Assessment Statements – Year 7

 

Art

 EMERGING (1-2)DEVELOPING (3-4)PROGRESSING (5-6)MASTERY (7-9)
DEVELOP IDEASI have SOME ABILITY developing my ideas from studying artists.I am REASONABLY CONSISTENT in researching and developing my ideas from studying artists.I am CONFIDENT in following steps to research and develop my ideas from studying artists.I have MASTERED the skill of researching and developing my ideas inspired by artists and other contextual sources.
MAKING/MATERIALS/PROCESSESI have SOME ABILITY to draw, paint and make art.I am REASONABLY CONSISTENT in experimenting with materials.I am CONFIDENT in using a range of materials in my artwork to create tone texture, shape, form and pattern.I have MASTERED the skill of selecting and using a wide range of materials to create highly original artwork.
REFINE/ REVIEW /REFLECTI have SOME ABILITY in making improvements in my work.I am REASONABLY CONSISTENT in refining and making improvements in my ideas and artwork.I am CONFIDENT reviewing my work and making improvements to produce successful outcomes.I have MASTERED the skill of reviewing and reflecting on my work so that I produce successful outcomes.
KNOWLEDGE/ANALYSISI have SOME ABILITY in understanding art terms.I am REASONABLY CONSISTENT in expressing opinions about my work and the work of others.I am CONFIDENT in my knowledge of artists and can analyse and express opinions about my work and the work of others using art vocabulary.I have MASTERED the skill of analysing and evaluating my work and the work of others using specialist art terms in order to identify areas for improvement.

 


 

Dance

 EMERGING (1-2)DEVELOPING (3-4)PROGRESSING (5-6)MASTERY (7-9)
ChoreographyWith guidance and support I am beginning to create basic moves in small groups. I am beginning to create basic moves using repetition, canon and unison. I am beginning to select using my own choices in Actions, Dynamics and/or Space.With some guidance and support I am beginning to create basic moves in small groups. I can create basic moves or short phrases using repetition, canon and unison. I am beginning to make appropriate choices when selecting Actions, Dynamics and/or Space.I am beginning to create basic moves in small groups and independently. I can create appropriate moves or short phrases in response to a set task. I am aware of some choreographic skills and use these in my creations. I am able to select appropriate ideas and put them together.I can create basic moves in small groups and independently with some creativity. I can create appropriate short phrases and motifs in response to a set task. I can use some choreographic skills successfully in the creation of dance phrases. I can select the best ideas from my creations and put these together in a logical sequence.
PerformanceI sometimes perform showing some basic awareness of some physical, technical and performance skills. I am beginning to consider my performance in small groups. I am aware of safe dance practices and need to begin to apply these in my work. I need to develop my action, dynamics and spatial awareness.I can perform showing some attempt at the basic physical, technical and performance skills. I am beginning to develop my performance in small groups. I am beginning to consider the use of safe dance practices. I am developing my use of actions, basic dynamics and showing some spatial awareness.nI can perform showing some physical, technical and performance skills not always consistently. I am developing my performance in small groups and I am beginning to show some awareness of the other dancers and the space around me. I am able to apply some basic safe dance practices. I can sometimes perform some of the basic dance actions successfully, considering the dynamic and spatial awareness.My performance is developing showing a pleasing range of physical and technical skills with some consistency and success. I have command of some of the performance skills and evidence these in most performances. I am able to perform in small groups showing some sensitivity to other dancers and the space around me. I can perform a short phrase confidently on my own. My safe dance practice is implemented in the rehearsals and/or in performance. I consistently perform actions,nn
AppreciationI am beginning to learn some basic dance words and their meaning. When looking at my own work and that of others, I am beginning to identify things that I like. I can spot some things that are the same or different. I sometimes form a basic opinion, although I cannot offer the reasons behind it.nnI am beginning to understand some basic dance vocabulary. When looking at my own work and that of others, I am able to say what I liked and why. I can see things that are the same or different. I can have an opinion, but not always offer the reasons behind it.nI am beginning to use some basic dance vocabulary. When looking at my own work and that of others, I am able to say what is good and why and what could be improved and why. I can recognise similarities and differences and form an opinion and express my reasons behind it.nI can use some dance vocabulary confidently. I can say what is good about a performance and why, and what needs to be improved and how, in my own work and that of others. I am able to comment on similarities and differences and form a considered opinion and express my reasons behind it confidently. nn

