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Year 9Curriculum Guide2017/18Year 9Curriculum Guide2017/18 ContentsIntroduction3Art & Design12Creative Technology – Computing15Creative Technology – Food17Creative Technology – Resistant Materials18Drama19English20French22Geography25German27History30Maths32Music35PE & Dance36Religious Studies37Science39Spanish41PSHE44OLC47 IntroductionWelcome to Year 9! This is a really important year in your child’s learning. During the course of this year, your child will make choices about which option subjects they will want to study in Year 10 and 11. They will also receive a final end of Year 9 assessment grade in each of their subjects.Year 9 is a time to build-on the hard work of Years 7 and 8, but with a focus on the next crucial steps in the learning journey high on the agenda, students must ensure that they achieve to the best of their ability to secure an excellent start to the next stage of their studies.We have put together this document to enable you to support your son or daughter through this year. Please take your time to read the information and should you have any comments or feedback about this information please let us know.Your son or daughter has a student planner containing useful information to support them through their studies. The student planner is an invaluable source of communication between school and home and we would encourage you to check and sign the planner on a weekly basis, partly to confirm that homework is completed and marked, and partly so that you can add any feedback you feel necessary.What is the aim of this booklet?The aim of this booklet is to provide you with details about the curriculum which your child will follow during Year 9. It includes details of:- the subjects which your child will be taught- the topics which your child will cover- how your child’s progress will be assessed in each subject- how you can support your child’s progress and enjoyment both in and outside school- how to contact the Subject Leader/ Teacher in charge of each subjectHow is the Year 9 curriculum structured?The Year 9 curriculum is based on the National Curriculum programmes of study. Students follow a common curriculum comprising:SubjectTimetable AllocationArt & Design2 hours per fortnightCarousel (CT & Drama)4 hours per fortnightEnglish7 hours per fortnightFrench6 hours per fortnightGeography3 hours per fortnightHistory3 hours per fortnightMathematics7 hours per fortnightMusic3 hours per fortnightPhysical Education & Dance4 hours per fortnightReligious Studies3 hours per fortnightScience6 hours per fortnightIn addition, our PSHE programme is taught as five discrete days (two full days and three half days) when the normal school timetable is suspended.How much homework will be set in Year 9? Homework is set according to a homework timetable and is recorded in the Student Planner. The details which your child should record include:- description of the task- date the task was set- date when it is due- initials of the teacher who has set the homework It is an absolute requirement that homework is completed and submitted on the deadline set. The expectation is that students spend around 2 hours per evening on homework in Year 9. The table below shows the number of times homework should be set in each subject per fortnight and the approximate time it should take:SubjectFrequencyTime(Approximate)EnglishWeekly45 mins per week Maths2 x Weekly 45 mins per week ScienceWeekly 45 mins per week Art & DesignFortnightly 30 mins per fortnight Carousel (CT & Drama)Weekly 30 mins per week FrenchWeekly 45 mins per weekHumanities(Geography, History, RS)Fortnightly30 mins per fortnight MusicWeekly 30 mins per homeworkHow will your child’s progress be assessed in each subject? 277177585217000We consider feedback and marking to be one of the cornerstones of how we support students to make excellent progress at Gillotts School. It is our fundamental belief (supported by international research) that students are far more likely to make outstanding progress when they are clear about what they need to do to improve and how to make these improvements. We use an assessment model called Triple Impact Marking (TIM). Before work is submitted for assessment students will be asked to reflect on their work or take action to improve it (stage one). The teacher will then mark the work and set targets (stage two). Students will be expected to respond to any targets set by their teacher (stage three). As responding to targets is so important for learning they will be accompanied by the Gillotts stamp so that it is obvious where action is needed (see image below). Marking with comments is more time consuming than simply ticking or grading so it will be common to see only specific pieces of work marked in detail by the teacher How does self and peer assessment support your child’s progress?In lessons teachers will use self-assessment and peer-assessment. We do this because it is important that students can assess their own work and that of their peers as it demonstrates good understanding of the assessment criteria. You will see comments from other students in exercise books where these techniques are being implemented. Students are expected to improve the work in the ways indicated in the same way they would if targets had been set by a teacher. How do we track your child’s progress? While the key to making progress is for students to act upon these comments, we also believe it is important to provide them with a clear indication of the level of achievement which they have reached. As a school we have moved to a system of using the new number-based system of GCSE grades (9-1, with 9 being the highest grade) across all year group. This is used s to track student progress and provide information to parents via our reporting system. The grades which your child will receive on their report are underpinned by what we term the ‘framework of progression’ for each subject. This framework provides a structure for assessing how well your child is progressing and for supporting further progress. While ongoing assessment of students’ progress is integral to teaching and learning at Gillotts School, all students are also assessed formally across the year group, in each subject, at set times during the school year. These periodic assessments will be marked and graded using a % based system and the results will be recorded centrally. This information helps to inform the tracking of student progress and the adaptation of teaching and learning to meet the needs of individuals. These assessments include end of year exams in English, maths and science. The calendar of assessments is also included later on in this booklet. How will you know how well your child is progressing?We would like to encourage you to take time to look through your child’s exercise books and discuss their progress with them. The comments written by your child’s teachers (and fellow students) and the way in which your child is responding to them will provide you with an insight into the progress he or she is making over time in a subject. These comments are particularly powerful as they will indicate what your child needs to do to improve. If you are unsure about any aspect of your child’s progress in a subject please contact his or her teacher in the first instance.You will also receive a report three times a year. These reports will include an end of Year Target Grade, a Current Grade and a Progress Towards Target (PTT) indicator for each subject. What does the Current Grade show?The Current Grade for each subject is based on the ‘framework of progression’ in each subject. This grade will be assessed using all the work which your child has completed up to that point (including classwork, homework and the formal periodic assessments) and is a ‘best-fit’ indication of the grade at which they have been working.What is the Target Grade based upon?The end of Year 9 Target Grade is based on Key Stage 2 English and Maths assessment information that we receive from the primary schools. This includes Standard Assessment Tests (SATS), Teacher Assessments, Cognitive Ability Tests (CATS) scores and other information such as key stage levels, reading and writing scores and attendance. This level will be reviewed following each reporting cycle and may change on subsequent reports (usually upwards).What does the Progress Towards Target (PTT) indicator show?The PTT indicator will help you to establish whether your child is making good academic progress in each subject. It is based on whether your child is on track to match/exceed his or her end of Key Stage 3 target or not.PTT IndicatorLevel of ProgressDefinition +Making better than expected progressThe student is expected to exceed the current end of Year 9 target. A new target is likely to be set. =Making expected progressThe student is working towards meeting the current end of Year 9 target. -Making less than expected progressThe student is underachieving and will not meet the current end of Year 9 target. How much progress should you expect your child to make?The table below gives an indication of the expected progress which a child could be expected to make by the end of Year 9 based on their average Key Stage 2 SATs results (English and maths). It also provides an indication of the expected GCSE which should be achieved by students with different starting points (average KS2 SAT level). The final column shows the realistic but challenging ‘aspirational’ GCSE grade which is likely to be set for them as an end of Year 11 target when they start their GCSE courses based on their KS2 performance. Please note that all the grades in this table apart from the average KS2 SATs levels are on the new 9-1 GCSE scale. Average KS2 SATs Level Start of Y7End of Y7End of Y8End of Y9 TargetExpected GCSE final gradeAspirational GCSE final grade21c1c1b1a233c1c1b1a2c33/43b1b1a2c2b343a1a2c2b2a44/54c1a2c2a3c454b2c2b2a3b564a2c2a3c3a66/75c2b3c3b4c675b2b3b3a4b785a2a3a4c4a8963b4c4b599 The sub-grades (“a, b or c”) are used to show how secure the student is within the whole grade:Sub-gradeDescriptionaNear the top of the grade but not quite ready to move to the next one.bIn the middle of the grade.cMoved up from the previous grade but not yet secure. It should be noted that these grades are only an indication as:- some children will make more/less progress than others- progress is not always constant and children may make more progress in some terms (and years) than others- children tend to enter Year 7 with higher levels in English and maths as primary schools tend to concentrate more on these subjects – they will then catch-up in the other subjects over the three years of Key Stage 3.How does the new (9-1) GCSE grade scale compare with the old (A-G) one? It is also important to note that the GCSE grading scale for you child will be on the new, numerical scale rather than the existing scale which is based on letters. The new scale will range from 1 to 9, with 9 being the highest grade possible. There is an equivalence between the old and new scale which is shown below: Current GCSE gradesNew GCSE gradesA*987AB654CD3 2 1EFG The government’s benchmark for achievement for students in English and maths is going to move upwards. While the current ‘pass’ grade is seen to be a C grade, the new ‘pass’ grade will be a 5. This is equivalent to a high C/ low B on the existing grading scale How can you help your child’s learning?There is a range of ways in which you can support your child’s learning and progress. These include:· Encourage your son/daughter to work in a quiet, comfortable place at a regular time each day.· Encourage your son/daughter to see homework as an extension of the lesson and leave doing it until the night before it is due in.· Check that your son/daughter has recorded the work in his/her planner.· Discuss the work with your child; does (s)he understand the task? Can (s)he extend and improve his/her answers?· Encourage your son/daughter to work to the time allocation set for each subject.· Refer your son/daughter to other resource materials such as the Gillotts School website, school library or your local library.· Remember to write a note in the planner if your child has a genuine reason for not completing the homework.· When you sign your child’s planner, check that (s)he is completing homework and meeting deadlines.· Contact the tutor if you have any concerns about homework.· Your son/daughter may receive additional work from the Learning Support department.Try to agree a regular time to help your son/daughter with these tasks. How is this the rest of this booklet structured? The rest of this booklet is divided into three main sections: Details about the topics which your child will study in each subject in Year 9, and ways in which youcan support learning at home. 2. A schedule of the periodic assessments which your child will complete in each subject in Year 9. 3. The framework of progression for each subject in Year 9. The Assessment Objectives (AOs) outline the key knowledge, skills and understanding which underpin progress in each subject.Subject: ?Art & DesignSubject Leader: Keith SwainsonTopics that will be taughtHow can parents helpThe themes will be taken from some of the categories and explored with practical work in each academic year. ?Themes will vary according to class and teacher.Themes include Ancient, Modern, ?Contemporary andMulticulturalPractice and extension of many skills and processes from year 8 including drawing, painting, printmaking, ceramics, graphics, three dimensional and ICT.Extending skills and processes learned and applying in a more self-directed independent manner with a view to develop towards GCSE style thought processes and development.Testing processInitial bench mark drawing at start of yearDrawing and evaluating testDrawing skillsExtending range of media, techniques, control and use. Exploration and experimentation relevant to art workPainting ?skillsSelection of media and materials appropriate to requirements of workCeramics skillsConstruction development of all techniques, press and slab mouldingPrintmaking ?skillsExplore print forms and extend as appropriate to students needsGraphics ?skillsDesign process, advertising and packaging, illustration as an application of art.3D ?skillsAppropriate methods and materials for 3D solutionsICT skillsICT selected as appropriate to students workThinking skillsShow the relationship between own work and the work of othersArt work as inspiration, artist work connected to students’ work.Connections can be through use of media, stylistic thematic or conceptual.Students make own selections of others work.Developing work Processes Developing with reference to prior years and making more self-directed independent work.Abstraction & Realism (figurative) processes - Produce work in both areasShow an informed understanding of the nature of the formsBe able to explain various methods of producing each form.Showing an interest in the skills and themes covered.Make a suitable space available for making art work, a table or drawing board.Visit museums, galleries, sculpture parks and exhibitions and encourage dialogue about specific pieces of work which can be followed up and researched after visit.Encourage your child to record images with photographs, collect images in a scrap book.Engage with your child by working alongside and produce artefacts with them.Focus on engagement with exploring curiosity.Reference/Extension Material: ARTLiteratureThere are too many to mention but a good start would be with The Art Book, Phaidon.Main Galleries London /OxfordTate BritainTate ModernSaatchiNational Portrait GalleryModern Art OxfordAshmoleanWhite CubeWhite ChapelSepentine GalleryThe National GalleryThe Photographers GalleryThe British MuseumRoyal Academy of ArtsHayward GalleryCounty HallLocal GalleriesThe Old Fire Station GalleryThe Roald Dahl GalleryThe Lemon Grove GalleryThe Stanley Spencer GalleryJelly Legg’d ChickenModern Artists GalleryBohun GalleryFamous Gallery Streetsand StudiosCork Street, LondonOxford Open StudiosReading Open Hand StudiosAnnual Events and AwardsTurner PrizeJerwood PrizeArtspaceArt 200…RA Summer ExhibitionUniversity Degree showsWebsitesExcellent art search engines of InspirationBurlington ArcadeOxfordshire ArboretumCamden MarketReading museumVictorian and Albert MuseumSouth Hill Park Arts CentreRiver and Rowing MuseumPitt Rivers MuseumTelevision and RadioRadio 4 Front RowSouth Bank ShowCulture ShowArenaContact Email:Subject Leader:kswainson@.ukSubject: ?Creative Technology – ComputingSubject Leader: Frances Wakefield ???????????????Teacher in Charge: Lucy NaylorThe Creative Technologies subjects include computing, food technology and resistant materials. Drama is also now taught within this carousel. ?These subjects are taught in pairs (computing & drama and food technology & resistant materials) with students moving between pairs of subjects in February each ics that will be taughtHow can parents helpMIIntroduction to Computing● ???Passwords, usernames, housekeeping● ???Google docs● ???BlogsDatabases● ????Creating and manipulating a relational database● ????Using SQL to search● ????Creating macrosBinary Numbers● ????Converting from binary to denary and denary to binaryHow to program using Python● ????Basic programming constructs● ????Variables● ????Iteration● ????Conditionals and Randomisation● ????Data Structures● ????Concurrency● ????Students will be taught to debug programsCreating Apps● ???????Designing and configuring applications● ???????Using Java to create actions in the applicationT.Discuss how your child is using computers, tablets and smart phones etc.Discuss the impact of digital technology in the home and our everyday lives.Ask your child about their social network security settings such as on ‘Facebook’ and TwitterAsk them to show you the Computing topics on the Creative Technology website and learning blogsHelp with learning the spellings of key words for each topicEncourage students to ask for help with any topics that they do not fully understandPlease allow them to download the key free software for programming;MITScratchPython V3Reference/Extension Material: COMPUTINGUSEFUL WEBSITESScratch can be downloaded from the official site which is also packed with learning resources. superb site for downloading Python can be found at Academy is a great way for young people to learn Python and other languages. ?It is online and completely free of charge: students who are really keen on Python the Invent With Python site is very exciting Email:Subject Leader:fwakefield@.ukTeacher in charge:lnaylor@.ukSubject: ?Creative Technology – FoodTechnologySubject Leader: Frances Wakefield Teacher in charge: Stella CaurieCreative Technologies subjects include computing, food technology and resistant materials. Drama is also now taught within this carousel. ?These subjects are taught in pairs (computing & drama and food technology & resistant materials) with students moving between pairs of subjects in February each ics that will be taughtHow can parents helpThe course is designed to enable students to develop a range of products to their own brief within an overall context set by their teacher.They use their knowledge and understanding of materials and processes to design, plan and make the products.Specifically students will develop their knowledge of a variety of food preparation skills increasing focus on subjects such as:● ????Nutrition● ????Healthy Eating● ????Practical skills & cooking: stuffed vegetables using couscous, vegetarian pizza, chilli con carne, pasta with a tomato sauce, roux sauce, curry, dutch apple cake, chelsea buns, swiss roll/roulade with fruit.● ????Making informed choices about food for healthy lifestyles● ????Eatwell Plate● ????Special dietary needs● ????Electrical equipment● ????Celebrations - create and make a range of healthier food that could be served at a celebration event or festival● ????Food choice● ????Using high risk ingredients● ????Food assurance● ????Seasonal foods● ????Buying, planning and cooking healthy meals when you leave home● ????Health, Safety and Hygiene in the Food RoomThe course is aimed at encouraging students to consider Food Preparation and Nutrition in KS4.Regularly look at their books and ask then about the course and the issues about opting for Food Preparation and Nutrition in KS4.Check their planners for homework and other Food Preparation and Nutrition messages.Encourage students to take an interest in Food Preparation and Nutrition even if they think they might not want to take Food Preparation and Nutrition in KS4Contact Email:Subject Leader – fwakefield@.ukTeacher in Charge - scaurie@.ukSubject: ?Creative Technology – Resistant MaterialsSubject Leader: Frances WakefieldCreative Technologies subjects include computing, food technology and resistant materials. Drama is also now taught within this carousel. ?These subjects are taught in pairs (computing & drama and food technology & resistant materials) with students moving between pairs of subjects in February each ics that will be taughtHow can parents helpThe course is designed to enable students to develop a complex product to a challenging brief within an overall context set by their teacher. They use their knowledge and understanding of materials and processes to design, plan and make the products.They will develop further skills associated with then three materials including marking out accurately, processing materials with the correct tools and equipment and especially in the detailed construction of the products.Health & Safety in the workshop will also be further developedThey will develop skills in researching, developing ideas, planning, making and evaluating.The course is aimed at encouraging students to consider Design and Technology ?in KS4.Regularly look at their books and ask then about the course and the issues about opting for Design and Technology in KS4.Check their planners for homework and other Resistant Material messages.Encourage students to take an interest in Resistant Material even if they think they might not want to take Design and Technology in KS4Reference Material: RESISTANT MATERIALSSAM learningBBC Bitesize.ukContact Email:Subject Leader: fwakefield@.ukSubject: ?DramaSubject Leader:??Hazel Waelend Teacher in charge: Charlotte AlderTopics that will be taughtHow can parents helpTerm 1 & 2Stage ConflictIncluding verbal conflict, creating tension and some basic stage combat skillsThe 7 tension statesThis will end with an assessed conflict scene created by the studentsDiscuss Drama lessons with your child. ?Ask them to show you, or explain to you, a new strategy they have learnt and to explain when and why they might use it.Encourage your child to take part in school theatre trips whenever possible.Discuss with your child what they have been doing in drama and encourage them to use the correct terminology.Help your child learn any given lines at home by reading in the extra parts.Help your child get into character by helping them find an appropriate costume.Read through any scenes that your child has written and give them some suggestions for improvement.When you have watched a film with your child, talk to them about it and discuss the conventions you have seen.Discuss the dealth penalty with your child and ask them to express opinion.Term 3 & 4Let Him Have It.Physical theatreImprovisationWriting in roleTerm 5 & 6VCreating Character through MonologueCreatibng and sustaining a rolewwriting in rolemonologue conventions.Reference/Extension Material: DRAMAWebsites: ? to visit and things to do: ?; ; ; Email: Subject Leader:hwaeland@.ukTeacher in Charge:calder@.ukSubject: EnglishSubject Leader: Hazel WaelendTerms 1 & 2Classic Novel: ?Of Mice and MenStudents will develop their analytical and critical skills by focussing on context, plot, setting, characterisation and themes within a novel.Shakespeare unit: ?Richard 111Students will develop their appreciation of the rich language and dramatic power of the most famous English playwright.ReadingTalk to your son or daughter about what they like to read.Encourage them to read as widely as possible: magazines, newspapers, novels, short stories, biographies, internet articles.Set an example. ?Read in front of them and discuss what you have learnt or enjoyed from this activity.Encourage your son or daughter to read a little every day, even ten minutes before going to bed would help them to improve their skills.Listen to your son or daughter reading.Ask your son or daughter questions about what they are reading. ?For example: ask them about a main character, an interesting fact, what effect using a statistic in a piece of work has on the reader.Read with your son or daughter. ?Take turns in reading paragraphs out loud.Visit your local library together.WritingRegularly look in exercise books to see the quality of presentation and spelling. ?Discuss the strengths and weaknesses from what you see.Encourage planning, proofreading and re-drafting important written work.Use a highlighter to help your son or daughter see errors in spelling or punctuation. ?Ask them to try to correct the work without your help. ?Discuss why they made the mistake in the first place.Encourage your son or daughter to put common spelling errors in their Student Planner dictionary and to learn the correct version.Encourage the use of a dictionary and a thesaurus whilst they are writing.Spoken LanguageDiscuss how standard and nonstandard English can be used in different settings and circumstances.Encourage your son or daughter to share their opinions on current affairs or issues that interest them. ?Ask them questions. ?Get them to elaborate on points made.Make your son or daughter feel that their oral contribution is valued during discussions.GeneralRegularly praise what they do well in this area.Throughout Key Stage three English, students will develop their reading, writing and spoken language skills.Terms 3 & 4Titanic:Students will develop their creative writing skills through the ?exploration a variety of non-fiction texts.DystopiaStudents will look at a range of different texts and focus on the creation of settings and other worlds.Terms 5 & 6Animal Farm:Students will develop their analytical and critical skills by focussing on context, plot, setting, characterisation and themes within a novel.Power and conflictStudents will begin an introductory unit to GCSE poetry and non-fiction texts.Reference/Extension Material: ENGLISHWebsites: to visit and things to do:Make use of the OLC for fiction and non-fiction texts.Visit your local library.Go to the theatre: more widely: newspapers; BBC online site.Keep a diary.Contact Email:Subject Leader:hwaeland@.ukSubject: ??FrenchSubject Leader: Charlotte VallerTopics that will be taughtHow can parents helpTerm 1Describing yourselfUsing the verbs avoir and êtreTalking about FacebookUsing present tense verbsInviting someone outUsing the verb allerDescribing a dateusing the perfect tenseDescribing a music eventLater this year your son / daughter will be making choices about which subjects to study at GCSE level. We now offer three languages at GCSE level – French, German and Spanish and we see Year 9 as a preparation year for study at Key Stage 4. Effort in Year 9 pays rich dividends at GCSE!In Year 9, all students continue to study French, building upon progress made at primary school, in Year 7 and Year 8. Students who studied German or Spanish in Year 7 & 8 will continue to study the language in Year 9.The Year 9 French course is built around the “Studio 3” material, the German course around the “Stimmt 2 & 3” material and the Spanish course around the “Viva 2 & 3” published by Heinemann.In class, we exploit a wide range of resources but the Studio 3 / Stimmt / Viva textbooks are the principle textbooks used. We do not have time in class to cover the extension material at the end of each unit of work. We do