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Assessment Statements - Year 8 - South Wirral High SchoolSouth Wirral High School  

Assessment Statements – Year 8

 

Art

 EMERGING (1-2)DEVELOPING (3-4)PROGRESSING (5-6)MASTERY (7-9)
DEVELOP IDEASI have SOME ABILITY in developing my ideas from studying artists for this project.I am REASONABLY CONSISTENT in gathering, organising and researching my ideas from studying artists.I am CONFIDENT in following a sequence of steps in researching and developing my ideas influenced by the style of artists.I have MASTERED the skill of researching and developing my ideas through investigations into a range of techniques inspired by artists and other contextual sources.
MAKING/ MATERIALS/ PROCESSESI have SOME ABILITY to draw, paint and make art in the style of the artists I study.I am REASONABLY CONSISTENT in experimenting with more than one material to express my ideas.I am CONFIDENT in using a wide range of materials in my artwork and using visual elements to create tone texture, shape, form and pattern.I have MASTERED the skill of independently selecting and using a wide range of materials or processes to create highly original artwork.
REFINE/ REVIEW /REFLECTI have SOME ABILITY in refining and making improvements in my ideas and work.I am REASONABLY CONSISTENT in refining my ideas to plan for a final successful outcome.I am CONFIDENT in refining my ideas by reviewing my work and making improvements to produce successful outcomes.I have MASTERED the skill of refining, reviewing and reflecting on my work so that I produce creative and successful outcomes.
KNOWLEDGE/ ANALYSISI have SOME ABILITY in understanding art terms and the specialist language for this project.I am REASONABLY CONSISTENT in expressing opinions about my work and the work of others using specialist art vocabulary.I am CONFIDENT in my knowledge of artists and clearly express opinions about my work, and analyse the work of others using specialist 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 and further develop my work.

 


 

Dance

 EMERGING (1-2)DEVELOPING (3-4)PROGRESSING (5-6)MASTERY (7-9)
ChoreographyWith help and guidance I can create intermediate moves in a small group and/or independently. I am starting to link together moves for a chosen task or style. With support and guidance I am beginning to understand what a stimulus is and how to translate the ideas into movementnnWith some help and guidance I can create more intermediate moves in a small group and/or independently. I can link to together moves for a chosen task or style. I am beginning to recognise the correct moves to use for that style or task and how to make them fit a theme or stimulus creatively.nnI can create some imaginative moves in small groups and independently to a specific style or task. I can combine short phrases to show a stimulus or theme. I am able to put phrases together and moves using choreographic skills. These phrases look clear and make sense to the viewer.nnI can create imaginative moves in small groups and independently in relation to a specific style or task. I can select and combine short phrases to suit the stimulus or theme. I can link together phrases and moves using a range of choreographic skills and put them into a clear and logical form that is pleasing to watch.nn
PerformanceMy performing is developing, showing some basic physical and technical skills with varied success. I am showing some attempt to evidence the basic performance skills. I can perform in small groups sometimes showing awareness of others and the space. I am beginning to consider safe dance practices and need to implement these in the rehearsals and/or in performance. I perform some actions, dynamics and space with varied success.nnMy performance is developing, showing some evidence of physical and technical skills with some success. I have developed some performance skills and use these when performing, but not always consistently. I can perform in small groups showing some awareness of other dancers and the space around me. I have awareness of safe dance practices and need to develop these and apply them in rehearsals and performance. I perform actions, dynamics and space with some accuracy.nnnMy performance is progressing, showing a range of physical and technical skills with some consistency and success. I have command of some 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 on my own and I am developing my communication of the style or theme. My safe dance practice is considered and I am developing this in my rehearsals and/or performances. I perform actions, dynamics and space with some precision and accuracy.nnnnnMy performance is developed showing a range of physical and technical skills with consistency and success. I have very good command of my performance skills and demonstrate these in every performance. I am able to perform in different sized groups showing sensitivity to other dancers and the space around me. I can perform solo with fluency and flair and communicate the style, mood and and/or meaning. My safe dance practice is excellent both in rehearsals and performance. I perform actions, dynamics and space mostly with precision and accuracynnnn
AppreciationI am beginning to understand and use some dance vocabulary. When looking at my own work and that of others, I can identify some strengths and some areas to improve. I am able to identify things that are the same or different and I am beginning to form an opinion.nnnI can use some dance vocabulary to identify the strengths and areas to improve in my own work and that of others, including professional works. I am able to say what things are the same and what are different and give my own opinions with some explanation.nnnI can use a range of dance vocabulary to express the strengths and areas to improve, in my own work and that of others, including professional works. I am able to identify similarities and differences and explain my own opinions with some reasoning. nnnI can use a wide range of dance vocabulary to confidently express the strengths and areas to improve in my own work and that of others including professional works. I am able to evaluate and identify similarities and differences and explain and justify my own opinions with fair reasoning. nnn