 

Drama

 EMERGING (1-2)DEVELOPING (3-4)PROGRESSING (5-6)MASTERY (7-9)
Performance
I am beginning to work as part of a team. Use facial expression and body language in my drama. Create and hold a still image use space and levels to create meaning in my drama. Use mime and gesture effectively.
I can partially work as part of a team. Use facial expression and body language in my drama. Create and hold a still image use space and levels to create meaning in my drama. Use mime and gesture effectively.
I can confidently work as part of a team. Use facial expression and body language in my drama. Create and hold a still image use space and levels to create meaning in my drama. Use mime and gesture effectively.
I can expertly work as part of a team. Use facial expression and body language in my drama. Create and hold a still image use space and levels to create meaning in my drama. Use mime and gesture effectively.
Practical exploration
I am beginning to explore an issue, theme or topic practically using the elements and mediums of drama. (for example fairy tales, masks and mime
I can partially explore an issue, theme or topic practically using the elements and mediums of drama. (for example fairy tales, masks and mime )
I can confidently explore an issue, theme or topic practically using the elements and mediums of drama. (for example fairy tales, masks and mime ) I am starting to lead and direct others.
I can expertly explore an issue, theme or topic practically using the elements and mediums of drama. (for example fairy tales, masks and mime ) I am also able to lead and direct others.
Drama skills
I am beginning to demonstrate a range of explorative strategies.
I can partially demonstrate some explorative strategies.
I can confidently demonstrate a range of explorative strategies. Demonstrating some flair and creativity.
I can expertly demonstrate a plethora of explorative strategies. Demonstrating flair and creativity.
Response to others
I am beginning to evaluate my own work and that of others.
I can partially evaluate my own work and that of others.
I can confidently evaluate my own work and that of others.
I can expertly evaluate my own work and that of others.

 

English

Literature:

 EMERGING (1-2)DEVELOPING (3-4)PROGRESSING (5-6)MASTERY (7-9)
Read, understand and write about the context of texts using the relevant quotationsSimple/supported response to task and text including comparison.nnComments on references.nnReference to relevant detailsSome explained response/ comparison.nnReferences used to support a range of relevant comments.Thoughtful explained/developed response to task and whole text - or comparison.nnApt references integrated into interpretations/explanations.Thoughtful, critical, exploratory, conceptualised responses to task and whole text u2013 or comparison.nnJudicious used of precise references to support interpretations.
Understand how writers organise texts and use words for effectIdentify or show awareness of writersu2019 methods.nnPossible/some reference to subject terminologyExplained/relevant comments on writersu2019 methods.nnSome relevant subject terminology.nnIdentification of effects of writersu2019 methods on reader.Understanding/examination of writersu2019 methods with subject terminology used effectively to support considerations.ntnUnderstanding/examination of writersu2019 methods effects on reader.Analysis of writersu2019 methods with subject terminology used judiciously.nnExamination/exploration of effects of writersu2019 methods on reader.n
Understand the context in which texts were writtenSimple/some awareness of implicit ideas/ contextual factors.nnFamiliar with the text.Some understanding of implicit ideas/perspectives/context shown by links between context/text/task.Clear/thoughtful consideration of ideas/perspectives/context.n nSpecific detailed links between context/text/task.Exploration of ideas/perspectives/context.nnSpecific, detailed links between context/text/task.
Accuracy of spelling, punctuation and grammarSpell and punctuate with reasonable accuracy.nnReasonable range of vocabulary.nnReasonable range of sentence structures.nnErrors do not hinder meaning in the response.Spell and punctuate mostly/considerably accurate.nnConfident range of vocabulary and sentence structures to achieve a general control of meaning.Use of Spelling and punctuation assuredly accurate.nnAssured use of vocabulary and sentence structures to achieve effective control of meaning.Use of Spelling and punctuation consistently accurate.nnConsistent use of vocabulary and sentence structures to achieve effective control of meaning.

