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

 Successfully applies the principle of the ellipse at both ends of the cylindrical shape

Understands the principle of using ellipses but not confident in their use

 Has made some attempt at drawing an ellipse but has not fully understood the concept

Very poor use or no use of ellipses within the drawing

Effectively uses the ‘wrap around’ method to distort text on a curved surface

Lettering is confidently drawn and some attempt at distortion has been made but isn’t applied effectively

Lettering has been carefully drawn but lacks the distortion needed to give the appearance of three-dimensions

No use of distortion of text to show the three-dimensions of the cylinder

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 cylindrical shape

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

Skilfully and confidently uses the bright Pop Art colour palette.

Has used the bright Pop Art colour palette but needs to consider the placement of these colours.

Most colours used link to the Pop Art colour palette but some subdued colours have been used.

Colours used do not link to the Pop Art colour palette.

Confidently links their work to Pop Art through the use of pattern and imagery. 

There is a clear link to Pop Art in their work but overall the composition lacks some imagination.

There is some link to Pop Art but overall the composition lacks detail.

There is a very limited link to Pop Art.

Presentation is to a very high standard. Paint has been used with confidence and skill.

The final piece is presented well with good control of paint in most areas.

The final piece shows some control of paint but overall, presentation could be better. 

The final piece shows a lack of control of paint and is poorly presented.

Weeks

Unit of Study

Emerging

Developing

Secure

Mastery

6

Introduction to Graphics

Student has a basic knowledge of some terms and concepts like vector and bitmap images.

Student recognises and understands simple ways perform tasks in image manipulation and graphic design.

Student can state a growing awareness of how to convey meaning with images and colours.

Student has a good basic knowledge of some terms and concepts like vector and bitmap images

Student is developing their basic understanding of ways to perform tasks in image manipulation and graphic design.

Student can describe of how to convey meaning with images and colours.

Student has a good knowledge of most terms and concepts like vector and bitmap images, audience needs and layering.

Student is developing a good knowledge of the ways to perform tasks in image manipulation and graphic design.

Student can explain, introducing keywords and terminology, how to convey meaning with images and colours.

Student has excellent knowledge of all terms and concepts like vector and bitmap images, audience needs and layering.

Student has established a strong understanding of the ways to perform tasks in image manipulation and graphic design.

Student can analyse, using keywords and terminology, how to convey meaning with images and colours.

6

Introduction/

Advanced Python

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

Student recognises and understands a simple way of thinking through a problem.

Student is rarely independent in their thinking and the ability to produce solutions to problems from a new perspective.

Student can state some of the steps of how to Write programs.

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

Student is developing their basic understanding of how to logically think their way through a problem.

Student is partly independent in their thinking and the ability to produce solutions to problems from a new perspective.

Student can describe the steps of how to Write programs.

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

Student is developing a good knowledge of how to logically think their way through a problem.

Student is mostly independent in their thinking and the ability to produce solutions to problems from a new perspective.

Student can explain, introducing keywords and terminology, the steps on how to write programs.

Student has excellent knowledge of advanced text-based programming.

Student has established a strong understanding of how to logically think their way through a problem.

Student is completely independent in their thinking and the ability to produce solutions to problems from a new perspective.

Student can analyse, using keywords and terminology, the steps on how to write programs.

6

Spreadsheets

Student has a basic knowledge of spreadsheets.

Student recognises and understands simple spreadsheet terms and functions.

Student can state how spreadsheets are used in a business context.

Student has a good basic knowledge of spreadsheets.

Student is developing their basic understanding of spreadsheet terms and functions.

Student can describe how spreadsheets are used in a business context.

Student has a good knowledge of spreadsheet.

Student is developing a good knowledge of spreadsheet terms and functions.

Student can explain, introducing keywords and terminology, the use of spreadsheets in a business context.

Student has excellent knowledge of spreadsheet.

Student has established a strong understanding of spreadsheet terms and functions.

Student can analyse, using keywords and terminology the use of spreadsheets in a business context.

7

Computational Thinking & Logic

Student has a basic knowledge of computational thinking.

