priestlands reporting & assessment year...

Priestlands

Reporting &

Assessment

Year 8

A New GCSE Curriculum Our current Key Stage 4 (Year 10 & 11) students are working through new GCSE specifications in preparation for new exams based on a revised 1-9 grading system where 9 is the highest grade. In response to this all subjects at Priestlands have revised their KS3 (Year 7-9) curriculum to best prepare students for these new exams ensuring it; • Is based on developing the key knowledge and skills required for success in KS4; • Is based on our high expected standards of students; • Is based heavily on formative feedback and allows all students to succeed – and so develops a growth mindset; • Incorporates periodic summative assessment to support this ongoing formative feedback; • Is simple and easy to understand – for staff, parents and students; • Has consistent principles, to be used across subjects, but the flexibility to be suitable for all subjects; • Allows all students to experience success – by focusing on the progress they make from their starting point;

Why Assessment without levels? Students will no longer receive levels in their work and assessments and they will not be given a ‘current working level’ on their report. This is why we are saying no levels: Never meant to be a label – Levels were never meant to be a label, they were meant to support progress but this has not always been the case and there has been too much focus on, ‘what level am I?’ Undue pace – There has become an unnecessary focus on getting through levels quickly, rather than embedding deep understanding of key concepts. Levels mean different things – In some instances they are marks on a test, or APP work best matched a descriptor or ‘just in….’ Successful nations don’t use them – Nations with successful educational systems believe that children are capable of anything because of the effort they put in…not because they are level 4, 5 etc. This very much supports growth mindset theory and the Priestlands Path to Progress.

“Study fewer things in greater depth, so a deeper understanding of central concepts and ideas can be developed. Assessment should focus on that.”

Tim Oates

A guide to assessment and reporting at Priestlands School

This booklet contains an overview of all the key elements students in year 8 will be assessed

on in each subject. We are currently phasing in new GCSEs with new specifications based on

the new 1-9 grading criteria.

All subjects have reviewed their programmes of study from year 7 through to year 11 to

enable the best possible preparation and learning journey for students going on to take

GCSE and beyond.

The Autumn report:

You can see the key assessment objectives for each subject in this booklet and the teachers

will assign a grade that is a best fit based on the evidence from all the work produced during

the first half term. This is what we call at Priestlands a PPG (professionally predicted grade).

This is the grade the teacher believes the student is on track to achieve if they continue to

work and progress as they have been up to that reporting point. In year 8 this will actually

be 2 grades as we believe it would be unrealistic at this stage to accurately project a single

grade. E.g. 5/6 would mean the teacher believes that on current form the student would go

on to achieve a grade 5 or 6 at GCSE.

We will use this table as a guide to support these professional predictions and you will be

able to identify the ‘Baseline Assessment’ headings in the assessment grids in this booklet:

Baseline Assessment PPG Old GCSE Grade

Accomplished 7-9 A/A*

Secure 5-7 B/C

Developing 3-5 C/D

Emerging 1-3 E/F/G

Students will not receive a grade on each piece of work that they do as we believe that

formative feedback (written comments) with targets linked to more challenging objectives

from the assessment grids are more effective in helping students make progress and this

approach is supported by strong research evidence.

As the year progresses further reports will come home in the Spring that will include a

written comment for each subject and Summer term that will reflect end of year

assessments. The written comments will include a target linked to the area (s) each student

needs to develop from the subject assessment descriptors.

When you are looking to support your children at home we would encourage you to look at

the subject descriptors in this booklet to help them identify the specific things they need to

develop to progress further in each subject.

If you would like more information about what they need to be doing then you will be able

to find this out at the Parents evenings. Alternatively you can contact the teacher by

phoning the school reception and we would endeavour to respond as swiftly as possible.

Contents

Subject

Page

Art

5

Drama

7

Design & Technology 8

English

9

Geography

12

History

14

ICT

15

Mathematics

19

MFL

22

Music

28

PE

30

RE

32

Science

34

4

Art Department Achievement Descriptors: Year 8

A01 – Develop ideas through

investigations.

A01 –Demonstrating critical understanding

A02 – Refine and explore ideas,

experimenting with appropriate media,

materials and techniques

Ao3 – Recording Ideas,

observations and insights through

drawing

Ao3 – Recording Ideas, observations through annotation

A04 – Personal and meaningful Response and demonstrates understanding of visual language

Accomplished

I have a moderate ability to develop my own ideas through creative and purposeful investigations. I can identify and create visual links to artists work and can manipulate materials with developing skill.

I have a moderate ability to demonstrate critical understanding. I can identify techniques and processes that are relevant to my investigations.

I have a moderate ability to thoughtfully refine my ideas. I can select and experiment with a range of materials techniques and processes. I need to experiment and refine my work further

I have a moderate ability to record observations and ideas in art. I can use 1st hand resources and am developing my control of tone.

I have a moderate understanding of some artistic vocabulary. I can use words that are appropriate and relevant to my intentions. I can evaluate and critique my own work.

I have a moderate ability to competently resent a personal and meaningful response and realise intentions. Links to AO1, AO2 and AO3 are evidenced.

Secure

I have some independent ability to develop my own ideas through creative and purposeful investigations. I have started to identify and create visual links to

I some independent ability to demonstrate critical understanding. I can identify techniques and processes that are relevant to my investigations. I don’t

I have some independent ability to thoughtfully refine my ideas. I can select and experiment with some materials techniques and processes. I need to experiment and

I have some independent ability to record observations and ideas. I can use tone to show light and dark, this is

I have some independent understanding of artistic vocabulary. I can use basic words that are appropriate and relevant to my intentions. I am

I have Some independent ability to present a personal and meaningful response. Some links to AO1, AO2

5

Art Department Achievement Descriptors: Year 8

artists work and can manipulate some materials with varying skill.

always use my own words.

explore my ideas further.

sometimes inconsistent

beginning to evaluate and critique my own work.

and AO3 are evidenced.

Developing

I have a growing ability to develop my own ideas independently through creative and purposeful investigations. With guidance I can identify and create visual links to artists work.

I have a growing ability to demonstrate critical understanding and am becoming aware of artists techniques and processes

I have a growing ability to thoughtfully refine my ideas. With guidance I can experiment with some materials, techniques and processes. I am learning how to experiment with a wider range of materials.

I have a growing ability to record observations and ideas. With guidance. I am learning how to use tone to show light and dark, this is sometimes inconsistent

I have a growing understanding of artistic vocabulary. I can use basic words that are appropriate and relevant to my intentions. I am beginning to evaluate and critique my own work through guidance.

I have a growing ability to present a personal and meaningful response. I am learning how to link my work to AO1, AO2 and AO3.

Emerging

I am beginning to develop my own ideas independently through creative and purposeful investigations. With guidance I can identify and create visual links to artists work.

I am beginning to demonstrate critical understanding and am becoming aware of artists techniques and processes.

I am beginning to thoughtfully refine my ideas. With guidance I can experiment with some materials, techniques and processes. I am learning how to experiment with a wider range of materials.

I can record observations and ideas. With guidance. I am learning how to use tone to show light and dark, this is sometimes inconsistent

I can use basic words that are appropriate and relevant to my intentions. I am beginning to evaluate and critique my own work through guidance.