Language:

 EMERGING (1-2)DEVELOPING (3-4)PROGRESSING (5-6)MASTERY (7-9)
Select, comment and group informationAttempts to retrieves explicit ideas or information u2013 possibly one piece.nnAttempts and sometimes selects key words or explicit information, possibly/sometimes related to the question.Retrieves explicit ideas and information.nnSelects key words/explicit information related to the question/Identifies examples related to the question.Interprets explicit and implicit ideas and information.nnSelects and comprehends information and ideas.Interprets explicit and implicit ideas and information.nnSynthesise and summarise information and ideas.nnOnce embedded can use skill to create own texts.
Use language for structure and effectBegins/simple awareness of language and structure.nnBegins/simple comments not including subject terminology i.e. noun, adjective.nnBegins/simple textual detail or reference, possible simple mention of subject terminology.Attempts to comment on the effect of language and structure.nnSome understanding of structural/ language features.nnSelects some relevant quotations/examples.nnSome subject terminology used u2013 not always appropriate.Clearly explains the effect of writersu2019 choices of language and structure.nnSubject terminology used accurately.nnSelects a range of specific quotations. Analyses the effects of the writeru2019s choices of language and structure.nnSelects a judicious range of quotations.nnUses a sophisticated subject terminology accurately.
Compare texts using subject terminologySimple/limited awareness of different ideas/perspectives.nnSimple/limited cross reference of ideas/perspectives.nSimple identification of how difference is conveyed.nnSimple/limited references or textual detail from one or both texts.Identify differences between ideas and perceptive.nnAttempts to compare ideas and perspectives.nnSome comment on how methods are used to convey ideas and perspectives.nnSelects quotations/references, not always supporting u2013 one or both texts.Clear/assured understanding of differences between ideas and perspectives.nnCompares ideas/perspectives relevantly and clearly.nnExplains/explores clearly u2013 methods used and how ideas are conveyed.nnSelects relevant quotations to support from both texts.Detailed understanding of the differences between ideas and perspectives.nnCompare ideas and perspectives in a perceptive way.nnAnalyse how methods are used to convey ideas and perspectives.nnSelects judicious range of quotations from both texts.
Use quotations to support a personal responseSimple evaluative comment on the text.n nSimple example offered u2013 may explain view.nnMention of writersu2019 methods.nnSimple reference to textual detail.nnIn this level there will be simple personal commentAttempt evaluative comment on the text.nnOffers example from the text to explain view(s).nnAttempts to comment on writersu2019 methods.nSelects some quotations, which occasionally support views.nnAt the top of this level there will be some evaluative commentsClearly/confidently evaluated text.nnOffers examples to explain views, confidently/assuredly.nnClearly/confidently explains the effect of the writersu2019 choices.nnSelects some pertinent quotations to support views.Critically evaluated the text in a detailed way.nnOffers examples from the text to explain views convincingly.nnAnalyses effects of a range of writeru2019s choices.n nSelects a range of relevant quotations to validate viewsnnAt the top of this level critical evaluation will be perceptive and detailed
Write in different forms for a range of purposes and audiencesContentnSimple success in communicating ideas.nSimple awareness of P/F/A u2013 limited register.ContentnCommunication is mostly successfulnSustained attempt to match P/F/AnSome control of registerContentnCommunication is consistently clear/confident and assured.nTone, style and register is matched to P/F/A.nSophisticated vocabulary and phrasing u2013 effective and appropriate devices.nOrganisationnA range of detailed and connected ideas.nConfident and Engaging.nCoherent paragraphs u2013 integrated discourse markers.nEffective/secure structural featuresContentnCommunication u2013 convincing and compelling throughout.nTone, style and register assuredly matched to P/F/A.nManipulative, subtle, increasingly abstract.nExtensive ambitious vocabulary.nSustained crafting of linguistic devices.nOrganisationnHighly structured, developed, and incorporating a range of integrated and complex ideas.nFluently linked paragraphs, seamlessly integrated discourse markers.nVaried and inventive use of structure.