 

Drama

 EMERGING (1-2)DEVELOPING (3-4)PROGRESSING (5-6)MASTERY (7-9)
PerformancenI am beginning to perform a range of basic characters and can sometimes show focus and show feeling in performance.nI can partially perform a range of characters and can show focus, energy, feeling and sometimes empathy in performance.nI can coI can confidently perform a range of characters, demonstrating focus, concentration, energy, depth of feeling and empathy.nnfidently 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.nI can expertly perform a range of characters, demonstrating focus, concentration, energy, depth of feeling and empathy.n
Practical explorationnI am beginning to explore an issue, theme or topic practically using the elements and mediums of drama. (for example Shakespeare, physical theatre and devising) nnI can partially explore an issue, theme or topic practically using the elements and mediums of drama. (for example Shakespeare, physical theatre and devising) I am also able to lead and direct some of the time.nI can confidently explore an issue, theme or topic practically using the elements and mediums of drama. (for example Shakespeare, physical theatre and devising) I am also able to lead and direct others most of the time. nnI can expertly explore an issue, theme or topic practically using the elements and mediums of drama. (for example Shakespeare, physical theatre and devising) I am also able to lead and direct others. nn
Drama skillsnI am beginning to demonstrate some explorative strategies and drama mediums. nI can partially demonstrate some explorative strategies and drama mediums. nI can confidently demonstrate a range of explorative strategies and drama mediums. Demonstrating some flair and creativity.nI can expertly demonstrate a plethora of explorative strategies and drama mediums. Demonstrating flair and creativity.n
Response to othersnI am beginning to evaluate and analyse my own work and that of others.nI can partially evaluate and analyse my own work and that of others.nI can confidently evaluate and analyse my own work and that of others.nI can expertly evaluate and analyse my own work and that of others.n

 

DT

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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 and explain what people need.nI understand some of the design task and can think of different ideas to complete the task. nI can modify a simple specification that I have been given.nI can describe/sketch my design idea and write a more detailed plan of how to make it.n
MakeI 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.nI can use basic and specialist equipment independently. I can use ingredients to prepare some complex dishes.n
EvaluateI 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.nI can evaluate, test and refine a product with some accuracy. I can use some specialist catering terms.n
Technical knowledgeI 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.nI can explain the function of ingredients used in a variety of dishes and know some of the quantities needed.n
Cooking and NutritionnI 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.nI understand and apply nutritional knowledge to my practical work. I demonstrate good use of basic equipment and good practical skills. I always work safely and hygienically.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 key environmental regions.

I can:
Begin to use maps and atlases to identify countries and key geographical features of Africa
I can:
Use maps of the world to identify some of the key environmental regions.

I can:
use maps and atlases to identify some countries and key geographical features of Africa
I can:
Use maps of the world to identify most the key environmental regions.

I can:
use maps and atlases to identify most countries and key geographical features of Africa
I can:
Use maps of the world to identify all of the key environmental regions.

I can:
use maps and atlases to identify all countries and key geographical features of Africa
Demonstrate geographical understanding of concepts and processes.
I can :
Begin to understand key geographical processes.


Example - I can:
Name the processes involved in river erosion and transportation.
I can:
Understand some geographical processes.


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


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


Example - I can:
Describe all of the processes involved in river erosion and transportation
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 GIS to interpret simple information.
I can:
Apply some knowledge to different geographical issues.

I can:
Use GIS to interpret simple information
I can:
Apply most of my knowledge to different geographical issues.

I can:
Use GIS to interpret some complex information
I can:
Apply all of my knowledge to different geographical issues.

I can:
Use GIS 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)
Databases
I can edit a basic Database and outline their uses
I can use database facilities to perform basic operations such as adding fields and deleting data
I can use advanced operations to show understanding in the application of databases such as adding a key field, fields with data types and a simple sort
I can work independently to create a database that is fully tested and operational using validation techniques and purposeful output
Web Design
I can use the integral features of the software to create a webpage
I can add other media to the website and use navigation techniques
I can create a functional website taking audience into consideration
I can combine a range of tools from different software packages to create a unique website fit for purpose
Binary conversion & addition Understand that computers use binary to understand what to do.
Change denary number to binary number. Explain the functions of logic gates with help. Convert between hex and decimal with some help.
Change a denary number to binary number and vice versa. Understand simple logic gates and draw truth tables for them. Convert between binary, hex and decimal with some help from a peer or the teacher. Explain the functions of logic gates independently. Understand how an image is represented in hexadecimal.
Explain that binary is at the base of all actions on a computer and all programs have to translate to binary to work.
Complete binary addition.
Minimise simple circuits for logic gates.
Draw truth tables for more complex circuits.
Convert between binary, hex and decimal independently.