I can present a personal and meaningful response through guidance. I am learning how to link my work to AO1, AO2 and AO3.

6

Drama Department Achievement Descriptors: Year 8

Character, context and plot

Structure Audience and performance space

Improvisation techniques

Genre, style and conventions

Semiotics Evaluation

Accomplished

I can use my physical and vocal skills to create a recognisable character, and show some consideration of the character’s motivation, as well as the ‘who, what, where, why, when’ of the piece. I can identify the influences of a key theatrical practitioner.

I can apply a given structure to my work, and explain why a particular structure is appropriate for my drama. I show understanding of at least one structural form (e.g. Aristotelian, epic theatre, etc.) and can choose from a wide range of structural devices to develop my work.

I can choose from a range of at least three venue types (end-on, in-the-round, site-specific, etc.), and adapt my performance to suit the venue. I can discuss the impact of performance space on audience experience, and can also identify at least two different types of audience and explain why my drama is appropriate for them.

I can work as a member of a group, participating in a range of improvisation exercises, and evaluating their impact on my own and others’ performances.

I can use a given performance style for a particular drama, and begin to show awareness of the theatrical conventions linked to the genre. I can use at least three devising conventions, e.g. mimed activities, thought-tracking, diaries, interviews, narration, etc. explain how they have helped me to develop my drama.

I can use a range of symbols, e.g. proxemics, colour, accent, sound, costume, etc. and explain why I have chosen them and what effect I want them to create.

My evaluation shows some understanding of social, historical or cultural influences on a drama. I can identify the most important aspects of a piece, and use references to ideas from at least one practitioner or playwright. I use most subject-specific vocabulary with confidence.

Secure

I can use my physical and vocal skills to create a recognisable character, and show some awareness of the ‘who, what, where, why, when’ of the piece. I can identify some of the basic influences of a key theatrical practitioner.

I can choose from a range of structural devices e.g. the use of narration, varying chronological order, prologues, etc., to my work, and evaluate their effectiveness within my drama.

I can adapt my performance to suit a given venue. I can discuss the impact of performance space on audience experience, and can also identify at least two different types of audience and explain why my drama is appropriate for them.

I can work as a member of a group, participating in a range of improvisation exercises, and describing their impact on my performance.

I can use a given performance style for a particular genre. I can use at least three devising conventions, e.g. mimed activities, thought-tracking, diaries, interviews, narration, etc., and explain how they have helped me to develop my drama.

I can use my physical and vocal skills effectively to convey a character’s function and status, and identify a range of symbols, e.g. proxemics, colour, costume, etc. and the effects they might create.

My evaluation shows some understanding of social, historical or cultural influences on a drama. I can identify the best ideas within a piece, and make suggestions for improvement. I use some subject-specific vocabulary with confidence.

Developing

I can use my physical and vocal skills to create a recognisable character, and show some awareness of the ‘who, what, where, why, when’ of the piece.

I can apply a range of structural devices e.g. the use of narration, varying chronological order, prologues, etc., to my work, and explain why they are appropriate to my drama.

I can adapt my performance to suit a given performance space and describe the experience the audience is likely to have. I can also identify at least two different types of audience.

I can work as a member of a group, participating in a range of simple improvisation exercises (hot-seating, conscience alley, etc.), and describing their impact on my performance

I can use some elements of a given performance style for a particular genre. I can use at least two devising conventions, e.g. mimed activities, thought-tracking, diaries, interviews, narration, etc., and explain how they have helped me to develop my drama.

I can use my physical and vocal skills effectively to convey a character’s function and status, and use proxemics to create stage pictures that show, e.g. the character’s relationships with others, or his/her emotional distance.

I can identify the best ideas within a piece of drama, and make appropriate suggestions for improvement. I usually use subject-specific vocabulary correctly.

Emerging

I can use my physical and vocal skills to create a recognisable character.

I can apply a given structural device to my drama, e.g. the use of narration, varying chronological order, prologues, etc.

I can create drama appropriate for a given performance space and show awareness of how my work appears to an audience.

I can work as a member of a group, participating in a range of simple improvisation exercises (hot-seating, conscience alley, etc.) to help me understand a character.

I can use some elements of a given performance style for a particular genre. I can use at least two devising conventions, e.g. mimed activities, thought-tracking, diaries, interviews, narration, etc.

I can physically and vocally convey a character’s function to an audience, and use levels to show the character’s status within the drama.

I can identify the best ideas within a piece of drama, and make simple suggestions for improvement. I attempt to use subject-specific vocabulary.

7

Technology Achievement Descriptors: Year 8

Investigation Design Development Making Testing & Evaluation Accomplished I can use a wide range of

appropriate sources of information when creating and modelling ideas. I can investigate form, function and production processes. I can apply my knowledge and understanding, recognising the different needs of a range of users.

I can explain ideas through discussion, drawing, detailed annotation and modelling. I can show an understanding of a design's appearance and costs. I can understand what can and cannot be included in design ideas. I can use knowledge and understanding of materials, and techniques. I can use the understanding of other people’s designing to help my work develop. I can produce and work from detailed plans, changing them as and if needed. I can make decisions independently and provide justifications for these decisions. I can use Mathematical and Scientific knowledge to explain and justify decisions.

I can organise my work so that I can carry out processes accurately and consistently. I can use tools, equipment, materials, CAD / CAM and components with precision. I can adapt my methods of manufacture to changing circumstances as I solve technical problems.

I can evaluate how well I have used information and research to help me develop my products. I can provide a sound explanation for any change I make from the original design proposal. I can effectively evaluate how my products would perform when used and appropriately modify them to improve their performance.

Secure

I can independently investigate specific needs of a target audience. I can independently find relevant sources of information and am able to apply them. I can draw relevant conclusions and use them to inform and explore a wide range of different ideas.

I can be creative with my design ideas testing them out as I go. I can solve different aspects of a problem using my own knowledge and understanding. I can see the importance of other people's design work and change the way I work accordingly. I can produce plans that show different ways of making progress.

I can independently use CAD software (Computer Aided Design) or CAM (Computer Aided Manufacture) equipment if required. I can be creative problem solving. I can quickly acquire new skills and am able to apply them when making a product. I can support and teach other pupils. I can make plans based on my own design decisions, adapting and responding to changing constraints. I can make complex products that are well finished.

I can devise my own methods to test product performance and record results. I can use meaningful conclusions to develop products further. I can compare products with the design criteria and suggests further improvements. I can use and apply a wide variety of technical language.

Developing

I can come up with ideas by using different sources of information. I can explain how everyday items work to show I understand them. I can develop a detailed list of points for my product and use these as a checklist when designing.

I can work within a framework provided by the teacher. I can make decisions with support from my teachers or peers. I can use simple sketching methods with some labels naming parts of a product when drawing ideas. I can create 3D models with some guidance, help and support. I can explain ideas verbally and provide more detail when prompted. I can apply Mathematical and Scientific knowledge to design problems and planning.

I can work with a range of tools, materials, equipment, components and processes with some precision. I can check my work as it develops and solve technical problems. I can, if needed, make changes to work and be creative with the solutions. I can work from own plans. I can produce a completed product which is reasonably challenging and demonstrates a good quality of finish.

