Latest Announcement

Next

Assessment

Expected Progress Calculator 

Expected Progress Calculator

The table below shows how a student achieving expected progress (3 Levels over 2 Key Stages) would progress in each year at each continual assessment point:

KS2

Y7 Aut

Y7 Spr

Y7 Sum

Y8 Aut

Y8 Spr

Y8 Sum

Y9 Aut

Y9 Spr

Y9 Sum

Y10 Aut

Y10 Spr

Y10 Sum

Y11 Aut

Y11 Spr

Y11 end

B,N

2c

2c

2b

2b

2a

3c

3c

3b

3a

G

G

G

F

F

F

2c

2b

2b

2a

3c

3c

3b

3a

3a

4c

F

F

F

E

E

E

2b

2a

2a

2b

3c

3b

3b

3a

4c

4b

F

F

F

E

E

E

2a

2b

3c

3c

3b

3b

3a

4c

4b

4a

F

F

F

E

E

E

3c

3c

3b

3b

3a

4c

4c

4b

4a

5c

E

E

E

D

D

D

3b

3b

3a

3a

4c

4b

4b

4a

5a

5b

E

E

E

D

D

D

3a

3a

4c

4c

4b

4a

4a

5c

5b

5a

E

E

E

D

D

D

4c

4c

4b

4b

4a

5c

5c

5b

5a

6c

D

D

D

C

C

C

4b

4b

4a

4a

5c

5b

5b

5a

6c

6b

D

D

D

C

C

C

4a

4a

5c

5c

5b

5a

5a

6c

6b

6a

D

D

D

C

C

C

5c

5c

5b

5b

5a

6c

6c

6b

6a

7c

C

C

C

B

B

B

5b

5b

5a

5a

6c

6b

6b

6a

7c

7b

C

C

C

B

B

B

5a

5a

6c

6c

6b

6a

6a

7c

7b

7a

C

C

C

B

B

B

6c

6c

6b

6b

6a

7c

7c

7b

7a

8c

B

B

B

A

A

A

6b

6b

6a

6a

7c

7b

7b

7a

8c

8b

B

B

B

A

A

A

6a

6a

7c

7c

7b

7a

7a

8c

8c

8a

B

B

B

A

A

A

More than expected progress calculator

The table below shows how a student achieving individual targets (4 Levels over 2 Key Stages) would progress in each year at each continual assessment point:

KS2

Y7 Aut

Y7 Spr

Y7 Sum

Y8 Aut

Y8 Spr

Y8 Sum

Y9 Aut

Y9 Spr

Y9 Sum

Y10 Aut

Y10 Spr

Y10 Sum

Y11 Aut

Y11 Spr

Y11 end

B,N

2b

2a

3c

3c

3b

3a

3a

4c

4c

F

F

F

G

G

G

2c

2b

2b

3a

3a

4c

4b

4c

4b

4a

E

E

E

D

D

D

2b

3c

3b

3b

3a

4c

4b

4a

4b

4c

E

E

E

D

D

D

2a

3b

3b

3a

4c

4b

4a

4a

5c

5b

E

E

E

D

D

D

3c

3a

4c

4c

4b

4a

5c

5c

5b

5a

D

D

D

C

C

C

3b

4c

4b

4b

4a

5a

5b

5b

5a

5a

D

D

D

C

C

C

3a

4b

4a

4a

5c

5b

5a

5a

6c

6c

D

D

D

C

C

C

4c

4a

5c

5c

5b

5a

6c

6b

6b

6a

C

C

C

B

B

B

4b

5c

5b

5b

5a

6c

6b

6a

7c

7b

C

C

C

B

B

B

4a

5b

5a

5a

6c

6b

6a

6a

7c

7b

C

C

C

B

B

B

5c

5a

6c

6c

6b

6a

7c

7c

7b

7b

B

B

B

A

A

A

5b

6c

6b

6b

6a

7c

7b

7b

7a

7a

B

B

B

A

A

A

5a

6b

6a

6a

7c

7b

7b

7a

7a

8c

B

B

B

A

A

A

6c

6a

7c

7c

7b

7a

8c

8b

8a

8a

A

A

A

A*

A*

A*

6b

7c

7b

7b

7a

8c

8b

8b

8b

8a

A

A

A

A*

A*

A*

6a

7b

7a

7a

8c

8c

8a

8a

8a

8a

A

A

A

A*

A*

A*

Expected Progress Calculator

The table below shows how a student achieving expected progress (3 Levels over 2 Key Stages) would progress in each year at each continual assessment point:

KS2

Y7 Aut

Y7 Spr

Y7 Sum

Y8 Aut

Y8 Spr

Y8 Sum

Y9 Aut

Y9 Spr

Y9 Sum

Y10 Aut

Y10 Spr

Y10 Sum

Y11 Aut

Y11 Spr

Y11 end

B,N

1-

1=

1+

1-

1=

1+

1-

1=

1+

1-

1=

1+

2-

2=

2+

2c

1-

1=

1+

1-

1=

1+

1-

1=

1+

1-

1=

1+

2-

2=

2+

2b

1-

1=

1+

1-

1=

1+

1-

1=

1+

2-

2=

2+

3-

3=

3+

2a

1-

1=

1+

1-

1=

1+

1-

1=

1+

2-

2=

2+

3-

3=

3+

3c

1-

1=

1+

1-

1=

1+

1-

1=

1+

2-

2=

2+

3-

3=

3+

3b

1-

1=

1+

1-

1=

1+

1-

1=

1+

2-

2=

2+

3-

3=

3+

3a

1-

1=

1+

1-

1=

1+

2-

2=

2+

3-

3=

3+

4-

4=

4+

4c

1-

1=

1+

1-

1=

1+

2-

2=

2+

3-

3=

3+

4-

4=

4+

100

1-

1=

1+

2-

2=

2+

3-

3=

3+

4-

4=

4+

5-

5=

5+

4a

1-

1=

1+

2-

2=

2+

3-

3=

3+

4-

4=

4+

5-

5=

5+

5c

2-

2=

2+

3-

3=

3+

4-

4=

4+

5-

5=

5+

6-

6=

6+

5b

2-

2=

2+

3-

3=

3+

4-

4=

4+

5-

5=

5+

6-

6=

6+

5a

2-

2=

2+

3-

3=

3+

4-

4=

4+

5-

5=

5+

6-

6=

6+

6c

3-

3=

3+

4-

4=

4+

5-

5=

5+

6-

6=

6+

7-

7=

7+

6b

3-

3=

3+

4-

4=

4+

5-

5=

5+

6-

6=

6+

7-

7=

7+

6a

3-

3=

3+

4-

4=

4+

5-

5=

5+

6-

6=

6+

7-

7=

7+

More than expected progress calculator

The table below shows how a student achieving individual targets (4 Levels over 2 Key Stages) would progress in each year at each continual assessment point:

KS2

Y7 Aut

Y7 Spr

Y7 Sum

Y8 Aut

Y8 Spr

Y8 Sum

Y9 Aut

Y9 Spr

Y9 Sum

Y10 Aut

Y10 Spr

Y10 Sum

Y11 Aut

Y11 Spr

Y11 end

B,N

1-

1=

1+

1-

1=

1+

1-

1=

1+

2-

2=

2+

3-

3=

3+

2c

1-

1=

1+

1-

1=

1+

1-

1=

1+

2-

2=

2+

3-

3=

3+

2b

1-

1=

1+

1-

1=

1+

1-

1=

1+

2-

2=

2+

3-

3=

3+

2a

1-

1=

1+

1-

1=

1+

2-

2=

2+

3-

3=

3+

4-

4=

4+

3c

1-

1=

1+

1-

1=

1+

2-

2=

2+

3-

3=

3+

4-

4=

4+

3b

1-

1=

1+

2-

2=

2+

3-

3=

3+

4-

4=

4+

5-

5=

5+

3a

1-

1=

1+

2-

2=

2+

3-

3=

3+

4-

4=

4+

5-

5=

5+

4c

1-

1=

1+

2-

2=

2+

3-

3=

3+

4-

4=

4+

5-

5=

5+

100

2-

2=

2+

3-

3=

3+

4-

4=

4+

5-

5=

5+

6-

6=

6+

4a

3-

3=

3+

4-

4=

4+

5-

5=

5+

6-

6=

6+

7-

7=

7+

5c

3-

3=

3+

4-

4=

4+

5-

5=

5+

6-

6=

6+

7-

7=

7+

5b

3+

4-

4+

5-

5=

5+

6-

6=

6+

7-

7=

7+

8-

8=

8+

5a

3+

4-

4+

5-

5=

5+

6-

6=

6+

7-

7=

7+

8-

8=

8+

6c

3+

4-

4+

5-

5=

5+

6-

6=

6+

7-

7=

7+

8-

8=

8+

6b

4-

4+

5+

6-

6=

6+

7-

7=

7+

8-

8=

8+

9-

9=

9+

6a

4-

4+

5+

6-

6=

6+

7-

7=

7+

8-

8=

8+

9-

9=

9+

 

English - Reading 

Grade Descriptors

Reading

AO1

Identify and interpret explicit and implicit information and ideas. Select and synthesise evidence from different texts.

AO2

Explain, comment and analyse how writers use language and structure to achieve effects and influence readers, using relevant subject terminology to support their views.

AO3

Compare writers’ ideas and perspectives, as well as how these are conveyed, across two or more texts.

AO4

Evaluate texts critically and support with appropriate textual references.

Grade 9

Perceptive,

Sustained,

Creative,

Independent,

Original,

Evaluative,

Complex,

Response

  • Independent critical stance develops an evaluative interpretation of text(s) drawing on imaginative idea and writer’s perspective and is well supported by reference and wider textual knowledge.
  • Complex, evaluative comments are developed.
  • Independent, creative and perceptive analysis on how language and structure is used to influence the readers understanding of the writer’s theme and/or purpose.
  • Response analyses the  effect on reader in a perceptive way
  • Evaluation of choices. 
  • Responses demonstrate perceptive analytical comments on writer’s purpose and/or viewpoint.
  • Responses show a confident appreciation of how particular techniques and devices used achieve the affects.
  • Evaluates and analyses textual conventions and how different meanings and interpretations of a text relate to the contexts.
  • Sustained, critical and creative evaluation of the text in a detailed way.
  • Offers original examples/evidence from the text to explain views convincingly and confidently.
  • Analyses effects of writer’s choices and craft.

Grade 8

Perceptive, Detailed,

Precise,

Imaginative,

Exploratory,

Critical,

Response

  • Perceptive, critical stance develops a coherent interpretation of text(s) drawing on imaginative insights and well supported by reference and wider textual knowledge.
  • Detailed, evaluative comments are developing.
  • Detailed and  precise and perceptive analysis of how language and structure is used to support writer’s theme and/or purpose.
  • Comments explain effect on reader.
  • Evaluation of choices. 
  • Responses develop imaginative and analytical comments on writer’s purpose and/or viewpoint.
  • Responses show an appreciation of how particular techniques and devices used achieve the affects.
  • Analysis of textual conventions and how different meanings and interpretations of a text relate to the contexts.
  • Sustained and critical evaluation of the text in a detailed way.
  • Offers examples/evidence from the text to explain views convincingly.
  • Analyses effects of writer’s choices.

Grade 7

Increasing precision,

Thoughtful

Interpretations,

Developed,

Appropriate,

Analytical,

Response

  • Increasing precision in selection and application of textual reference.
  • Increasing ability to draw on other parts of the text or other sources to determine an argument.
  • Some evaluation of the extent to which structural and language choices support the writer’s theme or purpose.
  • Comments begin to develop precise and perceptive analysis.
  • Responses are developed analytical or evaluative comment on writer’s purpose.
  • Responses are developed, analytical or evaluative and comment on how viewpoint is established or managed.
  • High appreciation shown of how particular techniques and devices achieve effects.
  • Evaluative comments are thoughtful and fully developed and comments start to also employ a critical stance.

Grade 6

Clear,

Detailed

Analytical ,

Supported,

Response

  • Analytical in selection and application of textual reference
  • Beginning to draw on other sources to determine an argument
  •  Detailed explanations with appropriate terminology on how language is used and how the choices contribute to the overall effect and support the writer’s intention.
  • Detailed exploration of structural features and how they contribute to overall effect

 

  • Detailed understanding of purpose and/or viewpoint precisely located at word/sentence level.
  • Effect on reader clearly identified with some explicit/implicit explanation as to how the effect has been created.
  • Detailed exploration of textual conventions or features used by writer from different modes/ periods.
  • Detailed discussion of how the context affects meaning.
  • Detailed and developed evaluative comments with a range of views, including personal explored.

Grade 5

Clear,

Relevant,

Detailed explanation,

Structured,

Supported,

Response

  •  Relevant points clearly identified from different places in the text.
  • Comments supported, based in textual evidence.
  • Comments begin to develop a range of interpretations.
  • Clear explanations with appropriate terminology on how language is used and how the choices contribute to the overall effect and support the writer’s intention.  
  • Beginning to write a detailed explination of structural features and how they contribute to overall effect.
  •  Clear understanding of purpose and/or viewpoint precisely located at word/sentence level
  • Relevant effects on reader identified with some explicit and implicit explanation as to how the effect has been created.
  • Clear exploration of textual conventions or features used by writer from different modes/periods.
  • Relevant discussion of how the context affects meaning.

 

  • Clear and relevant evaluative comments with an attempt to include a range of views, with some personal exploration.

Grade 4

Explained,

Secure,

Considered, Relevant,

Comments

  • Relevant points identified from more than one place in the text
  • Comments supported by textual evidence
  • Interpretations are considered,  but may lack clarity
  • Detailed explanations, beginning to expand on subject terminology on how language is used, considering overall effect created by the writer
  • Structural features and overall effect considered when exploring writers craft
  • Secure understanding of purpose and/or viewpoint through general overview.  
  • Effect on reader securely identified with relevant explicit explanation as to how the effect has been created.
  • Secure exploration of textual conventions or features used by writer from different modes/ periods.
  • Secure discussion of how the context affects meaning.
  • Securely evaluates text.
  • Gives examples and relevant evidence from the text to explain view.
  • Securely explains the effect of writer’s choices.

Grade 3

Some,

Straightforward,

Explicit

Comments

  • Mostly relevant points identified.
  • Comments securely based in textual evidence.
  • Comments begin to develop a straightforward interpretation, even when points made are not always accurate.
  • Explicit language and structural features identified with some straightforward explanations.
  • Comments begin show awareness of the effect of writer’s choices.