Algorithms and Flowol Understand what control technology is.
Understand what flowcharts do.

Understand what flow charts are, including their individual components.
Understand how flow diagrams are used every day in control technology systems.
Understand how inputs can be used to control an output.
How to use values to control systems.

Understand sub routines are, and how they are used to make control technology more efficient.

Understand what variables are.
Understand how variables can be used in control technology.
Computer Systems I know what CPU stands for. With help I can name the main pieces inside a computer. I know what ROM and RAM stand for.
With help I can define a computer system. With help I can explain what is meant by input, output, process and storage. I understand the main purpose of a CPU. With help I can explain how the CPU processes instructions. I can name all of the main pieces inside a computer. With help I can explain the use of the motherboard, ROM and RAM.
I can define a computer system. I can describe the importance of computer systems in the modern world. I can explain what is meant by input, output, process and storage. I know some benefits, limitations and uses of computer systems. I can explain how the CPU processes instructions. I can fully explain the uses of the Motherboard, ROM and RAM.
I can fully explain the benefits, limitations and uses of computer systems. I can explain what virtual memory is.
Fundamentals of a computer system
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
I can understand how computer networks can provide multiple services such as the Internet
ProgrammingI 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
I can create a program with multiple algorithms to achieve given goals

 


 

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 and use in order (symbols). nI can recognise and draw simple fractions. nI can round to the nearest 10, 100. nUse 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 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.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.nI can use all the numerical operations required to manipulate and problem solve including number. nI can use all 4 operations involving fractions. I change between fractions, decimals and percentages. nI can increase/ decrease using percentages and express one quantity as a % of another. nI can round to significant figures.n
Ratio and proportionnI can use ratio notation, including reduction to its simplest form. nI can draw and interpret scale drawings. nI can divide a quantity into parts and understand proportion. I am confident with simple ratio and proportion problems. 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.nI can solve 2 step equations and inequalities involving brackets. nI understand y = mx + c, find parallel lines and use a line to find the equation.n
GeometryI 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.I 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.nI can find the surface area and volume of cubes, cuboids and prisms. I can calculate using Pythagoras Theorem. nI can use a combination of transformations. nI can convert units and use compound measures and their equations.n
DataI can construct and use tabulated data, representing data in a bar chart/pictogram or line graph or Venn diagram. nI can use find averages and the spread of data (MMMR)I can construct and use pie charts and frequency table. I can construct and use MMMR from frequency table and use scatter graphs.
ProbabilityI can understand basic probabilities and place on a probability scale. nI understand probabilities add to 1nI can list outcomes (sample space)nI can represent and understand probabilities on frequency and probability trees and Venn diagrams.

 


 

MFL

 EMERGING (1-2)DEVELOPING (3-4)PROGRESSING (5-6)MASTERY (7-9)
ListeningI can understand and respond to a wider range of single words. I can understand and respond to some key details in short spoken texts. I can understand and respond to the gist and key details of a variety of spoken texts. I can understand and respond to the gist and most of the key details from a greater variety of contexts with increasing complexity of language.
SpeakingI can pronounce a wider range of single words correctly. I can respond with some accuracy to a range of questions. I can respond accurately to a variety of questions and express some opinions. I can respond accurately to a variety of questions with a wider range of language and can express a range of personal opinions.
ReadingI can understand and respond to a wider range of single words. I can understand and respond to some key details in short written texts. I can understand and respond to the gist and key details of a variety of written texts. I can accurately translate some sentences from the target language into English, on the topics studied.I can understand the gist and most of the key details from a greater variety of contexts with increasing complexity of language and can translate a short text from the target language into English, on the topics studied.
WritingI can copy a wider range of single words correctly. I can write some sentences accurately. I can write in paragraphs accurately and express some opinions. I can translate a few sentences from English into the target language, on the topics studied.I can write two or three paragraphs accurately using a wider range of language and express a range of personal opinions. I can translate a short paragraph from English into the target language, on the topics studied.
Grammatical skillsI have a limited understanding of the grammar points met in the topics studied. I have an awareness of some of the grammar points covered in the topics studied. I have understood most of the grammar points from the topics studied. I have an excellent understanding of all the grammar points covered in the topics studied and can apply this knowledge in other contexts.