I can carry out quality checks, using measuring and checking procedures as my work develops and make modifications when they are needed. I can test and evaluate products, showing an understanding for the situations in which the products will be used in everyday life. I can use appropriate technical language within explanations and justifications.

Emerging

I can collect and use information. I can take other people's views into account. I can provide evidence of having considered a client or client group and a target market. I can draw some relevant conclusions from my research.

I can produce different ideas using words, labelled sketches and models. I understand what you can and cannot include in your design ideas. I can use ideas from other people to help with my own work. I can produce step-by-step plans, e.g - flowchart method, bullet points, spider diagram etc. I can apply simple Mathematical and Scientific knowledge.

I can select and work with a range of tools and equipment. I can use my knowledge and understanding of materials and components in my work with some accuracy. I can make sure my work is finished and that it works.

I can find out what is working well and what could be improved to solve problems. I can look at designs as they develop and make notes using my knowledge and experience.

8

English Department Achievement Descriptors: Year 8 Reading

Reading for meaning AO1 Analysis of language AO2

Analysis of structure AO2

Understanding of context AO3

Comparison AO3

Personal, critical response AO4

Accomplished I am precise with the selection and use of evidence. I develop an argument or consider hidden meanings within my evidence.

My analysis of language is precise and perceptive, I think about how it supports the writer’s purpose or themes.

I show some evaluation of the extent to which structural choices support the writer’s theme or purpose.

I write thoughtfully about context and how it links to the task and to the text.

I show a perceptive understanding between differences and perspectives. I can compare ideas. I can identify and explain how methods are used to convey to ideas. I am able to select a range of relevant quotations from both texts.

My evaluation is developed and I can critically consider how effective a text is in achieving its purpose.

Secure

I select a range of ideas from different places in the text. My interpretations are clearly linked to evidence. My ideas offer alternative interpretations.

I include detailed explanations using correct the terminology on how language is used and comment on the effect on the reader. I link this to the writer’s purpose.

I am beginning to write a detailed exploration of structural features explaining how they contribute to overall effect.

I show clear understanding of implied contextual ideas and links between context and task.

I show a detailed understanding between differences and perspectives. I compare ideas in a detailed way. I can identify and explain how methods are used to convey to ideas. I select a range of relevant quotations from both texts.

I include detailed and developed evaluative comments with a range of ideas, including my personal opinion of the ideas within the text.

Developing

I can make a range of relevant points about the text. My comments are securely based on evidence. I can develop an interpretation although sometimes the ideas don’t link together.

I can explain how language features used with clear and relevant explanations. I am starting to consider the effect of both language and structural choices.

I can explain how structural features are used with clear and relevant explanations.

I show some understanding of less obvious contextual ideas and comment on how context is specifically linked to text and task.

I show a clear understanding of differences between ideas. I can compare ideas in a clear and relevant way. I can explain how methods are used to convey to ideas. I select relevant quotations from both texts.

I consider why the writer wrote the text (evaluate). I can clearly explain the effect of writer’s choices.

Emerging

I can make some relevant points identified and link to relevant evidence. I may have some misunderstanding or retelling. My inferences are based on evidence.

I can identify some basic features with little comment (e.g. the writer has used a metaphor.)

I can identify some basic structural features (e.g. the question mark builds tension.)

I can show some awareness of obvious ideas and recognition of some features of context.

I can identify some differences between ideas and perspectives. I attempt to compare. I can make some comment on how methods are used. I can select some quotations (from one or both texts).

I attempt to evaluate with an example/examples to support view(s).

9

English Department Achievement Descriptors: Year 8 Writing

Communicating AO5

Organising AO5

Spelling, punctuation, vocabulary, sentence structure AO6

Accomplished - My writing is convincing and imaginative and uses a range of sophisticated language features. -My tone and style match the purpose of my writing. - My writing is developed and detailed. - I include sophisticated and ambitious vocabulary

- I organise my ideas in an imaginative way and use a range of structural features. - I fluently link my paragraphs. - I use a range of ambitious discourse markers.

- I use a range of imaginative and accurate sentence structures to create effects - I use a wide range of accurate punctuation - I have a secure control of grammar and use standard English consistently and appropriately - My spelling is accurate – including ambitious vocabulary. I use ambitious vocabulary throughout my writing.

Secure - My writing is consistently clear and uses a range of successful language features. -My tone and style generally match the purpose of my writing. - My writing is sustained. - I use extensive vocabulary

- My writing is engaging with a range of connected ideas. - I use structural features and I use clear and well organised paragraphs. - I use a range of discourse markers.

-I use a range of secure and accurate sentence structures to create effects - I use a range of punctuation, with success - I have good control of grammar and use standard English and appropriately - My spelling is generally accurate – including complex words. I am including sophisticated vocabulary in my writing

Developing

- My writing is mostly successful and uses a range of language features. - I know how to write for purpose. - My writing is presented in some depth. - My vocabulary is clearly chosen for effect

- My writing is controlled with relevant connected ideas. - I use some structural features and I use some paragraphs. - I use some discourse markers.

-I use a range of mostly secure and mostly accurate sentence structures to create effects - I use a range of punctuation, mostly with success - I have control of grammar and mostly use standard English and appropriately - My spelling is sometimes accurate – including some complex words. I am increasingly trying to use more interesting vocabulary.

Emerging

-My writing is communicated with some successful and I use some language features. I try to write for purpose. - At times my writing is detailed. - I am carefully choosing vocabulary to match the style of my writing.

- My writing is sometimes developed and some of my ideas are simply linked. - I have tried to use paragraphs - I attempt to use discourse markers, but they are not always appropriate.

-I try and use all three types of sentence structure to the best of my ability in my writing. - I have some control of punctuation - My writing makes sense and is clear for the reader. - I try and spell more complex words accurately. I try and vary my word choice.

10

Spoken Language

English Department Achievement Descriptors: Year 7 & 8

Spoken Language Accomplished

- I can vary my use of sophisticated vocabulary and expression, and use different strategies to engage the listener. - I am confident and fluent and talk in a range of different situations, about demanding subject matter. - I can use Standard English vocabulary and grammar in a sophisticated way and use techniques to engage the audience. - I am able to listen to questions and feedback and respond with confidence; I am able to develop and challenge ideas.

Secure

- I can use a range of well-judged vocabulary and expression, and use different strategies to engage the listener. - I can use non-verbal features to add impact and I can talk in a confident way in front of an audience. - I can use Standard English vocabulary and grammar and use techniques to engage the audience. - I am able to listen to questions and respond formally and in some detail; at times I am able to reflect on, and develop, others’

ideas.

Developing

- I use some ambitious vocabulary and try to vary my expression, conveying straightforward information. - I can talk in front of an audience, beginning to use some non-verbal features. - I can use appropriate features of Standard English in my presentation. - I am able to listen to others’ questions and feedback and provide answers in a straightforward way.

Emerging

- I can briefly express my point of view, ideas and feelings. - Sometimes I develop detail to make my presentation interesting. - I use some non-verbal features, and my vocabulary is straightforward. - I am able to make brief and occasional contributions and general statements in discussion.

