KS3 AFL Guidelines Level Descriptors
Contents Mathematics
Page 3
English
Page 5
Science
Page 9
Geography
Page 10
History
Page 12
RE
Page 14
ICT
Page 15
French
Page 17
Spanish
Page 19
Art
Page 21
Design Technology
Page 22
Drama
Page 24
Music
Page 26
PE
page 27
Maths Level 1: I am able to q Read and write numbers to 10 q Add and take away up to 10 q Describe things about shapes q Measure and order things q Order events q Sort objects, giving reasons Level : I am able to: q Add and take away up to 10 q Understand place value q Order numbers up to 100 q Know add is opposite of take away q Mentally solve money and measurement problems q Recognise number patterns q Recognise odd and even numbers q Know maths names for shapes q Talk about corners, sides of shapes q Know difference between straight and turning q Know angles measure turns q Recognise right angles q Begin to measure length and mass q Sort objects by more than 1 reason Level 3: I am able to: q Understand place value in number up to 1000 q Recognise negative numbers in real life contexts q Add and subtract 2 digit numbers mentally q Add and subtract 3 digit number using written methods q Recall the 2, 3, 4, 5 and 10 times tables q Understand simple fractions q Classify 3D and 2D shapes in various ways using mathematical properties q Use non standard units, standard metric units of length, capacity and mass and standard units of time q Interpret information presented in simple tables and lists q Construct bar charts and pictograms Level 4: I am able to: q Multiply and divide whole numbers by 10 and 100 q Solve number problems using addition, subtraction, multiplication and division q Use written methods for addition, subtraction, multiplication and division q Add and subtract decimals with two decimal places q Order decimals with 3 decimal places q Use approximation to check answers are sensible q Describe simple proportions using fraction and percentages q Recognise and describe number patterns q Understand multiples, factors and squares q Plot coordinates in the first quadrant q Draw common 2D shapes in different orientation on grids q Reflect simple shapes in a mirror line q Choose and use appropriate units and instruments, interpreting, with appropriate accuracy, numbers on a range of measuring instruments q Find perimeters of simple shapes and find areas by counting squares q Collect discrete data and record them using a frequency table q Understand and use the mode and range to describe sets of data q Group data, where appropriate, in equal class intervals, represent collected data in frequency diagrams and interpret such diagrams q Construct and interpret simple line graphs
Level 5: I am able to: q Multiply and divide whole numbers and decimals by 10, 100 and 1000 q Add and subtract negative numbers in context q Use all four operations with decimals to two places q Simplify fractions q Solve simple problems involving ratio and direct proportion q Fractional or percentage parts of quantities and measurements q Multiply and divide any 3 digit number by any 2 digit number q Use simple formulae involving one or two operations q Use and interpret coordinates in all four quadrants q Measure and draw angles to the nearest degree q Know the angle sum of a triangle and that of angles at a point q Identify all the symmetries of 2D shapes q Know the rough metric equivalents of imperial units still in daily use and convert one metric unit to another q Make sensible estimates of a range of measures in relation to everyday situations q Understand and use the formula for the area of a rectangle q Understand and use the mean of discreet data q Compare two simple distributions, using the range and one of the mode, median or mean q Interpret graphs and diagrams, including pie charts, and draw conclusions q Understand and use the probability scale from 0 to 1 Level 6: I am able to: q Order and approximate decimals when solving numerical problems and equations q Using trial and improvement methods q Use the equivalences between fractions, decimals and percentages, and calculate using ratios in appropriate situations q Add and subtract fraction by writing them with a common denominator q Find and describe in word the rule for the next term or nth term of a sequence where the rule is linear q Formulate and solve linear equations with whole number coefficients q Use Cartesian coordinates for graphical representation interpreting general features q Recognise and use common 2D representations of 3D objects q Know and use the properties of quadrilaterals in classifying different types of quadrilateral q Solve problems using angle and symmetry properties of polygons and angle properties of intersecting and parallel lines, and explain these properties q Understand and use appropriate formulae for finding circumferences and areas of circles, areas of plane rectilinear figures and volumes of cuboids when solving problems q Enlarge shapes by a positive whole number scale factor q Collect and record continuous data q Construct and interpret frequency diagrams q Construct pie charts q Draw conclusions from scatter diagrams, and have a basic understanding of correlation q Deal with a combination of two experiments and identify all the outcomes q Know that the total probability of all the mutually exclusive outcomes of an experiment is 1 Level 7: I am able to: q Round to one significant figure and multiply and divide mentally q Understand the effects of multiplying and dividing by numbers between 0 and 1 q Solve numerical problems involving multiplication and division with numbers of any size, using a calculator efficiently and appropriately q Understand and use proportional changes, calculating the result of any proportional change using only multiplicative methods th q Find and describe in symbols the next term or n term of a sequence where the rule is quadratic q Multiply two expressions of the form (x + n) and then simplify the resulting quadratic expression q Use algebraic and graphical methods to solve simultaneous linear equations in two variables q Solve simple inequalities q Understand and apply Pythagoras' theorem when solving problems in two dimensions q Calculate lengths, areas and volumes in plane shapes and right prisms q Enlarge shapes by a fractional scale factor, and appreciate the similarity of the resulting shapes q Determine the locus of an object moving according to a rule q Appreciate the imprecision of measurement and recognise that a measurement given to the nearest whole number may be inaccurate by up to one half in either direction q Understand and use compound measures, such as speed q Specify hypotheses and test them by designing and using appropriate methods that take account of variability or bias
q q q q
Determine the modal class and estimate the mean, median and range of sets of grouped data, selecting the statistic most appropriate to their line of enquiry Use measures of average and range, with associated frequency polygons, to compare distributions and make inferences Draw a line of best fit on a scatter diagram, by inspection Understand relative frequency as an estimate of probability and use this to compare outcomes of experiments
