English Reading

Year 7 / Year 8 / Year 9
  • Offers critical and original ideas in response to texts and tasks.
  • Analyses using different layers of understanding.
  • Uses precise quotations judiciously as part of the secure use of SQUAD paragraphs.
  • Analyses the effects of the writer’s choices of language and structure
  • Makes sophisticated and accurate use of subject terminology.
  • Demonstrates a wider reading and an exploration of ideas/ perspectives/ contextual factors shown by specific links between context and task/text.
  • Compares ideas and perspectives showing a detailed understanding of the different ideas and perspectives in both texts.
  • Evaluate, justify and assess using precise detail.

  • Offers a developed response to texts and tasks.
  • Interpret quotations in a number of ways
  • Confidently uses quotations to support ideas in SQUAD paragraphs.
  • Explains clearly the effects of the writer’s choices of language and structure
  • Makes clear and accurate use of subject terminology.
  • Demonstrates some wider reading and a clear understanding of ideas/perspectives/ contextual factors shown by links between context and task/text
  • Compares ideas and perspectives in a clear and relevant way showing a clear understanding of the different ideas and perspectives in both texts.
  • Shows clear and relevant evaluation using relevant evidence.
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  • Offers a developed response to texts and tasks.
  • Interpret quotations in a number of ways
  • Confidently uses quotations to support ideas in SQUAD paragraphs.
  • Explains clearly the effects of the writer’s choices of language and structure
  • Makes clear and accurate use of subject terminology.
  • Demonstrates some wider reading and a clear understanding of ideas/perspectives/ contextual factors shown by links between context and task/text
  • Compares ideas and perspectives in a clear and relevant way showing a clear understanding of the different ideas and perspectives in both texts.
  • Shows clear and relevant evaluation using relevant evidence

  • Offers a clear and explained response to texts and tasks
  • Effective use of references to support explanation
  • Uses SQUAD paragraphs with some success and comfortably uses PEE chains
  • Attempts to comment on the effect of language and structure
  • Makes some use of subject terminology, often appropriately.
  • Some understanding of implicit ideas / perspectives/ contextual factors shown by links between context and task/text.
  • Attempts to compare ideas and perspectives, identifying some different ideas and perspectives
  • Shows some attempt at evaluation.
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  • Offers a clear and explained response to texts and tasks
  • Effective use of references to support explanation
  • Uses SQUAD paragraphs with some success and comfortably uses PEE chains
  • Attempts to comment on the effect of language and structure
  • Makes some use of subject terminology, often appropriately.
  • Some understanding of implicit ideas / perspectives/ contextual factors shown by links between context and task/text.
  • Attempts to compare ideas and perspectives, identifying some different ideas and perspectives
  • Shows some attempt at evaluation.
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  • Offers a clear and explained response to texts and tasks
  • Effective use of references to support explanation
  • Uses SQUAD paragraphs with some success and comfortably uses PEE chains
  • Attempts to comment on the effect of language and structure
  • Makes some use of subject terminology, often appropriately.
  • Some understanding of implicit ideas / perspectives/ contextual factors shown by links between context and task/text.
  • Attempts to compare ideas and perspectives, identifying some different ideas and perspectives
  • Shows some attempt at evaluation.

  • Offers a supported response to task and text
  • Comments on references
  • Some success with SQUAD paragraphs and consistent ability to use PEE
  • Attempts to comment on the effect of language and structural features
  • Makes some use of subject terminology, mainly appropriately.
  • Some awareness of implicit ideas/ contextual factors within tasks and texts.
  • Makes simple cross reference of ideas and perspectives, showing simple awareness of ideas and/or perspectives
  • Makes a simple, limited evaluative comment on the effect on the reader.
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  • Offers a supported response to task and text
  • Comments on references
  • Some success with SQUAD paragraphs and consistent ability to use PEE
  • Attempts to comment on the effect of language and structural features
  • Makes some use of subject terminology, mainly appropriately.
  • Some awareness of implicit ideas/ contextual factors within tasks and texts.
  • Makes simple cross reference of ideas and perspectives, showing simple awareness of ideas and/or perspectives
  • Makes a simple, limited evaluative comment on the effect on the reader.