11

Geography Achievement Descriptors: Year 8

Map Skills (MS)

Statistical Skills Data and Presentation (SDP)

Fieldwork Skills (FS)

Questioning and enquiry (QE)

Geographical Understanding (GU)

Accomplished I can.. confidently and accurately use a variety of maps. This includes the ability to read and use – A. Identifying physical

features such as mountain ranges

B. Identifying human features such as cities and countries

C. 4 and 6 fig grid ref, D. directions E. scale & symbols F. gradient & contours

I can.. A. effectively present data using tables. B. complete calculations to help understand data C. Explain what graphs and tables show about the data D. able to create and read a variety of graphs including - Bar graphs - scatter graphs - pie charts - Climate graphs

I can.. A. Describe fieldwork methods in detail B. Explain in detail why fieldwork methods have been chosen C. Explain some problems with fieldwork methods D.. Carryout a variety data collection techniques including -Field sketches -Questionnaires -Counts -Surveys E. Suggest possible improvements F. Evaluate risks involved in specific fieldwork G. Suggest appropriate solutions to reduce those risks.

I can.. A. Clearly describe location B. Clearly describe patterns C. Clearly describe distribution D. Communicate ideas in an effective way E. Draw detailed conclusions about geographical questions/ issues F. Use evidence to support those conclusions G. Demonstrate excellent understanding of the wider Geographical context H. Predict future changes based on evidence I. Evaluate the accuracy of my prediction and what I need to do to improve them in future

I can..

A. Describe physical & B Human features in detail C. Explain geographic processes in detail D. Explain the 3 types of sustainability in detail E. Evaluate complex choices F. Make justified decisions G. Consistently put theory into context and H. Use case study examples to demonstrate deeper understanding

Secure I can.. effectively use a variety of maps. This includes the ability to read and use –4 and 6 fig grid ref, A. Identifying physical


I can.. A. present data using tables. B. complete calculations to help understand data C. Usually explain what graphs and tables show about the data

I can.. A. Describe fieldwork methods in detail B. Explain in detail why fieldwork methods have been chosen C. Explain some problems with fieldwork methods

I can.. A. Describe location B. Describe patterns C. Describe distribution D. Communicate ideas in an clear way E. Draw conclusions about geographical questions/ issues

I can..

A. Describe physical and B. Human features C. Explain geographic processes D. Explain the 3 types of sustainability in detail

12

Geography Achievement Descriptors: Year 8


C. 4 and 6 fig grid ref, D. directions E. scale & symbols

D. Able to create and read a variety of graphs including - Bar graphs - scatter graphs - pie charts - Climate graphs

D. Carryout a variety data collection techniques including -Field sketches -Questionnaires -Counts -Surveys F. Evaluate risks involved in

specific fieldwork

F. Use evidence to support those conclusions G. Demonstrate good understanding of the wider Geographical context H. Predict future changes

E. Evaluate and start to F. make justified decisions H. use case study examples to demonstrate deeper understanding

Developing I can.. usually use a variety of maps. This includes the ability to read and use – A. Identifying physical



C. 4 and 6 fig grid ref, D. directions E. symbols

I can.. A. Present data using tables. B. Complete some calculations to help understand data C. Usually explain what graphs and tables show about the data D. Able to create and read a variety of graphs including - Bar graphs - scatter graphs

I can.. A. Describe fieldwork methods in detail B. Explain in detail why fieldwork methods have been chosen C. Explain some problems with fieldwork methods D. Carryout a variety data collection techniques -Field sketches -Questionnaires -Counts -Surveys

I can.. A. Describe location B. Start to describe patterns D. Communicate most ideas clearly E. Draw some conclusions about geographical questions G. Demonstrate some understanding of the wider Geographical context H. Predict future changes

I can..

A. Describe physical & B. Human features C. Explain some geographic processes D. Explain the 3 types of sustainability H. Use case study examples to demonstrate deeper understanding

Emerging I can.. usually use a variety of maps. This includes the ability to read and use – A. Identifying physical



E. symbols

I can.. A. Present data using tables. B. Complete some calculations to help understand data C. Start to explain what graphs and tables show about the data D. With help, create and read a variety of graphs including bar graphs and line graphs

I can.. A. Describe fieldwork methods in detail B. Explain some problems with fieldwork methods E. Attempt to carry out a variety data collection techniques -Field sketches -Questionnaires -Counts -Surveys

I can.. A. Describe location D. Start to communicate my ideas E. Draw some conclusions about geographical questions G. Demonstrate some understanding of the wider Geographical context H. Attempt to predict future changes

I can..

A. Describe physical and B. Human features C. Start to explain some geographic processes D. Identify the 3 types of sustainability

13

History Achievement Descriptors: Year 8

Knowledge and understanding

Change over time Causation Interpretation Using Sources Significance

Accomplished

I am.. Beginning to incorporate wider knowledge into written work

I can.. Explain why things have changed and why others have stayed the same.

I can.. Explain the short and long term factors behind an event I am .. starting to categorise causes, such as political, economic and social

I can.. Explain reasons for different interpretations, e.g. author, purpose or audience.

I can.. Compare the usefulness and reliability of sources and the impact of provenance

I can.. Compare significance using the significance criteria and support with evidence.

Secure

I can.. Show a detailed understanding of the time period.

I can.. Explain the effects of change on different people.

I can.. Explain why things have stayed the same or changed.

I can.. Explain a few simple reasons for the interpretation

I can.. Interpret the message/ purpose or meaning of the source of the source. Give reasons why the source is useful or not

I can.. Explain why the individual or event was significant.

Developing

I can.. Use examples to demonstrate my knowledge. Put events in the correct order.

I can.. Describe the speed of change.

I can.. Suggest/give 1 reason for cause/consequence

I can.. Give reasons for different interpretations.

I can.. Use details from the source to support my argument

I can.. Describe important people or events.

Emerging

I can.. Describe key events.

I can.. Understand what is meant by the words change and continuity.

I can.. Describe how things have stayed the same or changed.

I can.. Describe the ways that the past has been interpreted

I can.. Describe what a source shows.

I can.. Describe reasons why an event may be significant

14

ICT & Computing Achievement Descriptors: Year 8

SYSTEMS DEVELOPMENT PROGRAMMING MODELLING ANALYSIS Accomplished Can understand & explain

how instructions can be written efficiently. Can describe the efficiency of my programs and key algorithms. Can understand & show how data, such as numbers, sound and images are physically stored on a computer system.

Can test the different modules of my programs as I am developing them, reflect on the results and then improve them. Can fully decompose a problem into sub-problems and then make an error-free notation to represent it. Can design and use complex data structures including relational databases.

Can write programs in a text-based language like Python and debug statements. Can create my own data structures and use pre-constructed modules of code to build a system. Can select & use programming tools suited to my work in various contexts, translating instructions from ordinary language into one understood by the system.

Can create a simple model for a complex problem, recognise similarities in more complex problems and produce a model to fit some aspects of these. Can modify solutions to one problem & adapt them for similar problems.

Can define an outline of a solution in terms of functions and global values. Can analyse real world problems and develop algorithms in either pseudocode or flow chart form for a solution.

Secure

Understand & demonstrate how instructions are run inside a computer. Use diagrams to describe systems and their components. Identify similar problems & see how the same

Can plan, create, test and reflect on a solution to a problem that a computer could solve. Can write sequences of instructions (algorithms) and data in a way that a computer will understand. Can

Can recognise data types and manipulate strings. Can use selection, iteration & variables confidently.