however encourage students – especially the more able, talented or enthusiastic - to explore these exercises in their own time. The textbooks are available to loan out from the OLC at Gillotts. Some parents choose to purchase a copy of the book and the following ISBN numbers may be of use:French:Studio 3 vert9780435026950Expo 3 rouge ??9780435026943Copies are available from amazon.co.uk for around ?15 depending upon the supplier.There are many useful online resources available for use outside of lessons.The following online resources are particularly useful:The username is “Gillotts” and the password is “School”. It helps build vocabulary in many different languages all the way through to GCSE..ukThis is a useful grammar resource.Term 2Learning parts of the bodyUsing à + the definite articleLearning about SportsUsing il fautLearning about healthy eatingUsing du, de la, desTerm 3Making plans to get fitUsing the future tenseDescribing levels of fitnessUsing 2 tenses togetherDiscussing your futureUsing on peut + infinitiveTalking about your jobUsing irregular verbsTerm 4Describing what your job involvesAsking questionsTalking about your ambitionsUsing masculine and feminine nounsDiscussing holidaysUsing question wordsImagining adventure holidaysUsing je voudraisTalking about what you take on holidayUsing reflexive verbsTerm 5Describing holiday disastersUsing perfect tense verbsVisiting a Tourist attractionUsing the perfect tenseDiscussing what you are allowed to doUsing phrases with avoir, eg. avoir le droit deExplaining what’s important to youUsing mon, ma, mesTerm 6Talking about things you buyUsing 3 tenses togetherDescribing what makes you happyUsing infinitives to mean -ingLearning about human Rights IssuesReference/Extension Material: FRENCH"It is useful if students have access to a bi-lingual dictionary at home. Online dictionaries (for example ) can also be useful as can Google Translate when used appropriately. However, teachers can easily spot when such online tools have been used to produce written homework and students will be asked to repeat homework if this is the case. Many other online resources are available such as (username: gillotts, password: school), or .uk and students will be encouraged to use these to develop their language skills. A site which offers guidance regarding language learning, motivation and careers using languages is whystudylanguages.ac.uk.Clearly any opportunity to visit a country where the language being studied is spoken is invaluable and when this is possible opportunities to practice the spoken language should be encouraged."Contact Email:Subject Leader:cvaller@.ukSubject: ?GeographySubject Leader: Katie StepneyTopics that will be taughtHow can parents helpTerm 1 & 2Plate tectonicsWhy is the earth’s crust unstable?What landforms are found at different plate boundaries?How do volcanoes affect people?What is a super volcano?What are earthquakes and where do they occur?How do the effects of earthquakes differ in countries at different stages of development?Encourage students to use maps by planning a journey using grid references, map symbols etc.Check their class work and homework and ensure they are making improvements by responding to targets set by the teacherTest your son/daughter on where different continents and countries are in the worldWatch documentaries and ?news programmes about issues around the world e.g. NewsroundDiscuss issues which occur at a local, national and global scaleTerm 3 & 4GlobalisationWhat is globalisation and interdependence?Is McDonalds a good example of globalisation?Are call centres a good example of globalisation?Is the diamond trade a good example of globalisation?What are the moral issues of globalisation?What would it be like to work in a sweat shop?How are people linked by global products?Term 5 & 6ConflictWhat is conflict?What are the main causes of conflict?How does geography affect conflict?Case Study: DafurCase Study: Iraq WarHow does conflict affect the development of a country?Ice WorldsHow has ice coverage across the globe changed?How has the last ice age altered the shape of the landscape in the UK?What are glacial landforms and how have they been created?Where are current glaciated areas and how are they managed?How do human use glaciated areas e.g. tourism in the Alps?Reference/Extension Material: GEOGRAPHYUSEFUL RESOURCESAtlasDictionaryOS maps ?of Henley and surrounding areaGCSE Geography AQA A textbook ?ISBN 978-1-4085-0271-6 apps suggestions Geographic World Magazine Email:Subject Leader:katie.stepney@.ukSubject: ??GermanSubject Leader: Charlotte VallerTopics that will be taughtHow can parents helpTerm 1Talking about breakfastUsing the verb essen/nehmenTalking about healthy lifestylesUsing müssenLearning parts of the bodyIrregular verbsTalking about role modelsUsing “weil”Using the perfect tenseUsing werden to for the future tenseTalking about injuriesLater this year your son / daughter will be making choices about which subjects to study at GCSE level. We now offer three languages at GCSE level – French, German and Spanish and we see Year 9 as a preparation year for study at Key Stage 4. Effort in Year 9 pays rich dividends at GCSE!In Year 9, all students continue to study French, building upon progress made at primary school, in Year 7 and Year 8. Students who studied German or Spanish in Year 7 & 8 will continue to study the language in Year 9.The Year 9 French course is built around the “Studio 3” material, the German course around the “Stimmt 2 & 3” material and the Spanish course around the “Viva 2 & 3” published by Heinemann.In class, we exploit a wide range of resources but the Studio 3 / Stimmt / Viva textbooks are the principle textbooks used. We do not have time in class to cover the extension material at the end of each unit of work. We do however encourage students – especially the more able, talented or enthusiastic - to explore these exercises in their own time. The textbooks are available to loan out from the OLC at Gillotts. Some parents choose to purchase a copy of the book and the following ISBN numbers may be of use:German:Stimmt 3 Green ???????9781447935230Stimmt 3 Red ???????? ????9781447935247Copies are available from amazon.co.uk for around ?15 depending upon the supplier.There are many useful online resources available for use outside of lessons. One particularly popular and useful website is The username is “Gillotts” and the password is “School”. It helps support and extend learning in many different languages all the way through to GCSE.Term 2Understanding rulesUsing modal verbsDiscussing daily routineUsing reflexive & separable verbsUnderstanding and giving directionsDescribing a festivalUsing adjectivesTalking about musicUsing subject pronounsUsing “seit”Term 3Making comparisonsDescribing a music festivalUsing a variety of verbs in the perfect tenseAsking and answering questionsDiscussing crazy ambitionsUsing the conditionalTalking about part time jobsUsing man with modal verbsTerm 4Saying what you would like to be/doUsing correct word orderTalking about working in a ski resortUsing in/auf with the dative caseTranscribing and decodingTalking about your childhoodUsing hatte/warTalking about childhood activitiesUsing konnte/durfte/mussteTerm 5Comparing secondary and primary schoolUsing present and past tensesTalking about primary school friendsUsing the superlativeWriting fairy talesRecognising and using perfect and imperfect tensesTerm 6Talking about age limitsUsing correct word orderDiscussing what is more important to usUnderstanding and using past/present/future tensesUsing modal verbsReference/Extension Material: GERMAN"It is useful if students have access to a bi-lingual dictionary at home. Online dictionaries (for example ) can also be useful as can Google Translate when used appropriately. However, teachers can easily spot when such online tools have been used to produce written homework and students will be asked to repeat homework if this is the case. Many other online resources are available such as (username: gillotts, password: school), or .uk and students will be encouraged to use these to develop their language skills. A site which offers guidance regarding language learning, motivation and careers using languages is whystudylanguages.ac.uk.Clearly any opportunity to visit a country where the language being studied is spoken is invaluable and when this is possible opportunities to practice the spoken language should be encouraged."Contact Email:Subject Leader:cvaller@.ukSubject: ?HistorySubject Leader: Philip YeatmanTopics that will be taughtHow students progress is assessed from term to termHow can parents help their ?child’s learning?Term 1: The Holocaust: A Depth studyRise of HitlerLife in Nazi GermanyDevelopment of Nazi persecution of the JewsThe Final SolutionStudents will be assessed formally through assessments each unit. Alongside this a selection of key pieces of work will be marked from each unit (at least once per term). These pieces of work are self/peer and teacher assessed.Students will be required to take part in a marking dialogue where appropriate, with verbal feedback taking place regularly within lessons.Proposed assessment: Source analysis - HolocaustTalk to your child about what they are learning – your interest means a lot, even if it doesn’t seem like it.Encourage your child to ‘have a go’, especially when they are uncertain. Praise and reward effort as much as you would performance or results.Read the comments on your child’s work and talk to him/her about how they can use ?their comments to improve their work.Encourage your child to keep improving.When your child gets stuck, don’t give him/ her the answer; instead, encourage them to try different ways to become ‘unstuck’.Encourage your child to ask questions.Term 2: Freedom v FascismCauses of World War TwoDunkirkThe Battle of BritainThe Home FrontPearl HarbourThe Siege of LeningradD-DayDresdenAtomic BombProposed assessment: Was the US decision to drop the atomic bomb justified?Term 3: A nation of immigrants?The impact of immigration on the local area since World War Two.Proposed Assessment: Source analysis - A nation of immigrants?Term 4: The rise of global terrorismWhat is terrorism?History of terrorismTypes of terrorismCase Studies of terrorProposed Assessment: Source analysis - Freedom fighter v TerroristTerms 5 & 6: Race and the USAThe Jim Crow LawsKKKImpact of World War TwoThe Civil Rights Movement and Martin Luther KingMalcolm XBlack PowerProposed Assessment: Knowledge recall - SegregationReference material: HistoryUseful websites: Email: Subject leader:pyeatman@.ukSubject: ?MathematicsSubject Leader: Julie White-Zamler (jwhitezamler@.uk)These topics represent curriculum for pupils achieving expected levels for Year 9. We adapt the lessons to a level appropriate for those students who are exceeding/below expected standards.Numbers and the Numbers Systemuse the concepts and vocabulary of prime numbers, highest common factor, lowest common multiple, prime factorisation, including using product notation and the unique factorisation theoremround numbers and measures to an appropriate degree of accuracy (e.g. to a specified number of decimal places or significant figures)interpret standard form A × 10n, where 1 ≤ A < 10 and n is an integerCalculatingapply the four operations, including formal written methods, to integers, decimals and simple fractions (proper and improper), and mixed numbers – all both positive and negative;use conventional notation for priority of operations, including brackets, powers, roots and reciprocalsVisualising and Constructingmeasure line segments and angles in geometric figures, including interpreting maps and scale drawings and use of bearingsidentify, describe and construct similar shapes, including on coordinate axes, by considering enlargementinterpret plans and elevations of 3D shapesuse scale factors, scale diagrams and mapsUnderstanding Riskrelate relative expected frequencies to theoretical probability, using appropriate language and the 0 - 1 probability scalerecord describe and analyse the frequency of outcomes of probability experiments using tablesconstruct theoretical possibility spaces for single experiments with equally likely outcomes and use these to calculate theoretical probabilitiesapply the property that the probabilities of an exhaustive set of outcomes sum to oneAlgebraic Proficiency: tinkeringuse and interpret algebraic notation, including: a?b in place of a × a × b, coefficients written as fractions rather than as decimalsunderstand and use the concepts and vocabulary of factorssimplify and manipulate algebraic expressions by taking out common factors and simplifying expressions involving sums, products and powers, including the laws of indicessubstitute numerical values into scientific formulaerearrange formulae to change the subjectExploring FDPwork interchangeably with terminating decimals and their corresponding fractions (such as 3.5 and 7/2 or 0.375 or 3/8)Proportional Reasoningexpress the division of a quantity into two parts as a ratio; apply ratio to real contexts and problems (such as those involving conversion, comparison, scaling, mixing, concentrations)identify and work with fractions in ratio problemsunderstand and use proportion as equality of ratiosexpress a multiplicative relationship between two quantities as a ratio or a fractionuse compound units (such as speed, rates of pay, unit pricing)change freely between compound units (e.g. speed, rates of pay, prices) in numerical contextsrelate ratios to fractions and to linear functionsgenerate terms of a sequence from either a term-to-term or a position-to-term rulededuce expressions to calculate the nth term of linear sequencesInvestigating Anglesunderstand and use alternate and corresponding angles on parallel linesderive and use the sum of angles in a triangle (e.g. to deduce and use the angle sum in any polygon, and to derive properties of regular polygons)Calculating FDPinterpret fractions and percentages as operatorswork with percentages greater than 100%solve problems involving percentage change, including original value problems, and simple interest including in financial mathematicscalculate exactly with fractionsSolving Equations and Inequalitiessolve linear equations with the unknown on both sides of the equationfind approximate solutions to linear equations using a graphCalculating Spacecompare lengths, areas and volumes using ratio notationcalculate perimeters of 2D shapes, including circlesidentify and apply circle definitions and properties, including: centre, radius, chord, diameter, circumferenceknow the formulae: circumference of a circle = 2πr = πd, area of a circle = πr?calculate areas of circles and composite shapesknow and apply formulae to calculate volume of right prisms (including cylinders)Algebraic Proficiency: visualisingplot graphs of equations that correspond to straight-line graphs in the coordinate planeidentify and interpret gradients and intercepts of linear functions graphicallyrecognise, sketch and interpret graphs of linear functions and simple quadratic functionsplot and interpret graphs and graphs of non-standard (linear) functions in real contexts, to find approximate solutions to problems such as simple kinematic problems involving distance and speedUnderstanding Riskapply systematic listing strategiesrecord describe and analyse the frequency of outcomes of probability experiments using frequency treesenumerate sets and combinations of sets systematically, using tables, grids and Venn diagramsconstruct theoretical possibility spaces for combined experiments with equally likely outcomes and use these to calculate theoretical probabilitiesapply ideas of randomness, fairness and equally likely events to calculate expected outcomes of multiple future experimentsPresentation of Datainterpret, analyse and compare the distributions of data sets from univariate empirical distributions through appropriate graphical representation involving discrete, continuous and grouped datause and interpret scatter graphs of bivariate datarecognise correlationMeasuring Datainterpret, analyse and compare the distributions of data sets from univariate empirical distributions through appropriate measures of central tendency (median, mean, mode and modal class) and spread (range, including consideration of outliers)apply statistics to describe a populationContact Email: Subject Leader: jwhitexamler@.ukSubject: ?MusicSubject Leader: Frances DavidTermTopics that will be taughtHow can parents help1Term 1Musical FuturesChords? Encourage your child to attend the choir / orchestra at lunchtime – information in the extra-curricular clubs booklet or on the tutor group notice boardEncourage the development of keyboard skills at home if you have access to a keyboard or piano. Use the virtual keyboard online ( type “virtual keyboard” into Google) to become familiar with position of notes in the keyboardEncourage an awareness of the use of music in mediaListen to a wide range of related music( You Tube ?is a great source)2Term 2Musical FuturesBass Lines3Term 3Musical FuturesMelody Lines4Term 4Musical FuturesEnsemble skills5Term 5Musical FuturesFinal performancesReference/Extension Material: MUSICBooks:Websites:Apps:Places to visit and things to do:Contact Email:Subject Leader – fdavid@gillotts.oxon.sch.ukSubject: ?PE and DanceSubject Leader: Hayley RogersTopics that will be taughtHow can parents helpTerm 1 & 2HockeyRugbyGymHealth related fitnessVolleyballHandballDance? Encourage your child to attend lunch time practices – information for which is on their tutor notice board? Check your child’s PE timetable in their planner to ensure they have the correct kit for the different lessons? Encourage your child to watch high level sport on TV and ask them to give some feedback on the game – especially if it is specific to the sport they are currently participating in? Discuss with your child the basic rules of the sport they are taking part in? Encourage your child to take part in regular exercise? Encourage your child to eat a healthy and well balanced diet? Regularly ask your child what they did in the lesson and ask them to give you a rule that they learnt or a skill they can show you? Encourage your child to get involved in the inter-house competitions? Encourage your child to get involved in the Gym and Dance Display? Ensure you child checks the fixtures team sheets? Come and watch the games after school? Ensure your child uses the valuables bag in PE lessons? Ensure all kit is named? Ensure all excuse notes are written in planners and signed? Ask your child if they know what level they are on and what they need to do to reach the next? Encourage your child to read the user friendly levels descriptors that are displayed in the gym for all sports? Ask your child about ‘Sport Education’ and the various roles they have had within their lessonsTerm 3 & 4NetballFootballGymHealth related fitnessVolleyballHandballDanceTerm 5 & 6CricketAthleticsRoundersDanceContact Email:Subject Leader - hrogers@.ukSubject: ?Religious StudiesSubject Leader: Gemma SilkTopics that will be taughtHow can parents helpTerm 1 & 2Beliefs and Teachings: Christianity and IslamStudents will learn:● ????The nature of God● ????Jesus Christ and salvation● ????Jesus’ resurrection and ascension● ????Worship and festivals● ????The role of the church● ????Allah● ????Muhammad● ????Life after death● ????Monitor your child’s homework using homework sheets that are in the front of exercise books.● ????Monitor your child’s exercise book and check that they have made the corrections identified by the teacher.● ????Regularly ask your child what they learnt in their lessons and encourage discussion of key concepts.● ????Encourage your child to use a dictionary when completing homework.● ????Encourage your child to complete practice exam questions, by using example questions provided by teacher.● ????Encourage your child to be aware of events in the news, that link to religion and the issues that are raised.Term 3 & 4Relationships and familiesStudents will learn Christian and Muslim ?views on:● ????Sex, marriage and divorce● ????Contraception● ????Sex before marriage● ????Cohabitation● ????The role of familiesTerm 5 & 6Practices: Christianity and IslamStudents will learn:● Worship● Forms of Prayer● Five Pillars of IslamReference/Extension Material: RELIGIOUS STUDIESBooks: AQA A Christianity and Islam - Oxford University Press 2016Websites: Explore BBC news website to identify religious issues in the news.Places to visit and things to do: Explore local places of worship.Contact Email: ????????Subject Leader:gsilk@.ukSubject: ??ScienceSubject Leader: Simon WestTopics that will be taughtHow can parents helpTerm 1 and 2Chemical reactionsChemical and Physical reactionsChemical equationsCombustionRates of reactionUsing catalystsReactivity and displacementExothermic and endothermic reactionsGenetics.Structure of DNAInheritance of characteristicsNatural selectionSelective breedingExtinction and conservation programmesStem CellsCloningEarth ScienceRock cycle,Weathering,Erosion,Rock types.Identifying rocks.Carbon cycleGlobal warmingTerm 3,4, 5 & 6GCSE ScienceStudents begin their GCSE course(s) in January.All students will study- ????B1 You and Your Genes- ????C1 Air and Water- ????P1 Radiation and WavesJoining the local library and obtaining books on relevant topics● ????Researching a topic using ICT● ????Watching and discussing any relevant television programme or film – action films are a great starting point for talking about ‘how/why does that happen’.● ????Visit local museums or exhibitions: check out websites such as for ideas and information of upcoming events in your area.● ????Use KS3 revision guides and BBC Bitesize for support and preparation for end of Y9 tests.● ????Use revision apps on mobile devices to go over key constructs (just search KS3 science in app store)● ????Help with learning the spellings of key words for each topic. Topic guides are handed out and stuck in books at the beginning of each topic.● ????Looking through a student’s book to see what standard is being achieved and the targets that have been set● ????Encourage students to ask for help with any topics that they do not fully understand.Remember – even the best scientists don’t know everything, the point of science is to find out and discover the answers.Reference Material: SCIENCERecommended revision guidesCGP KS3 Science KS3 Science workbook Combined Science Revision Guide Biology, Chemistry and Physics Revision Guides for Separate Scientists onlyBio- Applications (search android store for equivalent)Quizlet flash card app am Learning Science Dynamite Learning KS3 Bitesize Brown Nye Youtube Channel follow @Gillotts_Sci Contact Email: ????????Subject Leader:sweest@.ukSubject: ??SpanishSubject Leader: Charlotte VallerTopics that will be taughtHow can parents helpTerm 1Saying what food you likeUsing a wider range of opinionsDescribing meal timesUsing negativesOrdering a mealDiscussing what to buy for a partyUsing the near futureUsing 3 tenses together to describe a partyArranging to go outUsing Me gustaría + infinitiveMaking excusesUsing queder/poderLater this year your son / daughter will be making choices about which subjects to study at GCSE level. We now offer three languages at GCSE level – French, German and Spanish and we see Year 9 as a preparation year for study at Key Stage 4. Effort in Year 9 pays rich dividends at GCSE!In Year 9, all students continue to study French, building upon progress made at primary school, in Year 7 and Year 8. Students who studied German or Spanish in Year 7 & 8 will continue to study the language in Year 9.The Year 9 French course is built around the “Studio 3” material, the German course around the “Stimmt 2 & 3” material and the Spanish course around the “Viva 2 & 3” published by Heinemann.In class, we exploit a wide range of resources but the Studio 3 / Stimmt / Viva textbooks are the principle textbooks used. We do not have time in class to cover the extension material at the end of each unit of work. We do however encourage students – especially the more able, talented or enthusiastic - to explore these exercises in their own time. The textbooks are available to loan out from the OLC at Gillotts. Some parents choose to purchase a copy of the book and the following ISBN numbers may be of use:Spanish:Viva 3 Green ??9781447935285Viva 3 Red ????9781447935247Copies are available from amazon.co.uk for around ?15 depending upon the supplier.There are many useful online resources available for use outside of lessons. One particularly popular and useful website is . The username is “Gillotts” and the password is “School”. It helps support and extend learning in many different languages all the way through to GCSE.Term 2Talking about clothesUsing this/theseUsing reflexive verbsTalking about things you likeUsing gustar with nouns in the present tenseTalking about your weekUsing regular verbs in the present tenseTalking about filmsUsing “ir”Using the near future tenseTerm 3Talking about dietUsing negativesTalking about an active lifestyleUsing stem changing verbsTalking about your daily routineUsing reflexive verbsTerm 4Saying what you have to do at workUsing tener queSaying what job you would like to doUsing adjective agreementsSaying what you did at work yesterdayUsing preterite tense of regular verbsDescribing your jobUsing present and preterite tensesTerm 5Meeting and greeting peopleUsing expressions with tenerTalking about a treasure huntUsing the superlativeDescribing a day tripUsing the preterite of irregular verbsDiscussing buying souvenirsUsing tu/ustedUsing 3 tenses togetherTerm 6Talking about children’s livesUsing he/she/it formsTalking about children’s rightsUsing poderTalking about journeys to schoolUsing the comparativeTalking about environmental issuesUsing the “we” verb formsReference/Extension Material: SPANISH"It is useful if students have access to a bi-lingual dictionary at home. Online dictionaries (for example ) can also be useful as can Google Translate when used appropriately. However, teachers can easily spot when such online tools have been used to produce written homework and students will be asked to repeat homework if this is the case. Many other online resources are available such as (username: gillotts, password: school), or .uk and students will be encouraged to use these to develop their language skills. A site which offers guidance regarding language learning, motivation and careers using languages is whystudylanguages.ac.uk.Clearly any opportunity to visit a country where the language being studied is spoken is invaluable and when this is possible opportunities to practice the spoken language should be encouraged."Contact Email:Subject Leader - cvaller@.ukSubject: ?PSHESubject Leader: Gemma SilkTopics that will be taughtHow students’ progress is assessed from term to termTerm 1: Relationships (Sex Education Awareness Day)The main topics covered on this day include:Body Image and self-esteem issues.AbstinenceContraceptionSTI’sUnderage and PregnantStudents should be able to:reflect critically on their own and others’ values.reflect on feelings and identify positive ways of understanding, managing and expressing strong emotions and challenging behaviour.develop self-awareness by reflecting critically on their behaviour and its impact on others.use knowledge and understanding to make informed choices about safety, health and wellbeing.find information and support from a variety of sources.assess and manage the element of risk in personal choices and situations.use strategies for resisting unhelpful peer influence and pressure.know when and how to get help.identify how managing feelings and emotions effectively supports decision-making and risk management.discuss sexual activity, human reproduction, contraception, pregnancy, and sexually transmitted infections and HIV and how high-risk