Student recognises and understands simple benefits of problem solving

Student can state some key terms like logic gates, abstraction and decomposition.

Student has a good basic knowledge of computational thinking.

Student is developing their basic understanding of the benefits of problem solving

Student can describe of some key terms like logic gates, abstraction and decomposition.

Student has a good knowledge of computational thinking.

Student is developing a good knowledge of the benefits of problem solving and the different methods that Computer Scientists use to tackle problems.

Student can explain accurately key terms like logic gates, abstraction and decomposition and their importance.

Student has excellent knowledge of computational thinking.

Student has established a strong understanding of the benefits of problem solving and the different methods that Computer Scientists use to tackle problems.

Student can analyse accurately key terms like logic gates, abstraction and decomposition and their importance.

6

Creating a Video   

Student has a basic knowledge of how to create a video.

Student recognises and understands simple editing of a short video.

Student can state how to perform tasks in video editing and production. 

Student is introduced to terms such as audience, purpose and genre, but struggles to recall them.

Student has a good basic knowledge of how to create a video.

Student is developing their basic understanding of video shooting and video editing.

Student can describe how to perform tasks in video editing and production. 

Student can recall terms such as audience, purpose and genre.

Student has a good knowledge of how to create a video.

Student is developing a good knowledge of planning, video shooting and video editing.

Student can explain, introducing keywords and terminology, how to perform tasks in video editing and production. 

Student can use terms such as audience, purpose and genre.

Student has excellent knowledge of how to create a video.

Student has established a strong understanding of planning, video shooting and video editing.

Student can analyse, using keywords and terminology, how to perform tasks in video editing and production. 

Student is confident in the use terms such as audience, purpose and genre.

Pathway

Working towards GCSE Grade

Year 9 criteria

Emerging

1-3

●         1 SIMPLE EXPLANATION with general historical knowledge

●         Describe the content of the source with supporting details

Developing

4-5

●         1 DEVELOPED EXPLANATION with accurate knowledge

●         Describe the usefulness of the source using some knowledge OR some provenance linked to the enquiry

Secure

6

●         2 DEVELOPED EXPLANATIONS with accurate knowledge

●         Evaluate the usefulness of the source using knowledge OR provenance linked to the enquiry

Mastery

7-9

●         3 DEVELOPED EXPLANATIONS with accurate knowledge

●         Fully evaluate the usefulness of the source using knowledge and provenance linked to the enquiry

Level

Descriptors

Mastery

● Makes a range of perceptive comments which are explained in depth.

● Makes perceptive concepts about a range of key concepts and explores how  those concepts are developed throughout the whole text.

● Uses a range of linked and grouped quotes together to support explanation.  Grouping of quotes will be less obvious pairings.

● An in-depth explanation of the writer’s methods. Will complete word level  analysis and explore a range of different interesting ideas. Able to say a lot  about a little.

● An in-depth consideration and explanation of alternative viewpoints based on  the different perspectives of the reader.

● Exploration of and detailed links made between the ideas in the text and the  context.

Securing

● Clear explanation with ideas that are explored in depth.

● May identify a key concept and explore how that concept is developed  throughout the whole text.

● A careful consideration of ideas.

● A wide range of linked and grouped quotes and textual references used to  support explanation.

● Consideration of alternative interpretations of the writer’s method. Being able  to say a lot about a little. 

● Consideration of alternative viewpoints based on the different perspectives of  the reader. 

● Thoughtful consideration of links between ideas in the text and the context.

Developing

● Clear explained response that is linked to the main focus of the question.

● Inferences will link to the overall big idea of a text.

● A range of quotes/textual references to support clear explanations

● Clear explained comments with accurate integrated subject terminology.

● Clear understanding of the effects on the reader, explaining what the reader  thinks/feels/understands/imagines.

● Clear understanding of links between ideas in the text and the context.

Emerging +

● Some explained relevant comments that are linked to the main focus of the  question.

● Relevant quotes/textual references are used to support their explained  comments.

● Explained comments on the writer’s method that are integrated with subject  specific terms.