Can recognise similarities between simple problems and the ways in which they can be solved. Can trace instructions using

Can take a problem and divide it into all its sub-problems and show this as a flowchart. Understand what is meant by a computational problem. I can think through an algorithm & predict the outcome. I show care and precision in the syntax of my instructions.

1. COMPUTING SKILLS

15


algorithm can be used for both.

develop solutions for problems that are described to me by someone else.

variables, selection and repetition and predict what the result will be.

Developing

Can explain why accuracy is important to computers, as they work step-by-step and can only do what we tell them. I understand how to make a storyboard of an everyday activity.

Can create a simple sequence of instructions and improve it if necessary.

Can plan a sequence of instructions for something that I want to happen. Can identify algorithms.

Can read a sequence of instructions and predict the result.

Can describe the goals of a given problem. Can test my work and suggest improvements.

Emerging

Have a basic understanding of why accuracy is important to computers, as they work step-by-step and can only do what we tell them. I understand how to make a simple storyboard of an everyday activity.

With help I can create a simple sequence of instructions and make some simple improvements if necessary.

With help I can input a simple sequence of instructions for something that I want to happen. Can sometimes identify algorithms.

With help I can read a simple sequence of instructions and sometimes predict the result.

With help I can describe some of the goals of a given problem. Can perform simple tests on my work and maybe suggest improvements.

16


2. ICT & EXAM SUCCESS SKILLS

DATAHANDLING SPREADSHEET MODELLING MEMORY PLANNING & EVALUATION

Accomplished

Can create my own relational database and use many

features in it to get sensible results. I understand 'one to

one' and 'one to many'.

Can create my own tables, use some formatting features for easier use, and use worksheets efficiently. Can use some functions such as 'If Else', 'What If', Sum, Count If, V Lookup. Can confidently use formulae including the 4 operators & Autosum. I can make a macro and graphs, adding labels to the graphs.

Can regularly score above 85% in tests, and give detailed, full written answers. Can confidently recall terms and give accurate definitions when asked or tested

Can design solutions to ICT & Computing problems that are fairly effective. Can plan out and show these designs clearly. Can organise my time to complete most tasks in given time-frames, including homework tasks. Can evaluate my work both as I am going along, and usually refine it in light of this; and at the end can state the good and not so good elements. From this can improve with my next task. Can both give and receive mostly useful peer evaluation, upon which I act. Can catch up work I have missed.

Secure

Can create my own simple relational database, with some help, and perform several tasks to get useful results. I can link

the tables with help.

Can create my own tables, use some formatting features for easier use,

and use worksheets efficiently. Can use some functions such as 'If Else', 'What If', Sum, Count If, V-lookup.

Can confidently use formulae including the 4 operators & Autosum.

I can make graphs with labels.

Can regularly score above 75% in tests

and give quite detailed written

answers. Can usually recall terms and give

definitions when asked or tested.

Can design simple solutions to ICT & Computing problems that sometimes work. Can plan out and

show these designs. Can organise my time to complete some tasks in given time-frames,

including homework tasks. Can evaluate my work both as I am going along; and at the end can state some of the good and not so good elements. Can both give and receive some peer evaluation, upon

which I sometimes act. Can sometimes catch up work I have missed.

17


Developing

Can create a flat file database. Can carry out simple searches

and sort & filter data.

Can create tables with help and use some formatting features for easier use. Can use some simple functions.

Can use formulae including the 4 operators & Autosum with

reminders. Can produce graphs with some labels.

Can regularly score above 50% in tests, giving fairly concise

written answers. Can recall some terms and

give simple definitions when asked or tested.

Can design some simple solutions to ICT & Computing problems with help. Can roughly plan

out and show these designs. Am improving at organising my time to complete some tasks in given time-frames, including homework tasks.

Can evaluate some of my work both as I am going along; and at the end can state one of two of the good and not so good elements. Can sometimes

give and receive some peer evaluation.

Emerging

Can create a very simple database with help, and can

sort and filter data. With help I can perform simple searches.

Can create tables with help and use a few formatting

features for easier use. I can use some simple functions and formulae including the 4 operators & Autosum with reminders. Can produce graphs

which are usually not labelled.

Am improving my test scores to around 50% and my short written

answers are becoming longer. Can recall a few terms and give

some definitions when asked or tested.

Am improving my ability to design simple solutions to ICT & Computing problems, using

very basic plans. I am improving my time organisation, so that I finish some tasks in the

given time. I occasionally evaluate my work and can come up with 1 good element & 1 for

improvement.

18

Maths Department Achievement Descriptors: Year 8 The 3 objectives in each stage are examples taken from the SOW and are being used to demonstrate the progression of and structure within the curriculum.

Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2

A Degree in Angles

It's All Greek to Me

Take a Chance Codebreaking Astronomy A Degree in Angles

Accomplished

I can find and draw the locus of an object moving according to a given rule

I can solve simultaneous equations by elimination

I can factorise quadratic expressions - double brackets

I can calculate probabilities using tree diagrams

I can find the nth term for sequences which are not linear

I can use standard form in numerical calculations

I can construct accurate nets of prisms

I can factorise quadratic expressions

I can represent inequalities graphically

I can understand relative frequency and use this to compare outcomes of experiments

I can use index notation including fractional and negative indices

I can use standard form to write small and large numbers and vice versa

I can recall and use Circle Theorems

I can use SOHCAHTOA to find missing angles or sides

I can rearrange harder formulae - including quotients and indices

I can use Venn diagrams to calculate conditional probability

I can calculate using the laws of indices, including fractional and negative powers.

I can find and recognize the error in rounding and the limits of accuracy

19


Secure

I can calculate and explain missing angles in parallel lines

I can solve equations with unknowns on both sides including brackets and fractions

I can recognise that equations of the form y = mx + c correspond to straight-line graphs; interpret the values of m and c.

I can identify and list all possible outcomes using a diagram, table or other form

I can find the nth term for a linear sequence

I can use index notation including fractional and negative indices

I can solve problems using angle and symmetry properties of polygons.

I can change the subject of a formula.

I can solve simple inequalities

I can understand relative frequency as an estimate of probability and use to compare outcomes of experiments

I can find LCM and HCF of larger numbers

I can use a calculator to calculate results accurately and then interpret them appropriately

I can use straight edge and compasses to do standard constructions.

I can factorise a simple expression

I can use Pythagoras' Theorem to find missing sides of a RAT

Design and use two-way tables for discrete and grouped data

I can write a number as a product of its prime factors

I can use standard form to write small and large numbers

Developing

I can calculate interior and exterior angles in regular polygons

I can substitute into formulae with positive and negative values

I can draw and Interpret distance/time graphs

I can identify all the outcomes of a combination of two experiments.

I can construct, express in symbolic form, and use simple formulae involving one or two operations

I can round to a specified number of significant figures

20


I can use bearings I can expand double brackets

I can use trial and improvement to find solutions to equations

I can find and justify probabilities based on equally likely outcomes in simple contexts.

I can calculate using basic index laws

I can convert between metric units

I can identify parallel and perpendicular lines and angles in parallel lines

I can solve equations with unknowns on both sides

I can plot the graphs of linear functions

I can recall and use the result that the total probability of all mutually exclusive outcomes is 1.

