Assessment Statements – Year 9

 

Art

 EMERGING (1-2)DEVELOPING (3-4)PROGRESSING (5-6)MASTERY (7-9)
DEVELOP IDEASI have SOME ABILITY in developing my ideas from studying the focussed artists style and concept for this project.I am REASONABLY CONSISTENT in gathering, organising and researching my ideas about artists and applying it to my work.I am CONFIDENT in thoughtfully following a sequence of steps in researching and developing my ideas influenced by the style of artists.I have MASTERED fully 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 and my sketchbook development shows a range of processes.I am REASONABLY CONSISTENT in experimenting with more than one material to express my ideas and can use a range of processes.I am CONFIDENT in using a wide range of materials in my artwork to thoughtfully explore the visual elements in order to create tone texture, shape, form and pattern in my work.I have MASTERED the skill of independently selecting and using a wide range of materials and processes to create highly original artwork. I choose how to use the visual elements in my work.
REFINE/ REVIEW /REFLECTI have SOME ABILITY in refining and making a wide range of improvements in my ideas and most aspects of my work.I am REASONABLY CONSISTENT in reviewing and refining my ideas to produce a successful outcome.I am CONFIDENT in refining my ideas by consistently reviewing my work and applying improvements to produce successful outcomes.I have MASTERED the skill of refining, reviewing and reflecting critically on my work so that I produce highly creative and original successful outcomes.
KNOWLEDGE/ANALYSISI have SOME ABILITY in understanding the Art terms and specialist language for this project and can show this through written and visual forms.I am REASONABLY CONSISTENT in expressing opinions about my work and the work of others and can use specialist art vocabulary to identify different genres in art.I am CONFIDENT in my knowledge of a wide range of artists and contextual sources and can clearly analyse and express opinions about my work and 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 develop my work to the highest standard.

 


 

Dance

 EMERGING (1-2)DEVELOPING (3-4)PROGRESSING (5-6)MASTERY (7-9)
ChoreographyWith support and guidance I can create a piece of choreography in a group and/or on my own with some success. I am able to recognise and understand the task, style or genre with help and create movement phrases that match these. I can use Actions, Dynamics and/or Space to make a phrase. I am beginning to experiment with movement ideas and choreographic skills and I am beginning to identify themes and/or stimuli.nnnWith some additional support and guidance I can create a piece of choreography within a group and on my own. I can understand the task, style or genre and respond to this using some correct movement content. I can use Actions, Dynamics and/or Space to make a phrase and I am able to understand the simple use of a motif. I can experiment with movement ideas and choreographic skills and choose some that link together well. I can understand some themes and ideas relating to a stimulus.nnnI can confidently create a thoughtful piece of choreography within a group or independently, that is suitable for a chosen style, task or genre. With response to a specific stimulus or theme, I can choose movement content using a range of Actions, Dynamics and/or Space. I can understand how this makes a motif. I can experiment and improvise with my movement ideas to select the right content for my pieces and use some choreographic devices to develop them. I am aware of my choreographic intention and I can communicate well to an audience.nnnI can confidently create an original piece of choreography within a group and independently in response to a specific task, style or chosen genre. With response to a specific theme or stimulus I can choose appropriate movement content using a variety of Action, Dynamics and Space, to make a successful motif. I can expertly experiment and improvise with my movement ideas to select the best content for my pieces, and use a wide range of choreographic devices to develop them. I am aware of my choreographic intention and know how to communicate to the audience with success.nnn
PerformanceI am beginning to develop my physical and technical skills with some success. I show some attempt to evidence my performance skills but need to use these in rehearsals and every performance. I am able to perform in small dance groups showing some awareness of other dancers and considering the space around me. When performing a short solo, I need to develop my confidence. I am beginning to consider safe dance practices and need to develop this in all rehearsal and in performance. I am developing my actions, dynamics and space with some success.nnnMy performance is developing showing a range of physical and technical skills with some consistency and success. I have command of some performance skills and demonstrate them 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 solo with some confidence and I am developing my communication of different styles or meanings. My safe dance practice is considered and I am developing this in both rehearsal and performance. I perform actions, dynamics and space with some precision and accuracy.nnnMy performance is securely developed showing a range of advanced physical and technical skills with consistency and success. I have good command of my performance skills demonstrate this in every performance. I am able to perform in small groups showing sensitivity to other dancers and the space around me. I can perform a solo with fluency and flair and communicate style, mood and/or meaning. Safe dance practice is excellent both in rehearsal and performance. I mostly perform actions, dynamics and space with precision and accuracynnnMy performance is highly developed showing a wide range of advanced physical and technical skills with consistency and success. I have excellent command of the performance skills and demonstrate these in every performance. I am able to perform in different sized groups showing heightened sensitivity to other dancers and the space around me. I can perform a solo with fluency and flair, capturing the audience, communicating the style, mood and/or meaning. Safe dance practice is at the centre of my approach both in rehearsal and performance. I perform actions, dynamics and space with highly refined precision and accuracy.nnn
AppreciationI 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 similarlities and differences and explain and justify my own opinions with fair 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 analyse, evaluate, identify similarities and differences and explain and justify my own opinions with reasoning.nnn