● Begins to explore the effects on the reader making comments about what the  reader thinks/feels/understands/imagines.

● Some understanding of the links between ideas and the context.

Emerging =

● Relevant comments that are linked to the main focus of the question.

● Relevant supporting quotes/textual details.

● Identification of the writer’s methods

● Uses some subject specific terms

● Some awareness of the links between ideas and context.

Emerging -

● Provides a narrative of the text.

● Possible references/quotes (not always appropriate).

● May identify the writer’s methods

● May use some subject specific terms.

● Simple links made between ideas and context.

Emerging

(indicative of GCSE 1-3)

Students use some verbs correctly particularly in the ‘I’ form. Students can read and write in one tense confidently, and can listen and understand a small quantity of authentic Spanish. Speaking skills are emerging gradually using verbs, opinion phrases and one or two time phrases.

Developing

(indicative of GCSE 4-5)

Students use most verbs in the ‘I’ form correctly and some in the ‘we’ form. Two time frames are successfully used most of the time. Students can read and write in two tenses and speaking skills are confident in one tense and use a range of opinions, time phrases and connectives.

Secure

(indicative of GCSE 6)

Students use most verbs in the ‘I’ form correctly and the ‘we’ form correctly. Three time frames are successfully used most of the time. Students can read and write in three tenses and speaking skills are confident in two tense whilst using a range of opinions, time phrases and connectives.

Mastery

(indicative of GCSE 7-9)

Students can confidently use most verbs in three persons. Three time frames are successful most of the time. Students can read and write in three tenses and speaking skills are confident in up to three tenses and using a range of opinions, time phrases and connectives, as well as idioms and sparkle phrases.

Emerging

To perform different styles and genres with a good degree of accuracy of pitches and rhythms, as well as an understanding of technical proficiency relating to their instrument.

To create a simple piece of music using a simple two part structure (Verse/Chorus or A/B) 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 any appraisal to a high degree.

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 technical proficiency relating to their instrument.

To create a simple piece of music a simple two part structure (Verse/Chorus or A/B) 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 any appraisal to a high degree.

Secure

To perform a range of different styles and genres with a high degree of accuracy of pitches and rhythms in most styles, as well as a good degree of technical proficiency relating to their instrument.

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 any appraisal completely.

Mastery

To perform a range of different styles and genres with accuracy of pitches and rhythms in all styles, as well as technical proficiency on their instrument.

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 any appraisal completely.

Emerging                                       

 6 – 9 points

Developing                           10 – 15 points

Secure                                    

16 – 20 points

Mastery                                

  21 – 24 points

Physical

I apply some limited skills into isolated drills, although I fail to maintain the appropriate technique in progressive drills.

When faced with competitive situations, my technique shows limited consistency over a range of both individual and team activities.

I apply basic and simple skills into both isolated and progressive drills. My technique is inconsistent when faced with more advanced competitive situations. Some skills are starting to be applied with fluency, control, and confidence.

I am starting to demonstrate consistent basic technique and application of skill in competitive activities over a range of both individual and team sports.

I can mostly apply a range of advanced skills into both isolated and progressive drills. My technique is mostly maintained throughout many activities when faced with more advanced competitive situations. My skills are mostly applied with fluency, control, and confidence.

I mostly demonstrate good technique and application of skill in competitive activities over a range of both individual and team sports.

I can consistently apply a range of advanced skills into both isolated and progressive drills. My technique is maintained throughout many activities when faced with more advanced competitive situations. My skills are almost always applied with fluency, control, and confidence.

I consistently demonstrate good technique and application of skill in competitive activities over a range of both individual and team sports.

Knowledge

I can recall limited benefits of leading a healthy active lifestyle and its implications on anatomy and physiological principles.

I am beginning to understand how limited tactical knowledge is applied appropriately to many activities to outwit opponents.

I can identify the basic benefits of leading a healthy active lifestyle and its implications on some anatomy and physiological principles.

I can identify and apply basic decisions in tactical knowledge and I am beginning to adapt in some activities to outwit opponents.

I understand most of the benefits of leading a healthy active lifestyle and its implications on anatomy and physiological principles.

