponents. Develop skills to solve problems Analyse and improve performances compared to previous ones.

Social/Emotional Development (Affective) Participate in exercise, sports and activities (out of school). Understand and apply the long‐term health benefits of physical activity. Build trust. Develop skills to solve problems.

Assessment Outdoor and adventurous activities (team, individual, group); direct competition through team and individual games; increased participation in extra‐curricular opportunities (e.g. house activities, community links, sports clubs; other competitive events)


PE

Grade 1-3 Grade 4-6 Grade 5-8 Grade 7-9

Skill 1 Physical

Development (psychomotor)

Imitate Pupils observe, copy and pattern

movement after the teacher, a video or watching another pupil

Manipulate Pupils perform actions following instructions and practice, often

developing actions using their own ideas

Develop precision Pupils will refine movement so errors are rare – they develop fine motor skills, in particular sport‐specific technique

Naturalise High level performance becomes likely, and skills are performed naturally.

Articulate

Pupils’ refined actions are performed as a series with flow, in varying combinations in varying contexts for performance

‐ + ‐ + ‐ + ‐ +

Skill 2 Cognitive

Development (cognitive)

Remember Pupils recall information

Understand Pupils explain ideas or concepts

Apply Pupils use information in another

familiar situation

Analyse Pupils break information into parts to

explore understandings and relationships

Create Generate new ideas, products or ways of

viewing things

Evaluate Pupils justify a decision or course of

action

‐ + ‐ + ‐ +

Skill 3 Social/Emotional

Development (affective)

Receive Pupils listen attentively to the teacher

introducing rules of a game, the introduction of a skill or movement

pattern

Respond Pupils volunteer to do things, to help,

to contribute individually or in a team

Value Pupils’ increase their participation in opportunities offered and develop

values that they constantly question�

Characterise Individuals participate regularly in

sporting opportunities; they become active members

Organise Pupils are able to access and effectively use specialist equipment/clothing for

activities, and pupils include participation in activities or clubs in their weekly

schedule; they develop or modify their values

‐ + ‐ + ‐ +


RE Module 1 Module 2 Module 3 Module 4 Module 5 Module 6

Year 7

Judaism: What do Jews believe? Where do Jews come from? Where do Jewish beliefs come from? Belonging to the Jewish faith Jewish beliefs in action.

Christianity:What do Christians believe? Where do Christians come from? Where do Christian beliefs come from? Belonging to the Christian faith Christian beliefs in action.

Islam:What do Muslims believe? Where do Muslims come from? Where do Islamic beliefs come from? Belonging to the Islamic faith Islamic beliefs in action.

AssessmentAssessment will be through a variety of activities. These will take place once a module and will be used to judge a student’s progress. These will include an extended written piece in module 2, 4 and 6. This extended piece of writing will judge their understanding of the religion studied.

Year 8

Hinduism: What do Hindus believe? Where do Hindus come from? Where do Hindu beliefs come from? Belonging to the Hindu faith Hindu beliefs in action.

Buddhism: What do Buddhists believe? Where do Buddhists come from? Where do Buddhist beliefs come from? Belonging to the Buddhist faith Buddhist beliefs in action.

Sikhism:What do Sikhs believe? Where do Sikhs come from? Where do Sikh beliefs come from? Belonging to the Sikh faith Sikh beliefs in action.

AssessmentAssessment will be through a variety of activities. These will take place once a module and will be used to judge a student’s progress. These will include an extended written piece in module 2, 4 and 6. This extended piece of writing will judge their understanding of the religion studied.


RE Foundation Intermediate Higher Advanced

AO

1: L

earn

ing

abou

t rel

igio

n an

d h

uman

exp

erie

nce Religious

language Use some religious words and

phrases. Use a developing religious

vocabulary. �Use an increasingly wide religious

vocabulary.

Use a wide religious and philosophical vocabulary

confidently.

‐ + ‐ + ‐ + ‐ +

Knowledge and understanding

Have a basic understanding of the key ideas regarding religion.