Level 8: I am able to: q Solve problems involving calculating with powers, roots and numbers written in standard form. Check for correct order of magnitude. q Use fractions or percentages to solve problems involving repeated proportional changes or the calculation of the original quantity given the result of a proportional change q Evaluate algebraic formulae, substituting fractions, decimals and negative numbers q Calculate one variable, given the others, in formulae such as V = Yr2h q Manipulate algebraic formulae, equations and expressions, finding common factors and multiplying two linear expressions 2 2 q Use the fact that a -‐b = (a+b)(a -‐ b) q Solve inequalities in two variables q Sketch and interpret graphs of linear, quadratic, cubic and reciprocal functions, and graphs that model real situations q Understand and use congruence and mathematical similarity q Use sine, cosine and tangent in right-‐angled triangles when solving problems in two dimensions q Distinguish between formulae for perimeter, area and volume, by considering dimensions. q Interpret and construct cumulative frequency tables and diagrams, using the upper boundary of the class interval q Estimate the median and inter-‐quartile range and use these to compare distributions and make inferences q Understand how to calculate the probability of a compound event and use this in solving problems
ENGLISH Writing: Level 3 AF5 – Sentence Structure • I sometimes use different types of sentences. • I stick to the same tense through most of my work but sometimes get it wrong. AF6 – Punctuation • I know how to use full stops. • I sometimes use capital letters in the right places. AF3 and AF4 –structure and cohesion, paragraphs • I know how to use paragraphs but sometimes forget AF1 – Imaginative, interesting, thoughtful texts • I can think of some suitable ideas with help. • I don’t always understand what I am supposed to do. AF2 – Appeal to audience and purpose • I sometimes show that I understand the purpose of what I am writing. • I don’t really understand how to talk to my audience. AF7 – Appropriate and effective vocabulary • I try to choose the best types of words for my task. • I use a few words related to my task. AF8 – Use correct spelling • I can spell most common words correctly. • I can make simple errors. Level 4 AF5 – Sentence Structure • I try not to use the same type of sentence all the time • I can stick to the same tense all the way through AF6 – Punctuation • I use full stops properly • I can use speech marks and question marks but I can make mistakes with commas AF3 and AF4 –structure and cohesion, paragraphs • I use paragraphs or sections to organise work • I have a beginning and ending but not always a clear direction AF1 – Imaginative, interesting, thoughtful texts • I have some ideas that are suitable • I sometimes use detail • I can miss the point sometimes AF2 – Appeal to audience and purpose • My purpose is clear but not kept up all the way through • I don’t always speak to the audience in the correct way AF7 – Appropriate and effective vocabulary • I sometimes think about my word choices • I use some words related to the topic AF8 – Use correct spelling • I can’t tell the difference between words that sound the same, like ‘there’, ‘their’ and ‘they’re’ • I make simple errors
Level 5 AF5 – Sentence Structure • I use a variety of sentences to make myself clear • I use words like ‘would’, ‘could’, ‘should’ AF6 – Punctuation • I use full stops, commas and speech marks correctly. • I can make mistakes with some other types of punctuation AF3 and AF4 –structure and cohesion, paragraphs • I use paragraphs in a way that makes sense, not just randomly • I build on previous paragraphs, using connectives to help me. AF1 – Imaginative, interesting, thoughtful texts • I show flashes of imagination and detail • I develop ideas properly • I don’t contradict myself or change style AF2 – Appeal to audience and purpose • My purpose is clear all the way through • My style of writing is interesting and mostly appropriate for the audience AF7 – Appropriate and effective vocabulary • My vocabulary is chosen for effects on the audience • I use a reasonably wide vocabulary, but not always correctly AF8 – Use correct spelling • When I make mistakes, what I’ve written sounds okay even if it isn’t. • I make mistakes with double letters e.g.irregular Reading: Level 4 AF2 – Pick out information and use quotes and examples • I only pick out some good bits • My evidence is only sometimes suitable AF3 – Being a ‘Reading Detective’ • I can make a simple comment about something I’ve worked out • I don’t always work things out correctly AF4 – Structure and organisation • I make some simple comments on structure • I notice basic features of organisation AF5 – explain and comment on the writer’s use of language • I identify basic features of language • I make simple comments on the writer’s choices of language AF6 – Writer’s purposes and viewpoints, overall effect on reader • I notice the main purpose and viewpoint of the text • I make a simple comment about the effect on the reader Level 5 AF2 – Pick out information and use quotes and examples • I mostly pick out the right bits to discuss • I use quotes or evidence from the text AF3 – Being a ‘Reading Detective’ • I can work out something that is not said directly in the text. • I can work things out based on what characters say and do AF4 – Structure and organisation • I make general comments on the author’s choices of structure • I pick out features of structure and explain them simply AF5 – explain and comment on the writer’s use of language • I identify various features of language with some explanation • I show awareness of the effects of language choices AF6 – Writer’s purposes and viewpoints, overall effect on reader • I have an overview of the writer’s purposes and views but give a limited explanation • I show general awareness of the effect on the reader
Level 6 AF2 – Pick out information and use quotes and examples • I pull all the right bits together. • I pick out really good quotes to support my points AF3 – Being a ‘Reading Detective’ • I can pick out some bits that have double, deep or subtle meanings. • I explore how small details can mean more than they seem to at first AF4 – Structure and organisation • I explore how structure supports the author’s aims and ideas • I comment on how structural features add to effect of the text AF5 – explain and comment on the writer’s use of language • I explain the writer’s use of language using the proper terms • I discuss the overall effect of language choice by drawing things together AF6 – Writer’s purposes and viewpoints, overall effect on reader • I fully understand the writer’s purposes and views and use good examples to prove it • I clearly explain the effects on the reader Level 7 AF2 – Pick out information and use quotes and examples • I show skill in picking out exactly the right bits of information. • I show the ability to use outside knowledge where it’s relevant and helpful AF3 – Being a ‘Reading Detective’ • I show understanding of deeper meanings in the text in a very mature way. • I make original and intelligent interpretations of the text AF4 – Structure and organisation • I comment on how well structure supports the author’s aims and ideas • I show how successfully structural features are used AF5 – explain and comment on the writer’s use of language • I provide a clever and detailed analysis of how language is used • I fully appreciate how language choices add to overall effect on reader AF6 – Writer’s purposes and viewpoints, overall effect on reader • I analyse and discuss how well the writer establishes their purposes and views • I fully appreciate how the writer uses techniques to get across their ideas
Science LEVEL 3 • • LEVEL 4 • • • LEVEL 5 • • LEVEL 6 • • • LEVEL 7 • • •
Use some basic scientific words correctly. Identify causes and effects. Use a range of scientific words correctly. Label diagrams correctly (e.g. digestive system). Describe reactions, functions and sequences of events simply using scientific vocabulary. Start to use abstract concepts of Energy, Forces, Particles and Cells. Use simple diagrams to start to explain why or how. Use abstract concepts to explain your ideas. Label microscopic diagrams correctly (e.g. cells, particle diagrams). Write word equations, use simple formulae to calculate. Show detailed knowledge and understanding in explanations. Use more than one abstract concept to explain phenomena. Write balanced symbol equations.