Tactical knowledge is applied accordingly to some activities to mostly outwit opponents.

I have a developed knowledge and understanding of the benefits of leading a healthy active lifestyle and its implications on anatomy and physiological principles.

Tactical knowledge is advanced and well applied to many activities to consistently outwit opponents.

Attitudes

I make limited effort in the curriculum activities I like, although this is inconsistent across the range undertaken.

I use limited terminology to describe my own and other performances in team and individual activities. I can offer vague feedback to recognise strengths and areas in need of future development.

I apply a basic level of effort in most aspects of the Physical Education curriculum. I have shown some interest in extracurricular sport activities I like, although this has been inconsistent across the year.

I can use basic terminology to describe my own and other performances in team and individual activities. I can identify some accurate strengths and areas in need of future development for a partner’s performance.

I demonstrate a good level of effort in most aspects of curriculum and the extra-curricular activities that I attend. On occasion, I have demonstrated outstanding work ethic and determination in the activities I like the best.

I can mostly use a sound level of terminology to precisely analyse both my own and other performances in team and individual activities. Providing thorough and appropriate feedback to identify strengths and areas in need of future development

I consistently strive to apply maximum effort in all curriculum and extra-curricular activities regardless of their nature. I act as a role model to my class peers, representing a determination and aspiration to succeed.

I can use consistently ambitious terminology to correctly analyse both my own and others performances in team and individual activities. Providing detailed and applicable feedback identifying strengths and areas in need of future development.

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 all control variables and explain with science knowledge what would happen if the variable wasn’t controlled and to state and identify the independent and dependent variable in a range of investigations

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

·          To follow and write complex methods in the procedural genre using complex lab equipment and terminology

·          Critically analyse qualitative and quantitative data#

·          Write logical, well evidenced conclusions

·          Make more complex judgements on the accuracy and validity of scientific conclusions

·          Critically evaluate and refine practical methods and make more complex judgements on the accuracy and validity of scientific conclusions

·          To plot all points on any graph correctly

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

·          To calculate modes and medians

·          To input data into scientific formulas and rearrange and complete multi step calculations

·          To record results to 3 significant figures

·          To calculate gradients and identify and describe relationships on graphs

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

·          To state several control variables and explain with science knowledge what would happen if the variable wasn’t controlled and to state and identify the independent and dependent variable in a range of investigations with limited teacher support

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

·          To be able to follow and construct complex methods in the procedural genre using complex lab equipment and terminology with some teacher assistance

·          Critically analyse qualitative and quantitative data with support of the teacher

·          Write logical, well evidenced conclusions with support

·          Critically evaluate and refine practical methods and make more complex judgements on the accuracy and validity of scientific conclusions with teacher support

·          To plot all points on any graph correctly

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

·          To calculate modes and medians with assistance

·          To input data into scientific formulas and rearrange and complete multi step calculations with assistance

·          To record results to 3 significant figures

·          To calculate gradients and identify and describe relationships on graphs 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 predictions and use some scientific knowledge to support with guidance of the teacher

·          To state a couple 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 with assistance of the teacher identifying Hazard and precaution

·          To be able to construct and follow methods in the procedural genre stating more complex lab equipment

·          Critically analyse qualitative and quantitative data with lots of support of the teacher

·          Write logical, well evidenced conclusions with lots of support

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

·          To plot all points on any graph correctly

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

·          To input data into scientific formulas and rearrange and complete multi step calculations with assistance

·          To record results to 3 significant figures with assistance

·          To identify and describe simple relationships on graphs with 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 predictions with a simple supporting comment with the help of the teacher

·          To state a couple 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 with support of the teacher

·          To identify Hazards and state simple precautions with guidance of teacher

·          To construct and follow methods in the procedural genre with teacher assistance

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

·          Write logical conclusions with some supporting evidence and support of the teacher

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

·          To plot all points on any graph correctly

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

·          To input data into scientific formulas and rearrange and complete multi step calculations with assistance

·          To record results to 3 significant figures with assistance

·          To identify and describe simple relationships on graphs with significant assistance