 

  • Some understanding of the text identified
  • Some comments show awareness of the writers viewpoint
  • Some comments on the overall effect

 

  • Some attempt to evaluate with examples to support views
  • Some explanation of the effect of the writers choice

Grade 2

Simple,

Some

Obvious,

comments

  • Some obvious points identified and some textual reference.
  • Still may be some irrelevance or misunderstanding.
  • Inferences made based on evidence.
  • Comments begin to develop explanation of inferred meanings although, not always correct.
  • Some simple features of language identified with little comment.
  • Some simple features of structure identified with little comment.
  • Main purpose of text identified.
  • Some comments show awareness of writer’s viewpoint.
  • Main purpose identified.
  • Simple comment on overall effect on reader.
  • Identify similarities and differences between texts with some explanation.
  • Some explanation of how the context contributes to meaning.
  • Simple attempt to evaluate with example/examples to support view(s).

Grade 1

Basic,

Few ,

Limited,

comments

  • Simple, most obvious points identified- there may be some misunderstanding.
  • Some comments include quotations but are not always relevant.
  • Limited inference based on single point of reference.
  • Response to text is literal.
  • Few basic features of organisation and writer’s use of language identified e.g. beginning and end of story, types of punctuation.
  • Basic comments about the organisation and language  e.g. ‘slimy’ is a good word to use.
  • Basic comments identify purpose of the text e.g. the writer doesn’t like violence.
  • Comments express limited, personal responses but with little awareness of writer’s viewpoint or effect on reader.
  • Limited connections between texts.
  • Basic and limited features of context identified.
  • Basic and personal evaluative comments.
  • Basic example from text which may explain view. 

 

WT

  • Beginning to identify points from the text
  • Emerging comments on the text, but does not include supporting evidence
  • Little or no use of inference, with heavy reliance on explicit understanding
  • Response to text is emerging
  • Little attempt to organise ideas, with some attempt to identify writer’s use of language
  • Starting to comment on the organisation and language used by the writer

 

  • Emerging  comments on the purpose of the text
  • Beginning to express a personal response
  • Beginning to make minimal connections between texts

 

  • Beginning to formulate a personal evaluation
  • Beginning to identify examples from the text to explain view.

 

English - Writing 

Grade Descriptors

Writing

AO5

Communicate clearly, effectively and imaginatively, selecting and adapting tone, style and register for different forms, purposes and audiences;

Organise information and ideas, using structural and grammatical features to support coherence and cohesion of texts.

AF 1, 2, 3,4,7

AO6

Candidates must use a range of technical accuracy and sentence structure for clarity, purpose and effect; with accurate spelling and punctuation (This requirement must constitute 20% of the marks for each specification as a whole).

 

AF 5,6,8

Grade 9

Sustained

Creative

Independent

Original

Evaluative

Complex

Response

Content

  • Communication is complex, creative and original throughout
  • Tone, style and register confidently and professionally expressed
  • Extensive, sophisticated and ambitious vocabulary deliberately selected to have impact on the reader
  • Linguistic devices extensively and precisely chosen to sustain the readers interested

Organisation

  • Highly structured and comprehensive writing, incorporating a range of integrated and complex ideas
  • Fluently linked paragraphs with seamlessly integrated discourse markers
  • Inventive use of a varied structural features

 

  • Sentence demarcation is consistently secure, accurate and creative
  • Wide range of punctuation used with originality and a high level of accuracy
  • Full range of complex sentence forms used creatively for effect
  • Standard English consistently used with sustained control of complex creative grammatical structures
  • Extremely high level of accuracy of spelling
  • Sustained use of imaginative, creative and effective vocabulary 

Grade 8

Perceptive

Convincing

Precise

Imaginative

Exploratory

Critical

Response

Content

  • Communication is convincing, precise and imaginative throughout
  • Tone, style and register assuredly matched to purpose, form and audience; manipulative, subtle and increasingly abstract
  • Extensive, sophisticated and ambitious vocabulary selected for effect.
  • Precise and sustained crafting of linguistic devices

Organisation

  • Highly structured and developed writing, incorporating a range of integrated and complex ideas
  • Linked paragraphs with seamlessly integrated discourse markers
  • Some inventive use of a variety of structural features

 

  • Sentence demarcation is usually secure, accurate and imaginative
  • Wide range of punctuation used precisely and accurately
  • A range of appropriate sentence forms used imaginatively for effect
  • Standard English used with evidence of precise and accurate control of complex grammatical structures
  • High level of accuracy of spelling
  • Use of imaginative, exploratory and effective vocabulary 

Grade 7

Increasing precision

Thoughtful

Interpretations

Developed

Appropriate

Analytical

Response

Content

  • Communication is thoughtful, appropriate and with increasing precision
  • Tone, style and register consistently match purpose, form and audience
  • Extensive, sophisticated vocabulary with evidence of conscious crafting of linguistic devices

Organisation

  • Structured and developed writing with a range of engaging complex ideas
  • Consistently coherent use of paragraphs with integrated discourse markers
  • Varied and effective structural features used for effect
  • Variety of sentences deployed with increasing precision across text to achieve overall purpose and effect, with rare loss of control.
  • Increasing use of appropriate and challenging punctuation used accurately
  • Range of sentences thoughtfully varied for effect
  • Controlled use of Standard English
  • Accurate spelling including complex and irregular words
  • Vocabulary consistent, often imaginatively well matched to purpose and audience.

Grade 6

Detailed

Clear

Coherent

Consistent

Supported

Response

  Content

  • Communication is consistently clear, coherent and detailed
  • Tone, style and register matched to purpose, form and audience
  • Increasingly sophisticated vocabulary and phrasing, chosen for effect with a range of appropriate devices

Organisation

  • Writing is engaging and contains a range of connected ideas
  • Usually coherent paragraphs with a wide range of discourse markers
  • Usually effective use of structural features
  • Sentence demarcation is mostly secure, clear and mostly accurate
  • Range of punctuation is used, mostly with success
  • Uses a variety of sentence forms coherently for effect
  • Standard English used appropriately with mostly controlled grammatical structures - occasional errors in ambitious choices
  • Generally accurate spelling, including complex and irregular words
  • Increasingly sophisticated use of vocabulary

Grade 5

Relevant

Detailed

Explained

Structured

Supported

Response

Content

  • Communication is clear and detailed
  • Tone, style and register generally matched to purpose, form and audience
  • Vocabulary clearly chosen for effect and successful use of linguistic devices

Organisation

  • Writing is usually engaging with a range of connected ideas
  • Frequently coherent paragraphs with a range of discourse markers
  • Frequently effective use of structural features
  • Variety of sentence forms used for effect although not always accurately
  • Full range of punctuation used with some errors
  • Standard English used
  • Most words spelt correctly, errors with more complicated words
  • Reasonably wide vocabulary used, though not always appropriately.

Grade 4

 

Explained

Secure

Considered

Relevant

Comments

Content

  • Communication is considered and mostly successful
  • Secure attempt to match purpose, form and audience; some control of relevant register
  • Conscious use of vocabulary with some use of linguistic devices

Organisation

  • Increasing variety and relevant ideas
  • Some coherent use of paragraphs and some use of relevant discourse markers
  • Some considered use of effective structural features
  • Sentence demarcation is mostly secure and sometimes accurate
  • Some control of a range of relevant punctuation
  • Attempts a variety of sentence forms
  • Use of Standard English with some control or agreement
  • Some accurate spelling of more complex words
  • Some varied and considered use of vocabulary

Grade 3

Some

Straightforward

Explicit

Comments

Content

  • Straightforward explicit communication with some success
  • Attempts to match purpose, from and audience; attempts to control register
  • Begins to vary vocabulary with some use of linguistic devices

Organisation

  • Some straightforward  linked and relevant ideas
  • Attempt to write in paragraphs with some discourse markers, not always appropriate
  • Attempts to use structural features
  • Reliance mainly on simply structured sentences with some attempts at sentence variation
  • Straightforward sentences demarcated with full stops and capital letters, question and exclamation marks, speech marks and commas
  • Some speech punctuation but with comma splicing evident
  • Straightforward, generally appropriate vocabulary. Some words explicitly selected for effect or occasion

Grade 2

Simple

Some

Obvious

comments

Content

  • Some success with communication of obvious ideas
  • Some awareness of purpose, form and audience; some control of register
  • Simple vocabulary; simple, obvious linguistic devices

 

Organisation

  • Some obvious ideas, simply linked
  • Some simple overall textual structure
  • Some evidence of simple structural features
  • Mainly simple sentence structures used
  • Simple sentences demarcated with full stops and capital letters, question and exclamation marks
  • Occasional use of Standard English with some control of agreement
  • Accurate basic spelling
  • Simple, sometimes appropriate vocabulary. Some obvious words occasionally selected for effect or occasion.

Grade 1

Basic

Few

Limited

Comments

Content

  • A few basic ideas offered
  • Limited understanding of purpose, form and audience.
  • Basic use of a limited range of vocabulary

Organisation

  • A few limited ideas expressed not linked
  • A basic overall structure evident
  • Limited evidence of basic structural features
  • Attempts to use simple sentence structures
  • Occasional use of full stops and capital letters
  • Some accurate spelling of basic words
  • Basic, often speech-like vocabulary

W/T

Little

Emerging

Beginning

Comments

Content

  • Beginning to offer ideas
  • Little understanding of purpose, form and audience.
  • Emerging use of a limited range of vocabulary

Organisation

  • Beginning to express ideas not linked
  • Emerging overall structure evident
  • Little evidence of structural features
  • Beginning to attempt simple sentence structures
  • Emerging use of full stops and capital letters
  • Little accurate spelling

              

English - Speaking and Listening 

Grade

Descriptors

WJEC

Spoken Language

AO7

Demonstrate presentation skills in a formal setting

AO8

Listen and respond appropriately to spoken language including to questions and feedback on presentations

AO9

Use spoken standard English effectively in speeches and presentations

Grade 9

Perceptive, creative, sustained, independent, original, evaluative, complex response

  • Students organise and structure their presentation using a perceptive range of strategies to engage the audience
  • Students deliver an original and complex speech and achieve the purpose of their presentation
  • Students listen to questions/feedback, respond perceptively and if appropriate, elaborate with further evaluative comments, ideas and original information
  • Students are audible
  • Students use Spoken Standard English which, for the purposes of the spoken language assessment means that the student must be intelligible and generally use language appropriate to the formal setting of the presentation
  • Students express evaluative, and original, ideas ideas/information/feelings using a complex repertoire of vocabulary

Grade 8

Perceptive, detailed, precise, imaginative, exploratory, critical response

  • Students organise and structure their presentation using an effective range of strategies and conventions to engage the audience
  • Students achieve the purpose of their presentation
  • Students are perceptive and adapt non-verbal features to match context and purpose with a distinctive personal style
  • Student’s presentation is exploratory and provides a critical response to the task
  • Students listen to questions/feedback, respond perceptively and if appropriate, elaborate with further imaginative ideas and information
  • Students can respond with flexibility to develop more detailed ideas
  • Students are audible
  • Students use Spoken Standard English which, for the purposes of the spoken language assessment means that the student must be intelligible and generally use language appropriate to the formal setting of the presentation
  • Students express imaginative and detailed ideas/information/feelings using a sophisticated repertoire of vocabulary

 

Grade 7

Increasing precision; thoughtful interpretations; developed, appropriate analytical response

  • Students organise, structure and manipulate their presentation clearly and appropriately to meet the needs of the audience with increasing precision, including the addition of thoughtful non-verbal features
  • Students achieve the purpose of their presentation and explore a wide range of appropriate subject matter
  • Students listen to questions/feedback, responding thoughtfully, formally and in some detail, to create a developed response
  • Students relate to the audience’s viewpoint and shape their responses accordingly
  • Students are audible
  • Students use Spoken Standard English which, for the purposes of the spoken language assessment means that the student must be intelligible and generally use language appropriate to the formal setting of the presentation
  • Students express thoughtful interpretations of ideas/information/feelings using a developed range of vocabulary

Grade 6

Clear, detailed analysis; supported

  • Students organise and structure their presentation clearly and appropriately to meet the needs of the audience
  • During presentations, the student explores detailed ideas and feelings in a range of ways
  • Students achieve the purpose of their presentation through supported and detailed analysis.
  • Students listen to questions/feedback, responding clearly, formally and in some detail with analysis.
  • Students are audible
  • Students use Spoken Standard English which, for the purposes of the spoken language assessment means that the student must be intelligible and generally use language appropriate to the formal setting of the presentation
  • Students express clear but detailed ideas/information/feelings using a range of vocabulary

Grade 5

Clear relevant comments; detailed explanation; structured, supported response

  • During presentations, students express a detailed explanation of relevant ideas and feelings to make meanings explicit
  • Students shape presentations in a structured and deliberate way for clarity and effect
  • Students make an attempt to meet the needs of the audience with supported responses.
  • Students listen to questions/feedback and provide an appropriate response using clear relevant comments, varying their language to suit purpose
  •  Students are audible
  • Students use Spoken Standard English which, for the purposes of the spoken language assessment means that the student must be intelligible and generally use language appropriate to the formal setting of the presentation
  • Students express explained  and detailed ideas/information/feelings

Grade 4

Explained, secure, considered, relevant

  •   Students make an attempt to organise and structure their presentation with relevant comments
  • Students make an attempt to meet the needs of the audience
  • Students listen to questions/feedback and provide an appropriate and considered response that is relevant to the context of the speech.
  • Students are audible
  • Students use Spoken Standard English which, for the purposes of the spoken language assessment means that the student must be intelligible and generally use language appropriate to the formal setting of the presentation
  • Students express relevant ideas/information/feelings

Grade 3

Some; straightforward; explicit comments

  • When students speak, they usually think about their audience and make sure the content is appropriate
  • Students develop their ideas when speaking in a straightforward manner.
  • Students can talk and listen in a range of different situations
  • Students listen carefully in discussions and sometimes ask questions linked to explicit meaning.
  • Students sometimes use Standard English vocabulary and grammar when expressing straightforward ideas.

Grade 2

Simple; some; obvious comments

  • Students sometimes change the way they speak in order to suit the listener
  • Students are able to communicate and explore ideas verbally by using simple ideas/comments
  • Students can talk and listen in some different situations
  • Students generally understand the main/obvious points of a discussion
  • Students can show they have listened carefully through making simple comments or asking obvious questions
  • Students know what Standard English is and when it should be used, but do so to convey simple meaning.

