Contents Mathematics
Page 3
English
Page 12
Science
Page 16
Geography
Page 17
History
Page 20
RE
Page 23
Sociology
Page 24
ICT
Page 25
Business Studies
Page 27
MFL
Page 29
Art
Page 32
Catering
Page 34
Resistant Material
Page 35
Drama
Page 36
Dance
Page 37
Media
Page 41
Music
Page 44
PE
page 45
2
Mathematics Grade A* looks like … •
Derive harder algebraic proofs using reasoning and logic
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Simplify harder rational expressions, and solve more complex fractional linear equations with the unknown in the denominator Use completing the square to simplify or solve quadratic equations, and to find maximum and minimum values Solve harder quadratic equations (a≠1) by factorisation or using the quadratic formula
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In more complex cases, solve a pair of simultaneous equations in two unknowns where one is linear 2 2 2 and one is quadratic (including of the form x + y = r ) Transform the graphs of y = f(x), such as linear, quadratic, cubic, sine and cosine functions, using the transformations y = f(x) + a, y = f(x + a), y = f (ax) and y = af(x) Manipulate surds in the form a + b√3 Understand and use rational and irrational numbers Find the upper and lower bounds of more difficult calculations with quantities given to a various degrees of accuracy Draw, sketch and describe the graphs of trigonometric functions for angles of any size, including transformations involving scalings in either or both of the x and y directions Solve problems involving the volume of the frustum of a truncated cone Solve simple geometrical problems in 2-‐D using vectors, including use of the commutative and associative properties of vector addition Use tree diagrams to find probabilities of successive dependent events
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Grade A looks like … •
Use a wide range of mathematical techniques, terminology, diagrams and symbols consistently, appropriately and accurately
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Use different representations effectively and recognise equivalent representations Demonstrate sound numerical skills and algebraic fluency; use a calculator effectively Use trigonometry and geometrical properties to solve problems
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Identify and use mathematics accurately in a range of contexts; choose methods of mathematical communication appropriate to the context Evaluate the appropriateness, effectiveness and efficiency of different approaches; state the limitations of an approach or the accuracy of results and use this information to inform conclusions within a mathematical or statistical problem. Make and test hypotheses and conjectures
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Adopt appropriate strategies to tackle problems (including those that are novel or unfamiliar), adjusting the approach when necessary Tackle problems that bring together different aspects of mathematics and may involve multiple variables. Identify some variables and investigate them systematically; the outcomes of which are used in solving the problem. Solve quadratic equations (a=1) by factorisation or using the quadratic formula
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In simple cases, solve a pair of simultaneous equations in two unknowns where one is linear and 2 2 2 one is quadratic (including of the form x + y = r ) Derive and use more complex formulae and change the subject of a formula, including cases where the subject occurs twice Know and understand that the intersection points of the graphs of a linear and quadratic function are the approximate solutions to the corresponding simultaneous equations Manipulate simple surds
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Determine the bounds of intervals Understand and use direct and inverse proportion
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Understand and use SSS, SAS, ASA and RHS conditions to prove the congruence of triangles using formal arguments, and to verify standard ruler and compass constructions Understand and use Pythagoras’ theorem to solve 3-‐D problems Draw, sketch and describe the graphs of trigonometric functions for angles of any size
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Solve problems involving surface areas and volumes of cylinders, pyramids, cones and spheres Understand and use the formulae for the length of a circular arc and area and perimeter of a sector
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Understand the difference between formulae for perimeter, area and volume by considering dimensions Select and justify a sampling scheme and a method to investigate a population Use, interpret and compare histograms, including those with unequal class intervals
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Recognise when and how to work with probabilities associated with independent and mutually exclusive events
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Grade B looks like … • • •
Select and combine known facts and problem solving strategies to solve geometrical problems of increasing complexity Consider possible approaches to exploring a question or testing a hypothesis; refine methods as enquiry progresses Factorise quadratic expressions including the difference of two squares
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Solve inequalities in two variables and find the solution set Derive and use more complex formulae and change the subject of a formula including cases where a power of the subject appears in the question or solution Identify and sketch graphs of linear and simple quadratic and cubic functions
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Understand the effect on the graph of addition of (or multiplication by) a constant Understand the equivalence between recurring decimals and fractions
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Understand and use efficient methods to add, subtract, multiply and divide fractions, interpreting division as a multiplicative inverse Use a multiplier raised to a power to represent and solve problems involving repeated proportional change, e.g. compound interest Calculate with standard index form, using a calculator as appropriate
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Know, and use, that if two 2-‐D shapes are similar, corresponding angles are equal and corresponding sides are in the same ratio Understand and use trigonometrical relationships in right-‐angled triangles, and use these to solve problems, including those involving bearings Estimate and find the median, quartiles and interquartile range for large data sets, including using a cumulative frequency diagram Compare two or more distributions and make inferences, using the shape of the distributions and measures of average and spread including median and quartiles Know when to add or multiply two probabilities: if A and B are mutually exclusive, then the probability of A or B occurring is P(A) + P(B), whereas if A and B are independent events, the probability of A and B occurring is P(A) × P(B) Use tree diagrams to calculate probabilities of combinations of independent events
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Grade C looks like … • Use a range of mathematical techniques, terminology, diagrams & symbols consistently, appropriately and accurately • Use different representations effectively and recognise some equivalent representations • Demonstrate sound numerical skills and use a calculator effectively • Apply ideas of proportionality to numerical problems & use geometric properties of angles, lines & shapes • Identify relevant information, select appropriate representations and apply appropriate methods and knowledge. Use different methods of mathematical communication. • Understand the limitations of evidence and sampling, and the difference between a mathematical argument and conclusions based on experimental evidence • Identify evidence that supports or refutes conjectures and hypotheses • Construct a mathematical argument & identify inconsistencies in a given argument or exceptions to a generalisation • Tackle problems that bring aspects of mathematics together; identify strategies to solve problems involving a limited number of variables; communicate the chosen strategy, making changes as necessary • Construct and solve linear equations with integer coefficients (with and without brackets, negative signs anywhere in the equation, positive or negative solution), using an appropriate method • Square a linear expression, expand the product of two linear expressions of the form x ± n and simplify the corresponding quadratic expression • Solve a pair of simultaneous linear equations by eliminating one variable; link a graphical representation of an equation or pair of equations to the algebraic solution • Solve linear inequalities in one variable, and represent the solution set on a number line • Use formulae from mathematics and other subjects; substitute numbers into expressions and formulae; derive a formula and, in simple cases, change its subject • Find the next term and the nth term of quadratic sequences and functions and explore their properties • Plot graphs of simple quadratic and cubic functions • Understand and use proportional changes expressed as fractions, decimals, percentages and ratios • Use the equivalence of fractions, decimals and percentages to compare proportions • Calculate percentages and find the outcome of a given percentage increase or decrease • Use proportional reasoning to solve a problem, choosing the correct numbers to take as 100%, or as a whole • Estimate calculations by rounding to one significant figure and multiplying and dividing mentally • Understand the effects of multiplying and dividing by numbers between 0 and 1 • Use calculators efficiently and appropriately to perform complex calculations with numbers of any size, knowing not to round during intermediate steps of a calculation • Solve problems using properties of angles, of parallel and intersecting lines, and of triangles and other polygons, justifying inferences and explaining reasoning with diagrams and text • Deduce and use formulae for the area of a triangle, parallelogram and trapezium; calculate areas of compound shapes made from rectangles and triangles • Solve problems involving the area and circumference of a circle • Understand and apply Pythagoras’ theorem when solving problems in 2-‐D • Solve problems involving surface areas and volumes of right prisms • Enlarge 2-‐D shapes, given a centre of enlargement and a whole-‐number scale factor, on paper and using ICT; extend to enlarging 2-‐D shapes, given a fractional scale factor; recognise the similarity of the resulting shapes
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• Recognise that measurements given to the nearest whole unit may be inaccurate by up to one half of the unit in either direction • Understand & use measures of speed (and other compound measures such as density or pressures) to solve problems • Suggest a problem to explore using statistical methods, frame questions and raise conjectures • Design a survey or experiment to capture the necessary data from one or more sources; determine the sample size and degree of accuracy needed • Select, construct and modify, on paper and using ICT, suitable graphical representation to progress an enquiry, including frequency diagrams and scatter graphs to develop further understanding of correlation • Estimate the mean, median and range of a set of grouped data and determine the modal class • Compare two or more distributions and make inferences, using the shape of the distributions and measures of average and range • Understand relative frequency as an estimate of probability and use this to compare outcomes of an experiment
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Grade D looks like … •
