Mastery

Secure

Developing

Emerging

Understands and uses proportion with precision

Pays some attention to proportion but the drawing lacks some accuracy

Has attempted to show proportion in their drawing

Lacks any understanding of proportion

Lettering is drawn with accuracy

Lettering is drawn confidently

Lettering has been carefully drawn but lacks some accuracy

Lettering has been drawn without any attempt towards accuracy

Skilfully and confidently uses shading or colour to include reflective surfaces in order to create a three-dimensional effect

A good understanding of different tones but the technique does not enhance the reflective surfaces of the packaging

Some understanding of how to use shading but only a limited range of tones have been used and the drawing lacks some detail

Shading or colour lacks depth, dimension and accuracy and the drawing is poorly presented

Mastery

Secure

Developing

Emerging

Has produced an interesting, detailed composition with close reference to the Aboriginal style.

The composition references Aboriginal style but more thought was needed to the balance of pattern used.

The composition has been completed without close reference to the Aboriginal style.

 A very basic composition has been produced with very little reference to the Aboriginal style.

 Colours have been mixed from the correct limited palette and care has been taken to ensure a balance of tones within the composition.

Most colours have been mixed and the limited colour palette has been used but the application of these colours is not balanced within the composition.

Very few colours have been mixed. There is little balance of colour within the composition.

Colours have not been mixed and no thought to balance of colour within the composition has been made.

 Skilfully and confidently uses paint, paying attention to the overall presentation of the final piece.

Paint is mainly neat and colours are strong but some areas of the composition could be better presented.

Some areas of the composition lack attention to detail – control with paint is inconsistent.

Painting is scruffy and inaccurate. The overall presentation of the piece is poor.

Mastery

Secure

Developing

Emerging

Has produced an interesting, detailed composition with close reference to the Green Man.

The composition references the Green Man but more detail is required.

The composition has been completed without close reference to the Green Man.

A very basic composition has been produced with very little reference to the Green Man.

The portrait has been drawn with close reference to the ‘half-way rule’ and features are in proportion.

Most of the features have been drawn in proportion but there are some obvious inaccuracies.

There are several inaccuracies in relation to the proportion of the face but has attempted to use the ‘half-way rule.’

The portrait lacks any sense of proportion and the ‘half-way rule’ has not been used.

The leaves have been drawn and painted with accuracy, detail and a sense of realism.

The leaves have been drawn and painted carefully but lack some detail and therefore realism.

The leaves have been drawn and painted in a simplistic way so that they lack a sense of realism.

The leaves have been drawn and painted without any consideration of accuracy or realism.

Colours have been mixed from the correct limited palette and care has been taken to ensure a balance of tones within the composition.

Most colours have been mixed and the limited colour palette has been used but the application of these colours is not balanced within the composition.

Very few colours have been mixed. There is little balance of colour within the composition.

Colours have not been mixed and no thought to balance of colour within the composition has been made.

Weeks

Unit of Study

Emerging

Developing

Secure

Mastery

6

Computer Crime and Cyber Security   

Student has a basic knowledge of some computer crime terms and concepts.

Student recognises and understands simple ways to be safe when searching the internet, using social networks and internet security.

Student shows a growing awareness of some issues of being online.

Student has a good basic knowledge of some computer crime terms and concepts.

Student is developing their basic understanding of ways to be safe when searching the internet, using social networks and internet security.

Student shows an accurate understanding of some issues of being online.

Student has a good knowledge of most computer crime terms and concepts.

Student is developing a good knowledge of the ways to be safe when searching the internet, using social networks and internet security.

Student can describe accurately a range of dangers using web and email.

Student has excellent knowledge of all computer crime terms and concepts.

Student has established a strong understanding of the ways to be safe when searching the internet, using social networks and internet security.

Student can describe and explain in detail, using keywords and terminology, a range of dangers using web and email.

7

Building a PC

Student has a basic knowledge of some components that make up a PC.

Student recognises and has a simple understanding of parts of a PC

Student shows a growing awareness of binary.

Student has a good basic knowledge of some components that make up a PC and what tasks they perform. 

Student is developing their basic understanding of parts of a PC.

Student shows an accurate understanding of binary and/or binary addition.

Student has a good knowledge of most components that make up a PC and what tasks they perform. 

Student is developing a good knowledge of the components and describe what they do.

Student can describe accurately how to undertake binary and binary addition.

Student has excellent knowledge of all components that make up a PC and what tasks they perform. 

Student has established a strong understanding of the components and describe what they do.

Student can describe and explain in detail how to undertake binary and binary addition.

7

Introduction to Programming Skills         (Small Basic)  

Student has a basic knowledge of simple text-based programming.

Student recognises and understands simple programming terms.

Student shows a growing understanding of programming terms like loops and variables.