Grade 1

Basic; few; limited comments

  • Students sometimes consider the listener and adapt what they are saying to try and suit their audience
  • Students can sometimes explain their ideas using limited/basic comments
  • Students show limited confidence when speaking and listening to topics that interest them
  • Students attempt to listen carefully and sometimes respond appropriately
  • Students have a growing but limited vocabulary when speaking
  • Students know what Standard English is and are starting to understand when it should be used

WT

Beginning;

emerging;

starting

  • Students are beginning to show an emerging awareness of the listener
  • Students are starting to express key points within a speech
  • Students are beginning to show confidence during speaking and listening activities.

 

  • Students are demonstrating an emerging understanding of Standard English
  • Students are starting to try out new words and ways of expressing meaning

 

English - Literature 

Grade Descriptors

AO1

Read, understand and respond to texts: maintain a critical style and develop an informed personal response; use textual references, including quotations, to support and illustrate interpretations.

AO2

Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate.

AO3

Show understanding of the relationships between texts and the contexts in which they were written.

AO4

Use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation

Grade 9

Sustained

Creative Independent

Original

Complex

Evaluative

Response

  • Sustained, independent, creative, evaluation in response to task and whole text
  • Judicious and creative use of precise references to support original and complex interpretations.
  • Response demonstrates sustained and original evaluation based on inference, deduction and interpretation of complex explicit and implicit information selected from textual evidence
  • Sustained, independent and creative personal response supported by complex evidence selected from the tex
  • Creative , original , complex evaluation of writer’s methods and their effects on the reader
  • Identifies complex structural features and critically evaluates their impact on the reader creatively
  • Identifies complex language features and critically evaluates their impact on the reader creatively
  • Critical evaluation is supported by complex and original use of subject terminology used creatively to support response.

 

  • Sustained, independent, creative evaluation of ideas/ perspectives/ contextual factors
  • Complex and creative links drawn between contexts/text/task.

 

PEAEARE

 

Grade  8

Precise

Perceptive

Imaginative

Convincing, Exploratory

Critical Response

A*

  • Convincing, perceptive, critical exploration in response to task and whole text.
  • Judicious use of precise references to support interpretation(s) convincingly.
  • Response demonstrates convincing analysis based on inference, deduction and interpretation of precise explicit and implicit information selected from textual evidence
  • Convincing, Perceptive and imaginative  personal response supported by precise evidence selected from the text
  • Convincing , perceptive , critical exploration of writer’s methods and their effects on the reader
  • Identifies precise structural features and critically examines their impact on the reader effectively
  • Identifies precise language features and critically examines their impact on the reader effectively
  •  Critical exploration is supported by precise use of subject terminology used imaginatively to support response.
  • Perceptive critical exploration of ideas/ perspectives/contextual factors
  • Precise and imaginative links drawn between contexts/text/task.

 

PEAEARL

High performance:

 

  • Learners spell and punctuate with consistent accuracy.
  • Consistent use of vocabulary and sentence structures to achieve effective control of meaning.

 

4 marks

Grade 7

Thoughtful

Interpretation

Developed

Appropriate

Analytical

Response

A

  • Thoughtful, developed analytical interpretation in response to task and whole text.
  • Apt references appropriately integrated into interpretation(s).
  • Response demonstrates thoughtful analysis based on inference, deduction and interpretation of appropriate explicit and implicit information gleaned from textual evidence
  • Thoughtful, developed and analytical personal response supported appropriately by evidence from the text
  • Developed thoughtful analysis of writer’s methods and their effects on the reader
  • Identifies effective structural features appropriately and analyses their impact on the reader supported by carefully selected evidence
  • Identifies effective language features appropriately and analyses their impact on the reader supported by carefully selected evidence
  • Analysis thoughtfully supported by appropriate use of subject terminology integrated into interpretation
  •  
  • Thoughtful analytical interpretation  of implicit ideas/ perspectives/contextual factors
  • Developed and appropriate links drawn between contexts/text/task.

 

 

PEARL

Grade 6

 

Clear

Detailed

Effective

Analysis

Supported

Response .

NC E A-

  • Clear, detailed analysis in response to task and whole text.
  • Effective use of references to support variety of detailed points.
  • Response demonstrates analysis based on inference, deduction and interpretation  of explicit and implicit information gleaned from textual evidence
  • Clear, detailed and analytical personal response supported effectively by evidence from the text
  • Clear detailed analysis of writer’s methods and their effects on the reader
  • Identifies effective structural features and analyses their impact supported by detailed evidence
  • Identifies effective language features and analyses their impact supported by detailed evidence
  • Analysis clearly supported by effective use of detailed subject terminology.
  •  
  • Clear and detailed analysis of implicit ideas/ perspectives/contextual factors
  • Clear and effective links drawn between context/text/ task.

 

 

PEAL

Intermediate performance:

 

  • Learners spell and punctuate with reasonable accuracy.
  • Learners start to use range of vocabulary and sentence structures to achieve general control of meaning.

 

2-3 marks

Grade 5

 

Relevant

Detailed Explained, Structured

Supported

Response

NC 8 B

  • Structured response relevant to task and whole text.
  • Relevant references used to support a range of detailed comments.
  • Response demonstrates inference and deduction of explicit and implicit information extracted from textual evidence
  • Structured personal response explained and supported by relevant evidence
  • Structured explanation of writers’ methods and their effect on the reader
  • Identifies relevant structural features and explains effect in detail supported by evidence
  • Identifies relevant language features and explains effect in detail supported by evidence
  • Appropriate use of relevant subject terminology.
  • Detailed explanation of implicit ideas/ perspectives/contextual factors.
  • Relevant links drawn between context/text/ task.

 

PEE/AL

Grade 4

 

Considered

Supported, Relevant

Explained

Comments.

NC 7 C

  • Considered points relevant to task and text
  • Comments supported by relevant choice of text references.
  • Beginning to demonstrate inference and deduction of implicit as well as explicit meaning from evidence in the text.
  • Considered personal response explained and supported by evidence
  • Considered explanation of writers’ methods and their effects.
  • Identifies relevant structural features and explains effect.
  • Identifies relevant language features and explains effect.
  • Makes reference to relevant subject terminology.

  • Considered explanation of implicit ideas and relevance of contextual factors.

 

PEE

Threshold performance:

 

  • Learners spell and punctuate with some accuracy.
  • Simple vocabulary and sentence structures to achieve control of meaning.

 

1 mark

Grade 3

 

Some

Straightforward Explicit Comments.

NC 6 D

  • Simple straightforward points identified, not always relevant to task and text.
  • Some comments supported by reference to detail but not always relevant.
  • Straightforward explicit inference from evidence in the text
  • Personal response expressed
  • Explicit comments about writers` viewpoints and purposes
  • Some reference to subject terminology.
  • Some structural features identified at text level with explicit comments about meaning and effect
  • Some features of language identified with straightforward comments about meaning and effect
  • Straightforward comments on explicit ideas linked to contextual factors.

 

PE

Grade 2

 

Some

Simple

Obvious

Comments

NC 5 E

  • Obvious specific information recalled about plot, setting, character
  • Understanding of where to look for information and evidence
  • Simple plausible inference about events and information using some evidence
  • Simple statements about preferences
  • Some awareness of writer making deliberate choices for meaning and effect.
  • Some awareness of use of features of organisation to suit text type
  • Some obvious patterns of effective language identified
  • Awareness that writers have viewpoints and purposes
  • Simple comments on explicit ideas

     linked to contextual factors.

 

P(E)

 

 

 

 

Secondary Ready Performance

 

  • Learners spell and punctuate with occasional accuracy.
  • Basic vocabulary and sentence structures to achieve control of meaning.

 

O Marks

Grade 1

 

Few

Basic

Limited

Comments

NC 4 F

  • A few basic points from texts recalled e.g. storyline, characters
  • Inferences made at a basic level with limited use of evidence
  • Comments, questions about parts of texts
  • Basic comments about preferences
  • Awareness that texts are structured but limited understanding of meaning
  • Few comments on basic features of language with limited understanding of meaning
  • Limited understanding that writers have a viewpoint and a purpose
  •    Basic understanding that texts related

   to time and place

P

 

WT

 

Little

Emerging

Beginning

Comments

NC3

  • Beginning to identify points from a familiar text
  • Emerging comments on the text, but without supporting evidence
  • Little or no use of inference, focuses on explicit understanding only
  • Beginning to form a personal response

 

  • Beginning to identify presence of basic text features but little awareness of meaning
  • Starting to identify simple language features used by the writer but no awareness of meaning
  • Beginning to recognise that texts are related to time and place
 

              

Mathematics - Assessment Without Levels 

Formative Assessment Criteria  for teaching and learning:

Year 7 : Students in year 7 will take the baseline assessment which will be ‘RAG’ged against the topics tested and taught for the year. No score will be given to the students but will be recorded for evidence of impact of learning as they will be re-assessed in December.  Students will be given a copy of this RAG which gives their strengths and areas for development. Appendix 1 – baseline RAG

All KS3 : Students are given ‘topic stickers’ as we have used previously, but without the level included. These match with the scheme of work. Topics have been adjusted in light of the changes at KS2.  Appendix 2 – KS3 topic sticker example

All KS4 : Topic stickers to be given  and match the scheme of work. The sticker includes a range of grades only – so as to focus on content not individual grade. Appendix 3 – KS4 sticker example

Mathswatch have provided a Grade by Grade breakdown, but this has NOT come from the QCDA or the examboards, but it does provide staff with rough guidelines for topics. I have include

Current Attainment Levels

KS3/KS4

New GCSE Levels

Skill/ Conceptual Descriptors for Formative Teaching and Learning

A** (top 3%)

9

 

 p1

Government Grade 8 Descriptor :

To achieve grade 8, candidates will be able to:

  • perform procedures accurately
  • interpret and communicate complex information accurately
  • make deductions and inferences and draw conclusions
  • construct substantial chains of reasoning, including convincing arguments and formal proofs
  • generate efficient strategies to solve complex mathematical and non-mathematical problems by translating them into a series of mathematical processes
  • make and use connections, which may not be immediately obvious, between different parts of mathematics
  • interpret results in the context of the given problem
  • critically evaluate methods, arguments, results and the assumptions made

A*

8

A

7

 p2

B  NC Level 7/8

5/ 6

 p3a   p3b

Government document grade 5 descriptor :

To achieve grade 5, candidates will be able to:

  • perform routine single- and multi-step procedures effectively by recalling, applying and interpreting notation, terminology, facts, definitions and formulae
  • interpret and communicate information effectively
  • make deductions, inferences and draw conclusions
  • construct chains of reasoning, including arguments
  • generate strategies to solve mathematical and non-mathematical problems by translating them into mathematical processes, realising connections between different parts of mathematics
  • interpret results in the context of the given problem
  • evaluate methods and results

C   NC Level 6

4

 p4

D  NC Level 5

3

p5

E   NC Level 4

2

 p6

Government document grade 2 descriptor :

To achieve grade 2, candidates will be able to:

  • recall and use notation, terminology, facts and definitions; perform routine procedures, including some multi-step procedures
  • interpret and communicate basic information; make deductions and use reasoning to obtain results
  • solve problems by translating simple mathematical and non-mathematical problems into mathematical processes
  • provide basic evaluation of methods or results
  • interpret results in the context of the given problem

F/G   NC Level 3

1

 p7

U  NC Level 2 or below

U Working towards

Number bonds to 10, 20 50 and 100

Written addition, subtraction, multiplication, simple division

Doubling, halving

Simple percentages of amounts (50%, 25%, 10%)

Telling the time

Summative Criteria for reporting purposes:

Students will be assessed 3 times a year using the new specimen papers and grade boundaries. These are being trialled with year 10 in Term 6, along with 100 other PiXL schools, so results will be validated via PiXL for the first year and by exam boards from Sept 2017.

Current Attainment Levels

KS3/KS4

New GCSE Levels

Summative – based on Exam assessment criteria – awaiting results from PiXL. 3 papers, equally weighted

A** (top 3%)

9

 Awaiting PiXL boundary criteria

A*

8

 Awaiting PiXL boundary criteria

A

7

 Awaiting PiXL boundary criteria

B  NC Level 7/8

5/ 6

   Awaiting PiXL boundary criteria

C   NC Level 6

4

 Awaiting PiXL boundary criteria

D  NC Level 5

3

 Awaiting PiXL boundary criteria

E   NC Level 4

2

 Awaiting PiXL boundary criteria

F/G   NC Level 3

1

 Awaiting PiXL boundary criteria

U  NC Level 2 or below

U Working towards

 Numeracy basic skills assessment and number age assessments

Appendix 1 – year 7 Baseline RAG. The students will get a coloured (Green, yellow, red) copy only with no scores – to identify their topics for progress and improvement through the year.

p8

Appendix 2 : example of formative topic sticker for KS3 students

p9

Appendix 3 : Example of Formative Assessment for KS4

GCSE Topic List for ANGLES FOUNDATION WEEK 1

Grade Range

I know the angle facts around a point and in half a turn

1-3

I know the meaning of perpendicular, parallel, acute, obtuse, reflex, vertically opposite

1-3

I can use a protractor to measure and draw angles

1-3

I know the meaning of angle notation (such as angle ABC)

1-3

I know and can use the connection between angles in parallel lines

1-3

I know the meaning of the names alternate, corresponding, interior

1-3

 

GCSE Topic List for CO-ORDINATES AND GRAPHS  HIGHER  (week 9)

Grade Range

I can plot graphs from tables (eg x+y=7, y=3x-4)

1-3

I can find the gradient and intercept of a given line

4-5

I can plot graphs using the gradient and intercept  in the form y=mc+c

4-5

I can find the equation of a straight line given two points

4-5

I can identify parallel and perpendicular lines

6-9

 

 

 

Science 


Assessment with Levels

Science Year 7-11

Thamesview Science Department 2016

scp1

Previous level Conversion

Key Stage Three Level

GCSES Grade

Science KS 3/GCSE 9-1

3C

G3

1

3B

G2

1

3A

G1

1

4C

F3

1

4B

F2

2

4A

F1

2

5C

E3

2

5B

E2

2

5A

E1

3

6C

D3

3

6B

D2

3

6A

D1

3

7C

C3

4

7B

C2

4

7A

C1

5

8C

B3

5

8B

B2

6

8A

B1

6

EP

A3

7

EP

A2

7

EP

A1

8

EP

A*3

8

EP

A*2

9

EP

A*1

9

 

Biology

Level

Descriptors

Level 1

  • Beginning to state key words relating to cells and control, genetics, natural selection and genetic modification, health disease and the development of medicines, plant structures and functions, animal coordination control and homeostasis, exchange and transport in animals, ecosystems and material cycles.
  • Beginning to describe some key concepts regarding including cell’s structure and function, species, interdependence, photosynthesis and respiration, genomes, diseases, evolution, antibodies and plant hormones.
  • Beginning to identify simple patterns in relevant data from measurement of cells and microscopes.
  • Make a relevant prediction, with help, about genetic mutations, natural selection, development of medicines, homeostasis, ecosystems and material cycles.
  • Beginning to identify that genetic modification, health and disease and the development of medicines, apply to our society and have ethical implications
  • The student will average 30% in levelled tests.