GEOGRAPHY Level 2 (2a – always, 2b -‐ most of the time, 2c-‐ sometimes) I can • write simple descriptions of places and features • make simple observations about the things that make places different • ask questions about places and environments Skills: I can • use simple skills e.g. find counties in an atlas Level 3 (3a – always, 3b -‐ most of the time, 3c-‐ sometimes) I can • begin to describe places e.g. Rainham, features e.g. rivers and processes e.g. flooding • suggest reasons why places are different e.g. Britain and Bangladesh • start to use appropriate geographical vocabulary Skills: I can • use atlases and globes and are beginning to show skills at using maps at different scales • use ICT at a simple level e.g. word processing homework • carry out simple fieldwork such as traffic counts Level 4 (4a – always, 4b -‐ most of the time, 4c-‐ sometimes) I can • show that I know about different places in various parts of the world e.g. the East coast of Yorkshire and Sahara desert • recognise and describe physical processes e.g. urbanisation • use a range of appropriate geographical vocabulary Skills: I can • use more advanced map skills such as 6 figure grid references and contours to identify and describe places and I can draw labelled sketch maps • make use of ICT to research a topic e.g. search the internet • carry out a range of fieldwork techniques e.g. sketching and making simple maps Level 5 (5a – always, 5b -‐ most of the time, 5c-‐ sometimes) I can • describe features, places and processes in more detail and start to explain them e.g. ‘Death Valley has little rain because …’ • recognise that human activities cause changes to the environment and that different people will have diferent views about this e.g. deforestation in Brazil affects different people in different ways • explain my own views about geographical issues Skills: I can • show I have reached a high standard of maps skills and I am able to use other sources of evidence e.g. aerial photos and satellite images to describe places • use ICT to represent evidence e.g. graphs using a spreadsheet • suggest ways of carrying out fieldwork e.g. I can design a questionnaire Level 6 (6a – always, 6b -‐ most of the time, 6c-‐ sometimes) I can • give detailed descriptions of features, places and processes with reasoned explanations • describe ways in which physical and human processes interact and lead to change in places e.g. war and drought lead to increased poverty and migration from the Horn of Africa • reach my own conclusions that fit the evidence Skills: I can • use a wide range of map skills including digital maps o describe and explain places and geographical patterns e.g. migration • demonstrate decision-‐making skills, including using ICT e.g. a spread sheet to find the cheapest location
• carry out fieldwork accurately using a range of equipment Level 7 (7a – always, 7b -‐ most of the time, 7c-‐ sometimes) I can • understand that places and people can be affected by actions and events in other places e.g. globalisation leading to production of training shoes in S.E. Asia and that many factors, including people’s values and attitudes influence decisions made about places • understand the concept of sustainable development • reach well-‐argued conclusions and my written work is detailed Skills: I can • select and use accurately, a wide range of skills • evaluate sources of evidence e.g. from web sites • start to plan my own fieldwork and investigations Level 8 – Exceptional performance I can • explain how physical and human processes interact and understand that issues such as sustainable development are complex • assess the merits of different views concerning human and environmental issues and justify my own views • write reports including detailed examples, thorough analysis, and effective, accurate and justified conclusions • plan and carry out fieldwork and investigations independently • evaluate your fieldwork and investigations and suggest improvements
HISTORY At Level 3: • • • • • •
Show my developing understanding of chronology by the realisation that the past can be divided into different periods of time I can recognise some of the similarities and differences between different historical periods, and I can use dates and terms. I can show knowledge and understanding of some of the main events, people and changes studied. I am beginning to give a few reasons for, and results of, the main events and changes. I can identify some of the different ways in which the past is represented. I am able to use sources of information in ways that go beyond simple observations to answer questions about the past.
At Level 4: •
• • • • •
I can show my knowledge and understanding of local, national and international history by describing some of the main events, people and periods that I have studied, and I can identify where these fit within a chronological framework. I can describe characteristic features of past societies and periods to identify change and continuity within and across different periods I can identify some causes and consequences of the main events and changes. I can identify and describe different ways in which the past has been interpreted. When finding answers to historical questions, I am beginning to use information as evidence to test hypotheses. I am beginning to produce structured work, making appropriate use of dates and terms.
At Level 5: • • • • • • •
I can show my knowledge and understanding of local, national and international history by describing events, people and some features of past societies and periods I am aware of where the events fit within a chronological framework. I am beginning to recognise and describe the nature and extent of diversity, change and continuity, and to suggest relationships between causes. I can suggest some reasons for different interpretations of the past and they begin to recognise why some events, people and changes might be judged as more historically significant than others. I can investigate historical problems and issues and begin to ask my own questions. I am beginning to evaluate sources to establish evidence for particular enquiries. I can select and deploy information and make appropriate use of historical terminology to support and structure my work.
At Level 6: • • • • • • •
I can show my knowledge and understanding of local, national and international history by beginning to analyse the nature and extent of diversity, change and continuity within and across different periods. I am beginning to explain relationships between causes. I am beginning to explain how and why different interpretations of the past have arisen or been constructed. I can explore criteria for making judgments about the historical significance of events, people and changes. I can investigate historical problems and issues, asking and beginning to refine my own questions. I can evaluate sources to establish relevant evidence for particular enquiries. I can select, organise and deploy relevant information and make appropriate use of historical terminology to produce structured work.
At Level 7: • • • • • •
I can my their knowledge and understanding of local, national and international history by analysing historical change and continuity, diversity and causation. I can explain how and why different interpretations of the past have arisen or been constructed. I begin to explain how the significance of events, people and changes has varied according to different perspectives. I can investigate historical problems and issues, asking and refining my own questions and beginning to reflect on the process undertaken. When establishing the evidence for a particular enquiry, I can consider critically issues surrounding the origin, nature and purpose of sources. I can select, organise and use relevant information and make appropriate use of historical terminology to produce well-‐structured work.