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Solve problems and carry through substantial tasks by breaking them into smaller, more manageable tasks, using a range of efficient techniques, methods and resources, including ICT; give solutions to an appropriate degree of accuracy Interpret, discuss and synthesise information presented in a variety of mathematical forms Use logical argument to establish the truth of a statement Use systematic trial and improvement methods and ICT tools to find approximate solutions to 3 equations such as x + x = 20 Generate terms of a sequence using term-‐to-‐term and position-‐to-‐term definitions of the sequence, on paper and using ICT Plot the graphs of linear functions, where y is given explicitly in terms of x; recognise that equations of the form y = mx + c correspond to straight-‐line graphs Construct functions arising from real-‐life problems and plot their corresponding graphs; interpret graphs arising from real situations Use the terms square, positive and negative square root, cube and cube root Recall integer squares from 2×2 to 15×15 and the corresponding square roots Divide a quantity into two or more parts in a given ratio and solve problems involving ratio and direct proportion Add and subtract fractions by writing them with a common denominator, calculate fractions of quantities (fraction answers); multiply and divide an integer by a fraction Classify quadrilaterals by their geometric properties Identify alternate and corresponding angles: understand a proof that the sum of the angles of a triangle is 180° and of a quadrilateral is 360° Devise instructions for a computer to generate and transform shapes and paths Visualise and use 2-‐D representations of 3-‐D objects Know that translations, rotations and reflections preserve length and angle and map objects onto congruent images Use straight edge and compasses to do standard constructions Deduce and use formulae for the volume of a cuboid; calculate volumes and surface areas of cuboids Design, trial and if necessary refine data collection sheets; construct tables for large discrete and continuous sets of raw data, choosing suitable class intervals; design and use two-‐way tables Select, construct and modify, on paper and using ICT: - pie charts for categorical data; - bar charts and frequency diagrams for discrete and continuous data; - simple time graphs for time series; - scatter graphs. Identify which are most useful in the context of the problem. Find and record all possible mutually exclusive outcomes for single events and two successive events in a systematic way Know that the sum of probabilities of all mutually exclusive outcomes is 1 and use this when solving problems Communicate interpretations and results of a statistical survey using selected tables, graphs and diagrams in support
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Grade E looks like … • Solve word problems and investigations from a range of contexts • Break a complex calculation into simpler steps, choosing and using appropriate and efficient operations and methods • Simplify or transform linear expressions by collecting like terms • Multiply a single term over a bracket • Plot the graphs of simple linear functions • Round decimals to the nearest decimal place; round a number to one significant figure • Order negative numbers in context • Recognise and use number patterns and relationships • Use equivalence between fractions and order fractions and decimals • Understand simple ratio • Extend mental methods of calculation to include decimals, fractions and percentages • Add, subtract, multiply and divide integers • Use function keys on a calculator for powers and roots • Find one number as a fraction of another • Use a wider range of properties of 2-‐D and 3-‐D shapes • Reason about position and movement and transform shapes • Read and interpret scales on a range of measuring instruments, explaining what each labelled division represents • Ask questions, plan how to answer them and collect the data required • Create and interpret line graphs where the intermediate values have meaning • Construct and interpret stem-‐and-‐leaf diagrams • Estimate probabilities from experimental data; understand that: - if an experiment is repeated there may be, and usually will be, different outcomes; - increasing the number of times an experiment is repeated generally leads to better estimates of probability.
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Grade F looks like … • • • • • •
Use some mathematical techniques, terminology, diagrams and symbols from the foundation tier consistently, appropriately and accurately Use some different representations effectively and select information from them Complete straightforward calculations competently with and without a calculator Use simple fractions and percentages, simple formulae and some geometric properties, including symmetry Work mathematically in everyday and meaningful contexts; make use of diagrams and symbols to communicate mathematical ideas. Check the accuracy and reasonableness of results on occasions
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Test simple hypotheses and conjectures based on evidence; use data to look for patterns and relationships State a generalisation arising from a set of results and identify a counter-‐example
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Solve simple problems, some of which are non-‐routine Construct, express in symbolic form, and use simple formulae involving one or two operations Use coordinates in all four quadrants to locate and specify points
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Explore and describe number patterns and relationships including multiple, factor and square Use understanding of place value to multiply and divide whole numbers and decimals by 10, 100 and 1000
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Reduce a fraction to its simplest form by cancelling common factors Order, add and subtract negative numbers in context Use all four operations with decimals to two places
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Solve simple problems involving ratio and direct proportion Calculate fractional or percentage parts of quantities and measurements, using a calculator where necessary Understand and use an appropriate non-‐calculator method for solving problems involving multiplying and dividing any three-‐digit by any two-‐digit number Check the reasonableness of results by reference to knowledge of the context or to the size of the numbers, by applying inverse operations or by estimating using approximations Measure and draw angles to the nearest degree, when constructing models and drawing or using shapes Use language associated with angle and know and use the angle sum of a triangle and that of angles at a point
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Identify all the symmetries of 2-‐D shapes Solve problems involving the conversion of units and make sensible estimates of a range of measures in relation to everyday situations Understand and use the formula for the area of a rectangle and distinguish area from perimeter Understand and use the mean of discrete data and compare two simple distributions, using the range and one of mode, median or mean Interpret graphs and diagrams, including pie charts, and draw conclusions Understand and use the probability scale from 0 to 1 In probability, select methods based on equally likely outcomes and experimental evidence, as appropriate Understand that different outcomes may result from repeating an experiment
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Grade G looks like … • Use and interpret mathematical symbols and diagrams • Understand a general statement by finding particular examples that match it • Review their work and reasoning • Develop and use their own strategies within mathematics and in applying mathematics to practical contexts • Present information and results in a clear and organised way • Search for a solution by trying out ideas of their own • Recognise a wider range of sequences • Begin to use simple formulae expressed in words • Use and interpret coordinates in the first quadrant • Understand place value in numbers to 1000; use place value to make approximations • Recognise negative numbers in contexts such as temperature • Begin to use decimal notation in contexts such as money • Recognise approximate proportions of a whole and use simple fractions and percentages to describe these • Order decimals to three decimal places • Use a range of mental methods of computation with all operations; including use of recall of addition and subtraction facts to 20 • Use efficient written methods of addition and subtraction and of short multiplication and division; including multiplication and division of two digit numbers by 2, 3, 4 or 5 as well as 10 with whole number answers and remainders • Recall multiplication facts up to 10 × 10 and quickly derive corresponding division facts • Solve problems with or without a calculator • Classify 3-‐D and 2-‐D shapes in various ways using mathematical properties such as reflective symmetry for 2-‐D shapes • Begin to recognise nets of familiar 3-‐D shapes, e.g. cube, cuboid, triangular prism, square-‐based pyramid • Use standard units of time • Make 3-‐D models by linking given faces or edges and draw common 2-‐D shapes in different orientations on grids • Find perimeters of simple shapes and find areas by counting squares • Collect and record discrete data • Group data, where appropriate, in equal class intervals • Use Venn and Carroll diagrams to record their sorting and classifying of information • Construct and interpret frequency diagrams, simple line graphs and pictograms, where the symbol represents a group of units • Understand and use the mode and range to describe sets of data
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English
GCSE English: Writing Grade Descriptors (A*-C) To achieve a grade ‘C’, you will need to: •
Use a wide vocabulary and range of sentence structures to achieve particular effects and to sustain your reader’s interest
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Use paragraphs, accurate spelling and punctuation to make your meaning clear, and to make your ideas fit together
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Present attitudes, opinions and viewpoints clearly and coherently
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Use an impersonal style where the task requires it
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Entertain and interest your reader
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Write coherent and interesting narratives, descriptions or reflections that contain well-developed characters and settings
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Adapt the contents, style and layout of your writing to suit your purpose and audience
To achieve a grade ‘B’, you will need to: •
Write in a coherent and controlled way, always matching your style and layout to your audience and purpose
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Use accurate and interesting grammatical structures in your sentences
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Use paragraphs, accurate spelling and punctuation to make your meaning clear and fluent
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Present complex ideas and points of view clearly and in detail
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Be precise when explaining the results of your analyses
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Give powerful accounts of real or imagined experience
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Use vocabulary choice, stylistic and structural devices to enhance your meaning
To achieve a grade ‘A’, you will need to: •
Shape and control your writing, using a range of different styles to suit different audiences and purposes
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Use a wide range of grammatical constructions accurately
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Construct paragraphs effectively and link them to make your organisation clear
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Choose complex vocabulary and punctuation techniques and use them accurately