 

Food Technology

 EMERGING (1-2)DEVELOPING (3-4)PROGRESSING (5-6)MASTERY (7-9)
DesignI am able to use information to identify what people need.nI understand some of the design task and can think of an idea to complete the task. nI can follow a simple specificationnI can describe/sketch my design idea and write a simple plan of how to make it.n
MakeI can use basic equipment safely with guidance. With some assistance I can use ingredients to prepare simple dishes.nI can use basic equipment safely with minimum guidance. With minimal assistance I can use ingredients to prepare simple dishes.nI can use basic equipment safely and independently. I can use ingredients to prepare simple dishes independently.nI can use basic equipment independently and some specialist equipment with guidance. I can use ingredients to prepare more complex dishes.n
EvaluateI can complete a simple evaluation with some guidance.nI can complete a simple evaluation with minimum guidance.nI can complete a simple evaluation with minimum guidance and suggest some improvements.nI can complete a more detailed evaluation independently and suggest some improvements.n
Technical knowledgeI can identify common ingredients used in cookery.nI can identify a range of ingredients used in specified dishes, including some multi-cultural dishes.nI can identify a range of ingredients and know some function of the ingredients in specified dishes, including some multi-cultural dishes,nI can identify a range of ingredients and explain their function in specified dishes, including some multicultural dishes.n
Cooking and NutritionnI can make basic food with guidance with limited success. I have some difficulty with handling basic equipment.nI can make basic food with increased competence. I have good control of equipment. I understand some basic nutrition.nI can carry out a range of practical skills and processes independently. I have a good knowledge of the Eat-well plate and nutrient groups.nI always work safely and hygienically. I can carry out a range of practical skills and processes independently. I have a good knowledge of the Eat-well plate and nutrient groups.n

 


 

Geography

 EMERGING (1-2)DEVELOPING (3-4)PROGRESSING (5-6)MASTERY (7-9)
Demonstrate knowledge of locations, places,
processes, environments and different scales.
I can:
Begin to use maps of the world to identify the continents and major cities.

I can:
Begin to use maps and atlases to identify countries and key geographical features of the UK & Europe including Russia
I can:
Use maps of the world to identify some of the continents and major cities.

I can:
use maps and atlases to identify some countries and key geographical features of the UK and Europe including Russia
I can:
Use maps of the world to identify most of the continents and major cities.

I can:
use maps and atlases to identify most countries and key geographical features of the UK and Europe including Russia
I can:
Use maps of the world to identify all of the continents and major cities.

I can:
use maps and atlases to identify all countries and key geographical features of the UK and Europe including Russia
Demonstrate geographical understanding of concepts and processes.
I can :
Begin to understand key geographical processes.


Example - I can:
Name the processes involved in coastal erosion.
I can:
Understand some geographical processes.


Example - I can:
Describe some of the processes involved in coastal erosion.
I can:
Understand most geographical processes I have been taught.


Example - I can:
Describe most of the processes involved in coastal erosion.
I can:
Understand all geographical processes.


Example - I can:
Describe all of the processes involved in coastal.
Apply knowledge to different geographical issues by using key geographical skills.
I can:
Begin to apply a little knowledge to different geographical issues.

I can:
Begin to use graphs/charts/photographs to interpret simple information.
I can:
Apply some knowledge to different geographical issues.


I can:
Use graphs/charts/photographs to interpret simple information
I can:
Apply most of my knowledge to different geographical issues.

I can:
Use graphs/charts/photographs to interpret some complex information
I can:
Apply all of my knowledge to different geographical issues.

I can:
Use graphs/charts/photographs to interpret more complex information
Use of fieldwork and skills to communicate findings.
I can:
Attempt to conduct fieldwork and use limited skills to communicate findings.
I can:
Conduct fieldwork and use some skills to communicate findings.
I can:
Conduct fieldwork and use skills to communicate findings.
I can:
Conduct fieldwork and use skills to communicate my findings in more detail.