 

Drama

 EMERGING (1-2)DEVELOPING (3-4)PROGRESSING (5-6)MASTERY (7-9)
PerformanceI am beginning to use a variety of drama practitioners as inspiration. Including Brecht and Stanislavski. I am beginning to perform in a variety of different styles eg use of script and TIE.I am partially able to use a variety of drama practitioners as inspiration. Including Brecht and Stanislavski. I am sometimes able to perform in different styles of theatre eg use of script and TIE.I can confidently perform using a variety of drama practitioners as inspiration. Using their methods and techniques. Including Brecht and Stanislavski. I can also perform in a variety of different styles eg use of script and TIE.I can expertly perform using a variety of drama practitioners as inspiration. Using their methods and techniques. Including Brecht and Stanislavski. I can also perform in a variety of different styles e.g use of script and TIE.
Practical explorationI am beginning to explore an issue, theme or topic practically using the elements and mediums of drama. . (for example TIE, genre, and status.) I am also beginning to lead and direct others.I can partially explore an issue, theme or topic practically using the elements and mediums of drama. (for example TIE, genre, and status.) I am also able to lead and direct others on occasions.I can confidently explore an issue, theme or topic practically using the elements and mediums of drama. (for example TIE, genre, and status.) I am also able to lead and direct others most of the time.I can expertly explore an issue, theme or topic practically using the elements and mediums of drama. (for example TIE, genre, and status.) I am also able to lead and direct others.
Drama skillsI am beginning to demonstrate some explorative strategies, mediums and elements of drama. I can partially demonstrate some explorative strategies, mediums and elements of drama. I can confidently demonstrate a range of explorative strategies, mediums and elements of drama. Demonstrating some flair and creativity.I can expertly demonstrate a plethora of explorative strategies, mediums and elements of drama. Demonstrating flair and creativity.
Response to othersI am beginning to evaluate, analyse and justify my own work and that of others.I can partially evaluate, analyse and justify my own work and that of others.I can confidently evaluate, analyse and justify my own work and that of others.I can expertly evaluate, analyse and justify my own work and that of others.

 

DT

[table “na” not found /]

 


 

English

[table “na” not found /]

 


 

Food Technology

 EMERGING (1-2)DEVELOPING (3-4)PROGRESSING (5-6)MASTERY (7-9)
DesignI can find relevant research to identify and explain what people need.nI understand some of the design task and can think of different ideas to complete the task. I can give reasons for my ideas. nI can write my own specification.nI can describe/sketch my design idea and write a complete and sequential plan.n
MakeI 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.nI can use basic and specialist equipment competently. I can find and use authentic/specialist ingredients and prepare complex dishes.n
EvaluateIn my evaluation I can explain how I have met the design brief.nI can evaluate the success of a product against the specification.nI can evaluate, test and refine a product with some accuracy. I can use some specialist catering terms.nI can evaluate, test and refine a product against the specification, using catering terms. I will consider the cost and nutritional value in my evaluation.n
Technical knowledgeI 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.nI understand properties and uses of ingredients and their function in a range of dishes.n
Cooking and NutritionnI understand basic nutrition and apply this to practical work through my choice of ingredients and cooking methods.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.nI am competent in a range of cooking techniques. I understand source, seasonality and characteristics of a range of ingredients. I have a good understanding of nutrient groups and healthy eating.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 human and physical characteristics of Africa and the Middle East
I can:
Begin to use maps and atlases to identify countries and key geographical features of Africa and the Middle East
I can:
Use maps of the world to identify some of the human and physical characteristics of Africa and the Middle East
I can:
use maps and atlases to identify some countries and key geographical features of Africa and the Middle East
I can:
Use maps of the world to identify most of the human and physical characteristics of Africa and the Middle East.
I can:
use maps and atlases to identify most countries and key geographical features of Africa and the Middle East
I can:
Use maps of the world to identify all of the human and physical characteristics of Africa and the Middle east
I can:
use maps and atlases to identify all countries and key geographical features of Africa and the Middle East
I can :
Begin to understand key geographical processes.


Example - I can:
Name the processes involved in glacial erosion.
I can :
Begin to understand key geographical processes.


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


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


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


Example - I can:
Describe all of the processes involved in glacial erosion.
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 statistical data to interpret simple information.
I can:
Apply some knowledge to different geographical issues.

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

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

I can:
Use statistical data 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)
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.