Use a developing understanding of religions and beliefs.

�Show a coherent understanding of a range of religions and beliefs; issues, values and questions of authority,

meaning and truth.

Show a coherent understanding of a range of religions and beliefs; issues, values and questions of authority, meaning and truth.

‐ + ‐ + ‐ +

AO

2: L

earn

ing

from

relig

ion

and

hum

an

expe

rienc

e

Reasoning Use simple and convincing

reasons and examples with some religious beliefs.

Use developing reasons for and against supported by examples, evidence and religious teachings.

Use developed reasons for and against supported by good examples,

evidence and religious teachings. �

Use developed reasons for and against supported by examples, evidence, religious teachings or

quotations.

‐ + ‐ + ‐ +

Evaluation Begin to identify strengths and weaknesses of religious ideas

and actions.

Identify important similarities, differences, strengths and

weaknesses of several opinions within and between religions.

Identify important similarities, differences, strengths and weaknesses

of several opinions within and between religions.

Begin to draw conclusions based on evidence.

Can evaluate the similarities, differences, strengths and

weaknesses of several opinions within and between religions and

denominations. Draw conclusions based on

reasoned evidence.

‐ + ‐ + ‐ +

My opinion Begin to talk about their own experiences and feelings.

Describe their ideas on religious, spiritual and ethical questions.

Express insight into their views about religious, spiritual and ethical

questions from evidence, arguments, reflections and examples.

Justify their views about religious, spiritual and ethical questions from evidence, arguments, reflections and examples.

‐ + ‐ + ‐ +


Science Module 1 Module 2 Module 3 Module 4 Module 5 Module 6

Year 7

Cells Observing cells

Plant and animal cells Specialised cells

Movement of substances Unicellular organisms

Forces

Introduction to forces Squashing and stretching Drag forces and friction Forces at a distance

Balanced and unbalanced

Particles and their Behaviour

The Particle Model States of Matter

Boiling, melting and freezing Diffusion

Gas pressure

Sound Waves

vibrations and energy transfer

Loudness and pitch Detecting sound

Echoes and ultrasound

Structure and Function of Body

Systems Levels of organisation

Gas exchange Breathing

The skeleton Joints and muscles

Light Light

Reflection and refraction The camera and the eye

Colour

Reactions Elements, atoms and

compounds Chemical formulae Chemical reactions Word equations Burning fuels

Thermal decomposition Conservation of mass

Exothermic and endothermic reactions

Reproduction Adolescence

Reproductive systems Fertilisation and implantation

Development of a foetus The menstrual cycle

Flowers and pollination Fertilisation and germination Seed dispersal

Acids and Alkalis Acids and alkalis Indicators and pH

Neutralisation and making salts

Space The night sky

The Solar System The Earth The Moon

AssessmentProgress will be regularly assessed through class work, homework and pieces of extended written work. In addition there will be a common Science assessment at the end of each

topic which test knowledge and understanding of each area studied.


Module 1 Module 2 Module 3 Module 4 Module 5 Module 6

Year 8

Health and Lifestyle Nutrients Food tests

Unhealthy diet Digestive system

Bacteria and enzymes Drugs Alcohol Smoking

The Periodic Table Metals and non‐metals Groups and periods

The elements of Group 1 The elements of Group 7 The elements of Group 0

Sound Waves

vibrations and energy transfer

Loudness and pitch Detecting sound

Echoes and ultrasound

Separation Techniques Mixtures Solutions Solubility Filtration

Evaporation and distillation

chromatography

Ecosystem Processes Photosynthesis

Leaves Plant minerals Chemosynthesis

Aerobic and anaerobic respiration

Food chains and webs Disruption to food chains

and webs Ecosystems

Metals and Acids Acids and metals Metals and oxygen Metals and water

Displacement reactions

Light Light

Reflection and refraction The camera and the eye

Colour

Metals and Acids Extracting metals

Ceramics Polymers Composites

Adaptation and Inheritance

Competition and adaptation

Adapting to change Variation Inheritance

Natural selection Extinction

The Earth

The Earth and its atmosphere

Sedimentary rocks Igneous and metamorphic

rocks The rock cycle

The carbon cycle Climate change

recycling

Space The night sky

The Solar System The Earth The Moon

Magnetism

Magnets and magnetic fields Electromagnets

Using electromagnets

Acids and Alkalis Acids and alkalis Indicators and pH

Neutralisation and making salts

AssessmentProgress will be regularly assessed through class work, homework and pieces of extended written work. In addition there will be a common Science assessment at the end of each