 


 

History

 EMERGING (1-2)DEVELOPING (3-4)PROGRESSING (5-6)MASTERY (7-9)
Considering the CAUSE and CONSEQUENCE of an eventDescription e.g. describing one cause/consequence of an eventSimple explanation e.g. briefly describes several causes/consequences of an event.Developed explanation e.g. categorises causes/consequences into long and short termDeveloped explanation and evaluation e.g. judge the relative importance of causes/consequences
Considering CHANGE, CONTINUITY and CHRONOLOGYDescription e.g. describing changes and events in chronological orderSimple explanation e.g. briefly describes examples of change AND continuityDeveloped explanation e.g. explaining the importance of changes/continuityDeveloped explanation and evaluation e.g. judging the relative importance of changes/continuity.
Using SOURCES to understand the pastDescription e.g. finding information from sourcesMaking inferences e.g. indicate what sources might imply/suggestDeveloped explanation e.g. assemble inferences to construct an argument.Developed explanation and evaluation e.g. constructing arguments based on judgements about the reliability of sources.
Considering the SIGNIFICANCE of an event/personDescribing an event/person.A simple explanation of the importance of an event/person.Developed explanation e.g. considers the importance of an event/person in detail.Developed explanation and evaluation e.g. analyses different judgements on the importance of an event/person.
Considering INTERPRETATIONS of the pastDescribing a story about the past.Simple explanation e.g. understands that Historians disagree about the past.Developed explanation e.g. considers the similarities and differences of interpretations about the past.Effective overall argument contained within clearly organised and linking paragraphs.
Written communicationListing general ideas.Beginning to support ideas in sentences and paragraphs.Good support of ideas within clearly organised paragraphs.Effective overall argument contained within clearly organised and linking paragraphs.

 


 

Computing

 EMERGING (1-2)DEVELOPING (3-4)PROGRESSING (5-6)MASTERY (7-9)
SpreadSheetsI can create a basic model, using basic layout features
I can create simple formula, such a single operators, use simple graphical representation and begin to manipulate data
I can use and explain a variety of formula, test for accuracy by changing data and ensure the model is fit for purpose. I will use full sentences to explain my formula
I can use advanced functions such as = sum, min, max and thoroughly explain all elements of the model using paragraphs and full sentences
Computing: Binary conversion & additionI can draw the three main logic gates.
I can convert some denary numbers into 8 bit binary.

I understand the three main logic gates and can create truth tables for them.
I can convert some denary numbers into 8 bit binary.
I can add two nibbles together.
I can create truth tables using logic gates.
I can convert denary numbers to 8 bit binary, and partially explain why computers use binary.
I can add to 8 bit binary numbers together
I can use create complex truth tables using logic gates, and also draw complex circuits.
I can convert denary numbers to 8 bit binary, and explain why computers use binary.
I can add to 8 bit binary numbers together and explain the outcome.
Fundamentals of a computer system
I understand the basics of how a computer works
I can recognise a range of hardware/software and how it is used in a computer system
I can understand how computer systems communicate with other systems
I can understand how computer systems components communicate with one another
ProgrammingI will be able to plan a sequence of instructions for something that you want to happen
I use selection and sequencing correctly in the programs
I can use variables, lists and simple procedures in the programs
I can create algorithms to achieve given goals
Internet SafetyIdentify dangers of the Internet
Explain why there are dangers
Analyse different types of danger and understand how to stay safe
Explain how to stay safe in different situations

 


 