 


 

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 decimals and use in order. Using a fraction wall I can find equivalent fractions. I understand % means parts per 100. I can round to the nearest whole number.I understand properties of numbers (square/factor). I am confident when finding equivalents and changing fractions to decimals and ordering them. I can find the percentage of an amount. I can round to decimal places.I can use all the numerical operations required to manipulate and problem solve including number. I can use all 4 operations involving fractions. I change between fractions, decimals and percentages. I can increase/ decrease using percentages and express one quantity as a % of another. I can round to significant figures.I can manipulate powers and use standard form. I am confident when working with fractions. I can use a multiplier and find repeated % change. I can apply and interpret limits of accuracy.
Ratio and proportionI can draw and interpret scale drawings. I can divide a quantity into parts and understand proportion. I am confident with simple ratio and proportion problems. I can compare lengths, areas and volume using ratio notation.
AlgebraI can collect like terms and simplify. I can recognise a sequence.I can construct and solve 1 step equations and inequalities. nI can plot a straight line graph from a linear sequence.I can solve 2 step equations and inequalities involving brackets. I understand y = mx + c, find parallel lines and use a line to find the equation.I can manipulate algebraically solving factorising, rearranging, expanding. Simultaneous Equations only

I can use f(x) /g(x) notation. nExpand double brackets. I can plot and recognise quadratic sequences, their turning points and intersections.
GeometryI can find area, perimeter and volume of regular shapes (excluding circles). Links to substitution. I can plot coordinates, use scale drawing and maps. I can read scales.I can find the area and perimeter of compound shapes, including circles (u220f)

I can apply all transformations on graphs.

I can measure angles and apply angle facts.
I can find the surface area and volume of cubes, cuboids and prisms. I can calculate using Pythagoras Theorem. I can use a combination of transformations. I can convert units and use compound measures and their equations.I can use Trigonometry. I can identify congruence and similarity and apply fractional scale factors. I can work with angles in parallel lines and polygons. I can manipulate vectors using the 4 operations.
DataI 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.I can construct and use cumulative frequency and box plot.
ProbabilityI understand probabilities add to 1I can list outcomes (sample space)I can represent and understand probabilities on frequency and probability trees and Venn diagrams. I can find theoretical and experimental probabilities.

 


 

MFL

 EMERGING (1-2)DEVELOPING (3-4)PROGRESSING (5-6)MASTERY (7-9)
ListeningI can understand and respond to a wide range of single words. I can understand and respond to the gist and some key details in a variety of spoken texts. I can understand and respond to the gist and key details of a wide variety of spoken texts. I can understand the gist and most of the key details from a wide variety of contexts with a range of complex language.
SpeakingI can pronounce a wide range of single words correctly. I can respond accurately to a variety of questions and express some personal opinions. I can respond accurately to a wide variety of questions and express a range of personal opinions. I can respond accurately to a variety of questions with a wide range of language and can develop and justify my personal opinions.
ReadingI can understand and respond to a wide range of single words. nI can understand and respond to the gist and some key details in a variety of written texts. I can understand and respond to the gist and key details of a wide variety of spoken texts. I can accurately translate short texts, on a variety of topics, from the target language into English. I can understand the gist and most of the key details from a wide variety of contexts with a range of complex language and can translate a longer text, on a variety of topics, from the target language into English.
WritingI can copy a wide range of single words correctly. I can write a variety of sentences accurately and express some personal opinions. I can write a longer text using a wider range of language and can express a variety of personal opinions. I can translate a few sentences, on a variety of topics, from English into the target language.I can write a longer text accurately using a wide range of language and can develop and justify my personal opinions. I can translate longer texts, on a variety of topics, from English into the target language.
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 met in the topics studied. I have understood most of the grammar points met in the topics studied. I have an excellent understanding of all the grammar points met 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 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.I can perform confidently on a range of instruments/singing, playing instruments in time, musically, fluently and with accuracy and expression.
CompositionI can compose music fairly confidently, putting together an extended piece of music using a recognised musical structure.I can perform confidently on a range of instruments including singing.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.I can improvise and compose extended ideas in a range of musical structures, styles, genres and traditions. I can use music technology to record my composition. I understand how music is produced and communicated through pitch, duration, dynamics, tempo, timbre, texture, structure and through appropriate notations.
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 compare music.All of emerging 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 developing plus:nI understand how context can affect a piece of music.All of progressing plus:nI can identify different tonalities. I understand and can discriminate between a wide range of music.
Appraising musicI 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 emerging 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 developing plus:nI can attempt of review and evaluate music across a range of historical periods, genres, styles and traditions.All of developing plus:nI can give a review and evaluate music across a range of historical periods, genres, styles and traditions.n

 


 

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 9 students will demonstrate evidence of each assessment strand in three sports


 

RE

 EMERGING (1-2)DEVELOPING (3-4)PROGRESSING (5-6)MASTERY (7-9)
Stories and PeopleDescribe/identify different ideas about life after deathExplain and show understanding of several ideas about life after deathCompare and contrast a religious and a non-religious idea about life after deathEvaluate my own views on life after death and give reasons for my answer including religious ideas
CelebrationDescribe different ideas about the ethics of going to warExplain and show understanding of different ideas about the ethics of going to warCompare and contrast religious ideas about war and pacifismEvaluate our own ideas about whether it is ethical to go to war and give reasons to support the answer including religious views
Lifestyle
Beliefs
Ethics, Values and Issues
Community

 


 

Science

[table “na” not found /]