  • Offers straight forward ideas in response to task and text.
  • Makes references to the text.
  • Occasional use of SQUAD paragraphing but clear attempts at PEE.
  • Comments upon some basic features of a writer’s use of language and structure.
  • make simple comments on how this contributes to the overall effect on a reader
  • Some comment on explicit ideas and contextual factors.
  • Offers similarities and differences between two texts
  • Limited comments on impressions but these are not linked to the reader.

English Writing

Year 7 / Year 8 / Year 9
  • Register is convincing and compelling for audience
  • Assuredly matched to purpose
  • Extensive and ambitious vocabulary with sustained crafting of linguistic devices
  • Varied and inventive use of structural features
  • Writing is compelling, incorporating a range of convincing and complex ideas
  • Fluently linked paragraphs with seamlessly integrated discourse markers
  • Sentence demarcation is consistently secure and consistently accurate
  • Wide range of punctuation is used with a high level of accuracy
  • Uses a full range of appropriate sentence forms for effect
  • Uses Standard English consistently and appropriately with secure control of complex grammatical structures
  • High level of accuracy in spelling, including ambitious vocabulary
  • Extensive and ambitious use of vocabulary

  • Register is convincingly matched to audience
  • Convincingly matched to purpose
  • Extensive vocabulary with evidence of conscious crafting of linguistic devices
  • Varied and effective structural features
  • Writing is highly engaging, with a range of developed complex ideas
  • Consistently coherent paragraphs with integrated discourse markers
  • Sentence demarcation is secure and accurate
  • Range of punctuation is used with success
  • Uses a variety of sentence forms for effect
  • Uses Standard English appropriately with controlled grammatical structures
  • Accurate spelling, including complex and irregular words
  • Sophisticated use of vocabulary
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  • Register is convincingly matched to audience
  • Convincingly matched to purpose
  • Extensive vocabulary with evidence of conscious crafting of linguistic devices
  • Varied and effective structural features
  • Writing is highly engaging, with a range of developed complex ideas
  • Consistently coherent paragraphs with integrated discourse markers
  • Sentence demarcation is secure and accurate
  • Range of punctuation is used with success
  • Uses a variety of sentence forms for effect
  • Uses Standard English appropriately with controlled grammatical structures
  • Accurate spelling, including complex and irregular words
  • Sophisticated use of vocabulary

  • Register is generally matched to audience
  • Generally matched to purpose
  • Vocabulary clearly chosen for effect and appropriate use of linguistic devices
  • Usually effective use of structural features
  • Writing is engaging, with a range of connected ideas
  • Usually coherent paragraphs
  • Sentence demarcation is mostly secure and mostly accurate
  • Range of punctuation is used, mostly with success
  • Uses a variety of sentence forms for effect
  • Mostly uses Standard English appropriately with mostly controlled grammatical structures
  • Generally accurate spelling, including complex and irregular words
  • Increasingly sophisticated use of vocabulary
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  • Register is generally matched to audience
  • Generally matched to purpose
  • Vocabulary clearly chosen for effect and appropriate use of linguistic devices
  • Usually effective use of structural features
  • Writing is engaging, with a range of connected ideas
  • Usually coherent paragraphs
  • Sentence demarcation is mostly secure and mostly accurate
  • Range of punctuation is used, mostly with success
  • Uses a variety of sentence forms for effect
  • Mostly uses Standard English appropriately with mostly controlled grammatical structures
  • Generally accurate spelling, including complex and irregular words
  • Increasingly sophisticated use of vocabulary
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  • Register is generally matched to audience
  • Generally matched to purpose
  • Vocabulary clearly chosen for effect and appropriate use of linguistic devices
  • Usually effective use of structural features
  • Writing is engaging, with a range of connected ideas
  • Usually coherent paragraphs
  • Sentence demarcation is mostly secure and mostly accurate
  • Range of punctuation is used, mostly with success
  • Uses a variety of sentence forms for effect
  • Mostly uses Standard English appropriately with mostly controlled grammatical structures
  • Generally accurate spelling, including complex and irregular words
  • Increasingly sophisticated use of vocabulary