Life Studies

 EMERGING (1-2)DEVELOPING (3-4)PROGRESSING (5-6)MASTERY (7-9)
Skills, knowledge and understanding.Skills, knowledge and understanding.n, nI can:nu2022I can begin to select and communicate knowledge and understanding of issues.nnYear 7 example-nI have: some knowledge of democracy in the UK.nYear 8 example u2013nI have: a some knowledge of parliament and UK politics.nYear 9 example u2013 nI have: some knowledge of the criminal justice system.nI can: nselect and communicate knowledge and understanding of issues.nnYear 7 example-nI have: a good knowledge of democracy in the UK.nYear 8 example u2013nI have: a good knowledge of parliament and UK politics.nYear 9 example u2013 nI have: a good knowledge of the criminal and justice system.nI can:nselect and accurately communicate detailed knowledge of issues.nnnYear 7 example-nI have: a thorough knowledge of democracy in the UK.nYear 8 example u2013nI have: a thorough knowledge of parliament and UK politics.nYear 9 example u2013 nI have: a thorough knowledge of the criminal justice system.n
Tackling issues, constructingnreasoned arguments and drawing conclusions.I can:ncomment about issues in relation to my own and other peopleu2019s lives.nI can:nBegin to attempt make reasoned arguments and attempt a conclusion but it is usually very brief.I can:ndescribe the impact of issues on communities.nnI can: nAttempt to make reasoned arguments and make a simple conclusion summing up one main citizenship idea.I can:nExplain the impact of issues on communitiesnnnI can: nMake reasoned arguments and draw conclusions covering the main citizenship ideas.I can:nexplore and analyse the impact of issues on communitiesnnI can:nMake fully justified reasoned arguments and make conclusions summing up key citizenship concepts.
Use of spelling, punctuation and grammar. nMy use of spelling punctuation and grammar hinders the meaning of my work.My use of spelling punctuation and grammar allows my work to be understood.nMy use of spelling punctuation and grammar allows my work to be read easily.nMy use of spelling punctuation and grammar allows my work to flow.

 


 

Maths

 EMERGING (1-2)DEVELOPING (3-4)PROGRESSING (5-6)MASTERY (7-9)
NumberI can use the 4 operations with whole numbers.nI can recognise simple fractions.nI can round to the nearest 10.I can use the 4 operations with whole numbers and use in order (symbols). nI can recognise and draw simple fractions. nI can round to the nearest 10, 100.nI can use the 4 operations with decimals and use in order. nUsing a fraction wall I can find equivalent fractions. nI understand % means parts per 100. nI can round to the nearest whole number.nI understand properties of numbers (square/factor). nI am confident when finding equivalents and changing fractions to decimals and ordering them. nI can find the percentage of an amount. nI can round to decimal places.n
Ratio and proportionnI can use ratio notation, including reduction to its simplest form. I can draw and interpret scale drawings. nI can divide a quantity into parts and understand proportion. n
AlgebraI can represent an unknown as a letter.nI can collect like terms and simplify. nI can recognise a sequence.nI can construct and solve 1 step equations and inequalities. nI can plot a straight line graph from a linear sequence.
GeometryI know some names and properties of 3D and 2D shapes.nI can recognise some line and rotational symmetry in 2D shapes.nI can tell the time.nI know names and properties of 3D and 2D shapes. nI can recognise line and rotational symmetry in 2D shapes. nI can tell the time and answer questions using time.nI can find area, perimeter and volume of regular shapes (excluding circles). nLinks to substitution.nI can plot coordinates, use scale drawing and maps. nI can read scales.nI can find the area and perimeter of compound shapes, including circles (u220f) nI can apply all transformations on graphs. nI can measure angles and apply angle facts.n
DataI can construct and use tabulated data, representing data in a bar chart or pictogram. nI can construct and use tabulated data, representing data in a bar chart/pictogram or line graph or Venn diagram. I can use find averages and the spread of data (MMMR)I can construct and use pie charts and frequency table. n
ProbabilityI can understand basic probabilities.nI can understand basic probabilities and place on a probability scale. nI understand probabilities add to 1nI can list outcomes (sample space)n

 


 