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Express ideas coherently, logically and persuasively
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Explain and weigh up different views, opinions and attitudes
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Create original effects using structural devices and vocabulary
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Produce sustained and committed writing in appropriate forms
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To achieve a grade ‘A*’, you will need to: •
Write in a sophisticated manner according to your purpose and audience
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Use a wide vocabulary and a precise, fluent style in which grammar, spelling and punctuation are faultless
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Express complex ideas, arguments and subtleties of meaning in analysis exercises
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Express lucid personal interpretations of ideas, texts, evidence etc
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Shape and craft language and structure to achieve sophisticated effects
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Use Standard and (where appropriate) non-standard forms and language convincingly and effectively
GCSE English: Reading Grade Descriptors (A*-C) For a grade ‘C’ in Reading you should: •
Show you are confident about working out the purpose, audience, context
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Give your own response to different texts and analyse why you think that way
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Show a precise understanding of the ways writers and designers use different techniques to create different responses to their readers
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Show insight into the ideas and themes writers discuss in their texts
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Show you can analyse how language is used by different writers for effect
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Show you can work out how texts are structured to create a range of effects
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Suggest how the social, historical and literary context of texts might be important
For a grade ‘B’ in Reading you should: •
Show skill and precision when working out the purpose, audience and context for different texts
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Give your own, perceptive response to different texts, analysing why you react in that way and providing evidence to support you opinions
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Show thorough understanding of the techniques writers use
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Anticipate how different readers may respond to different texts
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Show analytical skill when discussing the ideas and themes presented in texts and a thorough understanding of the ways in which they are presented
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Show analytical skill when looking at the various language and structural techniques authors use in their texts
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Show how the social, historical and literary context of texts may be important
For a grade ‘A’ in Reading you should: 13
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Show analytical skill when discussing purpose, audience and context
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Give your own interpretation of texts and of aspects of texts
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Show interpretative skill when evaluating the impact of different linguistic and graphic techniques on different audiences
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Show analytic and interpretative skill when evaluating the impact of different linguistic and graphic techniques on different audiences
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Show analytical and interpretative skill when examining ideas and themes
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Analyse and interpret how language is used by different authors
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Show your ability to make detailed comparisons between different texts
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Analyse and interpret how the various contexts of a text might effect its meaning
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Argue your points about texts clearly and logically
For a grade ‘A*’ in Reading you should: All of the above plus: •
* Give your own, original interpretations of texts as well as analysing alternative interpretations
GCSE English: Speaking & Listening: Grade Descriptors (A*-C) To achieve a grade ‘C’ in Speaking and Listening you must show you can: •
Make good contributions in whole class discussions, group and pair work
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Speak fluently and confidently in different situations
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Use Standard English vocabulary and grammar when the situation demands it
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Adapt your speaking according to your purpose, audience and situation
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Sustain the interest of your audience
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Explain, argue for and defend a point of view on a specific subject
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Choose vocabulary precisely and order your ideas carefully
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Listen closely and sympathetically to the ideas of others
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Respond to the ideas of others, pointing out any biases or false assumptions in what they say.
To achieve a grade ‘B’ in Speaking and Listening you must show you can: •
Choose vocabulary precisely and order points logically for impact on your audience
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Speak fluently and confidently during more complex tasks
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Use Standard English vocabulary and grammar effectively and fluently
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Make perceptive contributions in all situations
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Take on the role of leader during group work and perform it effectively
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Analyse and interpret information effectively in pair/group work and develop key points
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Listen sensitively to information and ideas offered by others
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Build on and challenge the points made by others
To achieve a grade ‘A’ in Speaking and Listening you must show you can: •
Initiate speech and take a leading role in ‘whole class’ and group discussions
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Use Standard English effectively and fluently
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Express yourself using sophisticated vocabulary chosen to suit your purpose and audience
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Be convincing in your talk when necessary
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Sustain your audience’s interest, involving them in your talk
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Express and analyse complex ideas and information
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Identify priorities and essential information, particularly when problem solving
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Listen and respond in detail to the ideas of others
To achieve a grade ‘A*’ in Speaking and Listening you must show you can: •
Mature and assured use of Standard English where appropriate
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Originality and flair, adopting your speech to a wide range of purposes and audiences
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Sensitivity in your choice of speech style
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Ability to use irony or detachment where appropriate
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Ability to cross-reference ideas in a sophisticated way
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Ability to make thought-provoking contributions, using powerful expression
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Ability to listen carefully and perceptively to a range of complex speech.
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Science Grade C General content • Show good knowledge and understanding of general situations. • Describe how using models. • Explain simply why using models • Describe in detail (how or why)… • Use labelled diagrams to describe/explain… Specific skills • Write correct word equations. • Use simple symbol equations. • Use simple chemical symbols. How science works • Identify and describe an area of uncertainty in science. • Describe how new evidence can change our understanding of science. • Discuss a range of the ethical issues. • Discussed some of the benefits and risks associated with a variety of scientific techniques. Numeracy • Perform calculations, • Transpose simple equations. • Use correct units. Literacy • Use and spell most key words correctly. • Write your ideas in all your own words, using proper sentences and paragraphs. Grade A General content • Showed detailed knowledge and understanding of new situations. • Explained how… using... (particle) model. • Explained why… using… (particle) model. • Described in detail (how or why)… • Used detailed labelled diagrams to explain how or why… Specific skills • Written the correct word equation for… • Written the balanced symbol equation for… How science works • Identified and described an area of uncertainty in science. • Explained how new evidence changed our understanding of… (a scientific idea). • Discussed in detail the ethical issues to do with… • Discussed in detail the benefits and risks of… (scientific advances). Numeracy • Calculated… accurately, showing workings. • Used correct units where appropriate (routinely). Literacy • Used all key words correctly and fluently. • Written ideas in all own words, using proper sentences and paragraphs. • Use at least two sources of information to… 16
Geography Grade A* • • •
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Candidates recall accurately detailed information about places, environments and themes, across all scales showing a very detailed knowledge of location (case studies) and comprehensive geographical vocabulary. Candidates understand thoroughly geographical ideas, and apply their understanding to analyses of unfamiliar contexts. They understand thoroughly the way in which a wide range of physical and human processes interact to influence the development of geographical patterns, the geographical characteristics of particular places and environments, and their interdependence. They understand complex interrelationships between people and the environment, and how considerations of sustainable development affect the planning and management of environments and resources. They evaluate the significance and effects of values and attitudes of those involved in geographical issues and in decision making about the use and management of environments. Candidates undertake geographical enquiry, identifying relevant questions, implementing effective sequences of investigation, collecting a range of appropriate evidence from a variety of primary and secondary sources, using effectively relevant skills and techniques, drawing selectively on geographical ideas to interpret evidence, reaching substantiated conclusions, communicating outcomes clearly and effectively, and critically evaluating the validity and limitations of evidence and conclusions. Their coursework is completed to a high standard and is often exemplary. Candidate can undertake a wide range of skills accurately – 6 figure grid references, scale, O.S map interpretation, sketch mapping, annotating.