 


 

Music

 EMERGING (1-2)DEVELOPING (3-4)PROGRESSING (5-6)MASTERY (7-9)
PerformanceI am becoming more confident when performing on a range of instruments including singing.I can perform quite confidently on a range of instruments including singing.I can perform confidently on a range of instruments including singing.I can perform confidently on a range of instruments including singing and I am beginning to play musically, fluently and with expression.
CompositionI am becoming more confident when composing and I can compose a piece in which I am beginning to extend my ideas.I can compose music fairly confidently, putting together an extended piece of music using a recognised musical structure.I can compose music confidently in a recognised musical style and I produce an extended piece of music using a recognised musical structure.I can compose a piece of music in a recognised style, genre or tradition. I can use music technology to record my work. I have good understanding of how to use the elements of music to produce a piece of music in a recognised musical structure.
Listening to MusicI 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 developing 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.All of progressing plus:nI understand how context can affect a piece of music.
Appraising musicI 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 developing plus:nI can evaluate and make critical judgements about the conventions and other characteristics in my work and the work of my peers.All of progressing plus:nI can attempt of review and evaluate music across a range of historical periods, genres, styles and traditions.

 


 

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 8 students will demonstrate evidence of each assessment strand in two sports.


 

RE

 EMERGING (1-2)DEVELOPING (3-4)PROGRESSING (5-6)MASTERY (7-9)
Stories and PeopleEvaluate the impact of a place of worship for the believerExplain the key beliefs of Christianity and IslamCompare and contrast the founders of Christianity and Islam and what they represent to believersEvaluate the impact and importance of the religious founder on the life of the believer
CelebrationDescribe what happened at the Crucifixion and resurrection of JesusExplain the key ideas of crucifixion, resurrection, atonement and salvationCompare and contrast different views on whether Jesus rose from the deadEvaluate the idea the Jesus rose from the dead and the significance to the life of the believer and give reasons for the answer
Lifestyle
Beliefs
Ethics, Values and Issues
Community

 


 

Science

 EMERGING (1-2)DEVELOPING (3-4)PROGRESSING (5-6)MASTERY (7-9)
Plants and foodI know what photosynthesis isI understand that glucose forms carbohydrates and glucose provides the energy for most life processesI can write the word and balanced symbol equations for photosynthesisnI can draw conclusions from experimental work on photosynthesis e.g. effect of light intensity on rate of carbon dioxide production
LivingI can state the purpose of a skeleton and know what a joint is I can identify key structures e.g bone/ muscle/ tendonsI can describe the structure of a synovial joint I can explain that biomechanics is the interaction between muscles and skeleton and I can use examples to explain how antagonistic muscles work
Environment and variationI know how we can protect our environmentI can describe how species show variation e.g. physical featuresI can use simple models to show understanding of genes and chromosomes in cellsI can collect continuous and discontinuous data relating to variation and display it graphically
Earth and the atmosphereI know that there are three types of rockI can describe how each type of rock is formed and the key features of each type of rockI can link the three different rock types, using the rock cycleI can describe complex processes involved in the Rock Cycle e.g. transportation, erosion, deposition and sedimentation
The Periodic tableI can state the properties of metals and non-metalsI can explain how metals are classified as metals and non-metalsI can classify an element as a metal or non-metal based on patterns in its properties I can construct word and balanced symbol equations for the reactions with group 1 metals and water
Reactions of metals and compoundsI can name the tests for hydrogen gas, carbon dioxide gas and oxygen gasI can describe the reactions between acids and metals, metal oxides and acids, metal carbonates and acids, and acids and basesI can use data or experimental findings to compare the reactions between different metals and oxygen and deduce the order of reactivity of metalsI can predict and explain displacement reactions using understanding of the reactivity series
Light and heatI recognise that light travels from a source and that light travels in a straight lineI know that light travels at a very high speed and that the path of light can be represented by raysI understand that light may be absorbed, transmitted or reflected when it hits an object and when light is reflected from plane surfaces into our eyes an image is formedI can identify patterns in observations and can apply understanding of refraction to everyday situations
Sound and magnetsI can identify how sounds are madeI can describe how sound waves transfer energyI can explain how the pitch of a sound wave can be changedI can calculate distances using ideas about echoes
Space, pressure and momentsI can name the planets of the solar systemI can describe some ways in which we observe the Universe beyond our solar systemI can explain how the Universe has changed over timeI can compare theories about how the Universe was formed and make my own suggestions

 

 

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.