MFL

 EMERGING (1-2)DEVELOPING (3-4)PROGRESSING (5-6)MASTERY (7-9)
ListeningI can understand and respond to single words. nI can understand and respond to single words and some short phrases. nI can understand and respond to familiar phrases and pick out some detail in longer spoken texts. nI can understand and respond to the gist of longer sequences of speech and pick out most of the key details. n
SpeakingI can pronounce some single words correctly. nI can say single words from memory and repeat some short phrases. nI can answer two or three questions using memorised language. nI can respond to a variety of questions with reasonable accuracy within this topic area. n
ReadingI can understand and respond to single words. nI can understand and respond to single words and some short phrases. nI can understand and respond to familiar phrases and pick out some detail in longer written texts. I can translate simple phrases from the target language into English. nI can understand and respond to the gist of longer sequences of writing and pick out most of the key details. I can translate 2-3 sentences from the target language into English.n
WritingI can copy some single words correctly. nI can write single words from memory and copy some short phrases. nI can write two or three sentences using memorised language. I can translate simple phrases from English into the target language.nI can write two or three short paragraphs with reasonable accuracy within this topic area. I can translate 2-3 sentences from English into the target language.n
Grammatical skillsI have a limited understanding of the grammar points met in the topics studied. nI have an awareness of some of the grammar points met in the topics studied. nI have understood most of the grammar points met in the topics studied. nI have an excellent understanding of all the grammar points met in the topics studied and can apply this knowledge in other contexts. n

 


 

Music

 EMERGING (1-2)DEVELOPING (3-4)PROGRESSING (5-6)MASTERY (7-9)
PerformanceI am beginning to explore the idea of performance on a range of instruments including singing.I am becoming more confident when performing on a range of instruments including singing.I can perform quite confidently when performing on a range of instruments including singing.I can perform confidently when performing on a range of instruments including singing.
CompositionI am beginning to explore the idea of composition and I can compose a basic piece using some of the elements of music.I am becoming more confident in composition and I can compose a piece in which I am beginning to extend my ideas using some of the elements of music.I can compose music fairly confidently, putting together an extended piece of music using a recognised musical structure using some of the elements of music.I can compose music confidently in a recognised musical style and I produce an extended piece of music using a recognised musical structure.
Listening to MusicI am beginning to recognise different instruments and I am beginning to understand why different music is used for different purposes.I can recognise widely used instruments. I understand why different music is used for different purposes. I can describe music I hear.I can recognise widely used instruments. I understand why different music is used for different purposes. I can describe music I hear. I can compare music.All of progressing plus:nI can recognise some musical devices. I can recognise the time in history from when a piece of music was composed and I can identify the culture from which a piece of music is taken.
Appraising musicI can evaluate my work.I can evaluate my work. I can comment on how successful a piece of music is.I can evaluate my work. I can comment on how successful a piece of music is. I understand how a piece of music might sound different if performed/composed for a different venue, occasion or purpose.All of progressing plus:nI can evaluate and make critical judgements about the conventions and other characteristics in my work and the work of my peers.

 


 

PE

 EMERGING (1-2)DEVELOPING (3-4)PROGRESSING (5-6)MASTERY (7-9)
Develop techniques and improve performanceI am beginning to develop limited techniques.I can use basic skills in isolation.I can competently implement the skills in a game situation or performance.I can perform skills and techniques and exert influence on the game or performance.
Use tactics and strategies to overcome opponentsI am beginning to develop limited tactics and strategies in a game or performanceI can use basic tactics and strategies in a game situation or performance.I can competently use tactics and strategies in a game or performance.I can use a good range of tactics and strategies and have an influential role in a game or performance.
Analyse and compare performances to achieve their personal bestI can identify limited strengths and areas for improvement.I can describe basic strengths and weaknesses and begin to implement strategies to improve performance.I can competently analyse a performance using specific terminology to enhance future performance.I can critically evaluate a performance compared to previous ones and expertly demonstrate how to improve and achieve future success.

In Year 7 students will demonstrate evidence of each assessment strand in one sport


 

RE

 EMERGING (1-2)DEVELOPING (3-4)PROGRESSING (5-6)MASTERY (7-9)
Stories and PeopleDescribe a creation storyExplain the importance of the creation story to a believerCompare and contrast one creation story with the scientific theory of how the world beganEvaluate the credibility of the religious and scientific understanding of the origins of the universe
CelebrationDescribe a religious festivalExplain the importance of the festival to a believerCompare and contrast the way the festivals are celebratedEvaluate the importance of the festival in the life of the believer
LifestyleDescribe a place of worshipExplain the importance of a place of worship to a believerCompare and contrast two places of worshipEvaluate the impact of a place of worship for the believer
BeliefsDescribe religious symbolsExplain the importance of symbols and their useCompare and contrast the symbols of two religions
Ethics, Values and Issues
Community