Grade A • • •
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Candidates recall accurately detailed information about places, environments and themes, across all scales showing detailed knowledge of location (case studies) and geographical vocabulary Candidates understand thoroughly geographical ideas, and apply their understanding to analyses of unfamiliar contexts. They understand thoroughly the way in which a wide range of physical and human processes interact to influence the development of geographical patterns, the geographical characteristics of particular places and environments, and their interdependence. They understand complex interrelationships between people and the environment, and how considerations of sustainable development affect the planning and management of environments and resources. They evaluate the significance and effects of values and attitudes of those involved in geographical issues and in decision making about the use and management of environments. Candidates undertake geographical enquiry, identifying relevant questions, implementing effective sequences of investigation, collecting a range of appropriate evidence from a variety of primary and secondary sources, using effectively relevant skills and techniques, drawing selectively on geographical ideas to interpret evidence, reaching substantiated conclusions, communicating outcomes clearly and effectively, and critically evaluating the validity and limitations of evidence and conclusions. Their coursework is completed to a high standard. Candidate can undertake a wide range of skills accurately – 6 figure grid references, scale, O.S map interpretation, sketch mapping, annotating
Grade B • • •
Candidates recall accurately detailed information about places, environments and themes, across all scales showing a fairly detailed knowledge of location (case studies) and geographical vocabulary. Candidates understand geographical ideas, and apply their understanding to analyses of unfamiliar contexts. They understand the way in which a wide range of physical and human processes interact to influence the development of geographical patterns, the geographical characteristics of particular places and environments, and their interdependence.
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They understand many interrelationships between people and the environment, and how considerations of sustainable development affect the planning and management of environments and resources. They understand the significance and effects of values and attitudes of those involved in geographical issues and in decision making about the use and management of environments. Candidates undertake geographical enquiry, identifying relevant questions, implementing effective sequences of investigation, collecting a range of appropriate evidence from a variety of primary and secondary sources, using effectively relevant skills and techniques, drawing selectively on geographical ideas to interpret evidence, reaching substantiated conclusions, communicating outcomes clearly and effectively, and critically evaluating the validity and limitations of evidence and conclusions. Their coursework is completed to a very good/high standard. Candidate can undertake a range of skills accurately – 6 figure grid references, scale, O.S map interpretation, sketch mapping, annotating.
Grade C • • •
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Candidates recall reasonably accurately information about places, environments and themes, at a range of scales, and show some knowledge of location (case studies) and geographical vocabulary. Candidates understand geographical ideas in a variety of physical and human contexts. They understand a range of physical and human processes and their contribution to the development of geographical patterns, the geographical characteristics of particular places and environments, and their interdependence. They understand interrelationships between people and the environment and appreciate that considerations of sustainable development affect the planning and management of environments and resources. They understand the effects of values and attitudes of those involved in geographical issues and in decision-‐ making about the use and management of environments. Candidates undertake geographical enquiry, identifying questions or issues, suggesting appropriate sequences of investigation, collecting appropriate evidence from a variety of primary and secondary sources, using a range of relevant skills and techniques, reaching plausible conclusions, communicating outcomes, and appreciating some of the limitations of evidence and conclusions. Their coursework is completed to a good standard. Candidates can undertake some of the following skills accurately – grid references, scale, O.S map interpretation, sketch mapping, annotating
Grade D • • •
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Candidates recall some information about places, environments and themes, at a range of scales, and show some knowledge of location (case studies) and basic geographical vocabulary. Candidates understand some geographical ideas in a variety of physical and human contexts. They understand a range of physical and human processes and their contribution to the development of geographical patterns, the geographical characteristics of particular places and environments, and their interdependence. They understand some interrelationships between people and the environment and appreciate that considerations of sustainable development affect the planning and management of environments and resources. They understand some of the effects of values and attitudes of those involved in geographical issues and in decision-‐making about the use and management of environments. Candidates undertake geographical enquiry, identifying questions or issues, suggesting appropriate sequences of investigation, collecting appropriate evidence from a variety of primary and secondary sources, using a range of relevant skills and techniques, reaching plausible conclusions, communicating outcomes, and appreciating some of the limitations of evidence and conclusions. Their coursework is completed to a satisfactory standard. Candidates can undertake some of the following skills accurately – grid references, scale, O.S map interpretation, sketch mapping, annotating
Grade E
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Candidates recall basic information about places, environments and themes, at more than one scale, and show some knowledge of location (case studies) and basic geographical vocabulary. Candidates understand some simple geographical ideas in a particular context. They understand some simple physical and human processes and recognize that they contribute to the development of geographical patterns and the geographical characteristics of places and environments. They understand some interrelationships between people and the environment, and the idea of sustainable development. They show some awareness of the values and attitudes of people involved in geographical issues and in decision making about the use and management of environments. Candidates undertake geographical enquiry, collecting and recording geographical evidence from primary and secondary sources, drawing simple maps and diagrams, communicating information and outcomes by brief statements, and recognising some of the limitations of evidence. Coursework may be disorganized incomplete. Candidates can undertake some of the following geographical skills – 4 figure grid references, some O.S interpretation, sketch mapping, annotating
Grade F • • • • • •
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Candidates recall basic information about places, environments and themes, at more than one scale, and show a basic level of knowledge of location (case studies) and very basic geographical vocabulary. Candidates understand some simple geographical ideas in a particular context. They understand some simple physical and human processes and recognize that they contribute to the development of geographical patterns and the geographical characteristics of places and environments. They understand some simple interrelationships between people and the environment, and the idea of sustainable development. They show some awareness of the values and attitudes of people involved in geographical issues and in decision making about the use and management of environments. Candidates undertake geographical enquiry, collecting and recording geographical evidence from primary and secondary sources, drawing simple maps and diagrams, communicating information and outcomes by brief statements, and recognising some of the limitations of evidence. Coursework may be incomplete. Candidates can undertake a few geographical skills – 4 figure grid references, some O.S interpretation, sketch mapping, annotating.
Grade G
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Candidates recall very basic information about places, environments and themes, at more than one scale, as required by the specification, and show a very basic level of knowledge of location (case studies) and geographical vocabulary. Candidates understand a few simple geographical ideas in a particular context. They understand a few simple physical and human processes and recognize that they contribute to the development of geographical patterns and the geographical characteristics of places and environments. They understand a few simple interrelationships between people and the environment, and the idea of sustainable development. They show some awareness of the values and attitudes of people involved in geographical issues and in decision making about the use and management of environments. Candidates undertake geographical enquiry, collecting and recording geographical evidence from primary and secondary sources, drawing simple maps and diagrams, communicating information and outcomes by brief statements, and recognising some of the limitations of evidence. Coursework may be incomplete. Candidates can undertake a few geographical skills - 4 figure grid references, some O. S. interpretation, sketch mapping, annotating.
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History At Grade A*: •
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•
•
I can recall, select, organise & deploy my historical knowledge accurately, effectively and with consistency, to substantiate arguments and reach historical judgements. I can produce developed, reasoned and well substantiated analysis and explanations, which consider the events, people, changes and issues studied in their wider historical context. I can recognise and comment on how and why events, people and issues have been interpreted in different ways and considers their value in relation to their historical context. I can evaluate and use critically a range of sources to investigate issues and reach reasoned and substantiated conclusions.
At Grade A: •
• •
•
I can recall, select, organise & deploy my historical knowledge accurately and effectively, to substantiate arguments and reach historical judgements. I can produce developed, reasoned and well substantiated analysis and explanations. I can recognise and comment on how and why events, people and issues have been interpreted in different ways and consider their value in relation to their historical context. I can evaluate and use critically a range of sources to investigate issues and reach reasoned and substantiated conclusions.
At Grade B: •
• •
•
•
•
I can recall, select, organise & deploy my historical knowledge of the course content to support, with accuracy and relevance, descriptions & explanations of the events, periods and societies studied. I can produce structured descriptions and explanations of the events, people, changes and issues studied. My description and explanation show a very good understanding of relevant causes, consequences and changes. I can also consider and analyse key features and characteristics of the periods, societies and situations studied. I can evaluate and use critically a range of sources of information to investigate issues and draw relevant conclusions. I can recognise and comment on how and why events, people and issues have been interpreted and represented in different ways.
20
At Grade C: •
• • •
•
•
I can recall, select, organise and deploy historical knowledge of the course content to support, generally and with accuracy and relevance, descriptions & explanations of the events, periods and societies studied. I can produce structured descriptions and explanations of the events, people, changes and issues studied. My descriptions and explanations show understanding of relevant causes, consequences and changes. I can also consider and analyse key features and characteristics of the periods, societies and situations studied. I am able to evaluate and use critically a range of sources of information to investigate issues and draw relevant conclusions. I can recognise and comment on how and why events, people and issues have been interpreted and represented in different ways.