I can create and continue sequences using term to term and position to term rules

I can use scales on maps and diagrams to work out lengths and distances

Emerging

I can recall the sum of angles around a point, on a straight line and in a triangle.

I can use coordinates in all four quadrants.

I can recognise common sequences - square numbers, triangle numbers, fibonacci sequence

I can calculate probabilities given equally likely outcomes.

I can find LCM and HCF.

I can make accurate scale drawings.

I can construct 2D shapes accurately

I can use inverse operations and solve simple linear equations

I can derive expressions

I can understand and use the probability scale from 0 to 1.

I can recognise and describe number patterns including triangular, squares, cubes

I can calculate scale factors

I can estimate, measure and draw angles to the nearest degree.

I can generate co-ordinate pairs that satisfy a simple rule

I can substitute into formulae

I can use language associated with probability.

I can substitute into more complex expressions using the rules of BIDMAS

I can use index notation for small positive integer powers

21

MFL Achievement Descriptors: Year 8

Skills Grammar Language Accomplished

I can understand and apply grammatical concepts with a high level of accuracy. I can manipulate existing structures. I can learn, understand and use new vocabulary and structures readily. I can decipher some unfamiliar vocabulary using context. I can use at least three tenses, including irregular verbs. I can translate accurately to and from the TL sometimes from memory. I can identify and correct own mistakes. I can produce a piece of work containing more than one short paragraph, showing planning and editing skills. I can ask and answer several questions. I can give and justify as well as understand a simple opinion in a variety of ways, linking them appropriately. I can give a short presentation. I can pronounce correctly with excellent intonation. I can spell accurately.

I can confidently, effectively and accurately: Revise and use the present tense Revise and use the future tense Use a past tense to say what I did Use regular and irregular verbs Use the conditional tense Use the imperfect tense Contrasting and combine three tenses (or more) Use prepositions of place

I can confidently and accurately: Describe films Give more complex opinions Arrange an evening out Describe a visit to Paris/Barcelona Transport Give and follow directions Discuss Food and Drink Discuss prices, weights and numbers Buy food and drink Describe where I live and what I can do in my town Shop for food Order food

22


Secure

I can understand and apply grammatical concepts and apply them with some success. I can manipulate structures with some success. I can learn, understand and use new vocabulary and structures readily. I can decipher some unfamiliar vocabulary using context, especially cognates. I can use two to three tenses fairly well, including some irregular verbs. I can translate fairly accurately to and from the TL. I can identify and correct own mistakes with some prompting from others or teacher. I can produce one or two short paragraphs, showing planning and editing skills. I can ask and answer several questions. I can give a short presentation with good pronunciation and intonation. I can give and justify as well as understand a simple opinion in more than one way and is able to link them. I can spell mostly accurately.

I can successfully: Revise and use the present tense Revise and use the future tense Use a past tense to say what I did Use regular and irregular verbs Use the conditional tense Use the imperfect tense Contrasting and combine three tenses (or more) Use prepositions of place

I can successfully: Describe films Give more complex opinions Arrange an evening out Describe a visit to Paris/Barcelona Transport Give and follow directions Discuss Food and Drink Discuss prices, weights and numbers Buy food and drink Describe where I live and what I can do in my town Shop for food Order food

Developing

I can understand grammatical concepts and apply them with some success within the existing context. I can adapt existing structures. I can learn, understand and use new vocabulary and structures within context, although not always accurately. I can decipher some unfamiliar vocabulary using context or cognates. I can use two tenses, including the most common irregular verbs but with some inaccuracies. I can translate to and from the TL and convey meaning, even if inaccurate.

I have some understanding of and success using: The present tense The future tense A past tense to say what I did Regular and irregular verbs The conditional tense The imperfect tense Contrasting and combining three tenses (or more)

I have some understanding and success when I: Describe films Give more complex opinions Arrange an evening out Describe a visit to Paris/Barcelona Transport Give and follow directions Discuss Food and Drink Discuss prices, weights and numbers

23


I can identify and correct some of own mistakes with some prompting from others or teacher. I can produce one or two short paragraphs, showing planning and editing skills. I can ask and answer several questions. I can give a short presentation with fair pronunciation. I can give and justify as well as understand a simple opinion. I can sometimes link opinions. I can spell with mistakes but meaning is understood.

Using prepositions of place

Buy food and drink Describe where I live and what I can do in my town Shop for food Order food

Emerging

I can recognise and learn some words within a new topic. I can decipher some cognates. I can form regular verbs with support. Aware of irregular verbs. I can translate short sentences to and from TL but may need help. I can correct some mistakes with guidance from teacher or peer. I can produce a paragraph with guidance. I can ask and answer at least three questions or give a short presentation. I can give and understand a simple opinion and a simple reason. I can spell approximately.

I am beginning to understand and use some of the following: The present tense The future tense A past tense to say what I did Regular and irregular verbs The conditional tense The imperfect tense Contrasting and combining three tenses (or more) Using prepositions of place

I am beginning to understand and be able to do some of the following: Describe films Give more complex opinions Arrange an evening out Describe a visit to Paris/Barcelona Transport Give and follow directions Discuss Food and Drink Discuss prices, weights and numbers Buy food and drink Describe where I live and what I can do in my town Shop for food Order food

24

MFL Achievement Descriptors: Year 8 German

Skills Grammar Vocabulary Accomplished

I can understand and apply grammatical concepts with a high level of accuracy. I can manipulate existing structures. I can learn, understand and use new vocabulary and structures readily. I can decipher some unfamiliar vocabulary using context. I can recognise and use two tenses, including irregular verbs. I can translate accurately to and from the TL sometimes from memory. I can identify and correct my own mistakes. I can produce a piece of work containing more than one short paragraph, showing planning and editing skills. I can ask and answer several questions and give a short presentation with excellent pronunciation and intonation. I can give and justify as well as understand simple opinions in a variety of ways, linking them appropriately. I can spell very accurately.

I can confidently, effectively and accurately use: Sound patterns Phonics Nouns and genders Agreement of adjectives Word order Regular and irregular verbs Future Tense Reflexive Verbs Asking questions Opinions and Reasons Connectives Use of Dictionary Complex structures including higher phrases Auxiliary and modal verbs Asking questions Prepositions of place Comparatives and superlatives

I can confidently, effectively and accurately use or describe: Alphabet Numbers Basic greetings Ages & birthdays Months and days Countries & Nationalities Towns Family Animals School Free time and leisure activities Time Phrases The Time Target Language Physical Description Personality Numbers to 1000 Modes of Transport Food and Drink A House Places in a town

Secure

I can understand grammatical concepts and apply them with some success. I can manipulate structures with some success. I can learn, understand and use new vocabulary and structures readily. I can decipher some unfamiliar vocabulary using context, especially cognates.

I can successfully use: Sound patterns Phonics Nouns and genders Agreement of adjectives Word order Regular and irregular verbs Future Tense

I can successfully use or describe: Alphabet Numbers to 1000 Basic greetings Ages & birthdays Months and days Countries & Nationalities Towns

25


I can recognise and use two tenses fairly well, including some irregular verbs. I can translate fairly accurately to and from the TL. I can identify and correct own mistakes with some prompting from others or teacher. I can produce one or two short paragraphs, showing planning and editing skills. I can ask and answer several questions and give a short presentation with good pronunciation. I can give and justify as well as understand a simple opinion in more than one way and able to link them. I can spell mostly accurately.