At Level 8: • • • • • •
I can show my knowledge and understanding of local, national and international history, constructing well supported analyses about historical change and continuity, diversity and causation. I can analyse and explain a range of historical interpretations and different judgments about historical significance. I can suggest lines of enquiry into historical problems and issues, refining their methods of investigation. I can evaluate critically a range of sources and reach substantiated conclusions independently. I can use historical terminology confidently, reflecting on the way in which terms can change meaning according to context. I can produce precise and coherent work.
At the Level of “Exceptional performance”: • • • • • • •
I show a confident and extensive knowledge and understanding of local, national and international history. I use my knowledge to frame and pursue enquiries about historical change and continuity, diversity and causation, constructing well-‐substantiated, analytic arguments within a wide frame of historical reference. I can analyse links between events and developments that took place in different countries and in different periods. When exploring historical interpretations and judgments about significance, I can construct convincing and substantiated arguments and evaluations based on their understanding of the historical context. I can evaluate critically a wide range of sources, reaching substantiated conclusions independently. I use historical terminology confidently, reflectively and critically. I consistently produce precise and coherent narratives, descriptions and explanations.
RE LEVEL 1 Recall (talk about something you’ve already hear off), Recognise (know what something is that you’ve already heard off) Identify… (say what something is) (Concerns, experiences) LEVEL 2 Retell (stories) Identify (say what something is) Know that Suggest meanings (say what you think something may mean) Respond sensitively… (reply to something with regards to the feelings of others) Realise difficulty… (understand when something is not easy for someone) LEVEL 3 Describe Make links (say if this is like something else) Identify (say what something is) Compare… Make links… (find what is similar with two different things) (influences, ideas) LEVEL 4 Explain how… showing how… (religions share, make a difference, use differently) Ask questions… Explain clearly… (get to the point, don’t waffle) Suggest answers… (come up with your own answers) LEVEL 5 Describe… Show understanding… (talk about something in some depth) Use technical terminology… (use big words correctly) Respond by relating… (when you answer a question say if its like anything from your own life) (own and others’ lives and views) Refer to religions… (talk about different religions in your answer) LEVEL 6 Explain in context… (talk about something specific) Informed accounts… (talk about something in detail, showing that you know a lot about it) Interpret… (explain what you are looking at in your opinion) (with knowledge and understanding in diverse contexts, correct terminology) Make informed responses… (answer a question in detail and intelligently) (in the light of religious learning) LEVEL 7 Relate… (say whether something is like something you from your own life) Analyse issues… (Using historical and cultural context and comprehensive terminology) Evaluate… (say what is good about something and what is bad about something) (use appropriate evidence and examples…) LEVEL 8 Analyse and account for… (look at things in detail, and explain all about them) Interpret and evaluate… (in your opinion, explain what you are looking at, and explain what is good and bad about it) (Use appropriate evidence and examples with technical terminology)
Give informed and well argued accounts… (when you explain something, make sure it is intelligent, and make sure you have thought about what is good and bad about it) (…in the light of diverse religious views…) ICT Level 3 AF1 -‐ Planning, developing and evaluating You can demonstrate that you can: 8 Plan how you will use ICT to complete a task 8 Explain whether you think your idea has worked well or not 8 Use ICT to make changes to your work, to improve it 8 Describe how you use ICT at school and how it is used outside school
AF2 -‐ Handling data, sequencing instructions and modelling You can demonstrate that you can: 8 Use ICT to find data, or to store data you have collected 8 Make something happen by writing your own set of instructions 8 Use ICT programmes to help you to imagine what might happen, and to answer questions about it
AF3 -‐ Finding, using and communicating information You can demonstrate that you can: 8 Find useful information with a simple search 8 Present information using text, pictures and other ideas 8 Share your ideas using email, chat and other online tools 8 Identify ways to keep safe when using ICT
Level 4 AF1 -‐ Planning, developing and evaluating You can demonstrate that you can: 8 Plan ways to use ICT to bring together information from different places or in different formats 8 Explain how successful your work has been 8 Explain how and why the use of ICT varies in and out of school
AF2 -‐ Handling data, sequencing instructions and modelling You can demonstrate that you can: 8 Organise and process data for a purpose 8 Create a set of instructions for a programme, and improve your instructions to make the programme more efficient 8 Use ICT to answer ‘What if?’ questions, and explain how this can work
AF3 -‐ Finding, using and communicating information You can demonstrate that you can: 8 Find useful information from a search, and decide for yourself if the information is useful and/or reliable 8 Present information in different ways depending on who/what your presentation is for 8 Use ICT to share ideas and work together, making sure that you always consider how to stay safe using ICT
Level 5 AF1 -‐ Planning, developing and evaluating You can demonstrate that you can: 8 Use a range of ICT tools and techniques to organise solutions to a problem 8 Judge how successful your work has been in achieving your goal, and identify ways in which you could improve it 8 Identify the advantages and disadvantages of using ICT both inside and outside school
AF2 -‐ Handling data, sequencing instructions and modelling You can demonstrate that you can: 8 Use sensible programmes, methods and systems to store and organise data to make it useful to work with 8 Create precise and accurate sequences of instructions 8 Change the variables in a programme or file and explain the impact this has on your ‘What if?’ model
AF3 -‐ Finding, using and communicating information You can demonstrate that you can: 8 Understand the importance of considering accuracy and reliability when you search for information to solve a problem 8 Present information in a range of forms for specific purposes and familiar audiences 8 Use ICT safely and responsibly
Level 6 AF1 -‐ Planning, developing and evaluating You can demonstrate that you can: 8 Plan and develop ways to solve problems using different ICT tools and techniques efficiently 8 Use success criteria and feedback to improve the effectiveness of your solution 8 Explore the impacts of the use of ICT in work, leisure and home