behaviours affect the health and wellbeing of individuals, families and communities.Term 2: Law & GovernanceThe main topics covered on this day include:Criminal Justice System.Youth Offenders Institution.Custodial Sentences.Students should be able to:explain how the UK Criminal Justice System works and what happens when someone is arrestedconsider alternative sanctions to common crimes committed by young peopleto understand the life and future of a young person in a Young Offenders’ Institutionunderstand and explain how the UK legal system works and to create a teenage friendly guide to the UK legal system.debate the effectiveness of custodial sentences and offer alternative sanctions.Term 3: CareersThe main topics covered on this day include:Focus on subject option choices.Research different career choices.Raise aspirations.Raise awareness of qualifications needed for potential employment.Recognise and identify the importance of developing employability skills.Students should be able to:identify and evaluate different factors that will influence the subject option choices that you take.identify our strengths and the areas that students need to develop in preparation for making the right career path.identify what our lifestyle priorities might be and to consider how a range of factors might influence our career choice.study the economic wellbeing and financial capability should include:understand different types of work, including employment, self-employment and voluntary work.work roles and identities.the range of opportunities in learning and work and changing patterns of employment (local, national, European and global).the personal review and planning process.skills and qualities in relation to employers’ needs.Term 4: GlobalisationThe main topics covered on this day include:The world as a global community, and the political, economic, environmental and social implications of this, and the role of the European Union, the Commonwealth and the United NationsStudents should be able to:appreciate that identities are complex, can change over time and are informed by different understandings of what it means to be a citizen in the UK.exploring the diverse national, regional, ethnic and religious cultures, groups and communities in the UK and the connections between them.considering the interconnections between the UK and the rest of Europe and the wider world.exploring community cohesion and the different forces that bring about change in communities over time.Term 5: Healthy LifestylesThe main topics covered on this day include:Facts and laws about drug, alcohol and tobacco use and misuse, and the personal and social consequences of misuse for themselves and others.Use strategies for resisting unhelpful peer influence and pressure.Facts and laws about drug, alcohol and tobacco use and misuse, and the personal and social consequences of misuse for themselves and others.Assess and manage the element of risk in personal choices and situations.Use strategies for resisting unhelpful peer influence and pressure.Students should be able to:research into the reactions of a certain drug group on a humancreate a mind map that highlights the main reactions of their chosen drugpresent to the class their findings via their mind maplearn about simple First Aid techniques which students might come acrossunderstand how to assess a first aid situationpractise putting students into a recovery positionHow can parents support their child in PSHE?It is essential that parents support the development of the PSHE curriculum at Gillotts School. ?This can be done in a number of ways:Find out when the PSHE days are (we have 5 over the year).Ensure your child attends all PSHE days.Encourage your student to discuss the structure of the day with their tutor if they are unclear.Look at the website for up to date information on PSHE days.Encourage a discussion about the learning that has taken place on the PSHE day.Discuss recent events in the news that link into the themes expressed on the PSHE days.Relate to the real life experience provided by PSHE day and outline their importance for life beyond Gillotts.Reference/Extension Material: PSHE Email:Subject Leader:gsilk@.ukThe Open Learning Centre The Open Learning Centre is open at 8am and is open for an hour after school EVERY day. Students can come in and complete their homework with all the resources available to them in their classes. Mrs Clarke or Mrs Plant are there to help.The OLC has nearly 7000 stories and magazines to encourage reading and a love of stories, supplemented by a collection of audio books on CD and a DVD collection. Any student or parent can borrow items.Many parents ask for recommendations. On the school website are now reading lists of new books for each year that are updated each term. That is not to say students should not read outside their age, but the lists are a good starting point for suggestions. If more suggestions are needed, Mrs Clarke (the school’s librarian) will be very pleased to help and is always happy to discuss books and receive suggestions for the OLC. She can be reached during term time on 01491 636827 or at gclarke@.ukHow will student progress be assessed in each subject?ART & DESIGNA01 - Develop ideas through investigations, demonstrating critical understanding of sourcesA02 - Refine work by exploring ideas, selecting and experimenting with appropriate media, materials, techniques and processesA03 - Record ideas, observations and insights relevant to intentions as work progressesA04 - Present a personal and meaningful response that realises intentions and demonstrate understanding of visual languageGrade 9Visually interpret the work of other artists and write reasoned arguments about the processes, thoughts, feelings and ideas behind their work, developing my own ideas through critical analysisUs a broad range of media and techniques, selecting the most appropriate materials and processes to use in my work. I am able to use the work and influences of other artists in my own work to guide me in my choicesCreate detailed artworks and clearly see where my work needs improvement. I am able to set specific targets to help improve my work and develop ideasPresent a ‘personal’ and ‘meaningful’ response that demonstrates understanding of visual language and skill when using media and technique and expresses my thoughts, feelings and ideas; realising my intentionsGrade 8Visually interpret the work of other artists using visual and written means and write reasoned arguments about the processes, thoughts, feelings and ideas behind their work, as I develop my own ideas in responseUse and combine a broad range of media and techniques, evaluating and selecting the most appropriate materials and processes to use in my work. I am able to use the work of others to guide me in my choicesCreate detailed artworks and clearly see where my work needs improvement. I am able to set specific targets to help improve my workPresent a ‘meaningful’ response that demonstrates skill when using media and technique and expresses my thoughts, feelings and ideas Grade 7Visually interpret the work of other artists and write reasoned arguments about the processes, thoughts, feelings and ideas behind their workUse and combine a range of media and techniques, selecting the most appropriate materials and processes to use in my work Create accurate artworks and clearly see where my work needs improvement. I am able to set specific targets to help improve my workPresent ‘meaningful’ artworks that demonstrate skill when using media and technique and express my thoughts, feelings and ideasGrade 6Visually interpret the work of other artists and include relevant information associated with their workUse a wide range of media and techniques, selecting the most appropriate materials and processes to use in my workCreate artworks and clearly see where my work needs improvement. I am able to set specific targets linked to my work Create imaginative artworks that demonstrate skill when using media and technique and express my thoughts, feelings and ideasGrade 5Find a range of images by other artists with relevant information. I can recreate the work of other artists, commenting on the processes involved and the ideas behind their work Use a wide range of techniques for different purposes and be selective when using mediaCreate artworks and see where my work needs improvement. I can write targets linked to my work Create imaginative artworks that demonstrate skill when using media and technique and which link to my projectGrade 4Find a range of images by other artists with relevant information. I can copy their work, commenting on the processes involvedUse a range of media and techniques in my work for different purposesCreate a detailed drawing and make judgements about my own work as well as setting targets linked to my workCreate imaginative artworks that demonstrate skill when using media and techniqueGrade 3Find images by artists with relevant information. I can copy their work and make statements about what processes they have usedDemonstrate a range of media in my work and apply relevant techniquesCreate an accurate drawing and make judgements about my own work as well as setting targetsCreate creative artwork that demonstrates skill when applying techniqueGrade 2Find a range of images by artists and write statements about each one and the processes involved in their workDemonstrate a range of media in my workCreate a tonal drawing that is accurate Create relevant artwork and make judgements about my workGrade 1Find images by artists and write 3 facts about themUse at least two different media to create an artworkCreate a basic line-drawing which resembles the subjectCreate relevant artwork that links to my projectCOMPUTINGAlgorithmsProgramming & DevelopmentHardware & ProcessingCommunication & NetworksInformation TechnologyGrade 9Designs a solution to a problem that depends on solutions to smaller instances of the same problem (recursion). Understands that some problems cannot be (e.g. Global warming )Designs and writes nested modular programs that enforce reusability utilising sub-routines wherever possible. Understands the difference between ‘While’ loop and ‘For’ loop, which uses a loop counter. Understands and uses two dimensional data structures.Has practical experience of a small (hypothetical) low level programming language. (AB) (AL) (DE) (GE) Understands and can explain Moore’s Law. (GE) Understands and can explain multitasking by computers. (AB) (AL) (DE)Understands the hardware associated with networking computer systems, including WANs and LANs, understands their purpose and how they work,including MAC addresses. Understands the ethical issues surrounding the application of information technology, and the existence of legal frameworks governing its use e.g. Data Protection Act, Computer Misuse Act, Copyright etc.Grade 8Recognises that the design of an algorithm is distinct from its expression in a programming language (which will depend on the programming constructs available). Evaluates the effectiveness of algorithms and models for similar problems. Recognises where information can be filtered out in generalizing problem solutions.Uses logical reasoning to explain how an algorithm works. Represents algorithms using structured language. (Psuedocode). Appreciates the effect of the scope of a variable e.g. a local variable can’t be accessed from outside its function. ) Understands and applies parameter passing. Understands the difference between, and uses, both pre-tested e.g. ‘while’, and post-tested e.g. ‘until’ loops. Applies a modular approach to error detection and correction. Knows that processors have instruction sets and that these relate to low-level instructions carried out by a computer.Knows the purpose of the hardware and protocols associated with networking computer systems.Understands the client-server model including how dynamic web pages use server-side scripting and that web servers process and store data entered by users. Recognises that persistence of data on the internet requires careful protection of online identity and privacy.Undertakes creative projects that collect, analyse, and evaluate data to meet the needs of a known user group. Effectively designs and creates digital artefacts for a wider or remote audience. Considers the properties of media when importing them into digital artefacts. Documents user feedback, the improvements identified and the refinements made to the solution. Explains and justifies how the use of technology impacts on society, from the perspective of social, economical, political, legal, ethical and moral issues. (e.g Copyright issues)Grade 7Understands a recursive solution to a problem repeatedly applies the same solution to smaller instances of the problem. Recognises that some problems share the same characteristics and use the same algorithm to solve both. Understands the notion of performance for algorithms and appreciates that some algorithms have different performance characteristics for the same task. Uses nested selection statements. Appreciates the need for, and writes, custom functions including use of parameters. I understand why this is an efficient approach. Knows the difference between, and uses appropriately, procedures and functions. Understands and uses negation with operators. Uses and manipulates one dimensional data structures.Understands the von Neumann architecture in relation to the fetch execute cycle, including how data is stored in memory. Understands the basic function and operation of location addressable memory (Little Man Computer)Knows the names of hardware e.g. hubs, routers, switches, and the names of protocols e.g. SMTP, iMAP, POP, FTP, TCP/IP, associated with networking computer systems. Uses technologies and online services securely, and knows how to identify and report inappropriate conduct. Justifies the choice of and independently combines and uses multiple digital devices, internet services and application software to achieve given goals. Evaluates the trustworthiness of digital content and considers the usability of visual design features whendesigning and creating digital artifacts for a known audience. Grade 6Understands that iteration is the repetition of a process such as a loop. Recognises that different algorithms exist for the same problem. Represents solutions using structured and readble algorithms (psuedocode). Can identify similarities and differences in situations and can use these to solve problems ( e.g pattern recognition in cryptography).Understands that programming bridges the gap between algorithmic solutions and computers. Has practical experience of a high-level textual language, including using standard libraries when programming. (e.g Python and Python modules) Uses a range of operators and expressions e.g.Boolean, and applies them in the context of program control. Selects the appropriate data types. Recognises and understands the function of the main internal parts of basic computer architecture. Understands the concepts behind the fetch-execute cycle ( ie. How the CPU works) Knows that there is a range of operating systems and application software for the same hardware. Understands how search engines rank search results. Understands how to construct static web pages using HTML and CSS. Understands data transmission between digital computers over networks,including the internet i.e. IP addresses and packet switching. Evaluates the appropriateness of digital devices, internet services and application software to achieve given goals. Recognises ethical issues surrounding the application of information technology beyond school (e.g. privacy ). Designs criteria to critically evaluate the quality of solutions, uses the criteria to identify improvements and can make appropriate refinements to the solution. Grade 5I can explain which solutions are best attempted by either humans or computers. In designing a solution I can break the problem down into a series of smaller solutions. I am aware that more than one solution can be attempted to solve a problemI can write an efficient program using if and if, then and else statements. I can use a variable and a relational operator to govern when a loop should stop. I can debug a program independently with limited intervention. E.g syntax errorsI understand why and when computers are used. I understand the main functions of the operating system. I can explain the the difference between physical, wireless and mobile networks. I can effectively use search engines and can explain how a search engine selects results. I can also use a range of different online services and know to resport safety concerns.I can design digital content for a given audience. I can evaluate the quality of a digital solution against a set of criteria and make appropriate improvements.Grade 4I can write or show an algorithm which uses if, then and else and can predict the outcomes of such an algorithm.I can create a program from an algorithm that uses a loops and selction statements including if, then and else.I can explain the difference between data and information and I know that computers collect data from different input devices including sensors. I know the difference between hardware and application software and their purpose.I can explain the difference between the Internet and the World Wide Web. I also understand what sort of behaviour is acceptable online.I can use and combine a variety of software to produce digital content. I can share content with others using social media e.g. Blogs and Google docs etc. I can also respond to feedback and making improvements based on online feedback. Grade 3I understand that a correctly constructed algorithm is essential for an effective an efficient program. I am also able to identify and detect errors in an algorithmI can use mathemeatical operators, if statements and loops in a program. I can predict what the outcome of a program will be.I understand that computers are embedded in a range of different applications and can identify and use input, output and storage devices and processes.I can use the Internet to carry out a range of different searches and can sort my findings into useful information.I can use a range of different technology confidently and independently and can represent, edit and manipulate digital content so that it can be shared meaningfully with others.Grade 2I can carefully write or represent as a flow chart a simple algorithm to solve a problemI can write a simple program using a language such as Sonic, Scratch or Python to achieve a solutionI understand that computer hardware has no intelligence and needs instructions for it to perform a function.I can navigate the web using a web browser. I can identify unsafe content and know what to do should I feel unsafe.I can use a range of digital devices to create, store and share content which I can then edit and improve.Grade 1I can carefully write a simple algorithm to solve a problemI can write a simple program using a language such as Sonic, Scratch or Python to achieve a solutionI understand that computer hardware has no intelligence and needs instructions for it to perform a function.I can navigate the web using a web browser. I can identify unsafe content and know what to do should I feel unsafe.I can use a range of digital devices to create, store and share content which I can then edit and improve.FOOD & NUTRITIONGradeFood Preparation and Cooking TechniquesFood, Nutrition and HealthFood ProvenanceFood ScienceFood ChoiceFood SafetyCommunicationGrade 9I can make appropriate and complex decorations and garnishes using high level skills.I can select, construct and deftly utilise specialist kitchen equipment such as food mixers and pasta machinesUse garnishes and decorative techniques to improve the aesthetic qualities, demonstrate portioning presenting and finishing.I understand the implications of dietary excess or deficiency of a range of micro nutrients.I know which factors that affect BMR, such as age, gender and PAL, and their importance in achieving balance.I can apply BMR and PAL in my menu planning when needed.I am aware of the percentage of recommended energy sources from nutrientsI know and understand the challenges to provide the world’s growing population with a sustainable, secure, supply of safe, nutritious and affordable high-quality food.I am aware climate change/global warming/land issues in discussing food security in the local and global markets/communities.I can evaluate a wide range of ingredients and foods from British and international cuisines.I can critically evaluate products I have made by discussing consumer acceptability, nutritional content, cost, sensory properties and commercial viability.I can accurately calculate costs.I use subject specific terms (culinary terms) in my writing.Grade 8I can use a range of refined preparation techniques such as paring vegetables, crimping, shaping, forming and bread crumbing.I can accurately portion finished food products such as tray bakes, cakes and lasagne.Plan, make and modify dishes calculating energy and nutritional valuesConsistently use a range of tools, equipment, materials and components with precision, to produce a precisely made product that could be sold in a shop.I can make and plate up a dish with relevant seasonal accompaniments.I can adapt a recipe to make it suitable for specific nutritional requirements, including allergies.I can identify a wide range of ways to reduce the fat, saturated fat, sugar and salt in a recipe.I know the Basal Metabolic Rate (BMR) and physical activity level (PAL) and their importance in determining energy requirements.I am aware of drought and flooding affecting the availability of food in some communitiesI am aware of the disparity between first and third world countries and their access to safe food and our waste of food. I can suggest ways to minimise waste in my planning.I know the science behind how you stabilise an emulsion.I am aware of food products from British and international cuisines and their presentation styles and the variations between traditional and modern recipes.When selecting recipes students explain and justify their reasons for choice.I can evaluate how guide preferences and modify my food accordingly.I can test sensory qualities of a wide range of foods and combinations.I am aware of the specific effects heating and drying have on the sensory characteristics of milk.I can factor a recipe up or down to adjust the number of portions.I can take a recipe in cups, lbs or oz and convert it to g/ml accurately.I adjust my writing style to reflect the task.Extended writing is well constructed with very good SPaG.Grade 7I can plan a healthy and varied diet.I can use a wide range of preparation techniques such as stir-frying, steaming and blending.I can make a batch of products with precision.I can change the taste and aroma of food through the use of infusions, herbs and spices, pastes, jus and reduction.I can change texture and flavour, use browning (caramelisation/dextrinization) and glazing, add crust, crisp and crumbs.I know the main dietary requirements of the different life stages.I understand the implications of dietary excess or deficiency of macro nutrients.I can plan and modify recipes, meals and diets to reflect the nutritional guidelines for a healthy diet.I am aware of the role of anti-oxidants in protecting body cells from damage – in particular vitamins A, C and E.I can use current nutritional information and data (food tables and nutritional software) to calculate energy and nutritional value.I am aware of food products from British and international cuisines and their equipment and cooking equipment used and their traditional eating patterns.I can examine, carry out sensory analysis and evaluate existing products with their impact on health for existing products that have been modified and fortified.I know and understand factors which may affect food choice such as occasion, cost, lifestyle, preferences, availability, seasonality, income, health, time of day and time available.When planning recipes and dishes I can carry out costing of the dishes.I am aware of how to set-up a taste panel under controlled conditions for sensory testing.I am aware of the loss of vitamins through these processes including wet-based cooking methods and loss through heating and drying.Confidently explore the needs of others in depth, considering/including; Different cultures, lifestyle factors, ergonomics, anthropometrics and dietary requirements.I can structure paragraphs using PEE(L).I can contribute ideas to develop existing products and communicate these in a variety of ways- written, drawn, spoken.Grade 6I can use electrical equipment safely and independently.I use taste, texture and smell to select ingredients.Select appropriate tools, equipment, techniques and processes, to produce a detailed production schedule for my product.Take into consideration the working properties of equipment and materials.Consistently organise my practical work so that I can carry out the processes accurately.Consistently use a range of tools, equipment, materials and components with precision, to produce a well finished product.Adapt the manufacture of a product when I have recognised an alternative way of productions where I could learn new skills.I can work independently and support others in using a range of cooking techniques that can be used at home.Include costing’s and plan a schedule for making using planning tools so that other people can easily follow it, e.g. Gantt charts.I can make an emulsion.I can make a marinade to add flavour and moisture when preparing vegetables, meat, fish and alternatives.I can portion a chicken, fillet a fish, slice evenly and accurately raw and cooked products (including products such as tofu and halloumi).I can analyse the nutritional content of a dish and suggest improvements.I know the function and sources of the main nutrients.I know about different levels of processing of food from origin.Use my research to inform innovative, functional and appealing product ideas that respond to the needs of identified users.Understand the principles of nutrition and health and can apply this to make nutritious products.How food marketing can influence food choice (ie. Bogof, special offers, meal deals, media influence, advertising and PoS marketing).I know the difference between mono- and poly- unsaturated fats.I know the recommended percentage of energy intake provided by protein, fat and carbohydrates.I know the function, source, DRVs and deficiency/excess issues of fluoride, iodine and phosphorus.Know the difference between water soluble (A, D, E, K) and fat soluble (B group 1, 2, 3 &12, C) vitamins and the implications for health.I know the DRVs for fats, proteins, carbs and the major vitamins and minerals.I can plan a balanced meal for specific dietary needs: vegetarian, vegan, coeliac, lactose intolerant and high fibre diets.I know and can apply protein complementation to my mealsConfidently explore the needs of others in depth, considering/including; Different cultures, lifestyle factors, ergonomics, anthropometrics and dietary requirements.Analyse where human values may conflict and compromise in a product has to be achieved.Consider health and well-being, cultural, religious and social-economic contexts of your intended user.Analyse the work of past and present professionals and explain how this has impacted on your ideas and final product.I understand the source, seasonality and characteristics of a broad range of ingredients and could use this to independently plan meal ideas in the future.Take into consideration the working properties of equipment and materials.Consistently organise my practical work so that I can carry out the processes accurately.I understand the scientific principles of gelatinisation, dextrinisation and caramelisation when preparing and cooking