Key Stage 3 Age-Related Expectations

At Key Stage 3 pupils will be assessed according to the progress they have made towards meeting age-related expectations (ARE).  The statements of age-related expectations for each subject can be viewed below.

In addition, each subject has been broken down into a series of assessment areas.  This will enable teachers to provide a more accurate assessment of what each pupil can do and what they need to do in the future in order to make further progress.

Each term an assessment will be made against each of the assessment areas for each subject.  Teachers will use the following descriptors:

Description Descriptor
Exceeding The pupil is consistently exceeding ARE with little need for support and guidance
Securely Meeting The pupil is consistently meeting ARE and/or occasionally exceeding with support and guidance
Developing The pupil is making progress towards ARE but sometimes requires support and guidance
Emerging The pupil is starting to make progress towards ARE but requires continued support and guidance

 

Subject: Art

Assessment Areas And Definitions Knowledge and Application:

  • Know and understand basic techniques and processes. Know how to use different media, understand what different media can be used for and apply media appropriately to different purposes.
  • Know names of artists relevant to project, understand how each artist is relevant and apply knowledge to ideas and final piece
  • Know about the planning process from initial ideas, understand importance of developing and refining ideas, before applying techniques and processes to Final Piece

Presentation:

  • Know how to present all work in a way that is visually appealing
  • Understand how to use trimming, mounting, titles, labels and neat gluing to bring eye to work
  • Understand importance of planning lettering and use of space
  • Understand importance of good layout of different design elements
  • Apply knowledge and understanding to all work in sketchbooks and final pieces
  • Target setting/Self Evaluation:
  • Know what specific and relevant means in art
  • Understand how they inform progress
  • Apply them to Mark Sheets in sketchbooks
ARE for Yr 7 During Year 7 pupils will undertake a number of projects. By end of Year 7 pupils should:

Colour and Tone

  • Know how to make a sketchbook and apply their knowledge of lettering and presentation to their sketch book
  • Know about primary and secondary colours, complimentary colours and warm and cold colours and be able to apply and mix colours in ‘flat paint’ to colour wheels and tone bars
  • Know how to shade tones in pencil and apply pencil tones to tone boxes
  • Know how Bridget Riley creates the optical illusion of movement and apply knowledge to their own artist study based on ‘Movement in Squares’ by Bridget Riley
  • Know the design process (initial ideas, developing and refining ideas, practice piece, final piece) and apply knowledge to planning and completing a final piece based on knowledge of colour and movement in an abstract painting
  • Know how to present all work in a way that is visually appealing considering trimming, mounting, titles, labels and neat gluing. Apply knowledge to all work in sketchbooks and final pieces.
  • Know the importance of specific and relevant targets, and apply them to Mark Sheets in sketchbooks

Aboriginal Art

  • Know how to make a sketchbook and apply their knowledge of lettering and presentation to their sketch book
  • Know the basic techniques of lines and dots used in aboriginal art and apply knowledge to producing their own ‘Rainbow Snake’
  • Know about proportion and form (measuring to understand proportion and shading to understand form).
  • Apply knowledge to observation drawing of a leaf
  • Know the design process (initial ideas, developing and refining ideas, practice piece, final piece and apply knowledge to planning and completing a final piece based on producing a design for an aboriginal leaf
  • Know slabbing and score and slip techniques in clay. Apply knowledge to producing clay tile with an aboriginal leaf design.
  • Know how to present all work in a way that is visually appealing considering trimming, mounting, titles, labels and neat gluing. Apply knowledge to all work in sketchbooks and final pieces
  • Know the importance of specific and relevant targets, and apply them to Mark Sheets in sketchbooks
ARE for Yr 8 By end of year 8 pupils should:

Portrait and Pop Art

  • Know how to make a sketchbook and apply their knowledge of lettering and presentation to their sketch book
  • Know basic proportions of the human face – half and half and half – and apply their knowledge to an observation drawing of a face.
  • Know how to use light and dark tones to create form and apply knowledge to an observation drawing of a face.
  • Know the difference between tone and colour and be able to apply and mix colours to get tones in ‘flat paint’
  • Know how to mix tones in paint and apply paint tones to tone boxes
  • Know how to identify tones in Shepard Fairey’s ‘Hope’ (Obama) and apply knowledge to their own study of ‘Hope’ in tones of one colour applying flat paint.
  • Know how to manipulate a photo in Word to create a pop art image. Apply knowledge to producing a 3 or 4 tone pop art photo in Word
  • Know the design process (initial ideas, developing and refining ideas, practice piece, final piece) and apply their knowledge to planning and completing a final piece based on knowledge of tone and pop art in a Pop Art portrait painting
  • Know how to present all work in a way that is visually appealing considering trimming, mounting, titles, labels and neat gluing. Apply knowledge to all work in sketchbooks and final pieces.
  • Know the importance of specific and relevant targets, and apply them to Mark Sheets in sketchbooks

Facial Expressions and Gargoyles

  • Know how to make a sketchbook and apply their knowledge of lettering to their sketch book
  • Know how to use light and dark tones to create form and apply knowledge to an observation drawing of a gargoyle from a secondary source.
  • Know how to use light and dark tones to create form and apply their knowledge to a drawing of ‘Eye’ by MC Escher.
  • Know the design process (initial ideas, developing and refining ideas, practice piece, final piece) and apply their knowledge to planning and completing a final piece based on producing a 3D mask in card and papier mache
  • Know how to present all work in a way that is visually appealing considering trimming, mounting, titles, labels and neat gluing. Apply knowledge to all work in sketchbooks and final pieces
  • Know the importance of specific and relevant targets, and apply them to Mark Sheets in sketchbooks
ARE for Yr 9 By end of year 9 pupils should:

Through the Keyhole

  • Know how to make a sketchbook and apply their knowledge of lettering and presentation to their sketch book
  • Know the basic principles of one point perspective- and apply their knowledge to drawing of 3D boxes in space.
  • Know a basic principle of Surrealism – i.e. juxtaposition and apply knowledge to a Surreal Collage.
  • Know how to use light and dark tones in water colour and apply their knowledge to a Line and wash study of Dali’s “Melting Clock”
  • Know the basic principle of Composition– i.e. using scale, overlapping, and breaking lines to create a focal point and apply their knowledge to a drawing of inside a room based on “Interior” by Rene Magritte.
  • Know the difference between tone and colour and be able to apply and mix colours to get tones in ‘flat paint’
  • Know the design process (initial ideas, developing and refining ideas, practice piece, final piece) and apply knowledge to planning and completing a final piece based on knowledge of one point perspective, composition and surrealism to a surreal image looking into a room
  • Know how to present all work in a way that is visually appealing considering trimming, mounting, titles, labels and neat gluing. Apply knowledge to all work in sketchbooks and final pieces.
  • Know the importance of specific and relevant targets, and applies them to Mark Sheets in sketchbooks

Moving Figure

  • Know how to make a sketchbook and apply their knowledge of lettering to their sketch book
  • Know the basic proportions of the human figure and apply knowledge to a stick man drawing of a human skeleton from secondary sources
  • Apply their knowledge to a stick man drawing of “Walking Man” by Alberto Giacometti
  • Know how to select appropriate sources for planning.
  • Apply knowledge to reference pictures by producing a planning drawing of a moving figure from different angles
  • Know the design process (initial ideas, developing and refining ideas, practice piece, final piece) and apply knowledge to planning and completing a final piece based on a 3D wire and Mod Roc figure in style of Giacometti
  • Know how to present all work in a way that is visually appealing considering trimming, mounting, titles, labels and neat gluing. Apply knowledge to all work in sketchbooks and final pieces
  • Know the importance of specific and relevant targets, and apply them to Mark Sheets in sketchbooks

 

Subject: Computing

Assessment Areas And Definitions IT Skills – the ability to use a variety of IT and Computing programs and tools