  • Some sustained attempt to match register to audience
  • Some sustained attempt to match purpose
  • Conscious use of vocabulary with some use of linguistic devices
  • Some use of structural features
  • Increasing variety of linked and relevant ideas
  • Some use of paragraphs and some use of discourse markers
  • Sentence demarcation is mostly secure and often accurate
  • Control of a range of punctuation
  • Attempts a variety of sentence forms
  • Use of Standard English with some control of agreement
  • Some accurate spelling of more complex words
  • Varied use of vocabulary
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  • Some sustained attempt to match register to audience
  • Some sustained attempt to match purpose
  • Conscious use of vocabulary with some use of linguistic devices
  • Some use of structural features
  • Increasing variety of linked and relevant ideas
  • Some use of paragraphs and some use of discourse markers
  • Sentence demarcation is mostly secure and often accurate
  • Control of a range of punctuation
  • Attempts a variety of sentence forms
  • Use of Standard English with some control of agreement
  • Some accurate spelling of more complex words
  • Varied use of vocabulary

  • Attempts to match register toAudience
  • Attempts to match purpose
  • Begins to vary vocabulary with some use of linguistic devices
  • Attempts to use structural features
  • Some linked and relevant ideas
  • Attempt to write in paragraphs with some discourse markers, not always appropriate
  • Sentence demarcation is mostly secure and sometimes accurate
  • Some control of a range of punctuation
  • Attempts a variety of sentence forms
  • Some use of Standard English with some control of agreement
  • Some accurate spelling of more complex words
  • Varied use of vocabulary

Maths

Year 7 / Year 8 / Year 9

Science

Year 7 / Year 8 / Year 9
  • Identify variables that could be changed in an investigation & decide on a hypothesis to test.
  • State how data can be repeatable & reproducible.
  • Draw lines of best fit, choose correct scales & units. Explain anomalies & support this with data.
  • Explain in detail patterns in data & why these patterns occur, taking action to prove or disprove the hypothesis tested.
  • Critically judge the method used & explain whether results are reliable. Where possible provide alternative methods to improve data or test a different variable.
  • Confidently use equations and calculations to explain processes.
  • Explain everyday science confidently using scientific language.

  • Identify key variables in complex investigations where variables are hard to control.
  • Begin to describe how data is repeatable & when possible obtain data that shows this.
  • Draw line graphs & lines of best fit & explain anomalous data using key scientific words.
  • Explain relationships between variables and identify limitations in data.
  • Use scientific language to explain conclusions and when possible use data to back up findings.
  • Confidently explain scientific phenomena.
  • Use equations & calculations.
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  • Identify key variables in complex investigations where variables are hard to control.
  • Begin to describe how data is repeatable & when possible obtain data that shows this.
  • Draw line graphs & lines of best fit & explain anomalous data using key scientific words.
  • Explain relationships between variables and identify limitations in data.
  • Use scientific language to explain conclusions and when possible use data to back up findings.
  • Confidently explain scientific phenomena.
  • Use equations & calculations.

  • Confidently identify variables to measure, change & control.
  • Choose scales for graphs & plot data accurately.
  • Explain relationships between variables, identify anomalies & patterns using data to support findings.
  • Link conclusions to evidence obtained from data.
  • Explain in detail what, why & how things happen in science using scientific key words.
  • Suggest ways to improve investigations & explain whether equipment has been used accurately.
  • Apply scientific knowledge and understanding to everyday science outlining advantages & disadvantages.
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  • Confidently identify variables to measure, change & control.
  • Choose scales for graphs & plot data accurately.
  • Explain relationships between variables, identify anomalies & patterns using data to support these findings.
  • Link conclusions to evidence obtained from data.
  • Explain in detail what, why & how things happen in science using scientific key words.
  • Suggest ways to improve investigations & explain whether equipment has been used accurately.
  • Apply scientific knowledge and understanding to everyday science outlining advantages & disadvantages.
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  • Confidently identify variables to measure, change & control.
  • Choose scales for graphs & plot data accurately.
  • Explain relationships between variables, identify anomalies & patterns.
  • Link conclusions to evidence obtained from data.
  • Explain in detail what, why & how things happen in science using scientific key words.
  • Suggest ways to improve investigations & explain whether equipment has been used accurately.
  • Apply scientific knowledge and understanding to everyday science outlining advantages & disadvantages.