food.I understand the scientific principles underlying protein denaturation/coagulation, gluten formation and foam formation when preparing and cooking food.I understand the working characteristics, functional and chemical properties of proteins.I know how acids denature and coagulate protein.I understand the technological developments to better health and food production including fortification and modified foods with health benefits and the efficacy of these.I am aware of food products from British and international cuisines and their distinctive features and characteristics of cooking.Explore the needs of others, considering/including; different cultures, lifestyle factors and dietary requirements.Review and modify my products to benefit individuals, society, the environment and the community. Take into account the properties of materials, explaining why I am using them.Analyse existing products to find out how they are made and how they function and use this to inform my own ideas. I will consider how to make my own product simpler or cheaper to produce by considering the functions of different types of materials and components.Consider the positive and negative impacts that product and manufacturing processes can have on the wider worldWhen preparing recipes and meals consider lifestyle/consumer choice etc.I am aware of the use of discrimination testing (triangle) and grading tests (ranking, rating and profiling).I am aware of secondary processing and how raw primary foods are processed into a food product (flour into bread/pasta, milk into cheese or yoghurt, fruit into jams).I consistently demonstrate high levels of personal, kitchen and food hygiene.Explain HACCP in detail for each step.Understand the procedures for health and safety rules.I know the scientific details of the sources of bacterial contamination (campylobacter, e-coli, salmonella, listeria and staphylococcus aureus)I can make targeted recommendations to improve to my dishes sensory qualities.I can conduct a written sensory analysis, using sensory descriptors within well-constructed sentences.I can explain skills I have developed and what I have learnt in a lesson succinctly.I can compile a detailed response, which is clearly influenced by my research, showing the relationship between user and design needsProduce short reports, explaining the choices and decisions made in my designs and making of the product, particularly when there has been changes from the original plan.Select and use a range of evaluation techniques.Grade 5I can apply heat in a variety of different ways. (conduction, convection and radiation)I can adapt methods of cooking to improve health (grill v fry; bake v roast)I know how the preparation and cooking of food affect the appearance, colour, flavour, texture, smell and overall palatability of food.I know that food is produced, processed and sold in different ways.I can use finishing techniques effectively.Select appropriate tools, equipment, techniques and processes, including CAM, to produce a detailed step by step plan for my product.Select appropriate preparation, cooking methods and times to achieve desired characteristics.Include costing’s and plan a schedule for making using planning tools so that other people can easily follow it, e.g. Gantt charts.Consistently organise my practical work so that I can carry out the processes accurately.Use a range of tools, equipment, materials and components with some precision, to produce a finished product.I can work independently and support others in using a range of cooking techniques that can be used at home.I can set a mixture on heating such as denatured and/or coagulated protein in eggs.I know how the selection of appropriate preparation and cooking methods can conserve or modify nutritive value or improve palatability (such as water based, dry based or fat based methods).I can judge and modify sensory properties.I can discuss how the preparation and cooking affect the appearance, colour, flavour, texture, smell and overall palatability of food. (eg the use of marinades for example and what they do)I can create a starch based sauce demonstrating gelatinisation for an infused veloute, or béchamel.I can confidently and independently produce a range of savoury dishes using different cooking techniques.I know that food and drink contains specific nutrients, water and fibre.I can use nutrition information on food labels to make informed choices.Understand the principles of nutrition and health and can apply this to make nutritious products.I understand mandatory information included on food packaging in accordance with current EU and FSA legislation.I know about non-mandatory information such as food provenance and serving suggestions.I can interpret nutritional labelling.Know the effects of deficiency/excess of the basic food groups of proteins (HBV & LBV), fats (Sat/Unsat), carbohydrates (starches – poly, sugars – mono/di, fibre - MSP), minerals (calcium, sodium & iron) and vitamins (A, D, E, K, B group 1, 2, 3 &12, C).I know which nutrients are fat and water soluble, and what that means when preparing and cooking ingredients.Know how diet can affect health and how nutritional needs change in relation to: obesity, cardiovascular health (CHD & high blood pressure), bone health (rickets and osteoporosis), dental health, iron deficiency (anaemia) and Type 2 diabetes.I know how nutritional needs change through life and how to plan a balanced diet for these.I can modify a recipe to reduce total fatI can portion size and cost when meal planningKnow the function and main sources of the basic food groups of proteins (HBV & LBV), fats (Sat/Unsat), carbohydrates (starches – poly, sugars – mono/di, fibre - MSP), minerals (calcium, sodium & iron) and vitamins (A, D, E, K, B group 1, 2, 3 &12, C).I understand the source, seasonality and characteristics of a broad range of ingredients and could use this to independently plan meal ideas in the future.I am aware of the benefits of purchasing Fairtrade foods.I know the benefits of such programs as Red Tractor, Certified Organics amongst others.Take into consideration the working properties of equipment and materials.I know the working characteristics, functional and chemical properties of carbohydrates.Investigate new and emerging Technologies and explain how my ideas/product could be influenced by this. Consider health and well-being, cultural, religious and social-economic contexts of your intended user.Use my research to inform innovative, functional and appealing product design ideas that respond to the needs of identified users.I know that food is influenced by availability, season, need, cost, where the food is produced, culture and religion.Take into account the properties of materials, explaining why I am using them.Analyse existing products to find out how they are made and how they function and use this to inform my own ideas. I will consider how to make my own product simpler or cheaper to produce by considering the functions of different types of materials and components.Review and modify my products to benefit individuals, society, the environment and the community.I can make food choice based upon religions and cultures such as Buddhism, Christianity, Hinduism, Islam, Judaism, Rastafarianism and Sikhism.I can make food choice linked to ethical and moral beliefs such as animal welfare, Fairtrade, local produce, organic or genetically modified foods.I can make food choices based upon intolerances (gluten and lactose) and allergies (nuts, eggs, milk, wheat, fish and shellfish).I can modify recipes for a vegan/vegetarian dietI am aware of the importance of the senses (sight, taste, touch and aroma) when preparing food.I am aware that primary processing occurs to ingredients related to the: rearing, fishing, growing, harvesting and cleaning of raw food material (including the milling of wheat to flour, and the heat treatment of milk – pasteurising, UHT, sterilisesation and micro-filtered).Explore the needs of others in depth, considering/including; Different cultures, needs of users, lifestyle factors and consumer choices.I can select, use and clean a wide range of kitchen utensils safelyInclude HACCP in my plan.Understand the procedures for health and safety rules.I take appropriate care with high risk foods.I know the sources of bacterial contamination (campylobacter, e-coli, salmonella, listeria and staphylococcus aureus)I can recognise the signs of food spoilage such as enzymic action (ripening of bananas and browning of fruits), mould growth (cheese and fruits) and yeast action (on grapes, strawbs and toms).I can identify specific areas for improvement and development in my work.I can produce a star diagram to communicate a sensory analysis.I can discuss my work using full sentences and paragraphs appropriately.Most SPaG is accurate.I can compile a detailed response, which is clearly influenced by my research, showing the relationship between user and design needs.Explain the choices and decisions made in my designs and making of my products.Select and use a range of evaluation techniques.Grade 4I know about seasonal cooking.I know food is cooked to: make food safe to eat, develop flavours, improve texture, improve shelf life and give variety to the diet.I can adapt a recipe to change appearance, taste, texture and aroma.I can make a batch of similar products.Make a pastry, shape and finish a pastry.Select appropriate tools, equipment, techniques and processes to produce a step by step plan for my product.Include costing’s and plan timings for each step.Select and use a range of tools, equipment and materials with precision to produce a well finished product.Use skills independently, that can be used in daily life and in the wider world.Take into account the properties of materials, explaining why I am using them.Identify and modify any design weaknesses.I am competent in using a range of cooking techniques that can be used at home.I can taste and season during the cooking process as well as select and adjust cooking timesI can use starch to set a mixture on chilling for layered desserts such as custard.I can create a starch based sauce demonstrating gelatinisation such as: roux, all in one or blended.I understand how starch/liquid ratios affect viscosity.I can use a food pro, mixer, pasta machine and microwaveI can use a food processor to make pastry.I can produce a range of savoury dishes using different cooking techniques such as casseroles and/or tagines and braising.Select appropriate tools, equipment, techniques and processes, including CAM, to produce a step by step plan for my product.I know a balanced diet is depicted on the Eatwell plate.I can state a range of food and drink I need to be healthy and active.Understand the principles of nutrition and health and can apply this to make nutritious products.Know the function of the basic food groups of proteins (HBV & LBV), fats (Sat/Unsat), carbohydrates (starches, sugars & fibre), minerals (calcium, sodium & iron) and vitamins (A, D, E, K, B & C).I know alternative proteins to choose for a healthy diet (TVP, soya, mycoprotein and tofu).I know there are different needs for different life stages (young children, teenagers, adults and the elderly)I know how to maintain a healthy body weight through life.I can modify a recipe to increase fibreTake into consideration the working properties of equipment and materials.Consider environmental, aesthetic, cost, quality and safety issues.Correct cooking timesAppropriate temperature controls including defrosting and reheatingI understand the source, seasonality and characteristics of a broad range of ingredients (including organic and conventional farming, free range, intensive and sustainable farming, as well as the ads/dis of local produced foods, transportation and carbon footprint, seasonal foods and GM foods.)Take into account the properties of materials, explaining why I am using them.I know what gelatinisation, dextrinisation and caramelisation are.I know what protein denaturation/coagulation, gluten formation and foam formation are.I am aware of some technological developments such as fortifying foods.I am aware that some foods have colourings, emulsifiers & stabilisers, flavourings and preservatives.Know and understand shortening, aeration, plasticity and emulsification of fats and oils including the scientific principles underlying these principles and the working characteristics, functional and chemical properties of fats and oils.Use my research to inform innovative, functional and appealing product design ideas that respond to the needs of identified users.Consider environmental, aesthetic, cost, quality and safety issues.Invite feedback from intended users and use the feedback to improve my work.Analyse existing products to find out how they are made and how they function and use this to inform my own ideas. I will consider how to make my own product simpler or cheaper to produce.I understand the source, seasonality and characteristics of a broad range of ingredients and could use this to plan meal ideas in the future.I am aware that there is the primary and secondary processing of foods.I can test my product against a set criteria, using this to improve ideas. I am aware of some sensory testing methods such as paired preference tests and hedonic testing.Consider health and safety for each step.Understand the procedures for health and safety rules.I can correctly use food temperature probes.I take appropriate care with high risk foods.I use correct temperatures during preparation, production and serving of food (including defrosting, cooking and reheating).I understand the scientific processes of food spoilage such as enzymic action (ripening of bananas and browning of fruits), oxidation, mould growth (cheese and fruits) and yeast action (on grapes, strawbs and toms).I can control enzymic action through blanching of veg before freezing or use acids to prevent browningI can control microorganism growth through temperature, pH and water availability.I am aware of high risk foods – high protein and ready to eat (they do not require any further heating or cooking) foods that easily support pathogenic bacteriaI know the risk to foods from bacterial contamination during production from the people cooking, pests, work surfaces & equipment, contaminated foods (meat, poultry, eggs, seafood and vegetables) and waste food and rubbish.I can discuss my progress during the lesson, explaining www and ebi.I can explain my practical work in full sentences using the evaluation sheet provided.Take into account the properties of materials, explaining why I am using them.I can develop a detailed critical response that is clearly influenced by my research that will inform innovative and appealing design ideas.Grade 3I can use a heat source safely.I can spread, knead and bake.I know the difference between the water based methods (steaming, boiling, simmering; blanching; poaching)I know the difference between dry heat and fat based methods using the hob (dry fry, shallow fry, stir fry)I can independently produce a range of savoury dishes using different cooking techniques.Select and use tools, equipment (hand/electric equipment) and materials with some accuracy to produce a product.Use basic skills that can be used in daily life and in the wider world.Understand the procedures for health and safety rules.Select and use tools, equipment and materials accurately to produce a complete product.Use skills that can be used in daily life and in the wider world.Test my product and explain how the product could be improved.I can produce a range of savoury dishes using different cooking techniques with some guidance.I can test for readinessI am aware of costing’s.I can use the grill for a range of foods (meats, fish, seeds, nuts, chargrill or toast.)I can use the oven for baking and roasting.I understand the eight tips for healthy eating.Understand how nutrients affect our diet and use this to design and make nutritious products.Understand the principles of nutrition and health and can apply this to make nutritious products.I know about how one food is processed ready to eat.I know that the food and drink I consume have health implications now and in the future.I know that different foods provide different nutrients to my body.The importance of hydration and the functions of water in the diet. (used for cooling, digestion, and waste removal).I know how much water is needed per day, when extra water is required and how water is lost from the body,Know the basic food groups of proteins (HBV & LBV), fats (Sat/Unsat), carbohydrates (starches, sugars, fibre), minerals (calcium, sodium & iron) and vitamins (A, D, E, K, B & C).I can name foods that are grown (fruits, vegetables and cereals), reared (meat and poultry) or caught (fish).I am aware of some environmental issues with food such as organic foods, food waste and excessive packaging)Identify key inventors/designers and understand how they impacted on the industry.Reflect on the properties of the materials used.Take into account the properties of materials.Investigate new and emerging Technologies.Understand the use of microorganisms in food including moulds (cheese), yeasts (breads) and bacteria (yoghurt and cheese).Understand the different varieties of raising agents, the scientific principles underlying these processes when preparing and cooking food as well as the working characteristics, functional and chemical properties of raising agents. (All to include chemical – baking powder, bi-carb and self-raising flours that produce C02 – mechanical – whisking, beating, folding, sieving, creaming and rubbing in which incorporate air – biological – yeast – and the production of steam during baking.Know about shortening, aeration, plasticity and emulsification of fats and oils.Evaluate my product, considering the user.Take into account the properties of materials.Analyse existing products to find out how they are made and how they function and use this to inform my own ideas. I will consider how to make my own product simpler or cheaper to produce.I understand the source, seasonality and characteristics of a broad range of ingredients.I know what primary processing is.I keep myself, equipment, work surfaces and my food safe and clean.Follow health and safety rules.Separate raw and cooked foods and use separate equipmentI understand and know the growth conditions for microorganisms (temp, food source, time and moisture).I know the basic safety principles when buying and storing foods – such as temperature control (freezing, chilling, the danger zone, cooking and reheating), the use of date marks (best before and use by) and covering foods.I know the symptoms of food poisoningI know names of the different sources of bacterial contamination (campylobacter, e-coli, salmonella, listeria and staphylococcus aureus)I can write a sentence suggesting one way in which my product can be improved.I can state something new I learnt in each lesson. Analyse existing products to find out how they are made and how they function and use this to inform my own ideas.Study the needs of others and use research to help me design ideas that are suitable for the user.Use my research to inform innovative, functional and appealing product ideas.Use colour and detailed annotation to communicate my design ideas.Identify what has worked well and what could be improved.Evaluate what I have done, using the views of intended users and evaluating against my design task.Grade 2I know that food comes from plants or animals.I can cut, peel and grate safely (including even sized pieces such as dice, baton and julienne).I can use the claw grip and bridge hold.I can peel, chop, slice and grate.Select appropriate tools, equipment, techniques and processes.Use tools, equipment and materials to make a product.Evaluate my product, Analyse existing products to find out how they are made and how they function.Suggest some changes to improve my product.I can weigh and measure liquids and solids accuratelyI can prepare ingredients and equipmentI can sort food into the five main groups of the Eatwell plate.I know I should eat at least 5-a-day.I know food provides energy.Understand how nutrients affect our diets.I know the current guidelines for a healthy diet,I understand the functions of basic ingredients from the Eatwell Guide and can use this to inform cooking choices.I know why food is cookedI know the different methods of heat transfer.Follow health and safety rules.I can hygienically prepare myself to cook.I can bullet point facts or terms I have learnt.I can construct simple sentences to describe my product.Gather research of existing items.Identify a target audience.Use colour and annotation to communicate my design ideas.Select appropriate tools, equipment and processes to produce a simple step by step plan.Gather research from multiple sources, including different cultures, to help me design ideas that are suitable for the user.Use my research to inform innovative, appealing product ideas.Grade 1I can say who a recipe is for.I can talk about my own work.I can choose and assemble prepared ingredients.I know I need food, water and exercise to keep me well.Personal hygieneClean work surfacesI can list some things I have learnt.I can label a picture or diagram with one or two main components.CREATIVE TECHNOLOGY – RESISTANT MATERIALSGrade A01 Identify, investigate and outline design possibilities to address needs and wantsA02 Design and make prototypes that are fit for purpose A03Analyse and evaluate:design decisions and outcomes, including for prototypes made by themselves and otherswider issues in design and technologyA04 Demonstrate and apply knowledge and understanding of: technical principles designing and making principlesGrade 9I identify and explore my own innovative design problems working confidently within a range of domestic, local and industrial contexts, such as the home, health, leisure, culture, engineering, manufacturing, construction, energy and agriculture. I can carry out analysis and resolve design conflict. I manage compromise resolving criteria clashes whilst retaining focus. Effectively, I specify needs, requirements, opportunities and constraints, which subsequently fully influence my design developments.Creatively, innovatively and coherently I can respond to the specification, additionally using CAD and related software packages to validate my designs in advance of manufacture and mathematical modeling to indicate likely performance before using physical materials and components, for instance when developing circuits or gearing systems. I can take creative risks and decide which design criteria clash and which should take priority. My on-going testing is fully recorded and dynamically advances design developments.I carry out on-going analysis, testing, evaluation and refinement against myr specification, fully considering and engaging users results in excellent progression of future design developments and final prototype/s. I am thorough when reporting on further modifications required to improve performance, including in relation to life cycle analysis, consumption, positive and negative impacts on the wider world, new and emerging technologies and the concept of, ‘cradle to grave’ and the circular economy.I can produce thorough technical information, using digital applications where appropriate, offering effective information for another user. Additionally I can undertake and apply detailed risks assessments. I can work independently, flexibly and accurately making multiple justified modifications. I fully exploit CAD/CAM and swiftly develop new skills as required, my work is demanding and complex resulting in a final prototype(s) that fully responds to user requirements and has good market potential.Grade 8I identify and explore my own design problems. I gather valuable broad based, multi medium research, additionally considering environmental, cost, safety and maintenance issues and analysing where human values may conflict and compromise has to be achieved. I can reformulate design problems, resolve criteria clashes and clarify hierarchies. Competently, I specify needs, requirements, opportunities and constraints, which subsequently influence my design developments.Imaginatively I can respond to the specification, additionally using a variety of approaches, for example biomimicry and user-centred design, to generate creative, innovative, functional and appealing products that respond to a variety of situations and avoid design fixation. I take creative risks when making design decisions and decide which design criteria clash and determine, which should take priority. I carry out regular testing successfully which advances design developments that are authentically recorded.Regularly I can test, evaluate and refine my ideas and products against my specification, considering intended users and other interested groups, ensuring good progression to future design developments and final prototype/s. I can reports well on further modifications required to improve performance, including in relation to life cycle analysis, positive and negative impacts, new and emerging technologies and the concept of, ‘cradle to grave’.I can produce accurate spreadsheets that consider cost savings and detailed, technical/production plans, with timeframes, that communicate well to a third party. I can work independently, flexibly, accurately and safely with a broad range of resources, exploiting CAD/CAM, developing new skills as required. I undertake demanding and complex work incorporating multiple, justified modifications. My final prototype(s) meet user requirements and have market potential. Grade 7Additionally, I identify and explore my own design problems and further consider the influence of a range of lifestyle factors and consumer choices.I am confident in investigating, obtaining, generating, analysing and managing relevant, creative and pertinent research.I develop detailed design specifications that positively guide and influence my developed design ideas.Imaginatively, I can respond to the specification, additionally using a variety of approaches, for example biomimicry and user-centred design, to generate creative ideas and avoid focussing on only one design. I can further consider ergonomics and anthropometrics and demonstrate good thinking and problem solving techniques and on-going testing to successfully advance design development and design solutions offering real-time evidence of step by step progress.I can select appropriate methods to periodically evaluate my products in use aga7inst their specification, actively involving users in the process. Subsequently I incorporate appropriate judgements/modifications that offer sound progression to future design developments and the final prototype. I can produce competent end reports stating two+ modifications to improve performance that consider at least two of the following; life cycle analysis, positive and negative impacts, new and emerging technologies and the concept of, ‘cradle to grave’.My design solutions and illustrated technical information offer competent communication to another user. I can apply and explain the benefits of CAD/CAM. I can justify material, equipment and process selection, working safely and accurately with a broad range of manufacturing and finishing techniques, I can recognise the need to develop new skills and adapt to changing circumstances. My final prototype(s) reflect user requirements and offer reasonable market potential.Grade 6I can gather valuable information when carrying out research that is labelled with the needs (of the user), look/style, construction, health/wellbeing, cultural, religious factors and function of productsI can reformulate design problems and appropriately analyse and signify the importance of primary and secondary petently, I create a specification showing needs, requirements, opportunities and