At Grade D: •
•
•
I can recall, select and organise historical knowledge of the course content to produce descriptive written answers which show some good knowledge and understanding of the topics studied. These answers need further explanation and assessment to improve the grade. I can use sources to draw comparisons showing similarities and differences. When evaluating sources I use my knowledge to evaluate, analyse and interpret events and sources within their historical context. To develop evaluation skills I must remember to question both the provenance and purpose of the source.
At Grade E: • •
•
•
I can recall, select and organise relevant knowledge. I am able to identify and describe a few reasons for, results and changes of the events, people and issues studied. My answers need to be supported with a wider range of specific examples I can extract some information from sources to consider their usefulness for investigating historical issues and can draw conclusions. I must remember to comment on the origin and purpose of the source I am able to identify different ways in which events, people or issues have been represented and interpreted and can explain simplistic reasons for this. 21
At Grade F: •
• • •
I can recall, select and organise some relevant knowledge. My answers need to incorporate a wider range of specific examples I can identify and describe some reasons, results and changes in relation to the events, people and issues studied. I can describe a few features of an event, issue or period studied but I need to add more depth and explanation. I sometimes take historical sources at their face value, without questioning the origin and purpose of the source.
At Grade G: •
•
I can recall and organise some basic knowledge to write a few sentences to answer questions, but I do not demonstrate enough knowledge and understanding of the topics studied to write detailed explanations. I can take information from sources, but do not make inferences or question the origin and purpose of the source before deciding how useful it is..
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RE Grade A* • I can use specialist vocabulary extensively and accurately. • I can give my own opinion taking into consideration the moral and religious aspects of an issue, recognising the complexity of religious issues and their implications for the individual and society. • I can make reasoned judgements based on a range of evidence and developed arguments. Grade A • I can coherently show awareness and insight into religious facts, ideas and explanations. • I use key vocabulary clearly and accurately. • I can demonstrate awareness of how religion has relevance and application to peoples lives. • I can give my own opinion taking into consideration religious and moral implications for the individual and the rest of society. Grade B • I can show thorough knowledge and understanding of key ideas or issues to do with religion. • I use and interpret key vocabulary appropriately. • I can show understanding of the relevance of religion and how it impacts on peoples lives. • I can give my own opinion and expand and justify reasons for it and I can use relevant religious or moral reasoning. Grade C • I can show thorough knowledge of a key idea or issue to do with religion. • I can use key vocabulary appropriately in my answers. • I can show understanding of how religion in relevant. • I can give my own opinion with reasons and balance my opinion out with other points of view. Grade D • I can give accurate information on an issue to do with religion • I use specialist vocabulary occasionally in my answers • I can show awareness of how religion can impact on peoples lives • I can offer my point of view with reasons to why I think this Grade E • I show that I can make simple connections between religion and life • I use little specialist vocabulary • I can offer a point of view to an issue and can give a suitable example for why I have this opinion 23
Sociology Grade A Candidates recall accurately, select and communicate a range of knowledge and show detailed understanding of relevant social structures, processes and issues. They apply appropriate concepts, terms and theories effectively in a range of contexts. They recognise issues and debates and deploy relevant evidence to reach valid conclusions. They analyse links between structures, processes and issues to produce grounded analyses. They identify, explain and evaluate the use of a range of appropriate methods, sources, information and data to address a question or issue. They interpret accurately information and data presented in a variety of forms, critically evaluate the relevance of the evidence in relation to the arguments and outline appropriate conclusions. Grade C Candidates recall, select and communicate their knowledge and understanding of different social structures, processes and issues. They apply appropriate concepts, terms and theories in a range of contexts and analyse in a limited way the structures, processes and issues mentioned in the specification. They recognise and describe relevant issues, making reference to appropriate arguments and evidence. They make straightforward links between structures, processes and issues. They identify and explain in a limited way the use of methods, sources, information and data to address a question or issue. They deploy a range of information and data as evidence for conclusions. Grade F Candidates recall, select and communicate limited knowledge and understanding of some aspects of structures, models or processes and issues. They identify and explain in a simple, limited and uncritical way the use of methods, sources, information and data to address a question or issue. They identify evidence and relate it in a simple way to arguments. They present simple conclusions that are sometimes supported by evidence.
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ICT Unit 1 Pass: To achieve a pass grade the evidence must show that a learner is able to: P1: demonstrate effective interpersonal skills in face to face communication P2: communicate IT related information to a technical audience P3: communicate IT related information to a non-‐technical audience P4: use IT tools safely to effectively communicate and exchange information P5: select, set up and use a specialist communication channel to communicate and exchange information P6: explain the social impacts of the use of IT Merit: To achieve a merit grade the evidence must show that in addition to the pass criteria the learner is able to: M1: Justify why a specialist communication channel is effective for a given purpose M2: discuss the potential threats which the use for IT has introduced Distinction: To achieve a distinction grade the evidence must show that in addition to the pass and merit criteria the learner is able to: D1: explain how to ensure safe and secure use of a specialist communication channel 25
Unit 29 Pass: To achieve a pass grade the evidence must show that a learner is able to: P1: explain the purpose of different documents types P2: describe the features of applications which make them suitable for presenting and communicating information P3: produce documents that meet the needs of defined audiences P4: use tools and techniques to enhance the presentation of information P5: carry out a document review Merit: To achieve a merit grade the evidence must show that in addition to the pass criteria the learner is able to: M1: create a document template for a given requirement M2: use advanced formatting tools and techniques to enhance the presentation of information M3: adjust a document following user feedback Distinction: To achieve a distinction grade the evidence must show that in addition to the pass and merit criteria the learner is able to: D1: demonstrate use of appropriate language and layout in documents D2: create a complex document that combines textual, numerical and graphical information appropriate for a defined audience D3: carry out a review of a complex document and justify choice of tools and techniques used 26
Business Studies A* • • • • •
I demonstrate in-depth knowledge and critical understanding of the full range of subjects covered. I can apply this knowledge and critical understanding, using terms, concepts, theories and methods effectively to address problems and issues. I can select and organise information from a wide variety of sources and interpret and use this information effectively to analyse problems and issues with a high degree of accurately. My skills of evaluation are excellent and use evidence very effectively to make reasoned judgments and present conclusions accurately and appropriately. I take an interest in Business issues outside of the classroom.
A • • • •
I demonstrate in-depth knowledge and critical understanding of the full range of subjects covered. I can apply this knowledge and critical understanding, using terms, concepts, theories and methods effectively to address problems and issues. I can select and organise information from a wide variety of sources and interpret and use this information effectively to analyse problems and issues with a high degree of accurately. I can also evaluate evidence effectively, making reasoned judgments and presenting conclusions accurately and appropriately.
B • • • •
I show knowledge and understanding of almost all subjects covered. I can apply this knowledge, using appropriate business terms to real business situations generally accurately to solve problems and issues. I can select, organise interpret and use information from a variety of sources to analyse problems and issues with quite a high degree of accuracy. I can make reasoned judgements and conclusions accurately and appropriately that are supported by evidence.
C • • • •
I show knowledge and understanding of most of the subjects covered. I can apply your business knowledge and understanding, using appropriate terms quite accurately to address business problems and issues. I can select, organise, interpret and use information from a variety of sources to analyse problems and issues with some accuracy. I can also make reasoned judgments and present conclusions that are supported by evidence.
D • • • •
I show knowledge and understanding of many of the subjects covered. I can apply your business knowledge and knowledge to some real business situations showing a fair understanding and using a number of appropriate terms to address problems and issues. I can select, organise and interpret the appropriate information from a range of sources and can analyse problems and issues with some success. I can draw conclusions and make judgements that are, for the most part, based on evidence.
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E • • • •
I show knowledge and understanding of a fair amount of the subjects covered. I can make a fair attempt to apply your knowledge to real business situations showing some understanding using terms, concepts, theories and methods to address problems and issues. I can make a fair attempt to select, organise, interpret and use simple information from a variety of sources to analyse problems and issues. I can make judgments and conclusions that are often supported by evidence
F • • • •
I can show knowledge and understanding of some of the subjects covered. I can begin to apply this knowledge to real business situations showing some understanding, using some terms, concepts, theories and methods to address problems and issues. I can begin to select, organise, interpret and use simple information from a variety of sources to analyse problems and issues. I can also make judgments and present simple conclusions that are sometimes supported by evidence.