Reflexive Verbs Asking questions Opinions and Reasons Connectives Use of Dictionary Complex structures including higher phrases Auxiliary and modal verbs Asking questions Prepositions of place Comparatives and superlatives

Family Animals School Free time and leisure activities Time Phrases The Time Target Language Physical Description Personality Modes of Transport Food and Drink A House Places in a town

Developing

I can understand grammatical concepts and apply them with some success within the existing context. I can adapt existing structures. I can learn, understand and use new vocabulary and structures within context, though not always accurately. I can decipher some unfamiliar vocabulary using context or cognates. I can recognise and use the present tense fairly well, including the most common irregular verbs. I can translate to and from the TL and convey meaning, even if inaccurately. I can identify and correct some of own mistakes with some prompting from others or teacher. I can produce one or two short paragraphs, showing planning and editing skills. I can ask and answer several questions to convey meaning and give a short presentation with fair pronunciation.

I have some understanding of, and success using: Sound patterns Phonics Nouns and genders Agreement of adjectives Word order Regular and irregular verbs Future Tense Reflexive Verbs Asking questions Opinions and Reasons Connectives Use of Dictionary Complex structures including higher phrases Auxiliary and modal verbs Asking questions

I have some understanding of, and success: Using the alphabet Using numbers to 1000 Saying basic greetings Describing ages & birthdays Saying months and days Saying countries & nationalities Describing towns Describing family Describing animals Describing school Discussing free time and leisure activities Using time Phrases Telling the time Using target Language Describing physique Describing personality Discussing modes of Transport

26


I can give and justify as well as understand a simple opinion. Able to link these some of the time. I can spell but spelling is often approximate, however meaning is understood.

Prepositions of place Comparatives and superlatives

Discussing Food and Drink Describing a house Describing places in a town

Emerging

I can recognise and learn some words within a new topic. I can decipher some cognates. I can form regular verbs with support. Aware of irregular verbs. I can translate short sentences to and from TL but may need help. I can correct some mistakes with guidance from teacher or peer. I can produce a paragraph with guidance. I can ask and answer at least three questions or give a short presentation. I can give and understand a simple opinion and a simple reason. I can spell but my spelling is approximate.

I am beginning to understand and use some of the following: Sound patterns Phonics Nouns and genders Agreement of adjectives Word order Regular and irregular verbs Future Tense Reflexive Verbs Asking questions Opinions and Reasons Connectives Use of Dictionary Complex structures including higher phrases Auxiliary and modal verbs Asking questions Prepositions of place Comparatives and superlatives

I am beginning to understand and be able to do some of the following: Say the alphabet Say numbers to 1000 Say basic greetings Describe ages & dates Say months and days Identify countries & nationalities Describe towns Describe family Describe animals Describe school Discuss free time and leisure activities Using time Phrases Tell the time Use target Language Describe physique Describe personality Discuss modes of Transport Discuss Food and Drink Describe a house Describe places in a town

27

Music Department Achievement Descriptors: Year 8

Musical Understanding Music Making Musical thinking Accomplished

I can… demonstrate how specific musical conventions are developed into a modified, coherent style that is distinctive to a composer or group of musicians.

Through creatively engaging with the practical processes of ‘music making and thinking in context’, I learn practically how to:

Perform stylistically, reflecting the distinctive character of the music.

Draw on internalised sound to manipulate musical ideas and make use of relevant notations.

Produce coherent, varied compositions that explore musical conventions and characteristics in a range of styles.

Through creatively engaging with the practical processes of ‘music making and thinking in context’, I learn how to think musically by:

Evaluating the use musical conventions and how different contexts are reflected in my own and others’ music.

Making critical judgements when listening to, refining and discarding my ideas.

Analysing carefully my own and others’ music suggesting appropriate refinements.

Secure

I can… demonstrate how the different processes of making music lead to it being created or realised in different ways across different styles, genres and traditions and how the different ways that musicians work reflects their different cultural contexts and the genres they are working in.


Make subtle adjustments to fit their own fluently realised part with group performances to improve the overall quality

Develop and sustain musical ideas when improvising or creating music to achieve intended outcomes

Choose and use appropriate ways of creating and realising music in different styles genres and traditions


Evaluating the impact of different styles, genres and traditions on my own work and that of others.

Identifying analysing and assessing how the way pieces of music are created and realised reflects their contexts and origins

Improving my own work and that of others in relation to the intended purpose and function

28

Music Department Achievement Descriptors: Year 8

Developing

I can… demonstrate how and why sets of musical devices are used in different types of music and how venue, occasion and purpose affect the way music is created, performed and heard.


Make a significant contribution when improvising and performing in an ensemble, including as a class group

Take different roles within performing and composing activities, demonstrating a range of individual skills

Compose music for a specific purpose making use of appropriate musical devices


Justifying the musical devices selected to convey ideas in my own work and that of other pupils.

Listening for, identifying and explaining the use of musical devices in context

Refine and improving my work, taking account of venue, occasion and purpose

Emerging

I can… demonstrate with support how and why sets of musical devices are used in different types of music and how venue, occasion and purpose affect the way music is created, performed and heard.

Through creatively engaging with the practical processes of ‘music making and thinking in context’, I learn, with support, how to:

Make a significant contribution when improvising and performing in an ensemble, including as a class group

Take different roles within performing and composing activities, demonstrating a range of individual skills

Compose music for a specific purpose making use of appropriate musical devices


Justifying the musical devices selected to convey ideas in my own work and that of other pupils.

Listening for, identify and explain the use of musical devices in context

Refining and improving my work, taking account of venue, occasion and purpose

29

Physical Education Achievement Descriptors: Year 8

Set up

Transfer of energy

Exaggerated finish

Decision making

Execution of skill

Body control Athleticism Spatial awareness

Quality of movement

Coachability

Accomplished

My set up for the skill is

always balanced and in

place early. I use appropriate

footwork to position the

hips, allowing a high quality skill to take place. I

can do this with very little time.

I show consistent and evident weight

transfer throughout the skill. Effective leg drive and

rotation enables

consistently powerful and

accurate skills. I can apply

varying degrees of

pressure based on sporting situations.

I have a clear and over-

emphasised finish to all

skills. This leads to consistent

accuracy of all skills. Finishing positions allow

for spin and manipulation

of the ball.

I almost always make the correct decision. I select the correct skill and adjusts the

skill to bring continued

success in a competitive

situation. My decision is constantly

processed and amended based

on environmental

changes.

I can execute the skill accurately

and consistently under varying

degrees of pressure and is completed with

maximum certainty and

efficiency, with minimum outlay

of time and effort. The execution is high despite a poor set up.

I maintain stability and balance

throughout the skill. I always maintain

fully extended and exaggerated poses to all skills and the

control is so precise that skills can flow whilst maintaining

posture. I am aware of my centre of

mass and use this to alter performance.

There is a clear strength and power

about me, irrespective of size.

There is an advanced CV

endurance and I show speed and agility with an

effective running style. My

movements are co-ordinated and in

time.