Level 2

  • State key words for cells and control, genetics, natural selection and genetic modification, health disease and the development of medicines, plant structures and functions, animal coordination control and homeostasis, exchange and transport in animals, ecosystems and material cycles.
  • Describe some key concepts including cell’s structure and function, species, interdependence, photosynthesis and respiration, genomes, diseases, evolution, antibodies and plant hormones.
  • Identify simple patterns in the measurement of cells and microscopes.
  • Make a relevant prediction about genetic mutations, natural selection, development of medicines, homeostasis, ecosystems and material cycles.
  • Identify that genetic modification, health and disease and the development of medicines, apply to our society and have ethical implications
  • The student will average 40% in levelled tests.

Level 3

  • Explain the meaning of some key words relating to for cells and control, genetics, natural selection and genetic modification, health disease and the development of medicines, plant structures and functions, animal coordination control and homeostasis, exchange and transport in animals, ecosystems and material cycles.
  • Explain, with help, some key concepts regarding including cell’s structure and function, species, interdependence, photosynthesis and respiration, genomes, diseases, evolution, antibodies and plant hormones.
  • Identify and explain, with help, some simple patterns in measurement of cells and microscopes.
  • Make and explain, with help, a relevant prediction about genetic mutations, natural selection, development of medicines, homeostasis, ecosystems and material cycles.
  • Identify and begin to explain, with help, that genetic modification, health and disease and the development of medicines, apply to our society and have ethical implications
  • The student will average 50% in levelled tests.

Level 4

  • Explain the meaning of most key words relating to for cells and control, genetics, natural selection and genetic modification, health disease and the development of medicines, plant structures and functions, animal coordination control and homeostasis, exchange and transport in animals, ecosystems and material cycles.
  • Explain, with help, most key concepts regarding including cell’s structure and function, species, interdependence, photosynthesis and respiration, genomes, diseases, evolution, antibodies and plant hormones.
  • Identify and explain, with help, most simple patterns in relevant data from measurement of cells and microscopes.
  • Make and explain, with minimal help, a relevant prediction about genetic mutations, natural selection, development of medicines, homeostasis, ecosystems and material cycles.
  • Identify and begin to explain, with minimal help, that genetic modification, health and disease and the development of medicines, apply to our society and have ethical implications
  • The student will average 60% in levelled tests.

Level 5

  • Explain key words for cells and control, genetics, natural selection and genetic modification, health disease and the development of medicines, plant structures and functions, animal coordination control and homeostasis, exchange and transport in animals, ecosystems and material cycles.
  • Explain how and why key concepts occur including cell’s structure and function, species, interdependence, photosynthesis and respiration, genomes, diseases, evolution, antibodies and plant hormones.
  • Identify and explain patterns in relevant data from measurement of cells and microscopes.
  • Make a relevant prediction using scientific knowledge about genetic mutations, natural selection, development of medicines, homeostasis, ecosystems and material cycles.
  • Explain how genetic modification, health and disease and the development of medicines apply to our society and have ethical implications
  • The student will be average 65% in levelled tests

Level 6

  • Begin to discuss links between key words relating to for cells and control, genetics, natural selection and genetic modification, health disease and the development of medicines, plant structures and functions, animal coordination control and homeostasis, exchange and transport in animals, ecosystems and material cycles.
  • Begin to discuss cell’s structure and function, species, interdependence, photosynthesis and respiration, genomes, diseases, evolution, antibodies and plant hormones in terms of both how and why they exist/occur.
  • Begin to discuss the patterns in data about measurement of cells and microscopes and link to scientific concepts which will explain the data.
  • Make a prediction, backed by science about genetic mutations, natural selection, development of medicines, homeostasis, ecosystems and material cycles and, with help, evaluate the accuracy of those predictions using scientific theory.
  • Begin to evaluate how genetic modification, health and disease and the development of medicines, apply to our society and it’s ethical implications
  • The student will be average 70% in levelled tests

Level 7

  • Discuss some links between key words relating to for cells and control, genetics, natural selection and genetic modification, health disease and the development of medicines, plant structures and functions, animal coordination control and homeostasis, exchange and transport in animals, ecosystems and material cycles.
  • Discuss in limited depth how and why the following exist/occur, cell structure and function, species, interdependence, photosynthesis and respiration, genomes, diseases, evolution, antibodies and plant hormones.
  • Discuss in limited depth the patterns in data about measurement of cells and microscopes and link to scientific concepts which will explain the data.
  • Make a prediction, backed by science about genetic mutations, natural selection, development of medicines, homeostasis, ecosystems and material cycles and evaluate the accuracy of those predictions using science in a limited fashion.
  • Begin to evaluate how genetic modification, health and disease and the development of medicines, applies to society and it’s ethical implications
  • The student will be average 80% in levelled tests

Level 8

  • Discuss links between key words for cells and control, genetics, natural selection and genetic modification, health disease and the development of medicines, plant structures and functions, animal coordination control and homeostasis, exchange and transport in animals, ecosystems and material cycles.
  • Discuss how and why all key concepts occur including cell structure and function, species, interdependence, photosynthesis and respiration, genomes, diseases, evolution, antibodies and plant hormones.
  • Discuss patterns in data about measurement of cells and microscopes  and link to scientific concepts
  • Make a prediction, backed by science and evaluate its accuracy about genetic mutations, natural selection, development of medicines, homeostasis, ecosystems and material cycles and evaluate the accuracy of these predictions using Science.
  • Evaluate how genetic modification, health and disease and the development of medicines apply to society and it’s ethical implications
  • The student will be average 90% in levelled tests.

Level 9

  • A student will be able to take any component of the topic being studied and will be able to discuss the links of that component with all other components using justified scientific explanation.
  • The student will be average 97% in levelled tests.

 

Chemistry

Level

Descriptors

Level 1

  • Beginning to use key words relating to matter, periodic relationships, periodic properties, atomic bonding, shapes of molecules, rates of reaction, chemical reactions and energy conservation.
  • Beginning to describe some key concepts regarding ionic and covalent bonding, physical and chemical properties of elements, the shapes of molecules, factors influencing rates of reaction, how reactions happen and how energy behaves in reactions
  • Beginning to identify simple patterns in relevant data from periodic table regarding physical and chemical properties, identifying the bonds between atoms, shapes of molecules and in rates of reaction.
  • Make a relevant prediction, with help, about physical and chemical properties of elements, the bonds which occur between elements in compounds, the shape of molecules which will be formed, the impact of a factor on rate of reaction, what type of bonds will be formed in a reaction and what will happen to energy when a reaction occurs.
  • Beginning to identify that matter, periodic relationships, periodic properties, atomic bonding, shapes of molecules, rates of reaction, chemical reactions and energy conservation applies to society and has ethical implications
  • The student will average 30% in levelled tests.

Level 2

  • State key words relating to matter, periodic relationships, periodic properties, atomic bonding, shapes of molecules, rates of reaction, chemical reactions and energy conservation.
  • Describe some key concepts regarding ionic and covalent bonding, physical and chemical properties of elements, the shapes of molecules, factors influencing rates of reaction, how reactions happen and how energy behaves in reactions
  • Identify simple patterns in relevant data from periodic table regarding physical and chemical properties, identifying the bonds between atoms, shapes of molecules and in rates of reaction.
  • Make a relevant prediction about physical and chemical properties of elements, the bonds which occur between elements in compounds, the shape of molecules which will be formed, the impact of a factor on rate of reaction, what type of bonds will be formed in a reaction and what will happen to energy when a reaction occurs.
  • Identify that matter, periodic relationships, periodic properties, atomic bonding, shapes of molecules, rates of reaction, chemical reactions and energy conservation applies to society and has ethical implications
  • The student will average 40% in levelled tests.

Level 3

  • Explain the meaning of some key words relating to matter, periodic relationships, periodic properties, atomic bonding, shapes of molecules, rates of reaction, chemical reactions and energy conservation.
  • Explain, with help, some key concepts regarding ionic and covalent bonding, physical and chemical properties of elements, the shapes of molecules, factors influencing rates of reaction, how reactions happen and how energy behaves in reactions
  • Identify and explain, with help, some simple patterns in relevant data from periodic table regarding physical and chemical properties, identifying the bonds between atoms, shapes of molecules and in rates of reaction.
  • Make and explain, with help, a relevant prediction about physical and chemical properties of elements, the bonds which occur between elements in compounds, the shape of molecules which will be formed, the impact of a factor on rate of reaction, what type of bonds will be formed in a reaction and what will happen to energy when a reaction occurs.
  • Identify and begin to explain, with help, that matter, periodic relationships, periodic properties, atomic bonding, shapes of molecules, rates of reaction, chemical reactions and energy conservation applies to society and has ethical implications
  • The student will average 50% in levelled tests.

Level 4

  • Explain the meaning of most key words relating to matter, periodic relationships, periodic properties, atomic bonding, shapes of molecules, rates of reaction, chemical reactions and energy conservation.
  • Explain, with help, most key concepts regarding ionic and covalent bonding, physical and chemical properties of elements, the shapes of molecules, factors influencing rates of reaction, how reactions happen and how energy behaves in reactions
  • Identify and explain, with help, most simple patterns in relevant data from periodic table regarding physical and chemical properties, identifying the bonds between atoms, shapes of molecules and in rates of reaction.
  • Make and explain, with minimal help, a relevant prediction about physical and chemical properties of elements, the bonds which occur between elements in compounds, the shape of molecules which will be formed, the impact of a factor on rate of reaction, what type of bonds will be formed in a reaction and what will happen to energy when a reaction occurs.
  • Identify and begin to explain, with minimal help, that matter, periodic relationships, periodic properties, atomic bonding, shapes of molecules, rates of reaction, chemical reactions and energy conservation applies to society and has ethical implications
  • The student will average 60% in levelled tests.

Level 5

  • Explain the meaning of key words relating to matter, periodic relationships, periodic properties, atomic bonding, shapes of molecules, rates of reaction, chemical reactions and energy conservation.
  • Explain how and why ionic and covalent bonds occur, elements have their physical and chemical properties, the shapes of molecules occur, factors influencing rates of reaction do so, reactions happen and energy behaves in the way it does when reactions occur
  • Identify and explain patterns in periodic table regarding physical and chemical properties, the bonds that occur between atoms, the shapes of molecules formed and in rates at which reactions occur.
  • Make a relevant prediction using scientific knowledge about physical and chemical properties of elements, the bonds which occur between elements in compounds, the shape of molecules which will be formed, the impact of a factor on rate of reaction, what type of bonds will be formed in a reaction, what will happen to energy when a reaction occurs.
  • Explain how matter, periodic relationships, periodic properties, atomic bonding, shapes of molecules, rates of reaction, chemical reactions and energy conservation applies to society and has ethical implications
  • The student will be average 65% in levelled tests

Level 6

  • Begin to discuss links between key words relating to matter, periodic relationships, periodic properties, atomic bonding, shapes of molecules, rates of reaction, chemical reactions and energy conservation.
  • Begin to discuss how and why  ionic and covalent bonds occur, elements have their physical and chemical properties, the shapes of molecules occur, factors influencing rates of reaction do so, reactions happen and energy behaves in the way it does when reactions occur.
  • Begin to discuss the patterns in data about physical and chemical properties of elements, the bonds which occur between elements in compounds, the shape of molecules which will be formed, the impact of a factor on rate of reaction, what type of bonds will be formed in a reaction, what will happen to energy when a reaction occurs and link to scientific concepts which will explain the data.
  • Make a prediction, backed by science about physical and chemical properties of elements, the bonds which occur between elements in compounds, the shape of molecules which will be formed, the impact of a factor on rate of reaction, what type of bonds will be formed in a reaction, what will happen to energy when a reaction occurs and, with help, evaluate the accuracy of those predictions using science.
  • Begin to evaluate how matter, periodic relationships, periodic properties, atomic bonding, shapes of molecules, rates of reaction, chemical reactions and energy conservation applies to society and its ethical implications
  • The student will be average 70% in levelled tests

Level 7

  • Discuss some links between key words relating to matter, periodic relationships, periodic properties, atomic bonding, shapes of molecules, rates of reaction, chemical reactions and energy conservation.
  • Discuss in limited depth how and why  ionic and covalent bonds occur, elements have their physical and chemical properties, the shapes of molecules occur, factors influencing rates of reaction do so, reactions happen and energy behaves in the way it does when reactions occur.
  • Discuss in limited depth the patterns in data about physical and chemical properties of elements, the bonds which occur between elements in compounds, the shape of molecules which will be formed, the impact of a factor on rate of reaction, what type of bonds will be formed in a reaction, what will happen to energy when a reaction occurs and link to scientific concepts which will explain the data.
  • Make a prediction, backed by science about physical and chemical properties of elements, the bonds which occur between elements in compounds, the shape of molecules which will be formed, the impact of a factor on rate of reaction, what type of bonds will be formed in a reaction, what will happen to energy when a reaction occurs and evaluate the accuracy of those predictions using science in a limited fashion.
  • Evaluate, in a limited fashion,  how matter, periodic relationships, periodic properties, atomic bonding, shapes of molecules, rates of reaction, chemical reactions and energy conservation applies to society and its ethical implications
  • The student will be average 80% in levelled tests

Level 8

  • Discuss links between key words relating to matter, periodic relationships, periodic properties, atomic bonding, shapes of molecules, rates of reaction, chemical reactions and energy conservation.
  • Discuss how and why  ionic and covalent bonds occur, elements have their physical and chemical properties, the shapes of molecules occur, factors influencing rates of reaction do so, reactions happen and energy behaves in the way it does when reactions occur.
  • Discusses patterns in data about physical and chemical properties of elements, the bonds which occur between elements in compounds, the shape of molecules which will be formed, the impact of a factor on rate of reaction, what type of bonds will be formed in a reaction, what will happen to energy when a reaction occurs and link to scientific concepts which will explain the data.
  • Make a prediction, backed by science about physical and chemical properties of elements, the bonds which occur between elements in compounds, the shape of molecules which will be formed, the impact of a factor on rate of reaction, what type of bonds will be formed in a reaction, what will happen to energy when a reaction occurs and evaluate the accuracy of those predictions using science.
  • Evaluate how matter, periodic relationships, periodic properties, atomic bonding, shapes of molecules, rates of reaction, chemical reactions and energy conservation applies to society and its ethical implications
  • The student will be average 90% in levelled tests.