topic which test knowledge and understanding of each area studied.


Science

Foundation Intermediate Higher Advanced Scientific Writing

Recall select and communicate a basic knowledge and understanding of Science

Recall select and communicate a broad range of knowledge and understanding of Science

Apply this in developing simple explanations

Recall select and communicate a broad and secure knowledge and understanding of Science

Use this to develop effective arguments and explanations

Recall select and communicate precise knowledge and detailed understanding of Science.

Evaluate information or models to develop complex arguments and explanations

‐ + ‐ + ‐ + ‐ + Data

Presentation Presents work or data as a

simple table or graph Correctly Identifies the pattern

shown

Chooses an appropriate graph or table to display data.

Is able to describe patterns in numerical or graphical data.

Can explain the pattern shown by numerical or graphical data.

Can identify anomalous results in numerical or graphical data

Can use an appropriate line of best fit

Interpolates and extrapolates with accuracy;

Explains and suggests reasons for anomalous results in their graphs.

‐ + ‐ + ‐ + Variables, reliability

and accuracy

Identifies a factor that can be changed, measured and controlled

Selects some appropriate equipment for a task

Measures a variety of quantities effectively.

Identifies independent, dependant and some control variables.

Makes appropriate measurements, observations and comparisons relevant for the task.

Identifies independent, dependant and most control variables.

Can explain the number and range of measurements taken

Plans for accuracy through the choice of equipment and technique.

Discusses reasons for controlling identified control variables. Recognises that some variables cannot be controlled

Justifies the range and number of measurements taken.

Plans for reliability through trial runs, repeat readings and accurate practical techniques.

‐ + ‐ + ‐ +


Analysis and evaluation

Draws simple conclusions consistent with the evidence

Can suggest improvements to the method

Draws conclusions consistent with the evidence and describes them with support, using scientific ideas and explanations.

Can describe how planning and implementation could be improved

Draws conclusions consistent with evidence and, explains them using scientific ideas and explanations.

Evaluates their planning and implementation, describing how the quality of their evidence could be

improved.

Identifies and suggests reasons for anomalous results

Evaluates their planning and implementation and explain how this could account for errors and anomalies

Suggests what additional evidence could be collected to support the conclusions.

‐ + ‐ + ‐ +


Technology Module 1 Module 2 Module 3 Module 4 Module 5 Module 6

Year 7

Assessment There are eight subject‐specific skills assessed in Technology. These are Researching, Designing Ideas, Developing Solutions, Planning, Manufacturing Skills, Evaluating, Communicating and Using Technical Knowledge. Most of these skills are assessed continuously however some units also include a summative assessment of the pupils’ manufactured outcomes. Spelling, punctuation and grammar are assessed within the Use of Technical Language skill criteria. Sketching and formal drawing is assessed within the Communicating skill criteria. The application of ICT is assessed within the first three skill criteria.

Year 8

Assessment There are eight subject‐specific skills assessed in Technology. These are Researching, Designing Ideas, Developing Solutions, Planning, Manufacturing Skills, Evaluating, Communicating and Using Technical Knowledge. Most of these skills are assessed continuously however some units also include a summative assessment of the pupils’ manufactured outcomes. Spelling, punctuation and grammar are assessed within the Use of Technical Language skill criteria. Sketching and formal drawing is assessed within the Communicating skill criteria. The application of ICT is assessed within the first three skill criteria.