AF2 -‐ Handling data, sequencing instructions and modelling You can demonstrate that you can: 8 Design a way of collecting, storing and interrogating data to answer a particular question, which reduces the likelihood of errors 8 Create efficient sequences of instructions including the use of subroutines 8 Test your predictions by varying the rules in a model and judge whether the answers you get are reliable
AF3 -‐ Finding, using and communicating information
You can demonstrate that you can: 8 Use complex searches, filters, and other methods to find the answers you need from a set of data or information bank 8 Explain the choices you have made when presenting information for different purposes or audiences
Level 7 AF1 -‐ Planning, developing and evaluating
You can demonstrate that you can: 8 1. Design and plan an ICT-‐based system by: ü 1.1 Selecting which information is relevant to your query, and ensuring that it is useful and efficient ü 1.2 devising and applying success criteria to ensure a quality solution, refining work as it progresses ü 1.3 identifying the advantages and limitations of the system 8 Identify the impact of ICT on people, communities and cultures
AF2 -‐ Handling data, sequencing instructions and modelling You can demonstrate that you can: 8 1. Select appropriate tools and techniques to design and create an ICT-‐based system in which: ü 1.1 data is used automatically as much as possible ü 1.2 sequences of instructions are developed, tested and refined ü 1.3 assumptions, variables and rules are identified
AF3 -‐ Finding, using and communicating information
You can demonstrate that you can: 8 1. Develop an appropriate user interface for an ICT based system which: ü 1.1 enables efficient data input ü 1.2 displays system outcomes that are fit for purpose and audience
Level 8
You can demonstrate that you can: 8
8
1. Design and implement integrated ICT based systems for others to use which: ü 1.1 meet the needs of the user ü 1.2 take account of ease of use ü 1.3 collect, process and prepare information for processing efficiently ü 1.4 automate dataflow through the system ü 1.5 include an appropriate interface between the system and the user ü 1.6 use appropriate ICT tools and techniques ü 1.7 integrate evaluation into the development process to inform subsequent refinements 2. Explain the impacts of ICT on social, economic, ethical and moral issues
FRENCH Level 1 AT1 Listening and Responding
I can understand simple words, sentences and questions.
AT2
Speaking
I can say simple words or phrases with reasonable pronunciation.
AT3
Reading and Responding
I can understand single words.
AT4
Writing
I can copy single words, label items and complete sentences with a single word.
Level 2 AT1 Listening and Responding
I can understand familiar statements and questions. I am starting to understand classroom instructions.
AT2
Speaking
I can answer simple questions and ask for help or permission.
AT3
Reading and Responding
I can understand short phrases.
AT4
Writing
I can copy familiar phrases correctly and can write single words from memory
Level 3 AT1 Listening and Responding I can identify the main points and details from short passages at normal speed.
AT2
Speaking
AT3
Reading and Responding
I can ask and answer simple questions and say what I like and dislike. I can recognise the main points in a short text. I know how to look up words in a dictionary.
AT4
Writing
I can put together a sequence of two or three sentences using a text book or my exercise book.
Level 4 AT1 Listening and Responding
I can identify the main points and details from longer passages.
AT2
Speaking
I can take part in simple conversations. My pronunciation and intonation are quite good.
AT3
Reading and Responding
I can read simple stories. I am familiar with French handwriting. I can guess the meanings of new words by using the context.
AT4
Writing
I can produce a short paragraph of French largely from memory. I can adapt a model to say what I want to say. I am starting to use a dictionary to check spellings
Level 5 AT1 Listening and Responding I can identify specific details, including opinions, from a variety of topics. I can understand the present and the past or the future tense
AT2
Speaking
I can take the lead in simple conversations. I can express my opinion and am able to make myself understood in the present and past or future tenses.
AT3
Reading and Responding
AT4
Writing
I can understand a range of written materials. I can understand present and past or future tenses. I can identify opinions. I am starting to read aloud with confidence. I can produce short pieces of writing both to give and to ask for information. I can write in the present and in the past or future tense. I can use a dictionary to look up unknown words.
Level 6 AT1 Listening and Responding I can understand a range of language and can identify points of view. I can understand present, past and future tenses.
AT2
Speaking
I can take part in conversations using the present and past or future tenses. I can use French or German well in routine situations. I can apply my knowledge of grammar in new contexts.
AT3
Reading and Responding
I can understand a variety of texts in the present, past or future tenses. I choose reading materials which interest me. I can apply my knowledge of grammar to understand new language.
AT4
Writing
I can write in paragraphs and can use the present, past and future tense. I can use descriptive language and a variety of structures. I can apply my knowledge of grammar.
Level 7 AT1 Listening and Responding
I can understand some unfamiliar and complex language of the type heard in the media.
AT2
Speaking
I can develop conversations and improvise. My pronunciation and accuracy are generally good.
AT3
Reading and Responding
I can understand some complex language and can understand both facts and ideas. I can use what I read to improve my speaking and writing skills. I can use a dictionary well.
AT4
Writing
I can write about real and imaginary subjects. I edit or redraft my work and use reference material to achieve greater accuracy and variety of expression.
Level 8 AT1 Listening and Responding
I can understand a wide range of language from a wide range of sources, for example, films, interviews and documentaries.
AT2
Speaking
AT3
Reading and Responding
I can express and justify opinions and discuss facts, ideas and experiences. I can adapt the language to deal with the unexpected. I read for personal interest and can use different sources of information. I can recognise attitudes and emotions in what I can cope well with unfamiliar topics in complex language.
AT4
Writing
I can express my ideas and seek the view of the reader. I link sentences, paragraphs and ideas well. I can use what I have heard or read to enhance my writing. My writing is very accurate and I use reference materials well.
SPANISH Level 2 AT1 Listening and Responding
I can understand familiar statements and questions. I am starting to understand classroom instructions.
AT2
Speaking
I can answer simple questions and ask for help or permission
AT3
Reading and Responding
I can understand short phrases.
AT4
Writing
I can copy familiar phrases correctly and can write single words from memory.
Level 3 AT1 Listening and Responding I can identify the main points and details from short passages at normal speed.
AT2
Speaking
I can ask and answer simple questions and say what I like and dislike.
AT3
Reading and Responding
AT4
Writing
I can recognise the main points in a short text. I know how to look up words in a dictionary. I can put together a sequence of two or three sentences using a text book or my exercise book.