 

Level 9

  • A student will be able to take any component of the topic being studied and will be able to discuss the links of that component with all other components using justified scientific explanation.
  • The student will be average 97% in levelled tests.

 

Physics

Level

Descriptors

Level 1

  • Beginning to state key words relating to light and sound, force and acceleration, atomic structure, radiation, electricity, magnetism and gravity, pressure, temperature and elastic potential, weight and mass and extension of springs
  • Beginning to describe some key concepts regarding the behaviour and properties of waves, the relationship between force and acceleration, basic atomic structure, properties and behaviour of radiation emissions, the effects of gravity, basics of electricity and magnetism, the relationship between weight and mass and force and extension of a spring.
  • Beginning to use relevant mathematical form to express some physical laws
  • Beginning to identify simple patterns in data related to physical relationships
  • Beginning to make relevant predictions, with help, about properties and behaviour of waves, the effect of forces, atomic structure, effects of radiation linked to properties, the effects of electricity, magnetism and gravity, changes caused by pressure and temperature, changes caused by changing mass and weight, and of force.
  • Beginning to identify that certain aspects of physics have links to society, and have ethical implications, e.g. the effects of radiation on health, the effects of forces on everyday life
  • The student will average 30% in levelled tests.

Level 2

  • State key words used in changing of state,  transmission of light and sound, forces, atomic nuclei, radioactive emissions, effects of gravity, magnetic fields and electricity, effects of pressure, temperature and electrical potential, aspects of models; weight and mass, force and extension of a spring.
  • Describe some key concepts regarding the behaviour and properties of waves, the relationship between force and acceleration, basic atomic structure, properties and behaviour of radiation emissions, the effects of gravity, basics of electricity and magnetism, the relationship between weight and mass and force and extension of a spring.
  • Using limited mathematical formulae to express some physical laws
  • Identifying some simple patterns in data related to physical relationships
  • Making some relevant predictions, with some help, about properties and behaviour of waves, the effect of forces, atomic structure, effects of radiation linked to properties, the effects of electricity, magnetism and gravity, changes caused by pressure and temperature, changes caused by changing mass and weight, and of force.
  • Identifying that certain aspects of physics have links to society, and have ethical implications, e.g. the effects of radiation on health, the effects of forces on everyday life
  • The student will average 40% in levelled tests

Level 3

  • Explain the meaning of some key words relating to changing of state, transmission of light and sound, the effects of forces, the structure of atomic nuclei, the effects, properties and behaviours of radioactive emissions, the effects of gravity, magnetic fields and electricity, the effects of pressure, temperature and electrical potential, the relationship between weight and mass, force and extension of a spring.
  • Explain, with some help, how and why some key concepts occur regarding the behaviour and properties of waves, the relationship between force and acceleration,  atomic structure (including the nuclei), properties and behaviour of radiation emissions, the effects of gravity, basics of electricity and magnetism, the relationship between weight and mass and force and extension of a spring.
  • Using relevant mathematical form to express some physical laws
  • Identify and start to explain, with some help, some simple patterns in relevant data related to physical relationships, e.g. weight and mass, force and acceleration
  • Make and start to explain relevant predictions, with some help, about properties and behaviour of waves, the effect of forces, atomic structure, effects of radiation linked to properties, the effects of electricity, magnetism and gravity, changes caused by pressure and temperature, changes caused by changing mass and weight, and of force.
  • Identifying and start to explain, with some help, that certain aspects of physics have links to society, and have ethical implications, e.g. the effects of radiation on health, the effects and impacts of changing forces
  • The student will average 50% in levelled tests.

Level 4

  • Explain the meaning of most words relating to changing of state, transmission of light and sound, the effects of forces, the structure of atomic nuclei, the effects, properties and behaviours of radioactive emissions, the effects of gravity, magnetic fields and electricity, the effects of pressure, temperature and electrical potential, the relationship between weight and mass, force and extension.
  • Explain, with some help, how and why most key concepts occur regarding the behaviour and properties of waves, the relationship between force and acceleration,  atomic structure (including the nuclei), properties and behaviour of radiation emissions, the effects of gravity, basics of electricity and magnetism, the relationship between weight and mass and force and extension of a spring.
  • Using mathematical form to express some physical laws, starting to undertake simple calculations using ratios and some proportional reasoning to convert units and to compute rates
  • Identify and start to explain, with some help, most simple patterns in relevant data related to physical relationships, e.g. weight and mass, force and acceleration
  • Make and explain relevant predictions, with minimal help, about properties and behaviour of waves, the effect of forces, atomic structure, effects of radiation linked to properties, the effects of electricity, magnetism and gravity, changes caused by pressure and temperature, changes caused by changing mass and weight, and of force.
  • Identify and explain, with minimal help, that certain aspects of physics have links to society, and have ethical implications, e.g. the effects of radiation on health, the effects and impacts of changing forces
  • The student will average 60% in levelled tests.

Level 5

  • Explain the meaning of the words relating to the particle model of matter, wave models including the transmission of light and sound, the effects of forces, the structure of atomic nuclei, the effects, properties and behaviours of radioactive emissions, the effects of gravity, magnetic fields and electricity, the effects of pressure, temperature and electrical potential, the relationship between weight and mass, force and extension.
  • Explain how and why most key concepts occur regarding the behaviour and properties of waves, including the transmission of energy,  the relationship between force and acceleration,  atomic structure (including the nuclei), properties and behaviour of radiation emissions, the effects of gravity, basics of electricity and magnetism, the relationship between weight and mass and force and extension is a spring.
  • Using mathematical form to express physical laws, make simple calculations using ratios and proportional reasoning to convert units and to compute rates
  • Identify and explain patterns in relevant data, using some science data, related to physical relationships, e.g. weight and mass, force and acceleration
  • Make and explain relevant predictions using scientific knowledge, about properties and behaviour of waves, the effect of forces, atomic structure and isotopes, effects of radiation linked to properties, the effects of electricity, magnetism and gravity, effects of varying pressure and temperature, changes caused by changing mass and weight, and of force.
  • Explain how certain aspects of physics have links to society, and have ethical implications, e.g. the effects of radiation on health, the effects and impacts of changing forces
  • The student will average 60% in levelled tests.

Level 6

  • Begin to discuss links between key words relating to the particle model of matter, wave models including the transmission of light and sound, including properties, behaviours, the effects of forces, the structure of atomic nuclei, the effects, properties and behaviours of radioactive emissions, the effects of gravity, magnetic fields and electricity, the effects of pressure, temperature and electrical potential, the relationship between weight and mass, force and extension of a spring.
  • Begin to discuss how and why all key concepts occur regarding the behaviour and properties of waves, the relationship between force and acceleration, atomic structure (including the nuclei) and the impacts of radiation release – linking to the properties and behaviour of radiation emissions, that differences between pressure, temperature, electrical potential, are the drivers of change, the relationship between the weight and mass of objects and between the force and extension in a spring.
  • Using mathematical form to express physical laws, making calculations that use ratios and proportional reasoning to convert units and to compute rates. Most laws can be expressed as equations
  • Begin to discuss patterns in data, using evidence, and link to scientific concepts to explain any data patterns.
  • Make a prediction, backed by science, regarding properties and behaviour of waves, the effect of forces, atomic structure and isotopes, effects of radiation linked to properties, the effects of electricity, magnetism and gravity, effects of varying pressure and temperature, changes caused by changing mass and weight, and of force. Evaluate the accuracy of these predictions using science.
  • Begin to evaluate how physical aspects of science applies to society and it’s ethical implications e.g. the effects of changing physical concepts on health and everyday life
  • The student will be average 70% in levelled tests

Level 7

  • Discuss some links between key words relating to the particle model of matter, wave models including the transmission of light and sound, including properties, behaviours, the effects of forces, the structure of atomic nuclei, the effects, properties and behaviours of radioactive emissions, the effects of gravity, magnetic fields and electricity, the effects of pressure, temperature and electrical potential, the relationship between weight and mass, force and extension of a spring.
  • Discuss, in limited depth, how and why all key concepts occur regarding the behaviour and properties of waves, the relationship between force and acceleration,  atomic structure (including the nuclei) and the impacts of radiation release – linking to the properties and behaviour of radiation emissions, properties and behaviour of radiation emissions, the effects of gravity, the phenomena of ‘action at a distance’ and the related concept of the field as the key to analysing electrical, magnetic and gravitational effects, the relationship between weight and mass and force and extension in a spring.
  • Confidently using mathematical form to express physical laws, making calculations that use ratios and proportional reasoning to convert units and to compute rates. All laws can be expressed in equation form with correct units applied.
  • Discuss in limited depth, patterns in data and link to scientific concepts that will explain these patterns.
  • Make a prediction backed by science about properties and behaviour of waves, the effect of forces, atomic structure, effects of radiation linked to properties, the effects of electricity, magnetism and gravity, changes caused by pressure and temperature, changes caused by changing mass and weight, and of force.

Evaluate the accuracy of predictions using science in limited depth

  • Begin to evaluate how physical aspects of science apply to society and its ethical implications e.g. the effects of changing physical concepts on health and everyday life.
  • The student will be average 80% in levelled tests.

Level 8

  • Discuss links between key words relating to the particle model of matter, wave models including the transmission of light and sound, including properties, behaviours, the effects of forces, the structure of atomic nuclei, the effects, properties and behaviours of radioactive emissions, the effects of gravity, magnetic fields and electricity, the effects of pressure, temperature and electrical potential, the relationship between weight and mass, force and extension of a spring.
  • Discuss how and why all key concepts occur regarding the behaviour and properties of waves, the relationship between force and acceleration, how the structure of atomic nuclei is affected by radiation release, the properties and behaviour of radiation emissions, the effects of gravity, the phenomena of ‘action at a distance’ and the related concept of the field as the key to analysing electrical, magnetic and gravitational effects, the relationship between weight and mass and force and extension of a spring.
  • Confidently using mathematical form to express physical laws, making calculations that use ratios and proportional reasoning to convert units and to compute rates. All laws can be expressed in equation form with correct units applied.
  • Discuss patterns in data and link to all scientific concepts.
  • Make a prediction backed by science about properties and behaviour of waves, the effect of forces, atomic structure, effects of radiation linked to properties, the effects of electricity, magnetism and gravity, changes caused by pressure and temperature, changes caused by changing mass and weight, and of force.

Evaluate the accuracy of predictions using detailed scientific knowledge.

  • Evaluate how physical aspects of science apply to society and its ethical implications e.g. the effects of changing physical concepts on health and everyday life.
  • The student will be average 90% in levelled tests.

Level 9

 

 

  • A student will be able to take any component of the topic being studied and will be able to discuss the links of that component with all other components using justified scientific explanation.
  • The student will be average 97% in levelled tests.

 

Practical

Level

Biology

Chemistry

Physics

1

Student can use appropriate apparatus to  make and record a range of measurements including length, area, mass, time, temperature, volume of liquids and gases and pH

Student can use appropriate apparatus to make and record a range of measurements including mass, time, temperature and volume of liquids and gases.

Student can use appropriate apparatus to make and record a range of measurements including length, area, mass, time, temperature and volume of liquids and gases.

 

Students can use such measurements to determine densities of solid and liquids.

2

Students can make safe use of appropriate apparatus and techniques including using a Bunsen burner, water bath and electrical heater

Students can make safe use of appropriate apparatus and techniques including using a Bunsen burner, water bath and electrical heater

Students can make safe use of appropriate apparatus and techniques including observing the effects of forces through extension of a spring.

3

Student can use appropriate apparatus and techniques to observe and measure biological changes and or processes

Student can use appropriate apparatus and techniques to conduct and monitor chemical reactions including appropriate reagents and/or techniques for the measurement of pH in different situations

Student can use appropriate apparatus and techniques to measure motion, including determination of speed and rate of change of speed.

4

Students can use living organisms in a safe and ethical manner to measure physiological functions and responses to the environment.

Students can safely use a range of equipment to purify and/or separate chemical mixture including by evaporation, filtration, crystallisation, chromatography and distillation

Students can make observations of waves in fluids and solids to identify the suitability of apparatus to measure speed/frequency/wavelength.

 

Students can make observations of the effects of the interaction of electromagnetic waves with matter

5

Students can measure rate of reaction by a variety of methods including production of gas, uptake of water and colour change of indicator.

Students can make and record appropriate observations during chemical reactions including changes in temperature and the measurement of rates of reaction by a variety of methods such as production of gas and colour change

Students can make safe use of appropriate apparatus in a range of contexts to measure energy changes/transfers and associated values such as work done.

6

Students can apply appropriate sampling techniques to investigate the distribution and abundance of organisms in an ecosystem via direct use in the field.

Students can safely use and careful handle gases, liquids and solids, including careful mixing of reagents under controlled conditions, using appropriate apparatus to explore chemical changes and/or products.

Students can use appropriate apparatus to measure current, potential difference (voltage) and resistance, and explore the characteristics of a variety of circuit elements

7

Students can use appropriate apparatus techniques to make observations of biological specimens and produce labelled scientific drawings

Students can use appropriate apparatus and techniques to draw, set up and use electrochemical cells for separation and production of elements and compounds

Students can use circuit diagrams to construct and check series and parallel circuits including a variety of common circuit elements

8

Students can use of appropriate techniques and qualitative reagents to identify biological molecules and processes in more complex and problem solving contexts including continuous sampling in an investigation

Students can use of appropriate techniques and qualitative reagents to analyse and identify unknown samples or products including flame tests, gas tests, precipitation reactions, and the determination of concentrations of string acids and strong alkalis.