 


 

Science

 EMERGING (1-2)DEVELOPING (3-4)PROGRESSING (5-6)MASTERY (7-9)
Cells and SizeI can name life processes e.g. growth, reproduction and sensitivityI can draw and label cells e.g. plant, animal and bacterial cellsI can explain similarities and differences in types of cellI can associate adaptations of organisms with SA:Vol ratio and diffusion e.g. comparing heat loss in elephants and mice and drawing conclusions from data
Reproduction and growth I know the structure of the male and female human reproductive systems and can name key parts e.g. ovaries and testesI can explain what happens when a fertilised egg cell reaches the uterus and can describe the function of key parts of the human reproductive systemsI can explain the process of sexual intercourse using specialist terms and can describe the main events in the menstrual cycleI can explain the special adaptations of gametes
Health and ecosystemsI understand basic ecological terms e.g. population, habitat and communityI can describe what animals and plants compete for e.g. food and spaceI can explain how plant and animal populations can be sampled and how to use data to estimate population sizeI can analyse data and use it to construct detailed pyramids for food chains
Particles, mixtures and dissolvingI can name the three states of matterI know how particles are arranged in solids, liquids and gases and I can explain how they change statesI can explain the difference between dilute, concentrated and saturated solutionsI can compare, in terms of particles, how filtration, evaporation, distillation and chromatography work
Acids and alkalisI can know what an indicator is and how they can be usedI can use and indicator (UI) to identify an acidic, alkaline or neutral solutionI can explain what happens during a neutralisation reaction and carry one outI can write complex word equations and symbol equations for neutralisation reactions
Simple chemical reactionsI can identify whether a chemical or physical change/reaction has taken place I can carry out the reactions between acids and metals, metal carbonates and metals with oxygennI can describe the chemical tests for oxygen, hydrogen and carbon dioxideI can form word equations for the reactions between acids and metals, acids and metal carbonate and metals and oxygen
ForcesI can recognise different examples of forces e.g. pushing, pulling and turningI can measure forces and use correct units e.g. Newtonu2019s (N) and I can describe applications of forcesI can explain and make predictions about forcesI can analyse and interpret graphs showing the effects of forces
EnergyI can name different types of energy and identify different fuelsI can describe a range of energy transfers e.g. kinetic energy to sound and heat energyI can explain the difference between energy and powerI can apply equations to different situations e.g. work done
ElectricityI can accurately draw scientific diagrams e.g. simple circuit diagrams showing electrical componentsI can describe how to measure current and potential differenceI can explain the difference in series and parallel circuitsI can carry out calculations e.g. resistance of components in a series circuit

 


 

Textiles

 EMERGING (1-2)DEVELOPING (3-4)PROGRESSING (5-6)MASTERY (7-9)
DesignI am able to use information to identify and explain what people need.I understand some of the design task and can think of different ideas to complete the task. I can modify a simple specification that I have been given.I can describe/sketch my design idea and write a more detailed plan of how to make it.
MakeI can use basic equipment safely with minimum guidance. With minimal assistance I can use materials to make a simple decorated cushion.I can use basic equipment safely and independently. I can use materials to make a simple decorated cushion.I can use basic equipment independently and some specialist equipment with guidance. I can use materials to complete a more complex decorated cushion design.I can use basic and specialist equipment independently. I can use materials to prepare a more complex decorated cushion design.
EvaluateI can complete a simple evaluation with minimum guidance.I can complete a simple evaluation with minimum guidance and suggest some improvements.I can complete a more detailed evaluation independently and suggest some improvements.I can evaluate, test and refine a product with some accuracy. I can use some specialist textile terms.
Technical knowledgeI can identify a range of equipment used in textiles and explain how to use some of it.I can identify a range of equipment used in textiles and explain how it is used.I can identify a range of basic and specialist equipment used in textiles, including a sewing machine. I can explain how to use all the equipment.I can identify a range of basic and specialist equipment used in textiles, including a sewing machine. I can explain how to use all the equipment and seek alternative techniques such as CAD to improve my product.