Level 4 AT1 Listening and Responding
I can identify the main points and details from longer passages.
AT2
Speaking
I can take part in simple conversations. My pronunciation and intonation are quite good.
AT3
Reading and Responding
I can read simple stories. I am familiar with French handwriting. I can guess the meanings of new words by using the context.
AT4
Writing
I can produce a short paragraph of French largely from memory. I can adapt a model to say what I want to say. I am starting to use a dictionary to check spellings
Level 5 AT1 Listening and Responding I can identify specific details, including opinions, from a variety of topics. I can understand the present and the past or the future tense.
AT2
Speaking
I can take the lead in simple conversations. I can express my opinion and am able to make myself understood in the present and past or future tenses.
AT3
Reading and Responding
AT4
Writing
I can understand a range of written materials. I can understand present and past or future tenses. I can identify opinions. I am starting to read aloud with confidence. I can produce short pieces of writing both to give and to ask for information. I can write in the present and in the past or future tense. I can use a dictionary to look up unknown words.
Level 6 AT1 Listening and Responding
I can understand a range of language and can identify points of view. I can understand present, past and future tenses.
AT2
Speaking
I can take part in conversations using the present and past or future tenses. I can use French or German well in routine situations. I can apply my knowledge of grammar in new contexts.
AT3
Reading and Responding
I can understand a variety of texts in the present, past or future tenses. I choose reading materials which interest me. I can apply my knowledge of grammar to understand new language.
AT4
Writing
I can write in paragraphs and can use the present, past and future tense. I can use descriptive language and a variety of structures. I can apply my knowledge of grammar.
Level 7 AT1 Listening and Responding
I can understand some unfamiliar and complex language of the type heard in the media.
AT2
Speaking
AT3
Reading and Responding
I can develop conversations and improvise. My pronunciation and accuracy are generally good. I can understand some complex language and can understand both facts and ideas. I can use what I read to improve my speaking and writing skills. I can use a dictionary well.
AT4
Writing
I can write about real and imaginary subjects. I edit or redraft my work and use reference material to achieve greater accuracy and variety of expression.
Level 8 AT1 Listening and Responding
I can understand a wide range of language from a wide range of sources, for example, films, interviews and documentaries
AT2
Speaking
AT3
Reading and Responding
AT4
Writing
I can express and justify opinions and discuss facts, ideas and experiences. I can adapt the language to deal with the unexpected I read for personal interest and can use different sources of information. I can recognise attitudes and emotions in what I can cope well with unfamiliar topics in complex language I can express my ideas and seek the view of the reader. I link sentences, paragraphs and ideas well. I can use what I have heard or read to enhance my writing. My writing is very accurate and I use reference materials well
Art Level 3 • • • Level 4 • • • • • Level 5 • • • • •
Use different materials and techniques. Have more than one idea. You can use a process well to produce a final piece Look at the work of other artists. Set yourself one target on how you can improve your own work Use a range of materials with skill. Willingness to experiment with these materials. Have a number of different ideas Show how you can use art techniques for your final pieces Relate the work of other artists to the work you are doing. Set yourself targets to improve. Make changes to your work where necessary. Use a range of materials with good skill Don’t be afraid to make mistakes when you are experimenting with your own ideas. Have a range of ideas showing the skills you have learnt form using different materials and artists Show what art skills you have learned to complete your final piece successfully. Show that you understand the meanings behind the artist’s work you are studying and use some of those ideas in your own work Make changes to your work to ensure you have the best possible final piece. Evaluate your work explaining the reasons behind the work you have produced.
• • LEVEL 6 • Use a range of materials and techniques with a high level of skill • Learn from the mistakes you have made when experimenting and use what you have learned to improve your work. • Have a wide range of ideas and make the best possible choice for the production of your final piece • Show that you have a high level of skill with different materials and techniques for your final piece. • Create artwork that has been influenced by the work of other artists and create a unique final piece • Be able to evaluate the work you have made and give clear indications why you have done certain things and how you would improve your work further LEVEL 7 • Be able to confidently use a wide range of materials and techniques to a very high ability. • Be willing to experiment and learn from your mistakes and learn new techniques from those mistakes. Be able to learn new art skills form these mistakes. • Have a wide range of ideas and make the best possible choice for the production of your final piece • Show that you have a very high level of skill with different materials and techniques for your final piece. • Create artwork that has been influenced by the work of other artists and create a high quality & unique final piece • Be able to evaluate the work you have made and give clear indications why you have done certain things and how you would improve your work further. Show what new things you have learnt. LEVEL 8 • Be able to confidently use a wide range of materials and techniques to an exceptional ability. • Show that you are willing to independently explore ideas and materials • Be willing to experiment and learn from your mistakes and learn new techniques from those mistakes. Be able to learn new art skills form these mistakes. • Have a wide range of ideas and make the best possible choice for the production of your final piece – exploiting materials where possible • Show that you have an exceptional level of skill with different materials and techniques for your final piece • Create artwork that has been influenced by the work of other artists and create a exceptional quality & unique final piece having clear understanding about the Context of the work • Be able to confidently evaluate the work you have made and give clear indications why you have done certain things and how you would improve your work further. Show what new things you have learnt. Identify key factors and how to improve independently.