constraints. I ensure that these influence my designs when developing them further. I am able to respond to the specification, additionally considering ergonomics and anthropometrics and sound thinking and problem solving techniques that progress design development. I am able to combine ideas, develop creative and thorough annotated ideas and designs via a range of 2D & 3D sketching, technical, CAD drawing and modelling as well as using physical modelling, including CAM, to explore and produce successfully advance solutions.With guidance I can periodically test and evaluate my designs in use and against their specification and the views of users and I can make adequate judgements on future design developments. With guidance I can produce reports on my findings and identify more than one modification to improve performance. When I am encouraged to evaluate existing products and my own prototypes, I can reflect on and reasonably respond to life cycle analysis, positive and negative impacts, new and emerging technologies and the concept of, ‘cradle to grave’.With little support I can communicate technical detail, sequences and I can schedule work covering most steps and provide costings.I can utilise material properties and personally select and use equipment, tools and processes to mark out, manufacture and apply finishes, with reasonable accuracy. I can use at least three joining techniques, am aware of the benefits to quality, scales of production and accuracy of CAD/CAM, I work safely and undertake simple risk assessments.My final prototype fairly reflects user requirements and market potential.Grade 5I can gather valuable information when carrying out research that is labelled with the needs (of the user), look/style, construction, health/wellbeing, cultural, religious factors and function of productsI can reformulate design problems and appropriately analyse and signify the importance of primary and secondary petently, I create a specification showing needs, requirements, opportunities and constraints. I ensure that these influence my designs when developing them further. I am able to respond to the specification, additionally considering ergonomics and anthropometrics and sound thinking and problem solving techniques that progress design development. I am able to combine ideas, develop creative and thorough annotated ideas and designs via a range of 2D & 3D sketching, technical, CAD drawing and modelling as well as using physical modelling, including CAM, to explore and produce successfully advance solutions.With guidance I can periodically test and evaluate my designs in use and against their specification and the views of users and I can make adequate judgements on future design developments. With guidance I can produce reports on my findings and identify more than one modification to improve performance. When I am encouraged to evaluate existing products and my own prototypes, I can reflect on and reasonably respond to life cycle analysis, positive and negative impacts, new and emerging technologies and the concept of, ‘cradle to grave’.With little support I can communicate technical detail, sequences and I can schedule work covering most steps and provide costings.I can utilise material properties and personally select and use equipment, tools and processes to mark out, manufacture and apply finishes, with reasonable accuracy. I can use at least three joining techniques, am aware of the benefits to quality, scales of production and accuracy of CAD/CAM, I work safely and undertake simple risk assessments.My final prototype fairly reflects user requirements and market potential.Grade 4I can gather suitable information when carrying out research that is labelled with the needs (of the user), look/style, construction and function of productsI will analyse professional practice, investigate and disassemble familiar and unfamiliar products. I communicate information indicating significance, providing some evidence of analysis.Adequately, I create a specification showing needs, requirements, opportunities and constraints. I ensure that these have some influence developing my designs further.When instructed and supported I can demonstrate a level of thinking and problem solving, appropriate to the stage of development that adequately responds to specification, considering functionality, aesthetics and context. I can develop satisfactory annotated ideas and designs experimenting with a range of 2D & 3D sketching, technical, CAD drawing and modelling as well as using physical modelling, including CAM, to explore and produce reasonably advance solutions.I can use different methods to predominantly test and evaluate my products in use and against my specification. With encouragement I can consider the views of users. With structured prompts I can produce short reports on my findings adequately identifying some improvements, modifications and refinements. When evaluating existing products and my own prototypes, with full support, I can reflect on and partially respond to life cycle analysis, positive and negative impacts, new and emerging technologies and the concept of, ‘cradle to grave’..With support I can communicate adequate technical detail, I can put in order work covering most steps and add costings. I can recognise material properties and with moderate guidance select and use equipment, tools and processes to mark out, manufacture and apply finishes, with passable accuracy. I can use two+ joining techniques, am aware of the benefits of CAD/CAM, work safely and show some awareness of risk. My final prototype(s) fairly reflects user requirements and reasonably developed market potential.Grade 3I can gather suitable information when carrying out research that is labelled with the needs (of the user), look/style, construction and function of productsI will analyse professional practice, investigate and disassemble familiar and unfamiliar products. I communicate information indicating significance, providing some evidence of analysis.Adequately, I create a specification showing needs, requirements, opportunities and constraints. I ensure that these have some influence developing my designs further.When instructed and supported I can demonstrate a level of thinking and problem solving, appropriate to the stage of development that adequately responds to specification, considering functionality, aesthetics and context. I can develop satisfactory annotated ideas and designs experimenting with a range of 2D & 3D sketching, technical, CAD drawing and modelling as well as using physical modelling, including CAM, to explore and produce reasonably advance solutions.With given templates, I can test and evaluate my product, in use, against my specification. With structured prompts, I will consider the views of users and record their findings listing limited improvements, modifications or refinements. When exploring existing products and my own prototypes, with full support and structured resources, I will respond to life cycle analysis, positive and negative impacts, new and emerging technologies and the concept of, ‘cradle to grave’With support I can communicate adequate technical detail, I can put in order work covering most steps and add costings. I can recognise material properties and with moderate guidance select and use equipment, tools and processes to mark out, manufacture and apply finishes, with passable accuracy. I can use two+ joining techniques, am aware of the benefits of CAD/CAM, work safely and show some awareness of risk. My final prototype(s) fairly reflects user requirements and reasonably developed market potential.Grade 2I can gather some suitable information when carrying out research that is labelled with the needs (of the user), look/style, construction and function of productsWhen led I will analyse professional practice, investigate and disassemble familiar and unfamiliar products. I collate the research showing limited evidence of analysis.With assistance, I create a specification showing needs, requirements, opportunities and constraints. I ensure that these have some influence developing my designs furtherWhen instructed and supported I can demonstrate a basic level of thinking and problem solving that responds to some of the aspects of the specification, considering functionality, aesthetics and context. I can develop simple sparsely annotated ideas and designs, trying a range of 2D & 3D sketching, technical, CAD drawing and modelling as well as using physical modelling, including CAM, to explore basic solutions.With given templates, I can test and evaluate my product, in use, against my specification. With structured prompts, I will consider the views of users and record their findings listing limited improvements, modifications or refinements. When exploring existing products and my own prototypes, with full support and structured resources, I will respond to life cycle analysis, positive and negative impacts, new and emerging technologies and the concept of, ‘cradle to grave’.With support I endeavour to communicate limited technical detail, list work covering some steps and attempt costings. With significant guidance I can select and use equipment, tools and processes to mark out, manufacture and apply finishes, with some accuracy. I can use one+ joining techniques, am aware of CAD/CAM and I work safely with close monitoring. My final prototype(s) acknowledges some user requirements and the intended market.Grade 1I can gather limited information when carrying out research that is labelled with the needs (of the user), look/style, construction and function of productsI can show minimal analysis to explain what I have found out from the research.With assistance, I create a specification that will have some influence help me develop my designs furtherI require instruction and support to respond to some aspects of the specification. I can develop simple ideas and designs using a/few of the following; sketching, technical and CAD drawing and physical modelling, including CAM, to explore basic responses. With given templates, I test and/or evaluate my product against my specification. With structured prompts I will collect the view of a user. I can consider an improvement or modification. When I am made aware of broader factors that affect design and I challenge them, I can see the impact on my own prototype/s.With support such as structured resources, I practise communicating technical detail. With close monitoring I can select and use equipment, tools and processes with limited accuracy. My final prototype(s) fulfils a user requirement.ENGLISH READINGGradeAO1 Identify and interpret explicit and implicit information and ideasSelect and synthesise evidence from different texts 10%AO2 Explain, comment on and analyse how writers use language and structure to achieve effects and influence readers, using relevant subject terminology to support their views 17.5%AO3 Compare writers’ ideas and perspectives, as well as how these are conveyed, across two or more texts 10%AO4 Evaluate texts critically and support this with appropriate textual references 12.5%Grade 9Shows a comprehensive understanding of subtle differences and similarities between texts.Shows detailed and perceptive understanding of languageOffers alternative readings of how a writer uses language.Shows a detailed understanding of the differences between the ideas and perspectivesAnalyses how methods are used to convey ideas and perspectivesSelects range of judicious quotations from texts.Critically evaluates the text in a detailed and original wayOffers judicious examples from the text to explain views convincinglyAnalyses effects of a range of writer’s choicesGrade 8Responses to texts are concise and preciseOffers perceptive and considered interpretation of different textsDemonstrates flair in developing ideas and refers in detail to aspects of language, structure and presentation.Makes highly original comparisons within and between texts.Selects and compares a range of judicious quotations from both textsExplores and evaluates alternative and original interpretations.Selects and explores range of judicious quotationsGrade 7Shows a detailed understanding of differences Offers perceptive interpretation of both texts Synthesises evidence between textsAnalyses the different effects of the writer’s choices of languageUses sophisticated subject terminology accuratelyPrecise and perceptive analysis of how language used contributes to the overall pares ideas and perspectives in a perceptive waySelects and compares a range of thoughtful quotations from both textsSelects a range of relevant quotations to validate viewsExplores different meanings and interpretations of a text.Grade 6Shows an assured understanding of differences between the textsDemonstrates clear connections between texts Connections are made between insightsSelects pertinent quotations/references from both texts to support response.Shows clear understanding of languageClearly explains the effects of the writer’s choices of languageSelects a range of relevant quotations Uses subject terminology accuratelyDemonstrates an appreciation of how the language used contributes to the overall effect.Shows a clear understanding of differences between the ideas and perspectivesCompares ideas and perspectives in a clear and relevant wayExplains, in detail, how methods are used to convey ideas and perspectivesSelects relevant quotations to support from both textsShows a clear understanding of differences between the ideas and perspectivesCompares ideas and perspectives in a clear and relevant wayThoroughly explains how methods are used to convey ideas and perspectivesSelects, from both texts, appropriate quotations to support viewsGrade 5Begins to imaginatively interpret both textsSelects appropriate quotations/references from both texts to support responseShows a sustained understanding of differences between the textsShows clear understanding of languageClearly explains the effects of the writer’s choices of languageSelects a range of relevant quotations Uses subject terminology accurately Demonstrates an appreciation of how theShows a clear understanding of differences between the ideas and perspectivesCompares ideas and perspectives in a clear wayExplains clearly how methods are used to convey ideas and perspectivesSelects relevant quotations to support from both textsShows a detailed understanding of differences between the ideas and perspectivesCompares ideas and perspectives in a clear and relevant wayExplains clearly how methods are used to convey ideas and perspectives language used contributes to the overall effect. Selects, from both texts, relevant quotations to support views.Grade 4Shows a clear understanding of differences between the textsBegins to interpret both textsSelects relevant quotations/references from both texts to support responseShows clear understanding of languageClearly explains the effects of the writer’s choices of languageSelects a range of relevant quotations Uses subject terminology accuratelyDemonstrates an appreciation of how the language used contributes to the overall effect.Shows a clear understanding of differences between the ideas and perspectivesCompares ideas and perspectivesExplains how methods are used to convey ideas and perspectivesSelects relevant quotations to support from both textsShows a thoughtful understanding of differences between the ideas and perspectivesExplains how methods are used to convey ideas and perspectivesSelects some relevant quotations to support viewsGrade 3Attempts inference from one/both textsLinks evidence between textsIdentifies some differencesSelects some quotations/references; not always supporting (from one/both texts)Shows some understanding of languageAttempts to comment on the effect of languageSelects some relevant quotationsUses some subject terminology, not always appropriatelyIdentifies key differences between the ideas and perspectivesAttempts to compare relevant ideas and perspectivesComments on how language and structure are used to convey ideas and perspectivesSelects some quotations/references from both textsAttempts evaluative comment on the textOffers an example from the text to explain view(s)Comment on the effects of a writer’s methodsSelects relevant quotations, which sometimes support viewsGrade 2Attempts some inference from one/both texts Attempts to link evidence between texts Identifies some differencesSelects some quotations/references; not always supporting (from one/both texts)Attempts to comment on the effect of languageSelects some relevant quotationsUses some subject terminology, not always appropriatelyIdentifies some differences between the ideasandperspectivesAttempts to compare ideas and perspectivesSome comment on how methods are used to convey ideas and perspectivesSelects some quotations/references, not always supporting (from one or both texts)Attempts evaluative comment on the textOffers an example from the text to explain view(s)Attempts to comment on writer’s methodsSelects some quotations, which occasionally support viewsGrade 1Shows simple awareness of difference(s) Offers paraphrase rather than inference Makes simple or no links between textsSimple reference or textual details from one/both textsShows simple awareness of languageOffers simple comment on the effect of languageSimple references or textual details Simple mention of subject terminologySimple awareness of different ideas and/or perspectivesSimple cross reference of ideas and/or perspectivesSimple identification of how differences are conveyedSimple references or textual details from one or both textsSimple evaluative comment on the textOffers simple example from the text which may explain viewSimple mention of writer’s methods Simple references or textual details Students in this band will not have offered anydifferencesNothing to rewardNo comments offered on the use oflanguageNothing to rewardNo ideas offered about the differences Nothing to rewardNo relevant comments offered in response to the statement, no impressions, no evaluationENGLISH WRITINGGradeAO5 Communicate clearly, effectively and imaginatively, selecting and adapting tone, style and register for different forms, purposes and audiences Organise information and ideas, using structural and grammatical features to support coherence and cohesion of texts 30%AO6 Candidates must use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation. 20%ContentOrganisationPunctuation, Grammar, Spelling and VocabularyGrade 9Communication is convincing, imaginative and compelling throughoutStyle and register assuredly matched to purpose, form and audience. Tone is consciously manipulative, subtle and increasingly abstract.Extensive and ambitious vocabulary with sustained crafting of linguistic devicesHighly structured and developed writing,incorporating a range of integrated and complex ideasFluently linked paragraphs with seamlessly integrated discourse markersVaried and inventive use of structural features.Sentence demarcation is consistently secure and consistently accurateMakes imaginative use of a full range of apt sentence forms for effect High level of accuracy in spelling, including ambitious vocabularyGrade 8Communication is convincing and absorbingTone, style and register consistently match purpose, form and audience.Extensive vocabulary with evidence of conscious crafting of linguistic devicesStructured and developed writing with a range of engaging complex ideasAssuredly linked paragraphs with effortlessly integrated discourse markersVaried and effective structural featureWide range of punctuation is used with a high level of accuracy Uses a full range of appropriate sentence forms for effect Extensive and ambitious use of vocabulary for impactGrade 7Communication is convincingTone, style and register reliably and thoughtfully match purpose, form and audience;Extensive vocabulary with evidence of conscious crafting of linguistic devicesStructured and developed writing with a range of engaging complex ideasConsistently coherent use of paragraphs withintegrated discourse markersVaried and effective structural featuresWide range of punctuation is used with a high level of accuracyUses Standard English consistently and appropriately with secure control of complex grammatical structuresExtensive and ambitious use of vocabularyGrade 6Communication is consistently clear and effectiveTone, style and register is effectively matched to purpose, form and audienceIncreasingly sophisticated vocabulary and phrasing, chosen for effect with a range of appropriate linguistic devicesWriting is engaging using a range of detailed connected ideasCoherent paragraphs with integrated discourse markersEffective use of structural featuresSentence demarcation is mostly secure and mostly accurateUses a variety of sentence forms for effectGenerally accurate spelling, including complex and irregular wordsGrade 5Communication is reliably clear and thoughtfully expressedWriting is engaging with a range of connected ideasUsually coherent paragraphs with range of discourse markersIncreasingly sophisticated use of vocabularyTone, style and register generally matched to purpose, form and audienceVocabulary clearly chosen for effect and successful use of linguistic devicesUsually effective use of structural featuresMostly uses Standard English appropriately with mostly controlled grammatical structuresRange of punctuation is used, mostly with success.Grade 4Communication is consistently clearTone, style and register generally matched to purpose, form and audienceVocabulary clearly chosen for effect and successful use of linguistic devicesWriting is engaging with a range of connected ideasUsually coherent paragraphs with range of discourse markersUsually effective use of structural featuresIncreasingly sophisticated use of vocabularyMostly uses Standard English appropriately with mostly controlled grammatical structuresRange of punctuation is used, mostly with success.Grade 3Communication is mostly successfulSome sustained attempt to match purpose, form and audience; some control of registerConscious use of vocabulary with some use of linguistic devicesIncreasing variety of linked and relevant ideasSome use of paragraphs and some use of discourse markersSome use of structural featuresSentence demarcation is mostly secure and sometimes accurateAttempts a variety of sentence formsSome accurate spelling of more complex wordsGrade 2Communicates with some successAttempts to match purpose, form and audience; attempts to control registerBegins to vary vocabulary with some use of linguistic devicesSome linked and relevant ideasAttempt to write in paragraphs with some discourse markers, not always appropriateAttempts to use structural featuresSome control of a range of punctuationSome use of Standard English with some control of agreementVaried use of vocabularyGrade 1One or two relevant ideas, simply linkedRandom paragraph structureEvidence of simple structural featuresOne or two unlinked ideasNo paragraphsLimited or no evidence of structural featuresOne or two relevant ideas, simply linkedRandom paragraph structureEvidence of simple structural featuresOne or two unlinked ideasNo paragraphs Limited or no evidence of structural featuresOccasional use of sentence demarcationSome evidence of conscious punctuationSimple range of sentence formsOccasional use of Standard English with limited control of agreementAccurate basic spelling Simple use of vocabularyMFL GradesAO1 ListeningAO2 SpeakingAO3 ReadingAO4 WritingGrade 9Draw conclusions and interpret meaning in a range of longer passages (including authentic sources, adapted or abridged) covering a wide range of contemporary and cultural themes, including abstract material, different types of spoken language, multiple tenses, complex grammatical structures (including some grammar up to and including the 12th Step) and a range of uncommon vocabulary spoken clearly.Consistently initiate, develop, sustain and expand long conversations and discussions independently. Consistently use language creatively and with the appropriate register. Use a very wide range of uncommon vocabulary and complete grammar structures listed in Grade 9 of the grammar section. Interact naturally with the pronunciation and intonation that a native speaker would recognise.Respond to key information, themes and ideas and scan for meaning in a wide range of authentic texts (e.g. novels, newspaper articles, factual information) containing multiple tenses, complex grammatical tenses and structures (including some grammar up to and including Grade 9) and unfamiliar material. Recognise implicit meaning, including literary texts. Translate into English, accurately with isolated errors.Write coherent, fluent, extended texts, manipulating language and using a wide variety of tenses (including less common tenses such as the conditional and pluperfect) and complex grammatical structures (including some grammar up to and including Grade 9) with secure control. Translate into the target language. Linguistic structures are accurate throughout and errors are isolated. Grade 8 Demonstrate understanding of longer extracts for different audiences and using different registers, covering a variety of cultural and contemporary themes. Some ideas may be abstract and vocabulary unknown. Translate more complex passages accurately into English.Uses a wide range of appropriate vocabulary and structures, including complex lexical items and consistently competent use of different tenses. Use pronunciation and intonation which are consistently accurate.Demonstrate understanding of longer passages for different audiences and using different registers. Translate more complex texts accurately into English.Translate into the target language a passage containing a range of complex language structures (including some grammar up to and including Grade 9). Use a variety a grammatical structures and less common tenses mostly accurately. Meaning is clear. Manipulate language to produce longer sentences of mainly fluent writing.Grade 7Demonstrate understanding of longer texts, (including short extracts from literature), which include a combination of different tenses, opinions and some more complex sentences. Use reference materials to understand unfamiliar language and to translate simple passages accurately into English. Communicates comprehensive and detailed information related to visual/topic stimulus. Deals confidently with unknown words or unexpected responses and takes the initiative. Uses a wide range of appropriate vocabulary and structures. Use pronunciation and intonation which are generally good.. Very little or no hesitation.Demonstrate understanding of longer texts, (including short extracts from literature), which include a combination of different tenses, opinions and some more complex sentences. Use reference materials to understand unfamiliar language and to translate simple passages accurately into English. Link sentences and paragraphs, structure ideas and adapt previously learned language. Translate short, simple passages into the target language using mostly accurate grammar, spelling, accents and punctuation..Use a wide variety of relevant language including some complex structures with a range of tenses. Generally accurate language, spellings and verb forms mostly accurate. Clear ability to narrate, describe and express detailed opinions. Grade 6Demonstrate understanding of texts which include different tenses, opinions and some unfamiliar, as well as familiar, language. Begin to read and understand simple stories, letters and short magazine extracts. Translate short passages into English with increasing accuracy.Initiate and develop conversations. Discuss personal and topical matters relevant to teenagers (e.g. healthy eating, future job plans). Apply knowledge of grammar in new contexts.Demonstrate understanding of texts which include different tenses, opinions and some