Students can make observations of waves in fluids and solids to identify the suitability of apparatus to measure the effects of the interaction of waves with matter

9

Students can correctly choose and use appropriate equipment to safely investigate any biological process or concept without assistance. This investigation will include a conclusion which is based on scientific knowledge and the evaluation will consider the validity of the conclusion and the suitability of the methods.

Students can correctly choose and use appropriate equipment to safely investigate any chemical process or concept without assistance. This investigation will include a conclusion which is based on scientific knowledge and the evaluation will consider the validity of the conclusion and the suitability of the methods.

Students can correctly choose and use appropriate equipment to safely investigate any physical process or concept without assistance. This investigation will include a conclusion which is based on scientific knowledge and the evaluation will consider the validity of the conclusion and the suitability of the methods.

 

Humanities - History 

New GCSE grade Summary / kid-speak grade descriptor
WT1  
1 I can recall a small amount of historical knowledge, for example key dates/names.
I can organise a small amount of knowledge to show a basic understanding.
I can show a little understanding of the historical periods, themes and topics studied and provide basic descriptions.
I use some historical terms and key words. I have consistent spelling/gramatical innaccuracies.
I am beginning to draw simple conclusions from sources. 
2 I can recall some historical knowledge, for example key dates/names.
I can organise some knowledge to show a basic understanding.
I can show some understanding of the historical periods, themes and topics studied and provide a few limited descriptions.
I use historical terms and key words.I have some spelling/gramatical innaccuracies..
I understand some sources and begin to draw some conclusions from them.
3 I can recall historical knowledge.
I can organise and use my historical knowledge.
I can show an understanding of the historical periods, themes and topics studied and provide some limited descriptions.
I use a range of historical terms and key words. My spelling and grammar could be improved.
I am able to draw conclusions from sources.
4 I can recall historical knowledge with accuracy.
I can organise and use my historical knowledge in a structured way with good spelling and grammar
I can show an understanding of the historical periods, main themes, concepts and topics studied
I can evaluate and use critically a range of sources of information in an historical context and reach reasoned conclusions. I can understand sources and begin to consider their usefulness and draw simple conclusions from them.
5 I can recall historical knowledge with accuracy and show it in structured answers
I can show a very good understanding of the historical periods, themes and topics studied and explain how they are linked.
I can use accurate historical terms and key words through structured descriptions and explanations.
I can evaluate and use critically a wide range of sources of information in an historical context to investigate historical questions, problems or issues independently and reach reasoned conclusions.
6 I can recall historical knowledge with consistent accuracy and show it in structured answers including a judgement.
I can show a good understanding of the historical periods, themes and topics studied and explain how they are linked.
I can use accurate historical terms and key words through structured descriptions and explanations. With excellent spelling and grammar
I can evaluate and use critically a wide range of sources of information in an historical context to investigate historical questions, problems or issues independently and reach reasoned conclusions.
7 I can recall historical knowledge effectively and consistently leading me to a supported judgment.
I can organise and use my historical knowledge accurately in structured answers.
I can demonstrate a very good understanding of the past through developed, reasoned and well substantiated explanations.
I can use historical terms and key words accurately using outstanding spelling and grammar.
I can evaluate and use sources critically to investigate questions, problems or issues independently and reached sustained conclusions
8 I can recall historical knowledge effectively and consistently leading me to a well supported judgement that considers a range of evidence.
I can organise and use my historical knowledge accurately in well structured answers.
I can demonstrate an excellent understanding of the past through developed, reasoned and well substantiated explanations.
I can use historical terms and key words accurately using outstanding spelling and grammar.
I can evaluate and use sources critically to investigate questions, problems or issues independently, reach sustained conclusions and compare sources effectively.
9 I can recall historical knowledge effectively and consistently leading me to a well supported judgement that considers a range of interpretations.
I can organise and use my historical knowledge accurately throughout well structured answers.
I can demonstrate an outstanding understanding of the past through developed, reasoned and well substantiated explanations.
I can use historical terms and key words accurately using outstanding spelling and grammar.
I can evaluate and use sources critically to investigate questions, problems or issues independently, reach sustained conclusions and compare sources throughout.

Humanities - Relgious Studies 

New GCSE grade Summary / kid-speak grade descriptor
WT1  
1 «    I can write about what people do in their religion
«    I can write using some special religious word
«    I can write some accurate information
2 «   I can write about some basic similarities and differences between religions
«  I show that I can understand and empathise (feel what it is like )  towards other people in some situations
«  I can use some special religious words correctly
3 «   I can write about some basic similarities and differences between religions
«  I show that I can understand and empathise (feel what it is like )  towards other people in some situations
«  I can use some special religious words correctly
4 «    All of level 5 and…
«    I understand that different religious people can live in any country and that they may practice their religion differently depending which country they’re in
5 All of level 6 and….
«    I can relate information about a religion to the history of it, showing I understand how important it is
6 All of level 7 and …
«  I can analyse and give reasons for influences of religious beliefs and teachings on individuals, communities and society using appropriate evidence and examples.
7 «   I can analyse and account for different interpretations of religious expression in texts, figurative language and symbolism using appropriate evidence and examples
«   I can investigate the importance of religious practices and lifestyles for believers, considering issues for them in a multi-faith society 
8 I can demonstrate explicit knowledge and deep understanding of religion to describe, explain and analyse the significance and impact of beliefs, teachings, sources, practices, ways of life and forms of expressing meaning. I can  interpret, infer and deduce the meaning and importance of the beliefs and practices of the religion(s) and/or beliefs studied, and assess the impact of these on the lives of believers. I can analyse, where appropriate, how differences in belief lead to differences of religious response. i can use accurately and appropriately a range of specialist vocabulary.
They use reasoned argument supported by a range of evidence to respond to religious beliefs, moral issues and ultimate questions, recognising the complexity of issues. They demonstrate informed insight in evaluating different points of view to reach evidenced judgements about these beliefs, issues and questions
9 I can give detailed knowledge and deep understanding of religion to analyse the significance and impact of beliefs, teachings, sources, practices, ways of life and forms of expressing meaning. I can  interpret, infer and deduce the meaning and importance of the beliefs and practices of the religion(s) and/or beliefs studied, and assess & evaluate the impact of these on the lives of believers. I can analyse & judge, where appropriate, how differences in belief lead to differences of religious response. I can  use accurately and appropriately a range of specialist vocabulary.
They use reasoned argument supported by a range of evidence to respond to religious beliefs, moral issues and ultimate questions, recognising the complexity of issues. They demonstrate informed insight in evaluating different points of view to reach evidenced judgements about these beliefs, issues and questions.

Humanities - Geography 

New GCSE grade Match current available grading information from our NC levelling (to new GCSE grades 1-6), match current GCSE specs (to new GCSE grades 1-9), and current AS specs (AS grades ~ to new GCSE grade 9) Summary / kid-speak grade descriptor
WT1    
1 Use of keywords/Identify Human & Physical features  You should know where things are in your local area, in the UK and globally such as some of the major cities, rivers and oceans.
You should be able to recognise that people have an effect on the landscape.
You should be able to come to simple conclusions about problems, for example which method to use to protect the coastline.
2 Describe reasons for findings with examples given/group ideas Students should have a good understanding of the major cities and features of the UK.
Students are using some appropriate geography terminology in answers.
Students understand the differences between human and physical geography and some of the ways they affect each other.
3 Explain patterns/Range of ideas/Understanding of different scales/comparison Students should have a good understanding of the major cities and features of the UK and other areas of the world. They are able to recognise patterns with physical and human issues. 
4 Conclude and Justify links with specific patterns and examples Students know the major cities, rivers and features of the UK and globally.
They understand different environments, models/diagrams and locations across different scales.
They use geographical terminology appropriately
Students make decisions based on evidence to support solutions, including sustainable approaches.
5 Analyse interactions/Evaluate patterns & ideas Students can analyse problems effectively and are able to come up with effective solutions. Understand the different strategies used to manage issues and start to evaluate there effectiveness. For example, strategies that are put in place to support multicultral communities.
Very good use of geographical terminology and are able to intepret more complex data.
6 –  Independent research/Complex patterns They start to recognise complex relationships between people and the environment by addressing certain issues and possible solutions that are happening around the world or have happened. They show solid understanding of geographical key terms and use them effectively in written answers. They are able to conduct small scale geographical field studies. 
7   They are able to use Geographical terminology accurately and effectively. They recognise that complex relationships occur from a variety of different factors and are able to demonstrate solutions and decisions that are made to address certain issues.
They are able to evaluate solutions and offer reasoned alternatives.
They have a very good understanding of the UK and other areas nationally and internationally.
Can interpret more complex data effectively.
8   Students can use Geographical terminology fluently in their answers.
Have a very good understanding of their place in the world (local, national and global).
Can apply Geographical knowledge to familiar and unfamiliar problems and situations.
Have very well developed Geographical skills such as map reading, data interpretation and analysing photographs.
9   Students show an excellent level of Geographical knowledge of place (local, national, global).
Students can show how human and physical geography are connected and effect each other.
Students are able to create and interpret more complex graphs and data.
Students use terminology very effectively in their answers.

Modern Foreign Languages 

New GCSE grade Listening Reading Writing Speaking Summary / kid-speak grade descriptor
WT1          
1 I can understand a few familiar spoken words and short phrases, spoken very slowly and clearly.
I can follow along and repeat key words from a passage or dialogue, in one time frame
I always need to ask for things to be repeated to understand
I can understand some familiar written words and short phrases
I can use visual cues and context to follow the gist of a short text
I can use a word list to locate and understand specific words
I can translate individual words that have been taught into French
I can write some single words from memory, though my spelling might not always be accurate
I understand basic word order and can write a simple opinion
I can identify masculine and feminine nouns, some plurals and demonstrate the use of a connective
I can ask and answer simple pre-learned  questions from memory
I may be restricted to a couple of topics covered in class
I may not understand the formation of questions and answers
I can repeat familiar words and simple phrases but my pronunciation is not always understandable
I can understand and use words and short sentences
2 I can understand the main points of a short spoken passage made up of a few familiar words and phrases, delivered slowly and clearly, in one time frame
More often than not I will need to ask for repetition to understand things 
Can understand familiar words and very simple sentences
I can recognise and use the main dictionary codes for nouns and can find the meanings of new nouns. 
I understand that there may be more than one entry for each word
I can translate one or two basic phrases that have been taught into French
I can write simple words and several short phrases from memory with understandable spelling
I am able to use adjectives (agreement and position) with more confidence
I am attempting to use a variety of plural nouns, including some irregular ones
I can create a greater variety of sentences using the key verbs
I can rehearse and perform short sentences 
I may still not understand how to form questions / answers independently
I can produce short pre-prepared phrases on a familiar topic with some accurate pronunciation 
I can understand and use sentences and paragraphs.
I caan express my opinion and give reasons for my opinion.
3 I can understand short passages made up of familiar words and basic phrases when people speak slowly and clearly, in up to two time frames
I may need to ask for things to be repeated from time to time
I can understand a short text made up of short sentences with familiar language on a familiar topic.
I am able to spot new words introduced into a short text made up of familiar material and use the surrounding words to guess their meaning
I can translate short phrases that have been taught into French with input from my teacher
I can write a short, simple text from memory, using simple sentences from one familiar topic with reasonable spelling
I can write sentences on a few topics using a model, e.g. a writing frame
I write my opinion and use basic connectives as standard when I write
I can ask and answer simple questions
I can adapt models successfully to give my own simple opinions
I can use several short phrases and questions
I can produce some short phrases independently with overall good pronunciation
In longer passages, I can use and understand the past and present tenses.
4 I can understand the details in a short passage or dialogue on a few familiar topics in simple sentences, spoken slowly and clearly
I am beginning to require less repetition
I can identify and understand the meaning of a passage which could include two time frames
I can understand the main details in short factual texts on a few familiar topics with predictable information contained in simple sentences with mostly familiar language.
(Texts may include a weather report, personal account or short letter. Responses are likely to include  true / false statements, multiple choice, table competition, gap-fill or question and answer in English or French)
I am able to translate short phrases in to French with more ease
I can write a paragraph from memory made up of short sentences using taught language on a few topics and this may include an example of a negative
My spelling from memory still may have some inaccuracy
I am beginning to understand grammatical structures to be able to manipulate the language to make my own written pieces
I can ask and answer pre-learned, memorised questions, which may involve formal and informal modes of address.
I can adapt familiar question forms to vary questions, with some hesitation which interrupts flow
I am able to pronounce known language well, and can read unknown words aloud coherently
In longer passages, I can use and understand the past, present and future tenses.
5 I can understand passages or dialogues spoken clearly and more slowly than normal native speaker speed, containing predictable information
Passages draw on a range of vocabulary in familiar topics, which could include three time frames
I can understand texts containing predictable information
I can figure out the meaning from context or the surrounding language of some unfamiliar language in more challenging texts
I can pick out and translate longer phrases into French with some teacher input
I can write short paragraphs from memory on two-three topics with good accuracy
I can adapt known structures to add own elements, which may produce more inaccuracy, to express a range of simple, yet personal, ideas and opinions.
I can use a dictionary mainly with success to add new language
I can use key high-frequency verb forms with a combination of different question words to produce new questions spontaneously
I can read phrases and short texts aloud, slowly and carefully, with overall accurate pronunciation
I may still show signs of hesitation but this does not hinder the conversation
I can use and understand a range of tenses in familiar topics and I can produce more complex sentences using connectives.
6 I can understand and extract essential information from passages or dialogues, spoken clearly and more slowly than normal native speaker speed, containing predictable information
Passages may include a range of structures including several time frames, and vocabulary from several familiar topics
I can understand longer texts containing predictable information; these may include a range of structures including a range of time frames, and vocabulary from several familiar topics.
I can pick out and translate longer phrases into French with ease
Can identify the tense of verbs within a text, convert them to their infinitive form and use a dictionary to find their meaning
I can write from memory at greater length on one or more topic
I am able to use more than one time frame, and produce extended sentences that follow on from each other logically
I can successfully recycle learnt language, and combine with a limited number of new elements with some success to express my own ideas and opinions
I can interact confidently with familiar topics covered, including asking a range of questions independently
I can make myself understood in straightforward, spontaneous interactions
My pronunciation is good but I sometimes still hesitate which may sometimes hinder the overall flow of conversation
I can use and understand language that is new to me and express myself in a range of tenses.
7 I can understand longer passages or dialogues which may contain a couple of unpredictable elements, but are delivered clearly and at slower than normal native speaker speed
I can understand the meaning of individual unfamiliar words
Passages may include several topics, in a variety of different time frames
I can understand longer texts which may contain a few unpredictable elements - these may include a range of time frames and other key structures
I can cope with some unfamiliar language, using context to figure out the overall meaning
I can translate longer and more complex phrases into French
I can write learned paragraphs from memory, using a variety of structures to express facts, ideas, opinions, reasons and justifications, and ask questions
I can manipulate language structures encountered in the lesson accurately, and combine those with new elements to produce new meanings
When I write to express my own ideas and opinions, the meaning is almost always clear
I can take part in multi-exchange conversations, constructing questions independently
I can construct responses independently, using a variety of vocabulary and structures
My pronunciation is consistently good when reading aloud, including unfamiliar language
I may sometimes hesitate but this does not affect the flow of a conversation
I can apply grammar rules I have learnt to express myself in a range of tenses.
8 I can understand longer passages or dialogues which might contain a few unpredictable words, a little slower than normal native speaker speed
I can figure out the meaning from context or tone of voice of some of unfamiliar words.
I can generally understand passages in a variety of different time frames and a range of complex structures
I can understand longer texts which may contain some unpredictable elements – these may include different time frames and a range of structures
I can understand some unfamiliar language, using context and surrounding language to figure out meaning, and translate suitable extracts into French
I am able to decide between several possible meanings for  translation purposes with overall success
I can write extended pieces of several paragraphs from memory drawing on a greater variety of topic areas
I am able to write using more complex sentences to express my own ideas and opinions confidently and in a varied and interesting way
Can translate a paragraph into French, drawing on language from previous topic areas, as well as the most recent
I can form the correct tense with learnt and researched language.  The meaning is generally clear.
I can ask a range of questions confidently and appropriately to extend conversations
I can give and understand more developed responses on a range of topics with little to no hesitation
I can use a variety of structures with mostly good pronunciation and intonation when reading aloud
I can apply grammar rules I have learnt to adapt familiar and unfamiliar language to express myself in a range of tenses.
9 I can listen to and understand extended passages or dialogues spoken clearly at near-normal speed in French
I can work out the meaning of words that I don’t know by listening to a whole passage and the context of it
I can always understand passages in a variety of different time frames and a range of complex structures
I can understand extended texts which contain unpredictable elements – these may include different time frames, points of view (opinions, reasons and justifications) drawn from a range of topic areas
I can understand a range of unfamiliar language and translate suitable extracts into French. Texts may be varied in style and purpose, e.g. informative, imaginative, narrative, descriptive
I can differentiate between several possible meanings to select the most appropriate dictionary translation with consistent success
I can write a coherent piece of prose of several paragraphs from memory, drawing on several familiar topic areas, and using a range of vocabulary, structures and tenses
I can generate my own language rather than that of the teacher/textbook, and can express my own ideas and opinions, and those of others, with accuracy
I can translate a paragraph in to French, drawing on language all KS4 topic areas
I can ask an extended range of questions confidently and spontaneously, including more complex questions involving different time frames
I can take part in unplanned conversation on familiar topics and can cope with unexpected questions
I can use familiar language fluently and accurately across the full range of topics
My pronunciation and intonation are consistently of a very high standard and I rarely hesitate
I can apply grammar rules I have learnt to adapt familiar and unfamiliar language to express myself in a range of tenses and registers.