Design and Technology LEVEL 4 I am able to: • produced some simple research • use ideas from other designers to help me with my work • use my research to produce a basic design specification • present some simple ideas • label sketches and make notes • select one idea and give reasons for the choice • produce a step by step plan to make my design • use the correct tools to make my product • dress and work in a way that ensures my personal safety • make a product that does what I planned it to do • test some aspects of my final product • identify what worked well and what needed improving LEVEL 5 I am able to: • produce some appropriate research • look at existing products • understand and use others’ ideas to develop my work • produce a design specification using my research • present several ideas • make simple models and/or drawings to improve my initial idea • make a flow chart with at least one element of feedback • use tools accurately to prepare and make my product • consider the safety of others in my immediate surroundings • make a product that is finished to a good standard • check my design against the specification • write an evaluation at the end of the project • evaluate my product against the specification • modify and change my work as necessary throughout manufacture LEVEL 6 I am able to: • research using different methods • look at existing products and analysed how they work • recognise good work from other designers and modified my ideas • produce a detailed design specification by analysing my research • generate a range of ideas • make models and/or drawings to test and improve my designs • include quality checking procedures in my flow chart • select the correct tools to prepare and make my product • conduct myself appropriately and maintained a safe working environment • finish my product to a high standard • test my models against the design specification • suggest modification(s) to my design • record, with reasons, changes that I have made to my design LEVEL 7 I am able to: • analyse existing products for form, function and production processes • use my understanding of other designers work to inspire my own ideas • use my analysis to produce a detailed specification • produce a range of appropriate ideas with some imagination • use drawing and/or modelling to develop my designs • include timings within my manufacturing plan • confidently selected the correct tools, equipment and components • check and leave my work area in a clean and safe condition for the next user • make a product that is good enough to sell in a shop • fully explain my design and how it meets the specification
•
select different methods of evaluating how my product will perform when used and suggested changes to my product as a result of this state what improvements could be made if I were to make the product again
• LEVEL 8 I am able to: • independently identify and find a range of information • look at and analyse the work of other designers • re-‐interpret the ideas of other designers and develop them into my own • fully explain each of my specification points • produce a wide range of varied ideas with some creativity • make design decisions based on my knowledge of materials and components • produce an efficient plan for manufacture that includes health and safety • select tools and equipment independently and correctly • work safely and efficiently to make my product • make a product of very high quality • evaluate my product taking into account environmental, ethical, social and cultural issues • experiment with changes to the design to enable commercial manufacture Exceptional Performance: I am able to: • Independently conduct a range of appropriate secondary and primary research to help my design thinking • Use my understanding of other designers work to develop innovative ideas • Use my specification points that are focused, detailed, linked closely to the research findings and include costing and time constraints • recognise how products contribute to lifestyle and choices of a variety of client groups • develop and model a range of innovative and creative ideas and presented them in a distinctive and professional way • work with tools, equipment, materials and components to a high degree of precision • make products that are reliable and robust and that fully meet the quality requirements given in the design proposal • evaluate my work critically and effectively throughout the whole designing and making process
DRAMA Level 4 Making • Work confidently in groups using a range of drama techniques to explore situations and devise dramas for different purposes • Plan and structure plays that make use of a range of techniques and forms to express their ideas, eg narration in story theatre, mask work, and mime in physical theatre • Actively interpret the work of playwrights • Write and perform their own simple scripts, demonstrating an understanding of some correct theatre conventions • Establish a character, with control over movement and voice Performing • Select and operate a range of simple theatre technologies to create the right space for their drama and to enhance their work • Learn lines, collaborate with others and organise simple presentations • Experiment with their voices and movement, to create or present different characters in performance Responding • Demonstrate an awareness of some theatre traditions from different times and places, • Discuss the themes or issues in the drama and the way they were presented • Reflect on and evaluate their own and other pupils’ work, suggest improvements and use correct basic theatre terminology • Reflect on and evaluate their own and other pupils’ work, suggest improvements and use correct basic theatre terminology Level 5 Making • Explore and interpret ideas, issues and relationships in their drama work, and structure it using appropriate dramatic forms, eg documentary drama, and conventions such as the use of the aside • Combine their skills and knowledge of drama to devise plays of different types for different purposes • Sustain a defined character for a reasonable amount of time • Select and use a range of available technical resources for dramatic effects, eg a CD player, an overhead or data projector and lights • Interpret and rehearse extracts from a range of scripted plays • Write scripts or short plays based on devised work, using appropriate theatre conventions Performing • Organise a short, clear and coherent performance for an audience • Use an increasing range of different drama techniques, effects and theatre conventions in the plays they present • Improve and refine their acting, directing or technical contribution through the rehearsal process Responding • Relate, compare and contrast their work with drama from other times and cultures • Discuss the way that ideas are presented and represented, how plots are developed and characters portrayed • Compare different interpretations of the same text, eg extracts from two videos of the same play • Use technical terms when talking or writing about dramas they have seen or participated in Level 6 Making • Devise dramas in various forms, based on a range of challenging issues and themes • Give and accept suggestions and ideas during the rehearsal process • Make plays which employ symbolic representations or effects to communicate meaning • Create and represent clearly defined characters from the written work, add depth and consider motivation Performing • Organise and present performances to a range of audiences for different purposes and in a range of styles • Make good use of available technology to enhance and support their productions • Select and control appropriate vocal and movement skills, with some subtlety and develop them in rehearsal Responding • Discuss and give reasons for their preferences in drama, based on their knowledge of theatre past and present, eg the use of stock characters drawn from commedia dell’arte • Use correct terminology to describe their own work and begin to analyse how actors, technicians and directors have achieved specific effects or communicated ideas, emotions and feelings