unfamiliar, as well as familiar, language. Begin to read and understand simple stories, letters and short magazine extracts. Translate short passages into English with increasing accuracy.Write longer texts on personal and topical matters relevant to teenagers (e.g. sport and fitness, social media). Use a bilingual dictionary to look up new words. Translate short passages into the target language. Edit and redraft work to improve accuracy.Grade 5Demonstrate understanding of texts which include different tenses, opinions and some unfamiliar, as well as familiar, language. Begin to read and understand simple stories, letters and short magazine extracts. Translate short passages into English with increasing accuracy.Take part in longer conversations, expressing opinions, giving more detail and referring to the present, the past and the future. Give a prepared talk and answer unprepared questions about it. Begin to predict the pronunciation of new words.Demonstrate understanding of texts which include opinions and three tenses used together: the present, the perfect and the near future. Read short authentic texts (e.g. adverts, information leaflets). Translate short passages into English, paying particular attention to the use of tenses.Write short texts expressing opinions, giving more detail and referring to the present, the past and the future. Translate short passages into the target language with increasing accuracy. Use reference materials to improve accuracy.Grade 4Demonstrate understanding of texts which include opinions and three tenses used together: the present, the perfect and the near future. Read short authentic texts (e.g. adverts, information leaflets). Translate short passages into English, paying particular attention to the use of tenses.Take part in short conversation on a range of topics, expressing opinions and giving reasons. Demonstrate spontaneity by asking some unsolicited questions.Refer to past events or future plans, as well as the present. Use increasingly accurate pronunciation and intonation.Demonstrate understanding of main points, opinions and some detail in short written texts. Begin to read and understand simple poems, songs and short authentic texts (e.g. menus, short adverts). Start to use a bilingual dictionary or glossary to look up unfamiliar words. Translate sentences into English.Write short texts giving and seeking information and opinions, referring to past events or future plans as well as the present. Translate short sentences into the target language, using a bilingual dictionary to improve accuracy. Some mistakes, but meaning is clear. Grade 3 Demonstrate understanding of main points, opinions and some detail in short written texts. Begin to read and understand simple poems, songs and short authentic texts (e.g. menus, short adverts). Start to use a bilingual dictionary or glossary to look up unfamiliar words. Translate sentences into EnglishTake part in simple conversations, referring to the present or the future. Express opinions and give simple reasons. Give short prepared talks. Begin to speak spontaneously (e.g. by giving an unsolicited opinion).Demonstrate understanding of main points, opinions and some detail in short written texts. Begin to read and understand simple poems, songs and short authentic texts (e.g. menus, short adverts). Start to use a bilingual dictionary or glossary to look up unfamiliar words. Translate sentences into English.Write short texts using mainly memorised language, referring to the present or the future. Express opinions and give simple reasons. Translate simple sentences into the target language. Use a bilingual dictionary or glossary to check grammar, spelling and accents.Grade 2 Demonstrate understanding of main points and opinions from short passages using familiar language. Transcribe familiar words.Ask and answer simple questions. Express simple opinions. Take part in brief prepared tasks, using short phrases, mainly from memory.Demonstrate understanding of main points and opinions in short texts using familiar language. Translate words and short phrases into English.Write several short sentences with support and express simple opinions. Translate familiar words and short phrases into the target language. Spelling, accents, grammar and punctuation may not be totally accurate, but the meaning is clear.Grade 1a Demonstrate understanding of a range of familiar phrases and opinions, spoken clearly.Answer simple questions. Give basic information and opinions, using set phrases. Begin to show awareness of sound patterns. Demonstrate understanding of a range of familiar written phrases and opinions. Match sound to print by reading aloud words and phrases.Write a few short sentences (including simple opinions), following a model. Write some familiar words from memory. Spelling and accents may not be accurate, but the meaning is clear. Grade 1cDemonstrate understanding of familiar words and phrases, spoken clearly and repeated, if necessary.Say single words and short phrases with support. Imitate a model of correct pronunciation and intonation.Demonstrate understanding of familiar words and phrases. Read them aloud.Write or copy simple words correctly. Label items. Complete short phrases or sentences.Note: Listening, reading and speaking strands are the same for all languages. Only the grammar (writing) strand varies.GEOGRAPHYA01 - Demonstrate knowledge of locations, places, environments and different scales A02 - Demonstrate geographical understanding of: concepts and how they are used in relation to places, environments and processes; the inter-relationship between places, environments and processes A03 - Apply knowledge and understanding to interpret, analyse and evaluate geographical information and issues to make judgements A04 - Select, adapt and use a variety of skills and techniques to investigate questions and issues and communicate findingsGrade 9Explain and predict change in the features of places and landscapes over time – and at a variety of scales.Analyse complex geographical patterns.Explain complex interactions within and between human and physical processes.Evaluates effectively using a wide range of evidence Independently uses critical-thinking and problem-solving skills to come to well-developed conclusionsUses fieldwork to collect analyse and interpret places and data.Carries out geological investigations independently at different scales.Able to produce and use all types of maps; photos and statistics. Confident in manipulating data and able to draw conclusions from using it (including explaining anomalies) Grade 8Analyse changes in the features of places and landscapes over time using your knowledge and understanding of a wide range of locations.Analyse any links between processes and show how those links create diversity, interdependence and change.Evaluates effectively using evidence Uses critical-thinking and problem-solving skills to come to sound conclusionsCreates an effective sequence of investigation.Uses fieldwork to collect analyse and interpret places and data.Able to draw and interpret a wide range of graphs (including more complex ones); able to use photos to interpret landscapes; good grasp of map skills (including contours and scale); able to interpret statistics effectivelyGrade 7Make links in your knowledge and understanding and use these links to analyse the features of places and landscapes, using your knowledge of a wide range of locations.Analyse geographical patterns at a range of scales.Explain any links between processes.Evaluates effectively using evidence Uses critical-thinking and problem-solving skills to come to reasonable conclusionsBegins to create own route to enquiry.Uses fieldwork to collect analyse and interpret places and data.Able to draw and interpret a wide range of graphs (including more complex ones); able to use photos to interpret landscapes; good grasp of full range of map skillsGrade 6Explain in detail the physical and human features of places and landscapes in a range of locations.Begin to make links in your knowledge and understanding. Use these links to begin to analyse features of places and landscapes.Identify geographical patterns at a range of scales.Explain in detail how geographical processes produce the different features of places.With some guidance, begin to create own route to enquiry.Uses problem-solving to draw some conclusionsUses fieldwork to collect analyse and interpret places and data.Able to draw and interpret a range of graphs; some ability to describe using data; able to interpret photos and some ability to use maps (e.g. symbols; 4 figure and 6 GRs; scale)Grade 5Explain the physical and human features of places and landscapes in a range of locations.Identify geographical patterns at a range of scales.Explain how geographical processes produce the different features of places.Suggests appropriate routes to enquiry.Able to draw some conclusions with supportUses fieldwork to collect a data and analyse and interpret places with supportAble to draw and interpret a range of graphs; some ability to describe using data; able to interpret photos and some ability to use maps (e.g. symbols; 6 figure GRs)Grade 4Describe the physical and human features of places and landscapes in detail, relating it to where they are in the world.Suggest reasons for these features.Describe geographical patterns effectively.Describe how processes affect places and people in detailSuggest reasons for these patternsSuggests relevant questions and use appropriate ways of presenting information.Uses fieldwork to collect some data.Able to draw and interpret a range of graphs; able to to describe photos and recognise and interpret a range of map features (including 4 fig GRs, direction and scale)Grade 3Some ability to describe the physical and human features of place and landscapes, relating it to where they are in the world.Describe geographical patterns Describe how processes affect places and peopleSuggesting reasons for these patternsSuggests some relevant questions and use appropriate ways of presenting information.Is able to complete fieldwork with supportAble to draw and interpret a range of graphs; able to to describe photos and recognise a range of features on maps,Grade 2Recognise the physical and human features of places and landscapes and recognise the importance of where they are in the world.Recognise simple geographical patterns.Recognise that physical and human processes can change places and people.Begins to suggest suitable geographical questions.Is able to complete fieldwork with supportAble to draw and interpret some basic graphs; limited ability to describe photos and recognise basic features on mapsGrade 1State the features of different places and landscapes and give basic reasons for the locations of those features. State some similarities and differences between places. Able to answer a range of geographical questions.with supportIs able to complete fieldwork with significant supportVery basic ability to draw and interpret simple graphs ; very basic description of photosHISTORYGradeCause and ConsequenceChange and ContinuityEvidenceInterpretationsKnowledgeGrade 9Construct an analytical multi-causal explanation that is directed consistently at the specific question asked. There is a clear argument that is coherent and logically structured. Accurate knowledge is precisely selected to support the argument. Contextual knowledge of the period or country studied is evident throughout the answer.Explain how an event may have different consequences depending on focus and scale (e.g. political/social or national/regional).An argument is sustained throughout the answer.Recognise and begin to explain the way in which historians use change and continuity as historical markers. Understand that different historians will identify different changes as being significant.Confident in using the language of change.Excellent contextual knowledge of the period studied.Understand that significance can change depending on perspective.Make confident use of a range of different sources to reach judgments based on valid criteria for a specific enquiry or for a particular use.Use both the content and provenance (NOP) of the sources to support judgements of utility and reliability.Excellent contextual knowledge is used to analyse sources and apply criteria for judgements.Ask valid historical questions and select a range of appropriate sources in order to carry out a source enquiry.Confidently handle different interpretations with skill.Identify the different evidence and arguments used by their creators.Make judgements based on clear criteria.Apply specific contextual knowledge of more than one period (i.e. the period in which the interpretation is created and the period that it refers to) in order to support a judgement.Assimilate new knowledge by showing specific awareness of period and place.Establish a sense of period by referencing key features and use own research to fill in gaps in knowledge.Show a good appreciation of where it is appropriate to generalise and where it is necessary to highlight similarity and difference in the past.Vocabulary is historically accurate, relevant and sophisticated. Linking subject-specific language with conceptual terms to show deeper historical understanding.Writing is analytical, coherent and logically structured. They have an excellent understanding of relevant concepts. Select, and deploy with precision, accurate and relevant information that shows an excellent understanding of the question asked.Grade 8Construct an analytical multi-causal explanation that is directed mainly at the question asked.Use mostly accurate and relevant knowledge of the period to support anisation is strong, and a sustained argument is becoming apparent. Use of own knowledge is precise and used with some care.Explanations about change and continuity include different lines of development.Analyse the pace, extent anddirection of change.The examples used show a good understanding of the whole period being studied.Good linking of examples.Good use of contextual knowledge. Explain why changes and developments are seen as historically significant and begin to describe how this has changed over time.Make judgements about the utility of sources by using mostly valid criteria.Make precise use of sourcecontent and use judgements about provenance (NOP) appropriately, depending on the source and nature of the enquiry.Good contextual knowledge is mostly used to validate the criteria and comments made, although this may not appear all of the time. Ask valid historical questions and begin to use the selected sources to pursue an enquiry.Analyse different interpretations to comment on the evidence and arguments used by their creators. Judgements on the validity of the interpretation use mostly clear and relevant criteria. Well-selected contextual knowledge used to support a judgement, although it may not be fully sustained.An appreciation of both the period when the interpretation was created as well as the period that it refers to.Starting to move beyond just explaining what happened in the past and gaining a sense of “period”.Make appropriate generalisations and discuss features of similarity and difference across periods appropriately. Relevant vocabulary is used accurately and consistently. Linking subject-specific language with conceptual terms to show deeper historical understanding.Writing is analytical and mostly coherent in structure. They have a good understanding of relevant concepts (e.g. focus on causation, consequence, change).Select accurate and relevant information that shows a good understanding of the question asked.Grade 7Construct a causal argument which shows analysis of a number of features. Argument is supported with accurate knowledge that is mostly relevant to the question asked.Argument is mostly organised, but possibly not fully sustained.Confident use knowledge to support the answer.Explain the consequences of an event by analysing period featuresAppreciate that some actions or causes may have unintended consequences in history.Describe how lines of development often interact with each other, pulling in different directions and affecting the pace, extent and direction of change.Arguments are supported and linked with well-chosen examples of causes. Construct an explanation of why changes and developments are significant within the period studied.Make judgements about the utility of sources for a specified enquiry. Select criteria for making a judgement on sources.Starting to use both the content and provenance (NOP) of sources and mostly use these successfully when making judgements. Good contextual knowledge is used to support some judgements. Ask valid historical questions of sources and explain why certain sources should be used to pursue an enquiry.Understand that interpretations are based on evidence and opinions.Use valid criteria to distinguish the relative validity of interpretations. Support judgements using mostly relevant contextual knowledge. Tends to talk about one of the features of an interpretation rather than a range.Attempts an overall judgement using relevant criteria when evaluating interpretations.Confident in assimilating new knowledge and beginning to question prior learning.Confident in talking about key features of a period. Demonstrate an understanding of why historians need to make generalisations.Usually uses accurate and relevant vocabulary, including subject-specific and period language.Writing shows analysis and some coherence within a mostly planned structure.Select relevant knowledge that is mostly accurate and shows a sound understanding of the question asked.Grade 6Use knowledge to construct a causal argument, although knowledge may not be fully relevant to the question asked.Some attempt to organise answers. Starting to form an argument in some sections of an answer.Starting to place understanding of causes in a wider knowledge of the period or country studied.Select some examples of change over a long period of time to support a simple argument about change and continuity or significance.Examples will tend to be separate and fixed (e.g. the beginning, middle and end of the period studied) and relatively simplistic.Starting to make judgements about sources and how they can be used for a specified enquiry. Support comments by using precise content from sources and backing it up with sound contextual knowledge.Starting to consider nature, origin and purpose (NOP) in judgements. Can confidently ask historical source questions and can describe the types of sources which would be useful.Explain the key features of an interpretation, including how and why it has been constructed. Make a case for or against an interpretation and use some relevant contextual knowledge to support an evaluation. Judgements tend to be assertive and lack clear justification.Beginning to research about the past independently. Starting to challenge generalisations about the past using knowledge of the period.Starting to appreciate that different people had different ideas at different times.Historical vocabulary, including new words, is used confidently. Vocabulary is often adapted depending on the period or country being studied.Writing often shows some sound analysis and an understanding of some relevant historical concepts. Writing may show some evidence of logical planning, but there is no overall coherence.Select relevant knowledge that has some links with the topic and the question.Grade 5Explain why an event happened using historical knowledge.Identify particular causes or groups of causes as being important.Starting to select knowledge to strengthen points.Explain why events had certain consequences and begin to recognise that one cause may have many consequences.Simple explanations of how causes and consequences connect.Using the language of change with confidence to begin to explain why some changes are seen as significant depending on perspective.Explain lines of development in which changes work in the same direction or pull in different directions.Limited linking of different lines of development (e.g. religious, political, economic) to each other.Distinguish between ideas of utility and reliability.Support comments on sources by using source content and sometimes by referencing the provenance of a source.Draw limited conclusions from ideas of nature, origin and purpose (NOP).Use generalised knowledge of the period studied to support comments.Formulate historical questions, but limited ability to follow them up.Explain how and why an interpretation may have been constructed using simple points relating to purpose, viewpoint, background, source availability and selection.Understand that interpretations can be tested for validity, but may not be sure how to do this.Building an overall chronological picture by beginning to use both ‘facts’ and historical ment on simple ideas of similarity and difference in the past in broad terms (e.g. rich and poor, male and female). Routinely use historical vocabulary and approach new vocabulary with confidence. Vocabulary is sometimes adapted depending on the period or country being studied.Writing often attempts to show analysis and some appreciation of the relevant historical concept (e.g. constructing a narrative of a cause), but can be unfocused and/ or lacking in logic.Select mostly relevant knowledge to add to the quality of the work.Grade 4Confidently link causes to construct a sound explanation of why something happened.Prioritise some causes as more important than others, with limited explanation.Beginning to be selective when deploying historical knowledge, although this may be patchy. There is little or no evidence of sustained argument.Explain about historical developments and how they are measured in different ways (e.g. political, economic, pace, extent).Understand that the historical significance of changes differs depending on the timescale used or the person looking at the change. Starting to link changes to show lines of development rather than just individual changes.Make supported inferences about the past by using a source and the detail contained within it. Learners can comment on the utility of a source as well as its reliability, but may muddle the two up.Support undeveloped comments on utility and reliability by using content from sources that they are given.Ask questions that are loosely based on a line of enquiry.Link the construction of different interpretations to the use of different sources.Understand that historians can explain the same event through different stories (e.g. the abolition of the slave trade as an economic argument, as the work of white abolitionists, or as a story of slave revolts and resistance).Learners may still see interpretations as being either “right” or “wrong”.Developing a simple overall chronological picture, and can place new periods or topics within this.Make simple inferences about a period based on prior knowledge.Historical vocabulary, including new vocabulary, is used appropriately and with increasing confidence.Writing is sometimes analytical, but may still be disorganised or not relevant.Grade 3Linking categories of causes to begin to explain why something happened in history.Describing, in simple terms, one or more of the consequences of an event or development in isolation from other consequences.Starting to use simple knowledge of the event or period to back up statements.Simple descriptions about the pace or extent of changes using the language of change.Understand that a change may be important to one society or group of people but is not important to others. Limited linking of changes together.Sources are used to make simple inferences about the past. Use a small group of sources together to make simple inferences and present this as evidence.Limited ability to ask historically valid questions about sources or identify appropriate sets of sources.Select and describe the key features of a variety of interpretations (e.g. visual, written, spoken etc.).Explain reasons for the construction of interpretations (e.g. to entertain, to inform, to persuade).Simple statements linked to who made the interpretations.Able to place a new period or topic within a timeline. Beginning to make links between different periods studied, and how they fit together in the “Big Picture”.Use historical vocabulary correctly and routinely.Can describe “what happened” with a small amount of organisation and/or analysis.Can use information that is sometimes accurate, but may lack relevance in places.Grade 2Categorise different causes with some confidence.Beginning to recognise that groups of causes are linked e.g. a poor harvest can have effects on both the economy and society.Links are not yet prioritised.Identify and describe some historical changes that took place in historical periods.Describe some broad historical developments and trends (e.g. technological progress).Limited accuracy or linking to chronology.Appreciate that historians need to interrogate sources to work out what happened in the past. Understand that historians use sources with the benefit of hindsight.Basic comments on the reliability of sources.Limited understanding of how historians link sources.Recognise that history is made up of different stories about the past. Recognise that the arguments that people have had about the past are important to the subject of History.Give simple descriptions of two opposing interpretations of an event or person.Use simple terms like “sixteenth century” or “Middle Ages”and apply them to historical situations.Construct a simple timeline of periods.Recall historical vocabulary for more than one historicalperiod.Can describe “what happened”, but with no development ororganisation.Use some information to support their work, but this may lackdetail and/or relevance.Grade 1Identify and categorise a number of types of causes, e.g. short-term and long-term or ‘things to do with money’. Limited linking of points.Limited understanding of how causes lead to consequences.Identify some historical changes that took place in historical periods. Identify some broad historical developments and trends (e.g. technological progress).Limited accuracy or linking to chronology.Appreciate that historians need to interrogate sources to work out what happened in the past. Understand that historians use sources with the benefit of hindsight.Basic comments on the reliability of sources (‘biased’ may be used as a catch-all term).Limited linking of sources.Recognise that history is made up of different stories about the past. Recognise that the arguments that people have had about the past are important to the subject of History.Give simple descriptions of two opposing interpretations of an event or person.Use simple terms like year, decade or century, and apply themto historical situations.Construct a simple timeline of periods.Recall historical vocabulary for more than one historicalperiod.Can describe “what happened”, but with no development ororganisation.Use some information to support their work, but this may lackdetail and/or relevance.MATHSOur programme of study in Years 7-9 is?based on a model of progression which is part of a wider picture. It is designed to be used according to the prior attainment of students at primary school and work covered aims to build on gaps in knowledge against key skills.We have decided to use the word 'stage' to organise these pathways as it is the language used in the National Curriculum extract:?"The expectation is that the majority of pupils will move through the programmes of study at broadly the same pace. However, decisions about when to progress should always be based on the security of pupils’ understanding and their readiness to progress to the next?stage.?Pupils who grasp concepts rapidly should be challenged through being offered rich and sophisticated problems before any acceleration through new content. Those who