Graphic Products: Pupils are given the task of designing and making a high quality mobile phone stand using acrylic plastic. All the development, testing and manufacturing is completed using computer aided design and manufacture. The development of creative design skills and ICT skills is a priority in this unit.

Food Preparation and Nutrition: : Pupils will be investigating food groups, nutrition, food storage, preparation and cooking techniques. This unit will give pupils the opportunity to develop vital life skills that will enable them to feed themselves and others affordably and nutritiously.

Technology is studied within a carousel system where a pupil spends sixteen weeks in five units over two years. The third unit begins in early June of Year 7 and finish at the end of October of Year 8. The order of units studied may vary but all units will be taken before the end of Year 8.

Textiles Design: Pupils will design and manufacture a bespoke pencil case using the latest smart‐textile materials. The development of practical sewing machine skills and decorative textiles techniques is a priority.

Electronic Products: Pupils are given the task of designing and manufacturing a dimmable night light for a chosen client. The development of technical knowledge, accurate practical circuit building skills and circuit testing is a priority.

Product Design: Pupils are given the task of designing and manufacturing a traditional child’s toy. The development of practical skills in woodwork and the technical knowledge of materials, structures and mechanical systems is a priority.


Technology


Skill 1

Produce some evidence of independent research skills that influences design ideas.

Produce research and a task analysis that studies different cultures, unfamiliar contexts or the well being of others to identify and understand user needs.

Produce detailed research and analysis that includes consideration of ergonomics, anthropometrics or dietary needs to develop a specification.�

Produce excellent research and analysis with evidence of wider reading and justified conclusions that includes an evaluation of existing products to support designing.

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Skill 2

Use simple sketches or descriptions to communicate initial ideas to a basic standard.

Show good design skills exemplified by the use of labelled and annotated ideas that are evaluated against the design requirements.

Produce a range of creative non‐stereotypical designs, skilfully produced, that includes reference to the users’ needs and design specification. �

Show innovative thinking skills to produce several well annotated, labelled designs that fully reflect the research.

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Skill 3 Produce limited development so that the basic final solution is very similar to the initial idea.

Produce adequate development using 3D models, CAD and related software packages to validate the chosen designs in advance of manufacture.

Produce a feasible final solution that demonstrates a high degree of challenge.

Independently develop a feasible final solution that shows a high level of creative thinking, attention to detail, annotation and flair.

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Skill 4

Show some planning skills and be able to describe how to manufacture the final product.

Produce a simple plan of activities that are required to manufacture the final product successfully.

Produce a plan that includes details of time needed, materials required and some of the equipment required to manufacture the final product.

Independently produce a detailed plan of manufacture with all the justified modifications made during the design development.

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Skill 5

Demonstrate basic manufacturing skills, including the use of hand tools, equipment and machinery, to produce a simple product.

Work safely and purposefully, with good organisation, to manufacture a final product that exhibits a good standard of accuracy or finish.

Independently develop a solution into an accurate, functioning product that shows a good level of challenge.

Make a well‐finished, fully functioning product that has a very high level of challenge and fully meets the needs of the end user.

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Skill 6

Carry out limited tests of the final outcome with some mention of possible improvements.

Test and evaluate aspects of the final outcome against the product specification and describe possible improvements to the final product.

Carry out tests on designs and products and evaluate them against initial requirements. Clearly identify and justify improvements.

Comprehensively discuss the success of the final product supported by relevant examples with clear reference back to the specification or initial requirements

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Skill 7

Communicate ideas and decisions at a simple level with a limited technical vocabulary.

Communicate ideas and decisions to a good standard with some use of technical terms.

Communicate ideas and decisions with clarity and skill with very good standard of technical language.

Present ideas in a clear and fluent manner with an excellent standard of technical language.

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Skill 8 Use some limited technical knowledge to develop the product.

Use good technical knowledge to develop and manufacture the product.

Use high level of technical knowledge in order to solve increasingly challenging problems.�

Apply an excellent level of technical knowledge to independently develop outstanding solutions.

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