Student has a good basic knowledge of simple text-based programming.

Student is developing their basic understanding of programming terms.

Student shows an accurate understanding of programming terms like loops and variables.

Student has a good knowledge of simple text-based programming.

Student is developing a good knowledge of programming terms.

Student can describe accurately programming terms like algorithms, loops and variables.

Student has excellent knowledge of simple text-based programming.

Student has established a strong understanding of programming terms. 

Student can describe and explain in detail programming terms like algorithms, loops, conditions and variables.

6

Networks

Student has a basic knowledge of local and wide area networks.

Student recognises and understands simple terms like encryption.

Student shows a growing understanding of networks that they may use in the world of work and at home. 

Student has a good basic knowledge of local and wide area networks.

Student is developing their basic understanding of terms like encryption.

Student shows an accurate understanding of networks that they may use in the world of work and at home. 

Student has a good knowledge of local and wide area networks.

Student is developing a good knowledge of terms like encryption.

Student can describe accurately the networks that they may use in the world of work and at home. 

Student has excellent knowledge of local and wide area networks.

Student has established a strong understanding of terms like encryption.

Student can describe and explain in detail, using keywords and terminology, the networks that they may use in the world of work and at home. 

7

Introduction to Python

Student has a basic knowledge of an advanced text-based programming language.

Student recognises and understands simple terms like strings, variables and syntax errors.

Student shows a growing
understanding of how computing develops computational thinking, computational logic and other skills which are vital for KS4 Computing.

Student has a good basic knowledge of an advanced text-based programming language.

Student is developing their basic understanding of terms like strings, variables and syntax errors.

Student shows an accurate understanding of how computing develops computational thinking, computational logic and other skills which are vital for KS4 Computing.

Student has a good knowledge of an advanced text-based programming language.

Student is developing a good knowledge of terms like IF statement, variable, syntax error, string, integer and float. 

Student can describe accurately their understanding of how computing develops computational thinking, computational logic and other skills which are vital for KS4 Computing.

Student has excellent knowledge of an advanced text-based programming language.

Student has established a strong understanding of terms like IF statement, variable, syntax error, string, integer and float. 

Student can describe and explain in detail, using keywords and terminology their understanding of how computing develops computational thinking, computational logic and other skills which are vital for KS4 Computing.

Pathway

Working towards GCSE Grade

Year 8 criteria

Emerging

1-3

●         SUPPORT description with relevant historical knowledge

●         Describe the content of the source

Developing

4-5

●         1 SIMPLE EXPLANATION with general historical knowledge

●         Describe the content of the source with supporting details

Secure

6

●         1 DEVELOPED EXPLANATION with accurate knowledge

●         Describe the usefulness of the source using some knowledge

Mastery

7-9

●         2 DEVELOPED EXPLANATIONS with accurate knowledge

●         Evaluate the usefulness of the source using knowledge

Year 8

Emerging

Indicative of GCSE Grades 1-3

You are beginning to understand some Spanish vocabulary and grammar, as well as the sounds words make. Your knowledge and ability to remember this knowledge is emerging. You can recall a small amount of prior learning.

Developing

Indicative of GCSE Grades 4-5

You are beginning to understand some Spanish vocabulary and grammar learnt to date, as well as the sounds words make. Your knowledge and ability to remember this knowledge is developing. You can recall some prior learning at this stage.

Secure

Indicative of GCSE Grades 6

You are beginning to understand the majority of Spanish vocabulary and grammar learnt to date, as well as the sounds words make. Your knowledge and ability to remember this knowledge is secure, in that you confidently recall prior learning and apply it to new situations.

Mastery

Indicative of GCSE Grades 7-9

You understand almost all Spanish vocabulary and grammar learnt so far, as well as the sounds words make. Your knowledge and ability to remember this knowledge is at a very high level. You can confidently recall prior learning and you apply it well to new situations. You are able to help others with their learning.

Emerging-

To perform different styles with a good degree of accuracy of pitches and rhythms, as well as an understanding of how to rehearse to a good degree.

To create a simple piece of music with a simplistic or lack of harmonic sequence, and a melody consisting of more basic rhythm or only stepwise movement. Sound choice has been considered but might not be appropriate.

To appraise their own and others music using some correct terminology and being able to justify musical choices.

Developing-

To perform a range of different styles and genres with a high degree of accuracy of pitches and rhythms, as well as an understanding of how to rehearse to a good degree.

To create a simple piece of music with a harmonic sequence and a melody that is appropriate for their chosen genre. Sound choice has been considered but may not fully match appropriately.

To appraise their own and others music mostly using correct terminology and being able to justify musical choices.

Secure-

To perform a range of different styles with a high degree of accuracy of pitches and rhythms in most styles, as well as an understanding of how to rehearse to a very high degree..