G • • • •
I can show I have understood some of the subjects we have covered. I can apply some of this knowledge to real business situations and can use some concepts and theories. I show a small amount of analysis I can make basic conclusions which are occasionally backed up by evidence
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Modern Foreign Languages MFL GCSE Grade Descriptors – Writing (30%) A/A*
Students give information and narrate events both factually and imaginatively. They express and justify ideas and points of view. They produce longer sequences using a range of vocabulary, structure and tenses. Their spelling and grammar are generally accurate and the style is appropriate to the purpose.
B
Students produce longer pieces of writing on real and imaginary subjects. They link sentences and structure their ideas in paragraphs. They adapt previously learnt language. They edit and redraft their work. There may be occasional mistakes, but the meaning is clear.
C
Students express personal opinions and write in longer paragraphs about a variety of topics, both factual and imaginative, including past, present and future events, involving the use of different tenses. They use an appropriate register. The style is basic but despite some errors the writing conveys a clear message.
D
Students produce short paragraphs, using simple sentences, conveying information and opinions. They refer to everyday activities and recent experiences or future plans. There may be some mistakes, but the meaning can be understood with little or no difficulty.
E
Students write two or three short sentences on familiar topics. They convey information and express simple opinions such as likes and dislikes. Their spelling is readily understandable.
F
Students write short sentences and respond to written texts by substituting words and set phrases. There may be mistakes in spelling and grammar, but the main points are communicated.
G
Students write words and short phrases. Their spelling may be approximate, but the meaning is generally understandable.
MFL GCSE Grade Descriptors – Listening (20%) A/A*
Students understand gist and identify all main points and detail in a variety of types of authentic spoken language. They recognise points of view, attitudes and emotions and are able to draw conclusions.
B
Students understand a range of material that contains some complex sentences and unfamiliar language. They understand language spoken at normal speed, including brief news items and non-‐factual material.
C
Students identify and note main points and extract details and points of view from longer passages of language spoken at normal speed. The spoken texts include past and future 29
events. They are drawn from a variety of topics that include familiar language in unfamiliar contexts.
D
Students identify and note main points and specific details from language spoken at normal speed. The spoken texts include present and past or future events. They are drawn from a range of topics and include longer passages.
E
Students identify and note main points and some details from short passages such as messages and dialogues, made up of familiar language spoken at near normal speed.
F
Students identify and note main points and extract some details from simple language spoken clearly at near normal speed.
G
Students understand a range of familiar short statements and questions, spoken clearly at below normal speed.
MFL GCSE Grade Descriptors – Reading (20%) A/A*
Students understand gist and identify main points and detail in a wide variety of types of authentic texts. They recognise points of view, attitudes and emotions and are able to draw conclusions. They show an ability to understand unfamiliar language and to extract meaning from more complex language.
B
Students understand a range of imaginative and factual material, including some complex sentences and unfamiliar language. They use new vocabulary and structures found in their reading.
C
Students identify and note main points and specific details, including points of view from authentic and simulated texts, drawn from a variety of topics which include past, present and future events. They show an ability to understand unfamiliar language.
D
Students identify and note main points and specific details, including opinions. They understand a range of written material, covering familiar contexts, including texts describing present and past or future events.
E
Students identify and note main points and details from short stories and factual texts.
F
Students identify and note main points and extract some details from short, simple texts.
G
Students understand single words, short phrases and short, simple texts. They identify and note some main points presented in a familiar context.
MFL GCSE Grade Descriptors – Speaking (30%) A/A*
Students initiate and develop conversations and discussions and narrate events. They express and justify ideas and points of view and produce longer sequences of speech, using a 30
variety of vocabulary, structures and tenses. They speak confidently, with good pronunciation and intonation. They adapt language to deal with unprepared situations. The message is clear, although there may still be some errors, especially when students use more complex structures.
B
Students initiate and develop conversations and discuss matters of personal or topical interest. They improvise and paraphrase. Their pronunciation and intonation are good and their language is usually accurate.
C
Students develop conversations and simple discussions which include past, present and future events, involving the use of different tenses. They express personal opinions and show an ability to deal with some predictable elements. Although there may be some errors, they convey a clear message and their pronunciation and intonation are generally accurate.
D
Students take part in short conversations, conveying information and opinions in simple terms. They refer to everyday activities and interests as well as recent experiences or future plans. There may be some errors, but pupils can be understood with little or no difficulty.
E
Students take part in simple, structured conversations. They use their knowledge of grammar to adapt and substitute single words and phrases. Their pronunciation is generally accurate and their intonation is generally consistent.
F
Students take part in simple conversations showing some ability to substitute words and phrases. Their pronunciation is generally accurate. There may be grammatical inaccuracies, but the main points are communicated.
G
Students give short, simple responses to what they see and hear. They are able to use set phrases. Their pronunciation may be approximate and their delivery hesitant, but their meaning is generally clear.
31
Art Art and Design Marks out of 20
Assessment Objective 1 (AO1) RESEARCH – IMAGES & ARTISTS Develop their ideas through investigations informed by contextual and other sources, demonstrating analytical and cultural understanding. Work not worthy of any credit Minimal ability to develop ideas through investigations informed by contextual and other sources. Minimal ability to demonstrate basic analytical and cultural understanding. Some ability to develop ideas through investigations informed by contextual and other sources. Limited ability to demonstrate analytical and cultural understanding. A generally consistent ability to effectively develop ideas through investigations informed by contextual and other sources. A generally consistent ability to demonstrate
0 1 – 4
15/80=G
5 – 8 22/80=F 29/80=E
9 – 12 36/80=D 44/80=C
Assessment Objective 2 (AO2) EXPERIMENTS WITH MEDIA Refine their ideas through experimenting and selecting appropriate resources, media, materials, techniques and processes.
Assessment Objective 3 (AO3) IDEAS, OBSERVATIONAL DRAWINGS & EXPLANATIONS Record ideas, observations and insights relevant to their intentions in visual and/or other forms.
Assessment Objective 4 (AO4) FINAL IDEA & FINAL PIECE, LINKS w. ARTISTS Present a personal, informed and meaningful response demonstrating analytical and critical understanding, realising intentions and making connections between visual or other elements.
Work not worthy of any credit Minimal ability to refine their ideas through experimenting and selecting appropriate resources, media, materials and techniques and processes as their work progresses.
Work not worthy of any credit Minimal ability to record ideas, observations and insights relevant to intentions in visual and/or other forms. Written communication to record ideas, where appropriate, is at a very basic level.
Work not worthy of any credit
Some ability to refine ideas through experimenting and selecting appropriate resources, media, materials, techniques and processes as their work progresses.
Some ability to record ideas, observations and insights relevant to intentions in visual and/or other forms. Written communication, to record ideas, where appropriate, is at a limited level.
Some ability to present a personal, informed and meaningful response when endeavouring to realise intentions. Limited ability to demonstrate critical understanding when attempting, where appropriate, to make connections between visual or other elements.
A generally consistent ability to effectively refine ideas through experimenting and selecting appropriate resources, media, materials, techniques and processes as their work progresses.
A generally consistent ability to effectively record ideas, observations and insights that are generally relevant to intentions in visual and/or other forms. Written communication to record ideas, where appropriate, is reasonably clear.
A generally consistent ability to effectively present a personal, informed and meaningful response when realising intentions. A generally consistent ability to demonstrate critical understanding and make connections between visual, written or other elements.
Minimal ability to present a personal, informed and meaningful response when endeavouring to realise intentions. Minimal ability to demonstrate critical understanding when attempting, where appropriate, to make connections between visual or other elements.
32
analytical and cultural understanding. A consistent ability to effectively develop and explore ideas through investigations purposefully informed by contextual and other sources. A consistent ability to demonstrate analytical and cultural understanding. A highly developed ability to effectively develop and creatively explore ideas through investigations informed by contextual and other sources. A confident and highly developed ability to demonstrate analytical and cultural understanding.
13 – 16 52/80=B 60/80=A
17 – 20
68/80=A*
A consistent ability to thoughtfully refine ideas through purposeful experimentation and selection of appropriate resources, media, materials, techniques and processes as their work progresses.