are not sufficiently fluent with earlier material should consolidate their understanding, including through additional practice, before moving on.".?Numbers and The Number SystemStage 4aStage 5aStage 6aStage 7aStage 8aStage 9Stage 10Work with numbers less than 10 000;Understand and use Roman numerals;Explore the history of our number system;Explore ways of representing numbers;Develop skills of estimation;identify multiples and factors, including finding all factor pairs of a number, and common factors of two numbersknow and use the vocabulary of prime numbers, prime factors and composite (non-prime) numbersestablish whether a number up to 100 is prime and recall prime numbers up to 19recognise and use square numbers and cube numbers, and the notation for squared (?) and cubed (?)identify the value of each digit in numbers given to three decimal places and multiply and divide numbers by 10, 100 and 1000 giving answers up to three decimal placesread, write, order and compare numbers up to 10 000 000 and determine the value of each digituse negative numbers in context, and calculate intervals across zeroidentify common factors, common multiples and prime numbersSolve problems involving prime numbersUse highest common factors to solve problemsUse lowest common multiples to solve problemsExplore powers and rootsInvestigate number patternsuse the concepts and vocabulary of prime numbers, highest common factor, lowest common multiple, prime factorisation, including using product notation and the unique factorisation theoremround numbers and measures to an appropriate degree of accuracy (e.g. to a specified number of decimal places or significant figures)interpret standard form A × 10n, where 1 ≤ A < 10 and n is an integer Counting and ComparingStage 4bStage 5bStage 6Stage 7bStage 8bStage 9Stage 10order and compare numbers beyond 1000;count in multiples of 6, 7, 9, 25 and 1000;count backwards through zero to include negative numbers;compare numbers with the same number of decimal places up to two decimal placesread, write, order and compare numbers to at least 1 000 000 and determine the value of each digit;read Roman numerals to 1000 (M) and recognise years written in Roman numerals;interpret negative numbers in context, count forwards and backwards with positive and negative whole numbers, including through zero;order positive and negative integers, decimals and fractions;use the symbols =, ≠, <, >, ≤, ≥apply the four operations, including formal written methods, to integers, decimals and simple fractions (proper and improper), and mixed numbers – all both positive and negative;use conventional notation for priority of operations, including brackets, powers, roots and reciprocals Investigating Properties of ShapesStage 4cStage 5eStage 6eStage 7eStage 8Stage 9Stage 10aidentify lines of symmetry in 2-D shapes presented in different orientationscomplete a simple symmetric figure with respect to a specific line of symmetrycompare and classify geometric shapes, including quadrilaterals and triangles, based on their properties and sizesuse the properties of rectangles to deduce related facts and find missing lengths and anglesdistinguish between regular and irregular polygons based on reasoning about equal sides and anglescompare and classify geometric shapes based on their properties and sizes and find unknown angles in any triangles, quadrilaterals, and regular polygonsillustrate and name parts of circles, including radius, diameter and circumference and know that the diameter is twice the radiusidentify properties of the faces, surfaces, edges and vertices of: cubes, cuboids, prisms, cylinders, pyramids, cones and spheresderive and apply the properties and definitions of: special types of quadrilaterals, including square, rectangle, parallelogram, trapezium, kite and rhombus; and triangles and other plane figures using appropriate languagemake links to similarity (including trigonometric ratios) and scale factorsknow the exact values of sinθ and cosθ for θ = 0°, 30°, 45°, 60° and 90°; know the exact value of tanθ for θ = 0°, 30°, 45° and 60°know the trigonometric ratios, sinθ = opposite/hypotenuse, cosθ = adjacent/hypotenuse, tanθ = opposite/adjacentapply it to find angles and lengths in right-angled triangles in two dimensional figuresCalculating: Addition and SubtractionStage 4dStage 5cStage 6Stage 7Stage 8Stage 9Stage 10find 1000 more or less than a given numberadd and subtract numbers with up to 4 digits using the formal written methods of columnar addition and subtraction where appropriatesolve addition and subtraction two-step problems in contexts, deciding which operations and methods to use and whyadd and subtract numbers mentally with increasingly large numbersadd and subtract whole numbers with more than 4 digits, including using formal written methods (columnar addition and subtraction)solve addition and subtraction multi-step problems in contexts, deciding which operations and methods to use and whyCalculating: Multiplying and DividingStage 4eStage 5dStage 6cStage 7Stage 8Stage 9Stage 10recall multiplication and division facts for multiplication tables up to 12 × 12recognise and use factor pairs and commutativity in mental calculationsfind the effect of dividing a one- or two-digit number by 10 and 100, identifying the value of the digits in the answer as ones, tenths and hundredthsuse place value, known and derived facts to multiply and divide mentally, including: multiplying by 0 and 1; dividing by 1; multiplying together three numbersmultiply two-digit and three-digit numbers by a one-digit number using formal written layoutsolve problems involving multiplying and adding, including using the distributive law to multiply two digit numbers by one digit, integer scaling problems and harder correspondence problems such as n objects are connected to m objectsmultiply and divide numbers mentally drawing upon known factsmultiply and divide whole numbers and those involving decimals by 10, 100 and 1000multiply numbers up to 4 digits by a one- or two-digit number using a formal written method, including long multiplication for two-digit numbersdivide numbers up to 4 digits by a one-digit number using the formal written method of short division and interpret remainders appropriately for the contextsolve problems involving multiplication and division including using their knowledge of factors and multiples, squares and cubessolve problems involving multiplication and division, including scaling by simple fractions and problems involving simple ratessolve problems involving addition, subtraction, multiplication and division and a combination of these, including understanding the meaning of the equals signdivide numbers up to 4 digits by a two-digit whole number using the formal written method of long division; interpret remainders as whole number remainders, fractions, or by rounding, as appropriate for the contextdivide numbers up to 4 digits by a two-digit number using the formal written method of short division where appropriate, interpreting remainders according to the contextuse written division methods in cases where the answer has up to two decimal placessolve problems involving divisionuse their knowledge of the order of operations to carry out calculations involving the four operationsExploring Time and MoneyStage 4fStage 5gStage 6Stage 7Stage 8Stage 9Stage 10read, write and convert time between analogue and digital 12- and 24-hour clockssolve problems involving converting from hours to minutes; minutes to seconds; years to months; weeks to daysestimate, compare and calculate different measures, including money in ? and pencesolve problems involving converting between units of timecomplete, read and interpret information in tables, including timetablesExploring FDPStage 4gStage 5hStage 6gStage 7gStage 8fStage 9Stage 10lrecognise and show, using diagrams, families of common equivalent fractionsrecognise and write decimal equivalents of any number of tenths or hundredthsrecognise and write decimal equivalents to 1/4, 1/2, 3/4compare and order fractions whose denominators are all multiples of the same numberidentify, name and write equivalent fractions of a given fraction, represented visually, including tenths and hundredthsrecognise and use thousandths and relate them to tenths, hundredths and decimal equivalentsread and write decimal numbers as fractions [for example, 0.71 = 71/100]read, write, order and compare numbers with up to three decimal placesrecognise the per cent symbol (%) and understand that per cent relates to ‘number of parts per hundred’, and write percentages as a fraction with denominator 100, and as a decimaluse common factors to simplify fractions; use common multiples to express fractions in the same denominationcompare and order fractions, including fractions > 1associate a fraction with division and calculate decimal fraction equivalents [for example, 0.375] for a simple fraction [for example, 3/8]recall and use equivalences between simple fractions, decimals and percentages, including in different contextsexpress one quantity as a fraction of another, where the fraction is less than 1 or greater than 1define percentage as ‘number of parts per hundred’express one quantity as a percentage of anotherwork interchangeably with terminating decimals and their corresponding fractions (such as 3.5 and 7/2 or 0.375 or 3/8)change recurring decimals into their corresponding fractions and vice versaset up, solve and interpret the answers in growth and decay problems, including compound interestMeasuring SpaceStage 4hStage 5jStage 6jStage 7jStage 8Stage 9Stage 10convert between different units of measure [for example, kilometre to metre; hour to minute]solve simple measure and money problems involving fractions and decimals to two decimal placesconvert between different units of metric measure (for example, kilometre and metre; centimetre and metre; centimetre and millimetre; gram and kilogram; litre and millilitre)understand and use approximate equivalences between metric units and common imperial units such as inches, pounds and pintsuse all four operations to solve problems involving measure [for example, length, mass, volume, money] using decimal notation, including scalinguse, read, write and convert between standard units, converting measurements of length, mass, volume and time from a smaller unit of measure to a larger unit, and vice versa, using decimal notation to up to three decimal placesuse standard units of measure and related concepts (length, area, volume/capacity, mass, time, money, etc.)use standard units of mass, length, time, money and other measures (including standard compound measures) using decimal quantities where appropriatechange freely between related standard units (e.g. time, length, area, volume/capacity, mass) in numerical contextsmeasure line segments and angles in geometric figuresInvestigating AnglesStage 4iStage 5kStage 6kStage 7kStage 8iStage 9Stage 10identify acute and obtuse angles and compare and order angles up to two right angles by sizeknow angles are measured in degrees: estimate and compare acute, obtuse and reflex anglesdraw given angles, and measure them in degrees (°)identify: angles at a point and one whole turn (total 360°); angles at a point on a straight line and 1/2 a turn (total 180°); other multiples of 90°recognise angles where they meet at a point, are on a straight line, or are vertically opposite, and find missing anglesapply the properties of angles at a point, angles at a point on a straight line, vertically opposite anglesunderstand and use alternate and corresponding angles on parallel linesderive and use the sum of angles in a triangle (e.g. to deduce and use the angle sum in any polygon, and to derive properties of regular polygons)Calculating FDPStage 4jStage 5lStage 6lStage 7lStage 8jStage 9Stage 10count up and down in hundredths; recognise that hundredths arise when dividing an object by one hundred and dividing tenths by tenadd and subtract fractions with the same denominatorsolve problems involving increasingly harder fractions to calculate quantities, and fractions to divide quantities, including non-unit fractions where the answer is a whole numberrecognise mixed numbers and improper fractions and convert from one form to the other and write mathematical statements > 1 as a mixed number [for example, 2/5 + 4/5 = 6/5 = 1 1/5]add and subtract fractions with the same denominator and denominators that are multiples of the same numbermultiply proper fractions and mixed numbers by whole numbers, supported by materials and diagramssolve problems which require knowing percentage and decimal equivalents of 1/2, 1/4, 1/5, 2/5, 4/5 and those fractions with a denominator of a multiple of 10 or 25solve problems involving number up to three decimal placesadd and subtract fractions with different denominators and mixed numbers, using the concept of equivalent fractionsmultiply simple pairs of proper fractions, writing the answer in its simplest form [for example, 1/4 × 1/2 = 1/8]divide proper fractions by whole numbers [for example, 1/3 ÷ 2 = 1/6]multiply one-digit numbers with up to two decimal places by whole numberssolve problems involving the calculation of percentages [for example, of measures, and such as 15% of 360] and the use of percentages for comparisonapply the four operations, including formal written methods, to simple fractions (proper and improper), and mixed numbersinterpret percentages and percentage changes as a fraction or a decimal, and interpret these multiplicativelycompare two quantities using percentagessolve problems involving percentage change, including percentage increase/decreaseinterpret fractions and percentages as operatorswork with percentages greater than 100%solve problems involving percentage change, including original value problems, and simple interest including in financial mathematicscalculate exactly with fractionsCalculating SpaceStage 4kStage 5mStage 6nStage 7nStage 8lStage 9gStage 10imeasure and calculate the perimeter of a rectilinear figure (including squares) in centimetres and metresfind the area of rectilinear shapes by counting squaresmeasure and calculate the perimeter of composite rectilinear shapes in centimetres and metrescalculate and compare the area of rectangles (including squares), and including using standard units, square centimetres (cm?) and square metres (m?) ?and estimate the area of irregular shapesestimate volume [for example, using 1 cm? blocks to build cuboids (including cubes)] and capacity [for example, using water]recognise that shapes with the same areas can have different perimeters and vice versacalculate the area of parallelograms and trianglescalculate, estimate and compare volume of cubes and cuboids using standard units, including cubic centimetres (cm?) and cubic metres (m?), and extending to other units [for example, mm? and km?]recognise when it is possible to use formulae for area and volume of shapesolve problems involving the calculation and conversion of units of measure, using decimal notation up to three decimal places where appropriateuse standard units of measure and related concepts (length, area, volume/capacity)calculate perimeters of 2D shapesknow and apply formulae to calculate area of triangles, parallelograms, trapeziacalculate surface area of cuboidsknow and apply formulae to calculate volume of cuboidsunderstand and use standard mathematical formulaecompare lengths, areas and volumes using ratio notationcalculate perimeters of 2D shapes, including circlesidentify and apply circle definitions and properties, including: centre, radius, chord, diameter, circumferenceknow the formulae: circumference of a circle = 2πr = πd, area of a circle = πr?calculate areas of circles and composite shapesknow and apply formulae to calculate volume of right prisms (including cylinders)identify and apply circle definitions and properties, including: tangent, arc, sector and segmentcalculate arc lengths, angles and areas of sectors of circlescalculate surface area of right prisms (including cylinders)calculate exactly with multiples of πknow the formulae for: Pythagoras’ theorem, a? + b? = c?, and apply it to find lengths in right-angled triangles in two dimensional figurescalculate surface area and volume of spheres, pyramids, cones and composite solidsapply the concepts of congruence and similarity, including the relationships between length, areas and volumes in similar figuresChecking, Approximating and EstimatingStage 4lStage 5nStage 6oStage 7oStage 8Stage 9Stage 10round any number to the nearest 10, 100 or 1000round decimals with one decimal place to the nearest whole numberestimate and use inverse operations to check answers to a calculationsolve number and practical problems that involve all of the above and with increasingly large positive numbersround any number up to 1 000 000 to the nearest 10, 100, 1000, 10 000 and 100 000round decimals with two decimal places to the nearest whole number and to one decimal placeuse rounding to check answers to calculations and determine, in the context of a problem, levels of accuracysolve problems which require answers to be rounded to specified degrees of accuracyuse estimation to check answers to calculations and determine, in the context of a problem, an appropriate degree of accuracyround any whole number to a required degree of accuracyround numbers and measures to an appropriate degree of accuracy (e.g. to a specified number of decimal places or significant figures)estimate answers; check calculations using approximation and estimation, including answers obtained using technologyrecognise and use relationships between operations, including inverse operations (e.g. cancellation to simplify calculations and expressions)Mathematical MovementStage 4mStage 5oStage 6pStage 7pStage 8Stage 9Stage 10dStage 10qdescribe positions on a 2-D grid as coordinates in the first quadrantplot specified points and draw sides to complete a given polygondescribe movements between positions as translations of a given unit to the left/right and up/downidentify, describe and represent the position of a shape following a reflection or translation, using the appropriate language, and know that the shape has not changeddescribe positions on the full coordinate grid (all four quadrants)draw and translate simple shapes on the coordinate plane, and reflect them in the axeswork with coordinates in all four quadrantsunderstand and use lines parallel to the axes, y = x and y = -xsolve geometrical problems on coordinate axesidentify, describe and construct congruent shapes including on coordinate axes, by considering rotation, reflection and translationdescribe translations as 2D vectorsidentify, describe and construct similar shapes, including on coordinate axes, by considering enlargement (including fractional scale factors)make links between similarity and scale factorsdescribe the changes and invariance achieved by combinations of rotations, reflections and translationsapply addition and subtraction of vectors, multiplication of vectors by a scalar, and diagrammatic and column representations of vectorsPresentation of DataStage 4nStage 5pStage 6qStage 7qStage 8oStage 9lStage 10interpret and present discrete and continuous data using appropriate graphical methods, including bar charts and time graphs solve comparison, sum and difference problems using information presented in bar charts, pictograms, tables and other graphssolve comparison, sum and difference problems using information presented in a line graphinterpret and construct pie charts and line graphs and use these to solve problemsinterpret and construct tables, charts and diagrams, including frequency tables, bar charts, pie charts and pictograms for categorical data, vertical line charts for ungrouped discrete numerical data and know their appropriate useinterpret, analyse and compare the distributions of data sets from univariate empirical distributions through appropriate graphical representation involving discrete, continuous and grouped datause and interpret scatter graphs of bivariate datarecognise correlationinterpret and construct tables, charts and diagrams, including tables and line graphs for time series data and know their appropriate usedraw estimated lines of best fit; make predictionsknow correlation does not indicate causation; interpolate and extrapolate apparent trends whilst knowing the dangers of so doingVisualising and ConstructingStage 4Stage 5fStage 6dStage 7dStage 8cStage 9bStage 10identify 3-D shapes, including cubes and other cuboids, from 2-D representationsdraw 2-D shapes using given dimensions and anglesrecognise, describe and build simple 3-D shapes, including making netsuse conventional terms and notations: points, lines, vertices, edges, planes, parallel lines, perpendicular lines, right angles, polygons, regular polygons and polygons with reflection and/or rotation symmetriesuse the standard conventions for labelling and referring to the sides and angles of trianglesdraw diagrams from written descriptionmeasure line segments and angles in geometric figures, including interpreting maps and scale drawings and use of bearingsidentify, describe and construct similar shapes, including on coordinate axes, by considering enlargementinterpret plans and elevations of 3D shapesuse scale factors, scale diagrams and mapsuse the standard ruler and compass constructions (perpendicular bisector of a line segment, constructing a perpendicular to a given line from/at a given point, bisecting a given angle)use these to construct given figures and solve loci problems; know that the perpendicular distance from a point to a line is the shortest distance to the lineconstruct plans and elevations of 3D shapesPattern SniffingStage 4Stage 5iStage 6iStage 7iStage 8hStage 9eStage 10gcount forwards or backwards in steps of powers of 10 for any given number up to 1 000 000generate and describe linear number sequencesgenerate terms of a sequence from a term-to-term rulegenerate terms of a sequence from either a term-to-term or a position-to-term rulededuce expressions to calculate the nth term of linear sequencesrecognise and use Fibonacci type sequences, quadratic sequencesdeduce expressions to calculate the nth term of quadratic sequencesrecognise and use simple geometric progressions (r^n where n is an integer, and r is a rational number > 0 )CalculatingStage 4Stage 5Stage 6bStage 7cStage 8Stage 9aStage 10bperform mental calculations, including with mixed operations and large numberssolve addition and subtraction multi-step problems in contexts, deciding which operations and methods to use and whymultiply multi-digit numbers up to 4 digits by a two-digit whole number using the formal written method of long multiplicationsolve problems involving addition, subtraction and multiplicationuse their knowledge of the order of operations to carry out calculationsunderstand and use place value (e.g. when working with very large or very small numbers, and when calculating with decimals)apply the four operations, including formal written methods, to integers and decimalsuse conventional notation for priority of operations, including bracketsrecognise and use relationships between operations, including inverse operations (e.g. cancellation to simplify calculations and expressions)calculate with roots, and with integer indicescalculate with standard form A × 10n, where 1 ≤ A < 10 and n is an integeruse inequality notation to specify simple error intervals due to truncation or roundingapply and interpret limits of accuracyestimate powers and roots of any given positive numbercalculate with roots, and with integer and fractional indicescalculate exactly with surdsapply and interpret limits of accuracy, including upper and lower boundsAlgebraic Proficiency: Using FormulaeStage 4Stage 5Stage 6fStage 7Stage 8Stage 9Stage 10use simple formulaeconvert between miles and kilometresProportional ReasoningStage 4Stage 5Stage 6hStage 7hStage 8gStage 9dStage 10fsolve problems involving the relative sizes of two quantities where missing values can be found by using integer multiplication and division factssolve problems involving similar shapes where the scale factor is known or can be foundsolve problems involving unequal sharing and grouping using knowledge of fractions and multiplesuse ratio notation, including reduction to simplest formdivide a given quantity into two parts in a given part:part or part:whole ratioexpress the division of a quantity into two parts as a ratio; apply ratio to real contexts and problems (such as those involving conversion, comparison, scaling, mixing, concentrations)identify and work with fractions in ratio problemsunderstand and use proportion as equality of ratiosexpress a multiplicative relationship between two quantities as a ratio or a fractionuse compound units (such as speed, rates of pay, unit pricing)change freely between compound units (e.g. speed, rates of pay, prices) in numerical contextsrelate ratios to fractions and to linear functionssolve problems involving direct and inverse proportion including graphical and algebraic representationsapply the concepts of congruence and similarity, including the relationships between lengths in similar figureschange freely between compound units (e.g. density, pressure) in numerical and algebraic contextsuse compound units such as density and pressureinterpret equations that describe direct and inverse proportionrecognise and interpret graphs that illustrate direct and inverse proportionunderstand that X is inversely proportional to Y is equivalent to X is proportional to 1/YSolving Equations and InequalitiesStage 4Stage 5Stage 6mStage 7mStage 8kStage 9fStage 9jStage 10cStage 10hStage 10menumerate possibilities of combinations of two variablesexpress missing number problems algebraicallyfind pairs of numbers that satisfy an equation with two unknownsrecognise and use relationships between operations, including inverse operations (e.g. cancellation to simplify calculations and expressions)solve linear equations in one unknown algebraicallysolve linear equations with the unknown on both sides of the equationfind approximate solutions to linear equations using a graphunderstand and use the concepts and vocabulary of inequalitiessolve linear inequalities in one variablerepresent the solution set to an inequality on a number linesolve, in simple cases, two linear simultaneous equations in two variables algebraicallyderive an equation (or two simultaneous equations), solve the equation(s) and interpret the solutionfind approximate solutions to simultaneous equations using a graphfind approximate solutions to equations numerically using iterationsolve two linear simultaneous equations in two variables algebraicallysolve linear inequalities in two variablesrepresent the solution set to an inequality using set notation and on a graphsolve quadratic equations algebraically by factorisingsolve quadratic equations (including those that require rearrangement) algebraically by factorisingfind approximate solutions to quadratic equations using a graphdeduce roots of quadratic functions algebraicallyMeasuring DataStage 4Stage 5Stage 6rStage 7rStage 8pStage 9Stage 10calculate and interpret the mean as an averageinterpret, analyse and compare the distributions of data sets from univariate empirical distributions through appropriate measures of central tendency (median, mean and mode) and spread (range)interpret, analyse and compare the distributions of data sets from univariate empirical distributions through appropriate measures of central tendency (median, mean, mode and modal class) and spread (range, including consideration of outliers)apply statistics to describe a populationAlgebraic Proficiency: tinkeringStage 4Stage 5Stage 6Stage 7fStage 8eStage 9cStage 10eunderstand and use the concepts and vocabulary of expressions, equations, formulae and termsuse and interpret algebraic notation, including: ab in place