Level 7 Making • Create performances for different audiences and purposes using various genres, styles and traditions, such as a chorus from Greek theatre or costume from Kabuki theatre • Contribute creatively to the devising and collective authorship of their own dramas • Make considered use of appropriate theatrical devices and technical effects to establish atmosphere and enhance the whole presentation, eg using simple props as symbols throughout the piece or creating specific colours in stage lighting and costume • Interpret material from assorted sources, including both classic and contemporary texts, creating pieces of drama which can both educate and entertain Performing • Refine their work in rehearsal, work and develop a piece of devised work and transcribe it into a scripted scene • Make full use of the available performance space and resources in their productions • Combine sound and silence, movement and stillness, light and darkness to create a powerful piece of theatre Responding • Make connections between their own work and wider theatre traditions • Show initiative in seeking information about their drama work from a range of sources, eg the internet • Recognise and articulate strengths and weaknesses in a piece of work, suggesting areas for improvement Level 8 Making • Experiment with, explore and use without prompting, a wide range of theatre resources, techniques, genres and traditions • Collaborate sensitively with others in creating performance pieces that are challenging, structured and appropriate for their intended audience • Make use of appropriate software to develop and translate ideas for performance • Demonstrate imagination and considered justification when interpreting a range of texts Performing • Work productively as part of an ensemble, demonstrating control and subtlety in their performances • Improvise, rehearse and perform theatre pieces, demonstrating understanding of the skills of the performer, technician or director Responding • Demonstrate a knowledge of theatre from different times, places and cultures • Write and talk about plays in performance, showing a good knowledge of theatre conventions and devices, eg the use of soliloquy in Shakespeare or the distancing effects in the work of Brecht • Analyse drama in performance, using appropriate language and theatre vocabulary to suggest improvements Exceptional Performance Making • Organise their own work confidently, either as part of an ensemble or a solo piece • Often lead and direct others in rehearsal • Use a very wide range of different conventions, devices and techniques to create a desired effect on an audience • Show subtlety as well as panache in their dramatic interpretation of texts, either as performers, directors or designers • Demonstrate an awareness of different levels of meaning through their use of metaphor and symbol Performing • Direct, design or stage-‐manage different styles of plays imaginatively and thoughtfully • Demonstrate high standards in all aspects of crafting performance pieces • Create or help others to create and sustain a range of complex characters in performance Responding • Demonstrate a good knowledge and understanding of the cultural, historical and social context of drama they are in or see • Use theatre terminology accurately and effectively • Evaluate their work and that of others, supporting their comments with reasoned arguments which draw on their knowledge of theatre forms and practitioners
Music At Level 3, pupils: • sing and perform simple parts • improvise short patterns • combine sounds to suggest new ideas • are aware of notations • recognise the different musical elements • make adjustments to their own work. At Level 4, pupils: • perform with others, keeping to their own part • improvise phrases within a group performance • compose by developing ideas (within a given framework) • understand various notations and their uses • analyse and compare music, using musical language • suggest improvements to their own and others' work. At Level 5, pupils: • perform significant parts, with an awareness of how they fit with others • improvise freely (within given structures) • compose music to a given brief • make use of various notations • analyse and compare musical features in a variety of musics • understand how venue, occasion and purpose affects music • refine and improve their own work. At Level 6, pupils: • perform confidently, with expression • make adjustments to their own part within a group performance • improvise/compose in different styles and for different purposes • use relevant notations to plan, revise and refine material • analyse, compare and evaluate music, with an awareness of context • make improvements to their own and others' work in the light of the chosen style. Level 7: • excel in 2 or more areas at level 6 (composing, performing or listening/appraising)
PE Level 1 • • • Level 2 • • • • Level 3 • • • • Level 4 • • • • Level 5 • • • • Level 6 • • • • Level 7 • • • •
Pupils copy, repeat and explore simple skills and actions with basic control and coordination. They start to link these skills and actions in ways that suit the activities. They describe and comment on their own and others' actions. They talk about how to exercise safely, and how their bodies feel during an activity. Pupils explore simple skills. They copy, remember, repeat and explore simple actions with control and coordination. They vary skills, actions and ideas and link these in ways that suit the activities. They begin to show some understanding of simple tactics and basic compositional ideas. They talk about differences between their own and others' performance and suggest improvements. They understand how to exercise safely, and describe how their bodies feel during different activities.
Pupils select and use skills, actions and ideas appropriately, applying them with coordination and control. They show that they understand tactics and composition by starting to vary how they respond. They can see how their work is similar to and different from others' work, and use this understanding to improve their own performance. They give reasons why warming up before an activity is important, and why physical activity is good for their health. Pupils link skills, techniques and ideas and apply them accurately and appropriately. Their performance shows precision, control and fluency. They understand tactics and composition. They compare and comment on skills, techniques and ideas used in their own and others' work, and use this understanding to improve their performance. They explain and apply basic safety principles in preparing for exercise. They describe what effects exercise has on their bodies, and how it is valuable to their fitness and health. Pupils select and combine their skills, techniques and ideas and apply them accurately and appropriately, consistently showing precision, control and fluency. When performing, they draw on what they know about strategy, tactics and composition. They analyse and comment on skills and techniques and how these are applied in their own and others' work. They modify and refine skills and techniques to improve their performance. They explain how the body reacts during different types of exercise, and warm up and cool down in ways that suit the activity. They explain why regular, safe exercise is good for their fitness and health. Pupils select and combine skills, techniques and ideas. They apply them in ways that suit the activity, with consistent precision, control and fluency. When planning their own and others' work, and carrying out their own work, they draw on what they know about strategy, tactics and composition in response to changing circumstances, and what they know about their own and others' strengths and weaknesses. They analyse and comment on how skills, techniques and ideas have been used in their own and others' work, and on compositional and other aspects of performance, and suggest ways to improve. They explain how to prepare for, and recover from, the activities. They explain how different types of exercise contribute to their fitness and health and describe how they might get involved in other types of activities and exercise. Pupils select and combine advanced skills, techniques and ideas, adapting them accurately and appropriately to the demands of the activities. They consistently show precision, control, fluency and originality. Drawing on what they know of the principles of advanced tactics and compositional ideas, they apply these in their own and others' work. They modify them in response to changing circumstances and other performers. They analyse and comment on their own and others' work as individuals and team members, showing that they understand how skills, tactics or composition and fitness relate to the quality of the performance. They plan ways to improve their own and others' performance. They explain the principles of practice and training, and apply them effectively. They explain the benefits of regular, planned activity on health and fitness and plan their own appropriate exercise and activity programme.
Level 8 • Pupils consistently distinguish and apply advanced skills, techniques and ideas, consistently showing high standards of precision, control, fluency and originality. • Drawing on what they know of the principles of advanced tactics or composition, they apply these principles with proficiency and flair in their own and others' work. They adapt it appropriately in response to changing circumstances and other performers. • They evaluate their own and others' work, showing that they understand the impact of skills, strategy and tactics or composition, and fitness on the quality and effectiveness of performance. They plan ways in which their own and others' performance could be improved. They create action plans and ways of monitoring improvement. • They use their knowledge of health and fitness to plan and evaluate their own and others' exercise and activity programme. Exceptional Performance • Pupils consistently use advanced skills, techniques and ideas with precision and fluency. • Drawing on what they know of the principles of advanced strategies and tactics or composition, they consistently apply these principles with originality, proficiency and flair in their own and others' work. • They evaluate their own and others' work, showing that they understand how skills, strategy and tactics or composition, and fitness relate to and affect the quality and originality of performance. They reach judgements independently about how their own and others' performance could be improved, prioritising aspects for further development. • They consistently apply appropriate knowledge and understanding of health and fitness in all aspects of their work.