To create a piece of music using an appropriate structure, harmonic sequence, and a high quality melody that matches their chosen genre well. They have good sound choice which contributes to a successful piece of music being created.

To appraise their own and others music mostly using correct terminology and being able to justify musical choices.

Mastery-

To perform a range of different styles with accuracy of pitches and rhythms in all styles, as well as an understanding of how to rehearse to a very high degree.

To compose fully realised pieces of music, including structure, harmonic sequences, and strong melodies which are highly produced to create a high quality sound, as well as a high quality piece of music.

To appraise their own and other pieces using correct terminology and being able to justify musical choices.

Pathway

Scientific Knowledge and Understanding

Scientific descriptions and explanations

Scientific Investigations

Mathematical Skills

Mastery

(70% +)

·          Accurate, relevant and comprehensive knowledge and understanding applied to familiar and unfamiliar contexts.

·          Accurate use of scientific terminology

·          Accurate logical and detailed descriptions

·          Complex explanations and arguments using scientific knowledge to support

·          Make complex predictions and use scientific knowledge and evidence to support

·          To state a variety of control variables and explain using science what would happen if the variable wasn’t controlled and to state the independent and dependent variable in an investigation

·          To produce a risk assessment identifying Hazard, Risk and precautions

·          To be able to follow more complex methods and to write a method that can be followed by others using key terminology and equipment names and frequently using the procedural genre

·          Critically analyse qualitative and quantitative data with teacher support

·          Write logical, well evidenced conclusions

·          Suggest improvements to experimental methods and comment on accuracy of scientific conclusions

·          To plot all points on any graph correctly

·          To calculate means and recognise that anomalous results need to be excluded

·          To input data into scientific formulas and rearrange with assistance

·          To record results to 3 significant figures

Secure

(Below 70%)

·          Mostly accurate knowledge and understanding applied to most familiar and unfamiliar contexts.

·          Mostly accurate use of scientific terminology

·          Mostly accurate and logical descriptions which include some relevant and accurate scientific detail

·          Some explanations but lacking complexity

·          Make complex predictions and use some scientific knowledge and evidence to support with guidance from teacher

·          To state a variety of control variables and suggest what would happen if the variable wasn’t controlled and to state the independent and dependent variable in an investigation

·          To produce a risk assessment identifying Hazard, Risk and precautions with the assistance of the teacher

·          To be able to follow more complex methods and to write a method that can be followed by others using key terminology and equipment names

·          Analyse qualitative and quantitative data

·          Write logical, well evidenced conclusions with support

·          Suggest improvements to experimental methods and comment on accuracy of scientific conclusions with teacher support

·          To plot the majority of points on any graph correctly

·          To calculate means and to recognise anomalous results need to be excluded with assistance

·          To input data into simple scientific formulas and rearrange with assistance

·          To record results to 3 significant figures with assistance

Developing

(Below 50%)

·          Some accurate knowledge and understanding applied to some familiar and unfamiliar contexts

·          Some accurate use of scientific terminology

·          Some logical descriptions which include some scientific detail

·          Occasional explanations but often confused and lacking detail

·          Make simple predictions and use some scientific knowledge to support

·          To state simple control variables and suggest what would happen if the variable wasn’t controlled

·          To produce a risk assessment identifying Hazard and precautions

·          To be able to follow more complex methods and to write a method that can be followed by others using key terminology and equipment names with the assistance of the teacher

·          Analyse qualitative and quantitative data with support of the teacher

·          Write logical, well evidenced conclusions with lots of support

·          Suggest some basic improvements to scientific methods but with little reasoning as to why and make simple comments on the accuracy of conclusions

·          To plot a bar graph

·          To plot most points on a line graph accurately with assistance

·          To calculate means with some teacher assistance

·          To input data into simple scientific formulas with significant assistance

Emerging

(Below 20%)

·          Some relevant scientific knowledge and understanding in familiar contexts

·          Scientific terminology used rarely

·          Descriptions are often missing or partial and lack scientific detail

·          Explanations rarely attempted

·          Make simple predictions with a simple supporting comment with the help of the teacher

·          To state simple control variables and suggest what would happen if the variable wasn’t controlled with support from the teacher

·          To produce a risk assessment identifying hazard and precautions with teacher support

·          To be able to follow more simple methods and to write a method that can be followed by others using key terminology and simple equipment names with assistance of the teacher

·          Analyse qualitative and quantitative data with lots of support of the teacher

·          Conclusions written with some supporting evidence

·          Suggest some basic improvements to scientific methods but with little reasoning as to why and make simple comments on the accuracy of conclusions with support of the teacher

·          To plot a bar graph with limited help

·          To plot some points on a line graph accurately with assistance

·          To calculate means with lots of teacher assistance

·          To input data into simple scientific formulas with significant assistance