  • Choose a method and identify correct apparatus to use.
  • Identify control variables & explain why they should be controlled.
  • Collect data in a table & draw line graphs with a line of best fit.
  • Describe how one variable affects the other.
  • Explain how & why things are happening using scientific ideas.
  • Begin to judge the accuracy of data & make suggestions to improve the method used.
  • Link scientific knowledge to positive & negative consequences in society.
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  • Choose a method and identify correct apparatus to use.
  • Identify control variables & explain why they should be controlled.
  • Collect data in a table & draw line graphs with a line of best fit.
  • Describe how one variable affects the other.
  • Explain how & why things are happening using scientific ideas.
  • Begin to judge the accuracy of data & make suggestions to improve the method used.
  • Link scientific knowledge to positive & negative consequences in society.

  • Plan a fair test and try to control variables.
  • Choose apparatus from a list
  • Collect results and display them in a table.
  • Plot bar graphs and describe the pattern in the data.
  • Suggest ways to improve results.
  • Describe what results show.
  • State how science is used in real life.

Religious Education

Year 7 / Year 8 / Year 9
  • Evaluate two differing points of view
  • Justify own opinion having considered two differing points of view

  • Examine others’ points of view
  • Justify own opinion in light of consideration of the alternative point of view
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  • Examine others’ points of view
  • Justify own opinion in light of consideration of the alternative point of view

  • Justify own opinions using evidence and examples
  • Good use of PEE chain to express own opinion.
  • Appreciation of other points of view
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  • Justify own opinions using evidence and examples
  • Good use of PEE chain to express own opinion.
  • Appreciation of other points of view
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  • Justify own opinions using evidence and examples
  • Good use of PEE chain to express own opinion.
  • Appreciation of other points of view

  • Explaining beliefs using PEE chains
  • Explaining impact of beliefs using PEE chains and examples
  • Examining religious symbolism
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  • Explaining beliefs using PEE chains
  • Explaining impact of beliefs using PEE chains and examples
  • Examining religious symbolism

  • Retell whole stories
  • Use keywords appropriately when explaining
  • Explain basic symbolism
  • Define Keywords

Art

Year 7 / Year 8 / Year 9
AO1: Investigate and research
Use individual experiences and what artists and designers make, to critically inform intentions in your own work.
Interpret the ideas of artists and designers from other cultures and why there are different social, cultural political, spiritual or moral context.
Sustain and investigate a study of an artist, designer, craftsperson, genre, movement or period to inform personal actions to exploit the creative characteristics of the work studied.
AO2: Explore and Experiment.
Confidently take creative risks with drawing, designing and investigative techniques.
Apply their technical and expressive knowledge of the propertiesand characteristics of materialsand processes to select techniques and control outcomes.
Refine the technical, creative and expressive skillsinformed by their study of artists and cultures to exploit the qualities of materials using all the artistic elements.
Take creative risks as you explore the properties of 2D, 3D and tactile media, lens or light based media when developing ideas to realise your creative intentions.
AO3: Record and present
Demonstrate purposeful ideas leading to imaginative, personal and original responses that communicate meaning.
Confidently apply principles of perspective to create images that represent the real world and use dynamic perspective for dramatic effect.
Confidently take creative risks with drawing and designing when recording observations and studies in sketchbooks, journals and other media, as they work towards an outcome.
Explain, analyse and use your understanding of different genres, styles and traditions to inform their own judgements and strengthen next steps
AO4: Present and Final outcome
Present a personal, imaginative, informed and meaningful response and accomplish intentions with confidence
Provide an evaluation when reviewing their intentions, strengths, and how you improve.
AO1: Investigate and research
Use personal interests, Inspirations and what artists, designers and craftsperson’s make, to decisively inform inspirations in your own work.
Be inspired by the ideas of artists and designers from other cultures and why there are different social, cultural political, spiritual or moral context.