PE 

Generic

New GCSE Levels

Skill/ Conceptual Descriptors – Stepping stones of progress. 

AFL? Blooms? Exam assessment criteria?

9

A**

Top 3%

Evaluate/Analyse

Very good level of technical accuracy with accurate precision control and fluency

8

(A*)

Distinction *

Justify

Consistently demonstrate a good level of technical accuracy control and fluency

7

(A)

Distinction

Analyse

Good level of technical accuracy with precision control and fluency most of the time

5/6

 

Merit

Discuss/Explain

Competent level of technical accuracy, with some precision. 6 higher end, 5 lower end.

4

 

Pass

Describe/apply 2 or more skills

Occasionally basic level of technical accuracy, occasional precision, control or fluency

3

Describe or apply a skill

Consistently basic level of technical accuracy, little precision, control or fluency

2

Select/recall

Occasionally ineffective level, little precision, control or fluency

1

State

Consistently ineffective level, little precision, control or fluency

U Working towards

Give

No reward able evidence

 

 

 

Performing Arts - Dance & Drama 

 

PERFORMANCE & REHEARSAL SKILLS

PERSONAL MANAGEMENT SKILLS

REFLECTION SKILLS

9

Mastery of a range of Dance/Drama Skills throughout.

Use of Personal Management Skills to ensure to ensure an integral contribution to the process with a high level of commitment.

Insightful reflection and target setting.

8

Confident and consistent application of a range of Dance/Drama Skills.

Use of Personal Management Skills to ensure to ensure an integral contribution to the process showing commitment.

Evaluative reflection and target setting at all times.

7

Confident and consistent application of some Dance/Drama Skills.

Use of Personal Management Skills to make an effective contribution to the process throughout.

Evaluative reflection and target setting at times.

6

Competent and consistent application of a range of Dance/Drama Skills.

Use of Personal Management Skills at times making an effective contribution.

Effective reflection and target setting at all times.

5

Competent and consistent application of some Dance/Drama Skills.

Use of Personal Management Skills to make a positive contribution to the process throughout.

Effective reflection and target setting at all times.

4

Competent application of Dance/Drama Skills throughout.

Use of Personal Management Skills at times making a positive contribution.

Responsive reflection and target setting at all times.

3

Competent application of Dance/Drama Skills at times.

Use of Personal Management Skills making some contribution without direction.

Responsive reflection and target setting at times.

2

Limited application of a range of Dance/Drama skills throughout.

Use of Personal Management Skills to make a contribution to the process throughout with direction.

Setting and reviewing of appropriate targets.

1

Limited application of Dance/Drama skills at times.

Use of Personal Management Skills at times making a positive contribution with direction.

Setting and reviewing targets.

WT

Development of Dance/Drama Skills.

Little use of Personal Management Skills leading to no evidence of contribution to the process.

Identifying strengths and areas for development.

SKILLS OUTLINE

Personal Management Skills (Dance & Drama):

Attendance, Time management (adhering to rehearsal schedules), Readiness to work (including bringing correct clothing and equipment if necessary), Listening to instruction/direction, Observing safe working practices, Willingness to try things out, Concentration and focus within the tasks, Appropriate interaction with others – trust and cooperation, Rehearsal discipline, Showing sensitivity towards others and the requirements of the production.

Dance Skills:

Physical Skills: Actions (jump. Roll, turn, travel, gesture & stillness), Posture, Alignment, Balance, Coordination, Flexibility, Strength, Stamina, Extension, Spatial Awareness, Contraction, Action Accuracy, Whole Body/Isolation, Dynamic Range, Movement Memory & Relationships.

Interpretive: Focus, Interpretation of Style, Use of Space, Awareness of Accompaniment, Musicality, Facial Expression, Quality & Timing.

Dance Rehearsal Skills

Warming up, Wearing the correct attire, Learning choreography, Responding to correction and absorbing taught material, Receiving and giving constructive and positive feedback.

Drama Skills:

Voice: Articulation, Projection, Breath control, Learning lines, Pitch, inflection and modulation, Tone and vocal colour, Phrasing, Pace & Use of pause.

Movement: Balance, Coordination, Movement memory, Spatial awareness, Weight placement, Focus and control, Relaxation, Pace, energy and dynamics, Gesture, Facial expression & trust.

Drama Rehearsal Skills

Learning dialogue, Learning blocking and stage directions, Interpreting and developing a character appropriate to the context of the extract, Receiving and giving constructive and positive feedback, Using exploratory dramatic techniques.

Music 

 

Performing

Listening and Appraising

Composition

U

-Perform with limited use of notation and some sense of rhythm.

-Begin to play as part of a group

 

-Recognise different musical elements

-Compose short rhythmic phrase

-Use appropriate note values

- Order sound with simple structures

1-Level 1

- Can perform simple parts with a sense of rhythm.

-Perform an individual part with some degree of accuracy during an ensemble performance.

-Identify how different musical elements are used expressively.

 

- Create contrasting musical ideas

- Use limited melodic techniques in your composition

- Present musical ideas with support and guidance,  using appropriate notation

 

2

-Maintain individual part with awareness of how the different parts fit together during an ensemble performance.

-Perform a solo with an awareness of expression and dynamics.

-Describe different styles of music, using musical vocabulary.

-Create contrasting musical ideas.

- Use some melodic and harmonic techniques in your composition

- Present musical ideas with support and guidance,  using appropriate notation.

 

3

-Perform melodic and harmonic parts with some degree of accuracy.

-Perform with an awareness of tempo, dynamics and phrasing.

-Maintain an individual part accurately during an ensemble performance.

 

-Describe and compare different styles of music using musical vocabulary.

-Compose short melodic and rhythmic phrase.

-Use appropriate notation

- to be able to use musical structures to complete a composition

4- Pass

-Perform confidently melodic and harmonic parts.

-Contribute to an ensemble performance with an awareness of how the different parts fit together.

-Describe, compare and evaluate different styles of music using musical vocabulary.

- To be able to use musical structures to develop a composition.

- Use melodic and harmonic techniques in a composition.

-Present musical ideas with clarity, using appropriate notation.

 

5- merit

-Perform significant parts from memory and notation fluently.

-To lead or take a solo in ensemble performances.

- Analyze and compare musical features.

-Evaluate how venue, occasion and purpose affects the way music is created, performed and heard.

 

-To be able to identify and use musical structures to develop a composition.

- To be able to use melodic and harmonic techniques to develop ideas into more extended compositional, showing effective use of skills and techniques.

-Present musical ideas with clarity, using appropriate notation.

6

-Perform in a variety of different styles and genres.

-Use expressive tempo and phrasing

-Perform confidently from notation.

-Adjust part to fit with others in an ensemble performance.

- Analyze, compare and evaluate how music reflects the contexts in which it is created, performed and heard

 

To be able to identify and use musical structures to develop a composition.

- To be able to use melodic and harmonic techniques to develop ideas into more extended compositional, showing effective use of skills and techniques, inspired by different styles.

-Present musical ideas with clarity and accuracy, using appropriate notation.

 

7 - Distinction

-Perform in a variety of different styles and genres.

-Use expressive tempo, phrasing and dynamics

-Perform with some direction and shape.

-Make a significant contribution to ensemble playing.

- Evaluate and make critical judgements about music you hear.

-Identify music conventions and other characteristics in several different styles.

- Demonstrate skilful selection and effective use of melodic and harmonic techniques to develop musical ideas into more extended compositional drafts.

-Compose contrasting musical ideas showing the imaginative, inspired by different styles.

-Present musical with clarity, accuracy and attention to detail, using appropriate notation.

8 – Distinction*

-Perform in many different styles and genres.

-Perform with clear direction and shape.

-Begin to develop a personal style to your performance.

-Listen carefully to others in an ensemble performance and respond to their performance.

-To discriminate between music styles, genres and tradition.

-Be able to comment on the relationship between the music and its cultural context.

 

- Demonstrate skilful selection and effective use of melodic and harmonic techniques to develop musical ideas into compositional drafts, showing imagination.

-Compose contrasting musical ideas showing the imaginative and appropriate application

-Present musical ideas with clarity, accuracy and attention to detail, using appropriate notation.

9

- Develop a secure personal style to your performance.

-Produce convincing group performances showing empathy to other performers.

-To explain how and why changes occur in many different styles, genres and traditions.

-To understand the contributions of significant composer and performers.

- Demonstrate skilful selection and effective use of melodic and harmonic techniques to develop musical ideas into more extended compositional drafts, showing imagination and flair.

-Present musical ideas with clarity, accuracy and attention to detail, using appropriate notation.

 

 

 

 

 

Art 

ART ASSESSMENT LEVELS – KS4

 

Develop ideas through investigations, demonstrating critical understanding of sources.

 

ANALYSE

Refine work by exploring ideas, selecting and experimenting with appropriate media, materials, techniques and processes.


PROCESS

Record ideas, observations and insights relevant to intentions as work progresses.



RECORD

Present a personal and meaningful response that realises intentions and demonstrates understanding of visual language.

PRESENT

Mark scheme

9

An exceptional ability to effectively develop ideas through creative and purposeful investigations.

An exceptional ability to engage with and demonstrate critical understanding of sources.

An exceptional ability to thoughtfully refine ideas with discrimination.

An exceptional ability to effectively select and purposefully experiment with appropriate media, materials, techniques and processes.

An exceptional ability to skilfully and rigorously record ideas, observations and insights through drawing and annotation, and any other appropriate means relevant to intentions, as work progresses.

An exceptional ability to competently present a personal and meaningful response and realise intentions with confidence and conviction.

An exceptional ability to demonstrate understanding of visual language.

CONVINCINGLY - 24
CLEARLY -23
ADEQUATELY-22
JUST - 21

8

 

 

 

 

 

7

(8*)

A highly developed ability to effectively develop ideas through creative and purposeful investigations.

A highly developed ability to demonstrate critical understanding of sources.

A highly developed ability to thoughtfully refine ideas.

A highly developed ability to effectively select and purposefully experiment with appropriate media, materials, techniques and processes.

A highly developed ability to skilfully record ideas, observations and insights through drawing and annotation, and any other appropriate means relevant to intentions, as work progresses.

A highly developed ability to competently present a personal and meaningful response and realise intentions with confidence and conviction.

A highly developed ability to demonstrate understanding of visual language.

CONVINCINGLY - 20
CLEARLY -19
ADEQUATELY-18
JUST - 17

6

(8)

 

 

 

 

 

5

(7)

C/B

A consistent ability to effectively develop ideas through purposeful investigations.

A consistent ability to demonstrate critical understanding of sources.

A consistent ability to thoughtfully refine ideas.

A consistent ability to effectively select and purposefully experiment with appropriate media, materials, techniques and processes

A consistent ability to skilfully record ideas, observations and insights through drawing and annotation, and any other appropriate means relevant to intentions, as work progresses.

A consistent ability to competently present a personal and meaningful response and realise intentions.

A consistent ability to demonstrate understanding of visual language.