of a × b, 3y in place of y + y + y and 3 × y, a? in place of a × a, a? in place of a × a × a, a/b in place of a ÷ b, bracketssimplify and manipulate algebraic expressions by collecting like terms and multiplying a single term over a bracketwhere appropriate, interpret simple expressions as functions with inputs and outputssubstitute numerical values into formulae and expressionsuse conventional notation for priority of operations, including bracketsuse and interpret algebraic notation, including: a?b in place of a × a × b, coefficients written as fractions rather than as decimalsunderstand and use the concepts and vocabulary of factorssimplify and manipulate algebraic expressions by taking out common factors and simplifying expressions involving sums, products and powers, including the laws of indicessubstitute numerical values into scientific formulaerearrange formulae to change the subjectunderstand and use the concepts and vocabulary of identitiesknow the difference between an equation and an identitysimplify and manipulate algebraic expressions by expanding products of two binomials and factorising quadratic expressions of the form x? + bx + cargue mathematically to show algebraic expressions are equivalent, and use algebra to support and construct argumentstranslate simple situations or procedures into algebraic expressions or formulaesimplify and manipulate algebraic expressions involving algebraic fractionsmanipulate algebraic expressions by expanding products of more than two binomialssimplify and manipulate algebraic expressions (including those involving surds) by expanding products of two binomials and factorising quadratic expressions of the form x? + bx + c, including the difference of two squaresmanipulate algebraic expressions by factorising quadratic expressions of the form ax? + bx + cUnderstanding RiskStage 4Stage 5Stage 6Stage 7Stage 8dStage 8nStage 9kStage 10nrelate relative expected frequencies to theoretical probability, using appropriate language and the 0 - 1 probability scalerecord describe and analyse the frequency of outcomes of probability experiments using tablesconstruct theoretical possibility spaces for single experiments with equally likely outcomes and use these to calculate theoretical probabilitiesapply the property that the probabilities of an exhaustive set of outcomes sum to oneapply systematic listing strategiesrecord describe and analyse the frequency of outcomes of probability experiments using frequency treesenumerate sets and combinations of sets systematically, using tables, grids and Venn diagramsconstruct theoretical possibility spaces for combined experiments with equally likely outcomes and use these to calculate theoretical probabilitiesapply ideas of randomness, fairness and equally likely events to calculate expected outcomes of multiple future experimentscalculate the probability of independent and dependent combined events, including using tree diagrams and other representations, and know the underlying assumptionsenumerate sets and combinations of sets systematically, using tree diagramsunderstand that empirical unbiased samples tend towards theoretical probability distributions, with increasing sample sizeapply systematic listing strategies including use of the product rule for countingcalculate and interpret conditional probabilities through representation using expected frequencies with two-way tables, tree diagrams and Venn diagrams.Algebraic Proficiency: visualisingStage 4Stage 5Stage 6Stage 7Stage 8mStage 9iStage 10kStage 10pplot graphs of equations that correspond to straight-line graphs in the coordinate planeidentify and interpret gradients and intercepts of linear functions graphicallyrecognise, sketch and interpret graphs of linear functions and simple quadratic functionsplot and interpret graphs and graphs of non-standard (piece-wise linear) functions in real contexts, to find approximate solutions to problems such as simple kinematic problems involving distance and speedidentify and interpret gradients and intercepts of linear functions algebraicallyuse the form y = mx + c to identify parallel linesfind the equation of the line through two given points, or through one point with a given gradientinterpret the gradient of a straight line graph as a rate of changerecognise, sketch and interpret graphs of quadratic functionsrecognise, sketch and interpret graphs of simple cubic functions and the reciprocal function y = 1/x with x ≠ 0plot and interpret graphs (including reciprocal graphs) and graphs of non-standard functions in real contexts, to find approximate solutions to problems such as simple kinematic problems involving distance, speed and accelerationplot and interpret graphs (including exponential graphs) and graphs of non-standard functions in real contexts, to find approximate solutions to problems such as simple kinematic problems involving distance, speed and accelerationcalculate or estimate gradients of graphs and areas under graphs (including quadratic and other non-linear graphs), and interpret results in cases such as distance-time graphs, velocity-time graphs and graphs in financial contextsinterpret the gradient at a point on a curve as the instantaneous rate of changeidentify and interpret roots, intercepts, turning points of quadratic functions graphicallyuse the form y = mx + c to identify perpendicular linesrecognise and use the equation of a circle with centre at the originfind the equation of a tangent to a circle at a given pointConjecturingStage 4Stage 5Stage 6Stage 7Stage 8Stage 9hStage 10juse the basic congruence criteria for triangles (SSS, SAS, ASA, RHS)apply angle facts, triangle congruence, similarity and properties of quadrilaterals to conjecture and derive results about angles and sides, including Pythagoras’ Theorem and the fact that the base angles of an isosceles triangle are equal, and use known results to obtain simple proofsapply and prove the standard circle theorems concerning angles, radii, tangents and chords, and use them to prove related resultsAnalysing StatisticsStage 4Stage 5Stage 6Stage 7Stage 8Stage 9Stage 10oinfer properties of populations or distributions from a sample, whilst knowing the limitations of samplingconstruct and interpret diagrams for grouped discrete data and continuous data, i.e. cumulative frequency graphs, and know their appropriate useinterpret, analyse and compare the distributions of data sets from univariate empirical distributions through appropriate graphical representation involving discrete, continuous and grouped data, including box plotsinterpret, analyse and compare the distributions of data sets from univariate empirical distributions through appropriate measures of central tendency including quartiles and inter-quartile rangeMUSICAO1 30%Perform with technical control, expression and interpretationAO2 30%Compose and develop musical ideas with technical control and coherenceAO3 20%Demonstrate and apply musical knowledgeAO4 20%Use appraising skills to make evaluative and critical judgements about musicGrade 1I can perform but I make mistakes and play with hesitation.I can demonstrate some use of techniques and devices. My piece sounds unfinished.I can identify the use the elements of music.I can describe music in basic terms. I can WWW and EBI.Grade 2I can perform with hesitation and limited accuracy in pitch, rhythm, intonation and/or fluency.I can demonstrate simple use of techniques and devices. My work will have a simple structure.I can confidently identify the use the elements of music.I can describe music using some key words. I can WWW and EBI.Grade 3I can perform but with some accuracy with occasional slips in pitch, rhythm, intonation and/or fluency.I can more-or-less demonstrate the ability to use techniques and devices effectively so they are used composition, though not necessarily consistently.I can identify the use of chords, drone, ostinato, syncopation, tonality and other techniques within a piece of music.I can demonstrate limited use of music vocabulary. I can make some judgements on my own work and other people’s work.Grade 4I can perform with confidence but with occasional slips in pitch, rhythm, intonation and/or fluency.I can demonstrate the ability to use techniques and devices effectively so they are used consistently in the composition.I can identify the use of chords, drone, ostinato, cadences, tonality, syncopation and other techniques within a piece of music.I can demonstrate some use of music vocabulary. I can make some judgements on my own work and other people’s work.Grade 5I can perform mostly accurately with occasional slips in pitch, rhythm, intonation and/or fluency.I can competently demonstrate the ability to use techniques and devices effectively so they are used throughout my composition.I can listen to a piece of music with increasing discrimination regarding devices and techniques within a piece of music.I can demonstrate appropriate use of music vocabulary. I can express and justify my opinion using music vocabulary.Grade 6I can perform generally accurately with regards to pitch, rhythm, intonation and fluency.I can competently demonstrate the ability to use techniques and devices effectively so they are used consistently in my composition.I can discriminate between the use of musical devices and techniques within a piece of music.I can demonstrate good use of music vocabulary with confidence. I can make informed judgements on my own work and other people’s work.Grade 7I can perform with high levels accuracy, pitch, rhythm, intonation and fluency.I can competently demonstrate the ability to use techniques and devices effectively so they are used to develop my piece.I can confidently analyse and the use of musical devices and techniques within a piece of music.I can demonstrate good use of music vocabulary. And make informed judgements on my own work and other people’s work.Grade 8I can perform with high levels accuracy, pitch, rhythm, intonation and fluency.I can demonstrate the ability to use and develop a range of techniques and devices successfully.I can accurately analyse and discriminate between the use of musical devices and techniques and their intended purpose.I can demonstrate very good use of music vocabulary. And make critical judgements on my own work and other people’s work.Grade 9I can perform with total accuracy, pitch, rhythm, intonation and fluency.I can demonstrate the ability to use a wide range of techniques and devices idiomatically.I can accurately analyse and discriminate between the use of musical devices and techniques and their intended purpose.I can demonstrate excellent use of music vocabulary. And make critical judgements on my own work and other people’s work.PE & DANCEA01 - Demonstrates a range of skills A02 - Quality of skills performedAO3 - Physical Attributes A04 - Decision making Grade 9Demonstrates all core skills and all advanced skills for the activity in isolation and under competitive pressure in authentic performance situationsCore skills are performed consistently with an outstanding standard of accuracy, control and fluencyThe advanced skills demonstrated are performed consistently with an outstanding standard of accuracy, control and fluencyDemonstrates outstanding levels of physical fitness and psychological control to perform very effectively Successfully selects and uses advanced skills on nearly all occasions.Applies appropriate team strategies/tactics/compositional ideas demonstrating an outstanding understanding of the activity.Demonstrates outstanding awareness of the rules/regulations of the activity during performance.Demonstrates outstanding awareness of and response to the strengths , weaknesses and actions of other player (s)/ performer (team activities only).Communication with other player(s)/performer(s) is outstanding (team activities only).Grade 8Demonstrates all core skills and nearly all advanced skills for the activity in isolation and under competitive pressure in authentic performance situationsCore skills are performed consistently with an excellent standard of accuracy, control and fluencyThe advanced skills demonstrated are performed consistently with an excellent standard of accuracy, control and fluencyDemonstrates excellent levels of physical fitness and psychological control to perform very effectively Successfully selects and uses advanced skills on most occasions.Applies appropriate team strategies/tactics/compositional ideas demonstrating an excellent understanding of the activity on most occasions.Demonstrates excellent awareness of the rules/regulations of the activity during performance.Demonstrates excellent awareness of and response to the strengths , weaknesses and actions of other player (s)/ performer (team activities only).Communication with other player(s)/performer(s) was excellent (team activities only).Grade 7Demonstrates all core skills and most of the advanced skills for the activity in isolation and under competitive pressure in authentic performance situationsCore skills are performed consistently with a very good standard of accuracy, control and fluency,The advanced skills demonstrated are performed consistently with a very good standard of accuracy, control and fluencyDemonstrates very good levels of physical fitness and psychological control to perform very effectivelySuccessfully selects and uses advanced skills on many occasions.Applies appropriate team strategies/tactics/compositional ideas demonstrating a very good understanding of the activityDemonstrates very good awareness of the rules/regulations/of the activity during performance. Demonstrates a very good awareness of and response to the strengths, weaknesses and actions of other player(s)/performer(s)/(team activities only)Grade 6Demonstrates all core skills and some advanced skills for the activity in isolation and under competitive pressure in authentic performance situationsCore skills are performed consistently with a good standard of accuracy, control and fluency,The advanced skills demonstrated are performed consistently with a good standard of accuracy, control and fluencyDemonstrates good levels of physical fitness and psychological control to perform very effectivelySuccessfully selects and uses advanced skills on some occasions.Applies appropriate team strategies/tactics/compositional ideas demonstrating a good understanding of the activityDemonstrates good awareness of the rules/regulations/of the activity during performance. Demonstrates a very good awareness of and response to the strengths, weaknesses and actions of other player(s)/performer(s)/(team activities only)Grade 5Demonstrates most core skills and some advanced skills for the activity in isolation and under competitive pressure in authentic performance situations Core skills are performed with more consistency and with a good standard of accuracy, control and fluencyThe advanced skills demonstrated are performed with more consistency and a good standard of accuracy, control and fluency Demonstrates appropriate levels of physical fitness and psychological control to perform effectivelySuccessfully select and uses appropriate skills on most occasions.Applies appropriate team strategies/tactics/compositional ideas demonstrating a reasonable understanding of the activity.Demonstrates a reasonable awareness of the rules/regulations of the activity during performance.Demonstrates reasonable awareness of and response to the strengths, weakness and actions of other player(s)/performer(s) (Team activities only)Communication with other players)/Performers is reasonable (Team activities only)Grade 4Demonstrates a reasonable range of core skills and few advanced skills for the activity in isolation and under competitive pressure in authentic performance situations Core skills are performed with a degree of consistency and some standard of accuracy, control and fluencyThe advanced skills demonstrated are performed with a degree of consistency and can sometimes lack accuracy, control and fluencyDemonstrates reasonable physical fitness and psychological control to perform with some effectivenessSelects and uses appropriate skills on many occasions.Sometimes applies appropriate team strategies/tactics/compositional ideas demonstrating some understanding of the activityDemonstrates some awareness of the rules/regulations of the activity during performanceDemonstrates some awareness of and response to the strengths, weakness and actions of other player(s)/performer(s) (Team activities only)Communication with other players)/Performers is variable (Team activities only))Grade 3Demonstrates some core skills and few advanced skills for the activity in isolation and under competitive pressure in authentic performance situations Core skills are performed with some consistency and some accuracy, control and fluencyAny advanced skills demonstrated are performed with some consistency and often lack accuracy, control and fluencyDemonstrates some physical fitness and psychological control to perform with some effectivenessSelects and uses appropriate skills on limited occasions.Sometimes applies appropriate team strategies/tactics/compositional ideas demonstrating limited understanding of the activity.Demonstrates limited awareness of the rules/regulations of the activity during performance.Demonstrates limited awareness of and response to the strengths, weakness and actions of other player(s)/performer(s) (Team activities only)Communication with other players)/Performers is limited (Team activities only))Grade 2Demonstrates a limited number of core skills and few if any advanced skills for the activity in isolation and under competitive pressure in authentic performance situations Core skills are performed with limited consistency and limited accuracy, control and fluencyFew if any advanced skills are demonstrated or are performed with limited consistency and often lack accuracy, control and fluencyDemonstrates limited physical fitness and psychological control to perform with some effectivenessSelects and uses appropriate skills on few occasions.Sometimes applies appropriate team strategies/tactics/compositional PEideas demonstrating a basic understanding of the activityDemonstrates a basic awareness of the rules/regulations of the activity during performanceDemonstrates a basic awareness of and response to the strengths, weakness and actions of other players/performers) (Team activities only)Communication with other players/Performers is limited (Team activities only))Grade 1Demonstrates some core skills for the activity in isolation and under limited pressure in authentic performance situationFew, if any of the advanced skills for the activity are attemptedCore skills are performed inconsistently and with limited accuracy, control and fluencyNo advanced skills attempted or are performed with little successDemonstrates limited physical fitness and psychological control during performance Selects and uses basic skills on few occasions Rarely applies team strategies/tactics/compositional ideas demonstrating little understanding of the activityDemonstrates little awareness of the rules /regulations of the activity during performanceDemonstrates little awareness of and response to the strengths, weaknesses and actions of other player(s)/performer(s) (team activities only)Rarely communicates with other players/performers (team activities only)RSAO1: Demonstrate knowledge and understanding of religion and belief including: (50%)AO2: Analyse and evaluate aspects of religion and belief, including their significance and influence. (50%)Beliefs, practices and sources of authority.Influence on individuals, communities and societies.Similarities and differences within and/ or between religions and beliefs. Grade 9Analyse and evaluate beliefs, practices and sources of authority from a range of religions. Analyse and evaluate the influence religions and beliefs have on individuals, communities and societies.Analyse and evaluate similarities and differences within and/ or between religions and beliefs.Analyse and evaluate aspects of religion and belief, including their significance and influence. Show awareness of numerous religions/beliefs. Grade 8Use knowledge and understanding of different religions to analyse beliefs, practices and sources of authority.Use knowledge and understanding of different religions to analyse the influence they have on individuals, communities and societies.Use knowledge and understanding of different religions to analyse similarities and differences within and/ or between religions and beliefs.Analyse and evaluate aspects of religion and belief, including their significance and influence.Grade 7Analyse beliefs, practices and sources of authority.Analyse the influence religion and beliefs have on individuals, communities and societies.Analyse the reasons for similarities and differences within and/ or between religions and beliefs.Analyse aspects of religion and belief, including their significance and influence.Grade 6Explain in detail the reasons for beliefs and practices.Begin to analyse sources of authority.Explain in detail why religion and beliefs have an influence on individuals, communities and societies. Refer to different religious beliefs. Explain in detail the reasons for similarities and differences within and/ or between religions and beliefs.Explain reasons for a personal view on different aspects of religion and belief. Begin to justify the personal view.Grade 5Explain reasons for beliefs and practices with an understanding of how sources of authority impact upon them.Explain reasons why religion and beliefs have an influence on individuals, communities and societies.Explain reasons for comparisons within and/ or between religions and beliefs.Explain reasons for a personal view on aspects of religion and belief.Grade 4Describe links between what people believe and how they live their lives. Suggest reasons for these links.Describe the influence religion and beliefs have on individuals, communities and societies.Describe comparisons within and/ or between religions and beliefs.Describe a personal view on aspects of religion and belief.Grade 3Some ability to describe links between what people believe and how they live their lives.Some ability to describe the influence religion and beliefs have on individuals, communities and societies.Some ability to describe comparisons between religions and beliefs.Some ability to describe a personal view on aspects of religion and belief.Grade2Recognise the link between what people believe and how they live their lives. Recognise the impact religion has on individuals, communities and societies.Recognise what is the same and what is different between religions and their beliefs. Recognise and identify a personal view on aspects of religion and belief.Grade 1Recognise key words associated with beliefs, practices and sources of authority within religion.Recognise key words associated with how individuals and societies can be influenced by religion.Recognise key words associated with similarities and differences between religions.Recognise key words associated with a personal view on aspects of religion and belief.SCIENCEAO1 Knowledge and understandingAO2 Apply knowledge and understandingAO3 Analyse information and ideasGrade 9Appreciate and be able to use different approaches to answer different kinds of scientific questions.Make balanced judgements about scientific/technological developments by evaluating their economic, ethical & cultural implications. Communicate findings and arguments showing their awareness of uncertainty and alternative views.Create a hypothesis, deciding on the level on precision.Adjust practice as required by information collated. Suggest & justify improvements to procedures, suggesting coherent strategies to take investigations further.Grade 8Create abstract models in order to explain processes.Critically evaluate the unintended consequences that may arise from scientific and technological developments.Present robust and well-structured explanations or arguments in a variety of formats.Create plans for investigating a question given a variety of informationAnalyse data critically.Explain anomalies.Justify choices of strategy, using scientific knowledge.Propose scientific explanations for unexpected observations, making allowances for anomalies.Grade7Analyse processes making explicit connections between abstract ideas and/or models.Analyse systematically the relative importance of various factors when explaining processes.Analyse how creative thinking in science and technology generates ideas for future research and development.Explain how scientific discoveries can change world views.Explain how information or evidence may be manipulated in order to influence interpretation.Effectively represent abstract ideas using appropriate symbols, flow diagrams and graphs.Explain why some key variables cannot be readily controlled and plan an appropriate approach to take account of this.Explain how to take account of sources of error.Analyse ways of modifying working methods to improve reliability.Grade6Explain some scientific evidence that supports or refutes particular ideas or arguments.Begin to explain processes using abstract ideas or models or multiple factors. Explain how particular scientific or technological developments have provided evidence.Begin to explain how societies are affected by particular scientific applications.Describe how aspects of science are applied in particular jobs or roles.Identify lack of balance in information or evidence. Choose forms to communicate qualitative or quantitative data.Explain choices of data collection method.Collect data choosing appropriate ranges/numbers/values for measurements and observations.Explain a range of familiar risks and take action to control them.Explain conclusions using scientific knowledge.Select and manipulate data.Make valid comments on the quality of data.Grade5Describe processes using abstract models/ideas or more than one step.Recognise the use of evidence by scientists.Suggest reasons how scientific developments may affect different groups of people in different ways.Distinguish between opinion and scientific evidence, and use evidence rather than opinion.Suggest how collaborative approaches may improve the evidence collected.Decide on the most appropriate formats to present sets of scientific data.Suggest reasons why particular pieces of equipment are appropriate.Recognise significant variables in investigations.Repeat sets of observations where appropriate.Recognise a range of familiar risks and take action to control them.Draw valid conclusions that utilise more than one piece of supporting data.Suggest reasons for the effectiveness of working methods, making practical suggestions for improving them.Grade4Recognise scientific evidence.Begin to describe scientific ideas using simple models. Recognise applications of specific scientific developments.State aspects of science used within particular jobs or roles.Recognise appropriate ways of presenting scientific data and use them.Recognise appropriate equipment for an investigation.Make sets of accurate observations/measurements.Recognise obvious risks.Recognise patterns in data presented in various formats.Suggest improvements to working methods, giving reasons.Grade3State similarities and differences or changes related to simple scientific ideas.State aspects of our work, or lives, which are based on scientific ideas.State simple advantages of working together on experiments.Use scientific forms of language.Select equipment for an investigation.State one or more control variable.State accurate observations/measurements.State obvious risks.State straightforward patterns in observations.State improvements to working methods.Grade1/ 2Represent things in the real world using simple physical models.State observationsState obvious risk ................
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