I am very aware of my

surroundings and can

recognise where space is going to

be before it occurs. I have a

clear understanding of how utilising space allows for

potential penetrative

attacks.

My movement is sharp and accurate. I move with ease and

cover ground effortlessly, whilst

assessing the environment. I have

clear control and precision about my movement and the

timing is always accurate to exploit

space.

I have a clear willingness to learn and be better. I

am attentive and focused and will

accurately replicate the advice given even if the

outcome is less successful. I support and

guide other pupils.

Secure

My set up for the skill is

always balanced and in

place early. I use appropriate

footwork to position the

hips, allowing a high quality skill

to take place

I have consistent and evident weight

transfer throughout the

skill. I have effective leg

drive and rotation enables

consistently powerful and

accurate skills.

I have a clear and over-

emphasised finish to all

skills. This leads to consistent

accuracy of all skills.

I make the correct decision

almost every time. I select the correct skill and

adjust the skill to bring continued

success in a competitive

situation.

My skill is executed

accurately and consistently under varying degrees of

pressure and is completed with

maximum certainty and

efficiency, with minimum outlay

of time and effort.


throughout the skill. I always maintain

fully extended and exaggerated poses to all skills and the

control is so precise that skills can flow whilst maintaining

posture

There is a clear strength and power

about me, irrespective of size.

There is a developed CV

endurance and I show speed and

agility. My movements are co-

ordinated and in time.

I am very aware of my


recognise where space is. I have

a clear understanding of how utilising space allows for


attacks.

My movement is sharp and accurate. I move with ease and

cover ground effortlessly. I have a

clear control and precision about my movement and the

timing is always accurate to exploit

space.


am attentive and focused and will

accurately replicate the advice given, even if the

outcome is less successful.

30

Physical Education Achievement Descriptors: Year 8

Developing

My set up for the skill is side on to allow for

an effective transfer of

energy. I use appropriate footwork to position the

hips, allowing the skill to take

place

I have occasional weight transfer throughout the skill. Leg drive and rotation

enables occasional power

and accuracy within skills.

I have a clear finish to all skills. This

often leads to a good


I make the correct decision often. I

select the correct skill to bring success in a competitive

situation.


accurately under pressure and is completed with

certainty and efficiency, with

minimum outlay of time and effort.


throughout a simple skill. I often

maintain fully extended and

exaggerated poses to finish skills and the control is so

precise.

There is a good CV endurance and I show speed and

agility. My movements are co-

ordinated and in time.

I am aware of my


recognise where space is. I have

an understanding of how utilising space allows for


attacks.

My movement is sharp and accurate. I have a clear control

about my movement and the timing is often

accurate to exploit space.


am attentive and focused and will often

replicate the advice given.

Emerging

My set up for the skill

occasionally allows for an

effective transfer of

energy. I have limited footwork which is used to

position the hips, therefore the skill is often

inconsistent

I have occasional weight transfer throughout the skill. Leg drive is

limited and therefore occasional

rotation leads to the skill having little power or

accuracy

I sometimes have a clear finish to all skills. This

often leads to inconsistent


I make the correct decision

sometimes. I select the correct

skill, from a limited repertoire

to bring occasional success

in a competitive situation.


accurately under limited pressure and is completed with certainty and

efficiency.

I sometimes maintain stability

and balance throughout the skill.

I fully extend and exaggerate poses to

skills, but often don’t finish the

movement. I control the movement, but

struggle to link it into one flowing

movement.

I am able to carry out the demands of

a PE lesson and shows elements of

speed. My movements are sometimes co-

ordinated.

I am aware of my


recognise where space is. I can often create space by not

moving.

My movement demonstrates a

change of speed and direction. I have a

degree control about my movement and the movement is

often accurate into space.

I sometimes have a willingness to learn and be better. I listen and

will sometimes replicate the advice given.

31

Religious Education Achievement Descriptors: Year 8

Knowing and understanding beliefs (religious & non-religious) (K)

Constructing well informed and balanced arguments (A)

Accomplished

I can explain… K1 The extent to which religion causes extremist behaviour. K2 Life after death with reference to 2 Corinthians. K3 The reaction of believers to suffering including practical examples. K4 How religious rules can affect the life of a believer.

I can… A1 Analyse and evaluate statements from more than one view to reach a conclusion. A2 Use good knowledge of beliefs to support my argument. A3 Use key terms with mostly accurate spelling, punctuation and grammar. A4 Justify my opinion.

Secure

I can explain… K5 How religious and scientific accounts of creation compare to each other. K6 Solutions to the problem of extremism, using examples. K7 How Plato and the Matrix explain the world. K8 How the features of three or more places of worship link to beliefs.

I can… A5 Consider statements from more than one view, sometimes reaching a conclusion. A6 Use basic understanding of beliefs to support arguments. A7 Use key terms with mistakes in spelling, punctuation and grammar, but meaning is still clear. A8 Start to justify my opinion.

32

Religious Education Achievement Descriptors: Year 8

Developing I can explain… K9 The big bang theory. K10 The causes of extremism. K11 The message of the ‘The Ring of Gyges’. K12 How the 5 pillars, 5Ks, 5 precepts, 10 commandments and BHA values would affect someone’s life.

I can… A9 Consider statements from more than one view. A10 Use knowledge of beliefs in my arguments. A11 Use key terms with mistakes in spelling, punctuation and grammar. A12 State my opinion clearly.

Emerging I can explain… K13 The Hindu and Jewish accounts of creation. K14 What extremism is. K15 Plato’s allegory of The Cave. K16 Christian views about life after death.

I can… A13 Sometimes use my knowledge of beliefs in arguments. A14 Use some key terms. A15 State my opinion.

33

Science Achievement Descriptors: Year 8

Explanatory writing Average test % Revision skills Literacy Accomplished

I can… • Always link KEY IDEAS with accuracy. • Sequence my ideas in a logical manner. • Complete my writing with independence. • Frequently apply learning to different

contexts.

80%+

I can always… • Show highly effective skills in

summarising. • Show a personal commitment

to self-testing. • Identify areas of weakness and

actively tailor my revision accordingly.

I can… Frequently identify KEY information in complex exam Qs

Secure

I can… • Regularly link KEY IDEAS • Sequence my ideas in a logical manner • Complete my writing with independence. • Sometimes apply learning to different

contexts

60-79%

I can… • Show competent skills in

summarising. • Show a personal commitment

to self-testing. • Sometimes identify areas of

weakness.

I can… Frequently identify KEY information in exam Qs

Developing

I can… • Sometimes link KEY IDEAS • Often sequence ideas in a logical manner. • Complete my writing with accuracy but

often require additional input from the teacher or a classmate.

40-59%

I can…

Show a commitment to self-testing in the classroom but my use of this strategy at home is inconsistent.

I can… Sometimes identify KEY information in exam Qs

Emerging

I can… • Use some keywords with accuracy but

often struggle to link KEY IDEAS accurately. • Provide written explanations but normally

require significant additional input from the teacher or a classmate.

<40%

I can…

Show an inconsistent commitment to self-testing both in the classroom and at home.

I can… Often misunderstand the KEY information in exam Qs and I need to develop my ‘reading to learn’ skills.

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priestlands reporting & assessment year...

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