CONVINCINGLY - 16
CLEARLY -15
ADEQUATELY-14
JUST - 13

4

(6)

 

 

 

 

 

3

(5)

A moderate ability to effectively develop ideas through purposeful investigations.

A consistent ability to demonstrate critical understanding of sources.

A moderate ability to thoughtfully refine ideas.

A consistent ability to effectively select and purposefully experiment with appropriate media, materials, techniques and processes

A moderate ability to skilfully record ideas, observations and insights through drawing and annotation, and any other appropriate means relevant to intentions, as work progresses.

A moderate ability to competently present a personal and meaningful response and realise intentions.

A consistent ability to demonstrate understanding of visual language.

CONVINCINGLY - 12
CLEARLY -11
ADEQUATELY-10
JUST - 9

 

 

 

 

 

 

2

(4)

Some ability to develop ideas through purposeful investigations.

Some ability to demonstrate critical understanding of sources.

Some ability to refine ideas.

Some ability to select and experiment with appropriate media, materials, techniques and processes

Some ability to record ideas, observations and insights through drawing and annotation, and any other appropriate means relevant to intentions, as work progresses.

Some ability to present a personal and meaningful response and realise intentions.

Some ability to demonstrate understanding of visual language.

CONVINCINGLY - 8
CLEARLY -7
ADEQUATELY-6
JUST - 5

 

 

 

 

 

 

1

(3)

Minimal ability to effectively develop ideas through purposeful investigations.

Minimal ability to demonstrate critical understanding of sources.

Minimal ability to refine ideas.

Minimal ability to select and experiment with appropriate media, materials, techniques and processes

Minimal ability to record ideas, observations and insights through drawing and annotation, and any other appropriate means relevant to intentions, as work progresses.

Minimal ability to present a personal and meaningful response and realise intentions.

Minimal ability to demonstrate understanding of visual language.

CONVINCINGLY - 4
CLEARLY -3
ADEQUATELY-2
JUST - 1

U

(2)

 

 

 

 

0

 

Technology and ICT 

Product Design

 

User Needs

Development

Making

Knowledge 

Evaluation

1 Limited understanding of user needs relating to design context
 
 Provided little evidence of research and analysis of context
Ideas show limited design strategy, with minimal planning,
 Some consideration taken of social, moral, environmental and sustainability issue in development of design solutions
Worked with some assistance to produce a limited outcome .
There is limited evidence of any quality control as levels of accuracy are minimal
 

  Be able to identify common timbers  used in the
manufacture of products  Be able to identify common manufactured boards
Limited mention of some improvements or modifications that could be made  
2 Design criteria is very general and lacking in any detail
 Limited understanding of the target market/user evident
Development work is lacking in detail but makes reference to a number of
techniques and modelling (including CAD where appropriate)
 Limited product/manufacturing specification .
Final outcome is incomplete or rrepresents a low level of making/
modelling/finishing skills
 Used materials, components and equipment safely under close supervision
Able to identify common thermoplastics,
  Able to identify common thermosetting plastics,
 understand the difference between thermoplastics
and thermosetting plastics
Minimal testing and evaluation throughout the designing and making process. Limited or no testing of final outcome against the design criteria .
3 Basic understanding of the design context
 Some analysis of related products  undertaken.
Development work is lacking in detail but makes reference to a number of techniques and modelling (CAD where appropriate) Limited product/manufacturing specification which reflects most obvious features of analysis  Some evidence of limited quality control applied throughout the process
 The outcome has some weaknesses which limit its suitbility .
Understand the ways in which plastics can be formed, especially with regard to consumer products, i.e. vacuum forming, injection moulding, blow moulding, line bending,
compression moulding, extrusion;
Some evidence of testing against the design criteria .
4 Design criteria reflects most of the analysis undertaken
   Some consideration has been taken of the likely consumer/user.
Adequate development work achieved through working with a range of techniques
and modelling (CAD where appropriate) Product/manufacturing specification reflects most aspects of the analysis
Final outcome is largely complete and represents a basic level of making/
modelling/finishing skills
Used materials, components and equipment correctly and safely (including CAM if
appropriate)
 
Understands the stock forms for plastic materials
i.e. sheet, rod, powder, granules, foam;  have a basic understanding of the source of plastics and the primary processes involved in
conversion to workable materials.
Ddveloped a manufacturing specification
5 Good understanding and analysis of the design context

 Good analysis of relevant research and context.
Imaginative ideas demonstrating a degree of creativity, further developed to take account of ongoing research.
 Development of design proposals take account of main aspects relating social, moral, environmental and sustainability issues
Parts of outcome show high levels of demand
  Applied quality control checks .
  The outcome requires further development in order to be suitable for the target
market
Have a knowledge and understanding that the
development of new and smart materials are
allowing designers to meet a variety of user needs
in new and exciting ways .
Evidence of some testing and evaluation leading to the production of the final product.
6 Design criteria  reflects the target market that has been appropriately identifiedd. Good development work achieved through working with a variety of techniques and modelling (including CAD where appropropriate.  Final outcome shows good level of making/modelling/finishing skills
  Used appropriate materials, components, equipment and processes correctly and safely (including CAM)
Have an awareness of the importance of the
development of nanomaterials and integrated
electronics in the area of Design and Technology.
Some improvements or modifications to product suggested
7 Selecting and acquiring relevant research supports and
promotes originality in designing
Excellent understanding and analysis of the design context
Imaginative and innovative ideas have been developed, demonstrating creativity,
flair and originality. Further developments made to take account of ongoing research
  Quality control checks applied in the manufacture of the product
  The outcome is suitable for the target market and could be commercially viable with further development
Has demonstrated good skills using  CAD/CAM software to manufacture a product.  Most aspects of the final outcome have been tested against the designcriteria and specification
8 Detailed analysis of relevant existing products have been undertaken. The implications of a wide range of issues including social, moral, environmental and sustainability, are taken into consideration and inform the development of the
design proposals
Final outcome shows very good level of making/modelling/finishing skills
  Selected and used appropriate tools, materials and/or technologies including, where appropriate, CAM correctly and safely used
Able to identify common materials and smart material during manufacture and the appropriate tools and equipment when working with these materials. Most aspects of the final outcome have been tested against the design criteria
and specification
  Evaluate and justify improvements or modifications to the product
9 Comprehensive analysis of relevant  research undertaken
 Clear and specific design criteria identified, reflecting the analysis undertaken
 Target market identified and the intended consumer/user profiled
Appropriate material selected with  full regard to their working properties.  Fully detailed and justified produc/manufacturing specification. Final outcome(s) shows a high level of making/modelling/finishing skills and
accuracy  using appropriate tools and equipment including CAD/CAM.
  Worked independently demonstrating good health & safety practices.
Understand the way in which  components are joined together with good forward planning of how this can be achieved. Can Evaluate and justify the need for modifications to the product, improvements suggested. Consideration given as to how the outcome might need to be modified for commercial production .

Design and Technology

 

User Needs

Development

Making

Knowledge 

Evaluation

1 Limited understanding or analysis of design context
• Minimal analysis of other products or systems undertaken
• Provided little evidence of research and analysis of context
Ideas show some variation in approach or concept
• A limited design strategy, with minimal planning, is evident
• Some consideration taken of social, moral, environmental and sustainability issue in development of design solutions
Worked with some assistance to produce outcome of limited demand
• There is limited evidence of any quality control and levels of accuracy are minimal
• The outcome has significant weaknesses which limit its suitability for the target
market
When working with timber based materials
candidates should:
•  be able to identify common timbers such as
pine, mahogany, teak, ash, beech used in the
manufacture of products
•  be able to identify common manufactured boards
i.e. MDF, plywood, chipboard, blockboard,
hardboard;
Limited mention of some improvements or modifications that could be made  
2 Design criteria is very general and lacking in any detail
• Limited understanding of the target market/user evident
Development work is lacking in detail but makes reference to a number of
techniques and modelling (including CAD where appropriate)
• Materials/ingredients and components selected with limited regard to their working properties
• Limited product/manufacturing specification which reflects most obvious features
of analysis
Final outcome is incomplete or represents an undemanding level of making/
modelling/finishing skills
• Used materials, components and equipment safely under close supervision
be able to identify common thermoplastics i.e.
high impact polystyrene, expanded polystyrene,
acrylic, acetate, HDPE, PVC, PET;
•  be able to identify common thermosetting plastics i.e. GRP, Epoxy resin, UF, MF;
•  understand the difference between thermoplastics
and thermosetting plastics;
Minimal testing and evaluation throughout the designing and making process. Limited or no testing of final outcome against the design criteria and/or the 
3 Basic understanding and analysis of the design context
• Some analysis of related products or systems undertaken
• Made a superficial analysis of most of the research material and the context
Development work is lacking in detail but makes reference to a number of
techniques and modelling (including CAD where appropriate)
• Materials/ingredients and components selected with limited regard to their working
properties
• Limited product/manufacturing specification which reflects most obvious features
of analysis
Some aspects of outcome are demanding
• Some evidence of limited quality control applied throughout the process
• The outcome has some weaknesses which limit its suitability for the target market
understand the ways in which plastics can be
formed, especially with regard to consumer
products, i.e. vacuum forming, injection
moulding, blow moulding, line bending,
compression moulding, extrusion;
•  understand that most plastics are synthetic
and that the composition can be adjusted
to create different properties for specific
purposes e.g. increase rigidity, reduce weight,
insulation;
Some evidence of testing against the design criteria and/or the product/
4 Design criteria reflects most of the analysis undertaken
• Some consideration has been taken of the likely consumer/user
Adequate development work achieved through working with a range of techniques
and modelling (including CAD where appropriate)
• Materials/ingredients and components selected with some regard to their working
properties
• Product/manufacturing specification reflects most aspects of the analysis
Final outcome is largely complete and represents a basic level of making/
modelling/finishing skills
• Used materials, components and equipment correctly and safely (including CAM if
appropriate)
• Some aspects of
understand the stock forms for plastic materials
i.e. sheet, rod, powder, granules, foam;
•  have a basic understanding of the source of
plastics and the primary processes involved in
conversion to workable materials.
manufacturing specification
5 Good understanding and analysis of the design context
• Good analysis of relevant products or systems undertaken
• Good analysis of relevant research and context
Imaginative ideas demonstrating a degree of creativity, which are further developed
to take account of ongoing research
• An appropriate design strategy, with evidence of planning, adopted for most
aspects
• Development of design proposals take into account the main aspects relating to a
variety of social, moral, environmental and sustainability issues
Parts of outcome show high levels of demand
•  Applied quality control checks broadly but superficially
•  The outcome requires further development in order to be suitable for the target
market
have a knowledge and understanding that the
development of new and smart materials are
allowing designers to meet a variety of user needs
in new and exciting ways e.g.
 – Precious Metal Clays (PMC) used in jewellery
manufacture,
 – corn starch polymers used in packaging,
 – thermochromic pigments used for thermal
warning patches
 – shape memory alloys
 – Quantum Tunnelling Composite (QTC) used to
incorporate electronics into textiles,
Evidence of some testing and evaluation leading to the production of the final 
6 Design criteria which reflects the analysis undertaken
• Target market for product has been identified
Good development work achieved through working with a variety of techniques and modelling (including CAD where appropriate)
• Appropriate materials/ingredients and components selected with regard to their
working properties
• Product/manufacturing specification is complete and reflects key aspects of the
analysis undertaken
Final outcome shows good level of making/modelling/finishing skills
•  Used appropriate materials, components, equipment and processes correctly and
safely (including CAM)
Have an awareness of the importance of the
development of nanomaterials and integrated
electronics in the area of Design and Technology.
Some improvements or modifications to product suggested
7 Discrimination shown when selecting and acquiring relevant research that will
promote originality in designing
• Excellent understanding and analysis of the design context
• Detailed analysis of relevant existing products or systems undertaken related to
design intentions
• Comprehensive analysis of relevant and focussed research undertaken
.Imaginative and innovative ideas have been developed, demonstrating creativity,
flair and originality. Further developments made to take account of ongoing
research
• A coherent and appropriate design strategy, with clear evidence of a planned
approach, adopted throughout
Outcome demonstrates a high level of demand
•  Quality control checks applied in the manufacture of the product
•  The outcome is suitable for the target market and could be commercially viable
with further development
Be able to write programs in a text-based language like Python and be able to create and use external files. Most aspects of the final outcome have been tested against the design criteria
and/or the product/manufacturing specification
•  Evaluate and justify the need for improvements or modifications to the produ
8 Detailed analysis of relevant existing products or systems undertaken related to
design intentions
The implications of a wide range of issues including social, moral, environmental
and sustainability, are taken into consideration and inform the development of the
design proposals
• Excellent development work through experimentation with a wide variety of
techniques and modelling (including CAD where appropriate) in order to produce a
final design solution
• Appropriate materials/
Final outcome shows very good level of making/modelling/finishing skills
•  Selected and used appropriate tools, materials and/or technologies including,
where appropriate, CAM correctly and safely
be able to identify common electronic and
mechanical components and understand their
functions and uses i.e. power cells, transistors,
resistors, capacitors, switches, integrated circuits,
buzzers, speakers, solenoids, gears, pulleys,
linkages, levers, chain & sprockets, pneumatic
cylinders;
Most aspects of the final outcome have been tested against the design criteria
and/or the product/manufacturing specification
•  Evaluate and justify the need for improvements or modifications to the product
9 Comprehensive analysis of relevant and focussed research undertaken
• Clear and specific design criteria identified, reflecting the analysis undertaken
• Target market identified and the intended consumer/user profiled
Appropriate materials/ingredients and components selected with full regard to their working properties
• Fully detailed and justified product/manufacturing specification taking full account of the analysis undertaken
Final outcome(s) shows a high level of making/modelling/finishing skills and
accuracy
•  Selected and used appropriate tools, materials and/or technologies including,
where appropriate, CAM correctly, skilfully and safely
•  Worked independently to produce a rigorous and demanding outcome
•  Quality controls are evident throughout the project and it is clear how accuracy has
been achieved
Understand the way in which such components are specified; e.g. volts, ohms, farads, teeth (spur gears)
•  have a basic understanding of how components
can be combined to create systems with specified
functions.
Evaluate and justify the need for modifications to the product and consideration given as to how the outcome might need to be modified for commercial production•  Appropriate testing and evaluation evident throughout the designing and making process

ICT

(click to view full image)

New Levels com