A consistent ability to skillfully record ideas, observations and insights relevant to intentions in visual and/or other forms. Written communication to record ideas, where appropriate, is clear and coherent.
A consistent ability to competently present a personal, informed and meaningful response when realising intentions. A consistent ability to demonstrate critical understanding and where appropriate, make perceptive connections between visual or other elements.
A highly developed ability to thoughtfully refine ideas through purposeful and discriminating experimentation and selection of appropriate resources, media, materials, techniques and processes as their work progresses.
A highly developed ability to fluently and skillfully record ideas, observations and insights relevant to intentions in visual and/or other forms. Written communication to record ideas, where appropriate, is fluent and accurate.
A highly developed ability to competently present an imaginative, personal, informed and meaningful response when realising intentions. A highly developed ability to demonstrate critical understanding and where appropriate, make perceptive and discriminating connections between visual, written, oral or other elements.
33
Catering WJEC The following grade descriptors are provided to give a general indication of the standards of achievement likely to have been shown by candidates awarded particular grades. The descriptions must be interpreted in relation to the content specified by the specification: they are not designed to define that content. The grade warded will depend in practice upon the extent to which the candidate has met the assessment objectives. Shortcomings in some aspects of the examination may be balanced by better performance in others. Grade F Candidates recall knowledge and understanding of basic catering facts, principles and practical techniques. They use information from secondary sources. Support and guidance are required in order t gather, record, interpret evidence and carry out investigations and catering tasks. ICT may be used where appropriate. Tasks are planned to meet minimum requirements. A limited range of skills are demonstrated. Conclusions are restricted, lack depth and limited views are expressed on the issues identified. Grade C Candidates recall and apply knowledge and understanding of relevant catering facts, principles and practical techniques. They select appropriately and use information mainly from secondary sources. Limited assistance is given to gather, record and interpret evidence. A range of investigations and catering tasks are completed. Tasks are planned carefully and a variety of skills demonstrated using ICT where appropriate. They review some of the evidence available expressing their viewpoints, presenting information clearly with some evidence of accuracy and precision leading to appropriate conclusions. Grade A Candidates recall and apply knowledge of complex catering facts, principles and practical techniques. They select appropriately and use information from primary and secondary sources. Candidates work independently to gather, record and interpret evidence. A wide range of investigations and catering tasks are completed. Tasks are completed with a high degree of precision and a wide variety of skills demonstrated using ICT where appropriate. They systematically review the evidence available presenting information clearly, accurately and precisely, analysing their own and others’ viewpoints and leading to carefully reasoned and appropriate conclusions. 34
Resistant Material Grade The following grade descriptors are provided to give a general indication of the standards of achievement likely to have been shown by candidates awarded particular grades. The descriptions must be interpreted in relation to the content specified by the specification: they are not designed to define that content. The grade warded will depend in practice upon the extent to which the candidate has met the assessment objectives. Shortcomings in some aspects of the examination may be balanced by better performance in others Grade A Candidates recall, select and communicate detailed knowledge and thorough understanding of design and technology, including its wider effects They apply relevant knowledge, understanding and skills in a range of situations to plan and carry out investigations and tasks effectively. They test their solutions and work safely with a high degree of precision Grade C Candidates recall, select and communicate sound knowledge and understanding of design and technology, including its wider effects They apply knowledge, understanding and skills in a range of situations to plan and carry out investigations and tasks. They test their solutions and work safely with precision They review the evidence available, analysing and evaluating some information clearly and with some accuracy. They make judgements and draw appropriate conclusions Grade F Candidates recall, select and communicate knowledge and understanding of basic aspects of design and technology, including its wider effects. They apply limited knowledge, understanding and skills to plan and carry out simple investigations and tasks, with an awareness of the need for safely and precision. They modify their approach in the light of progress They review their evidence and draw basic conclusions 35
Drama Grade A • • • •
A student works creatively and subtly using a wide range of drama forms. Skills are demonstrated which results in an imaginative and highly effective performance which has power to enthral the audience The skills in shaping a piece of drama from within are very highly developed There is an excellent ability to evaluate their own work and that of others both in written and oral form within the framework of a wide understanding of drama
Grade C • • • •
The student works creatively using a range of drama forms Skills are formed which result in an effective performance which has the ability to interest the audience The skills in shaping a piece of drama are competent There is a sound ability to evaluate their own work and that of others both in written and oral form within the context of understanding of drama
Grade F • • •
The student contributes to drama using a limited range of skills which together with their group results in an acceptable performance The skills in shaping a piece of drama are present at a basic level There is some ability to evaluate their own work and that of others though this is within a superficial understanding of drama
36
Dance Unit 2 – Preparation, Performance and Production Level Descriptors Grade C/PASS •
Use exploration and research in order to develop performance material in relation to the demands of the work.
•
Carry out preparatory work in a performance or production role for a live performance with competent application of relevant skills, making a positive contribution to the process.
•
Take part in a performance, demonstrating competent use and control of performance skills, making a positive contribution to the overall piece.
•
Contribute to a performance in a production role, demonstrating competent use and control of skills, making a positive contribution to the overall piece.
Grade B/MERIT •
Explore, develop and shape performance material using activities and research findings, making considered decisions in relation to the demands of the work.
•
Carry out preparatory work in a performance or production role for a live performance with responsive, competent and consistent application of relevant skills, making positive contributions to the process.
•
Take part in a performance, demonstrating competent use and control of performance skills, making a confident and consistent contribution that is integral to the success of the piece.
•
Contribute to a performance in a production role, demonstrating competent use and control of skills, making an assured and consistent contribution that is integral to the success of the piece.
Grade A/DISTINCTION •
Explore, develop and shape performance material with focus, insight and imagination, using activities and research findings effectively.
•
Carry out preparatory work in a performance or production role for a live performance with competent, confident and effective application of relevant skills, demonstrating a high level of commitment and input to the process.
•
Take part in a performance, demonstrating sustained and effective use and control of performance skills, making a significant contribution to the success of the piece. Contribute to a performance in a production role,
•
Demonstrating sustained and effective use and control of skills, making a significant contribution to the success of the piece. 37
Unit 4 – Dance Skills Level Descriptors Grade C/PASS • Demonstrate competent use and control of technical and interpretive dance skills in practice and development. • Present an on-‐going review of dance skills, describing strengths and areas to develop in own technique. • Demonstrate personal management skills and competent application of dance skills in rehearsal. • Perform dance using relevant technical and interpretive dance skills competently. Grade B/MERIT • Demonstrate competent use and control of technical and interpretive dance skills, showing consistency in focus, response and effort in practice and development. • Present a detailed and on-‐going review of dance skills, describing strengths and areas to develop, setting achievable targets for improvement and reviewing progress. • Demonstrate consistent personal management skills with competent and confident application of dance skills in rehearsal. • Perform dance with confidence and consistency, using relevant technical and interpretive dance skills competently to demonstrate stylistic qualities of the choreography. Grade A/DISTINCTION • Demonstrate competent use and control of technical and interpretive dance skills, incorporating stylistic qualities and a high level of focus, response and effort in practice and development. • Present a detailed and on-‐going review of dance skills, making qualitative judgements about own strengths and areas to develop, setting and justifying achievable targets for improvement and evaluating progress. • Demonstrate a high level of personal management skills with competent, confident, fluent and sustained application of dance skills in rehearsal. • Perform dance with confidence, consistency and ease; use relevant Technical and interpretive dance skills competently and fluently; and fully demonstrate stylistic qualities of the choreography. 38
Unit 16 – Contemporary Dance Techniques Level Descriptors Grade C/PASS • Explore and demonstrate the key features of contemporary dance in practical sessions. • Perform movements and sequences using contemporary dance techniques within the chosen style competently. • Apply physical skills in the demonstration of action, dynamic, rhythmic and spatial content competently. Grade B/MERIT • Explore and demonstrate the key features of contemporary dance in practical sessions with confidence and commitment. • Perform movements and sequences using contemporary dance techniques within the chosen style, demonstrating stylistic qualities with competence and confidence. • Apply physical skills in the competent and assured demonstration of action, dynamic, rhythmic and spatial content. Grade A/DISTINCTION • Explore and accurately demonstrate the key features of contemporary dance in practical sessions with confidence, commitment, consistency and ease. • Perform movements and sequences using contemporary dance techniques within the chosen style competently, accurately and consistently, demonstrating stylistic qualities. • Consistently apply physical skills in the competent and accurate demonstration of action, dynamic, rhythmic and spatial content. Unit 18 – Jazz Dance Techniques Level Descriptors Grade C/PASS • Explore and demonstrate the key features of jazz dance in practical sessions showing competent use of skills. • Explore and demonstrate rhythm and musicality in jazz dance, showing competent use of skills. • Perform jazz dance demonstrating competent physical and interpretive skills and stylistic qualities. Grade B/MERIT • Explore and demonstrate the key features of jazz dance in practical sessions competently, showing confidence and commitment. • Explore and demonstrate rhythm and musicality in jazz dance, competently and consistently applying skills in a secure and confident manner. • Perform jazz dance demonstrating physical and interpretive skills and stylistic qualities, showing competence, confidence and dynamic range. Grade A/DISTINCTION • Explore and demonstrate the key features of jazz dance in practical sessions competently and with confidence, commitment, consistency and ease. • Explore and demonstrate rhythm and musicality in jazz dance, competently and consistently applying skills in an effective, assured and secure manner.
39
•
Perform jazz dance demonstrating physical and interpretive skills and stylistic qualities, showing competence, confidence, dynamic range, flair, a command of the stage and a relationship with the audience.
40
Media Media Studies AFL Descriptors A02 Analyse and Respond A*/A • Your answer is a convincing and effective analysis of media texts • Media terminology is used extensively and effectively • The nature and impact of media representation is explored convincingly • There is a convincing and clear understanding and appreciation of institutional aspects of media production • Responses are cogent and well-‐structured with precise and accurate use of language • Arguments are clearly supported by evidence B • You produce a good quality analysis of the media texts • Technical terminology is used with confidence • You show a Sound understanding is of issues of media representation and institutional aspects of media production • Your answer is clear and well organised • Generally accurate use of language • Evidence used to support points C • You produce a solid analysis of media texts • You use appropriate technical terminology • You demonstrate some understanding of representation and institutional aspects of media production • Your answer is well organised and reasonably accurate language • Arguments are usually supported by evidence D • You show a basic grasp of textual analysis • Occasional use of technical terminology • Basic understanding of the representations offered by texts and basic awareness of institutional aspects of media production • Points you make are sometimes supported by evidence E/F • You describe media texts • There is limited understanding of forms and conventions • Some awareness of representations or some understanding of institutional aspects. • You make an attempt to organise your answer U • No work worth the award of a mark Media Studies AFL Descriptors A03 Research, Planning and Presentation A*/A • You research and plan independently and effectively. 41
• • • • B • • • • C • • • • D • • • • E/F • • • • U •
You demonstrate flair and creativity through pre-‐production work which is convincing and engaged and uses appropriate forms and conventions. You draw on relevant products, concepts and contexts. Material is presented skilfully. There is a clear understanding of how audiences are identified and how production is tailored to audience needs and expectations. You research and plan successfully. There is evidence of imagination in the pre-‐production work which is clearly fit for purpose and uses many appropriate forms and conventions. Material is presented effectively. Audiences are identified, their needs are taken into consideration and awareness is demonstrated of how this has shaped the ideas. You have researched and planned their pre-‐production work appropriately. Ideas are apt and mostly employ appropriate forms and conventions. Material is well presented. You are able to identify and target audiences. They indicate how this has informed their plans and ideas. You show evidence of research and planning. Ideas show some understanding and involvement with the task and use some appropriate forms and conventions. There is a basic attempt to present the work in a straightforward way. Some understanding of appealing to a potential audience is evident.
You use minimal research and planning Some ideas are at least partly relevant or appropriate to the task. Some forms and conventions may be employed. Presentation of the material is limited. No work worth the award of a mark
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Media Studies AFL Descriptors A04 Construct and Evaluate A*/A • • • • B • • • • C • • • • D • • • • E/F • • • U •
You use production skills appropriately and effectively. You handle technology confidently, including ICT, and use the techniques and conventions of the chosen medium and genre creatively. You evaluate your products making cogent and critical connections between the experience of carrying out the production and all the key concepts. Evaluation responses are communicated using accurate spelling, punctuation and grammar. You use production skills clearly and appropriately. You handle technology competently, including ICT, and use the techniques and conventions of the chosen medium and genre effectively. You evaluate their products successfully, making connections between the production and the key concepts. Evaluation responses are communicated using mainly accurate spelling, punctuation and grammar. You use appropriate production skills. You utilise technology, including ICT, and use appropriate techniques and conventions of their chosen medium and genre. When evaluating your products you are able to discuss how some of the key concepts have informed your production. Evaluation responses are communicated using some accurate spelling, punctuation and grammar. You show some appropriate production skills. There is evidence of some appropriate techniques, including ICT, and conventions of their chosen medium and genre. Evaluation may be largely descriptive but some key concepts may be addressed. In the evaluation, communication, including spelling, punctuation and grammar may not be wholly effective. You attempt to use practical processes, techniques and technologies, including ICT, to create a recognisable media product. You provide a simple review of the production. In the evaluation, communication, including spelling, punctuation and grammar may be limited No work worth the award of a mark
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Music
Grade F Candidates sing and/or play music with some fluency and control of the resources used. They compose music which shows some ability to organise musical ideas and use appropriate resources in response to a brief. They describe musical features using a simple musical vocabulary, make improvements to their own work and offer some justification of opinions expressed.
Grade C Candidates sing and/or play music with control, making expressive use of phrase and dynamics appropriate to the style and mood of the music. They compose music which shows ability to develop musical ideas, use conventions, explore the potential of musical structures and resources, and fulfils a brief. They make critical judgements about their own and others’ music using a musical vocabulary.
Grade A Candidates explore the expressive potential of musical resources and conventions used in selected genres and traditions. They sing and/or play music with a sense of style, command of the resources used and making appropriate gradations of tempo, dynamics and balance. They compose music which shows a coherent and imaginative development of musical ideas and consistency of style, and fulfils a brief. They make critical judgments about their own and others’ music using an accurate and extensive musical vocabulary. 44
PE –GCSE Grade A • Candidates recall, select and communicate detailed knowledge and thorough understanding of a wide range of factors affecting performance and participation and the relationship between them. They have a thorough understanding of the principles behind and benefits of regular, safe exercise and its impact on performance, fitness and health • They explain clearly and concisely the advantages, to themselves and others, of following active and healthy lifestyles. They identify and explain potential risks related to physical activities and how to manage these effectively. • They demonstrate their ability to select and apply an extensive range of appropriate skills, techniques and original ideas in very complex and challenging activities, with considerable refinement, precision, control and fluency. They have a wide range of solutions to these challenges and consistently make effective decisions about how they will plan and approach their performance in response to new or changing situations • They critically analyse and evaluate their own and others’ performance, identifying clearly the strengths and weaknesses evident. They demonstrate a deep understanding of the impact of skills, tactics or composition and fitness on the quality and effectiveness of performance. They identify priorities for improvement and plan a good range of appropriate, progressive practices. They understand how to monitor and evaluate progress towards improved quality of performance and outcomes. Grade C • Candidates recall, select and communicate sound knowledge and understaning or major factors that afect performace and participation in physical acitivity and show a clear understadning of the principles behind and the benefits of regular, safe exercise and its impact on performance, fitness and helath. • They take increacing responcibiltiy for the planning and execusion of safe exercises. They understand the principles behind planning thier own activity and exercise programmes. They identify and explain of the long term effects of exercise and activity on physical, mental and socaial health. They identify potential risks involved in different activities and some of the ways to manage these efectivley. • They demonstarte their ability to select and apply a good range of appropriate skills, techniques and ideas in comples and challenging activities, with effective refinement, precision, control and fluency. They have a good range of solutions to these challenges and usually make effective decisions about how they will plan and approach thie performance in response to new or challenging situations. • They analyse effectively,and comment on theur own and others’ performances, showing an understanding of the factors that effect the quality and effectiveness of performance and the broad strengths and weaknesses evident. They identify the most significant areaa for improvement and plan effective ways to improve their own and others’ performances
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