Outcome – the standard of the finished product

ARE for Yr 7 By the end of Year 7 pupils should:

  • Understand the importance of creating effective file folder structures and using meaningful names for files and folders
  • Develop an understanding of algorithms and be able to produce computational algorithms to find solutions to a given problem
  • Use 2 or more programing languages to write a functioning computer program
  • Engage in computational thinking, logic and plan effective algorithms using flowcharts to produce solutions to a given problem
  • Recognise that different data types can be used such as text, and numbers
  • Obtain content from the World Wide Web using a web browser
  • Use a variety of software to manipulate and present digital content: data and information
ARE for Yr 8 By the end of Year 8 pupils should:

  • Use two or more programing languages to write and develop a computer program
  • Engage in computational thinking, logic and plan effective algorithms using flowcharts and pseudocode to produce solutions to a given problem
  • Recognise different data types such as text, and numbers
  • Recognise and understands the function of the main internal parts of basic computer architecture
  • Be able to identify basic networking hardware
  • Makes judgements about digital content when evaluating and repurposing it for a given audience
ARE for Yr 9 By the end of Year 9 pupils should:

  • Design simple algorithms using loops, and selection, i.e., “if/then” statements
  • Understand how numbers, images, sounds and character sets use the same bit patterns
  • Use 2 or more programing languages to plan, develop, write and test a functioning algorithm
  • Engage in a logical and computational thinking process, to identify success criteria and break down complex problems using flowcharts, problem decompositions, and pseudocode to produce solutions to a given problem
  • Recognise different data types such as text, number, strings, integers and floats
  • Recognise and understand the main internal components of basic computer architecture and explain their functions
  • Know the names of hardware, e.g., hubs, routers, switches, and the names of protocols, e.g., SMTP, POP, TCP/ IP, associated with networking computer systems
  • Justify the choice of and independently combine and use multiple digital devices, internet services and application software to achieve given goals.

Subject: Drama

Assessment Areas And Definitions Creating – the ability to work with others in rehearsals, develop ideas and produce an outcome

Performing – the quality of work demonstrated in performances in front of an audience including the level of focus, vocal and physical skills and use of the staging space

Evaluating – verbal evaluation techniques used after performances used to identify strengths and weaknesses in work. The ability to identify and overcome problems in rehearsals

ARE for Yr 7 By the end of Year 7 pupils should be able to:

Creating

  • Work successfully with a range of other pupils in the class staying on task for the majority of rehearsal time
  • Contribute several appropriate ideas during rehearsals and take on board ideas from others

Performing

  • Take part in a piece of drama and stay in character for the majority of the piece
  • Clearly make their voice heard and vary their tone of voice to show some appropriate emotions suitable for their character
  • Show what their character is feeling through their facial expressions and body language
  • Set out their piece of drama so that the stage is used evenly and the audience can see most of the action

Evaluating

  • Respond positively to feedback given in rehearsals to improve their work
  • Contribute in evaluations after performances with examples of positive moments in the piece using basic drama terminology
ARE for Yr 8 By the end of Year 8 pupils should be able to:

Creating

  • Work supportively and confidently with a wide range of pupils in the class, staying on task throughout rehearsals
  • Contribute imaginative and practical ideas during rehearsals, moving away from stereotypical storylines and characters

Performing

  • Take a larger role in a piece of drama, staying in character throughout performances, even when they do not go as planned
  • Choose, use and maintain appropriate vocal skills to show a range of their character’s emotions throughout a performance
  • Experiment with their use of facial expressions and body language to create a range of characters
  • Use the staging area appropriately for the piece so that the audience can see all of the action

Evaluating

  • Identify problems in rehearsals and offer practical solutions for the group to improve their own work
  • Contribute in evaluations after performances with detailed examples of positives of the piece as well as examples of how the piece could be improved using drama terminology confidently
ARE for Yr 9 By the end of Year 9 pupils should be able to:

Creating

  • Work helpfully and sensitively with anyone else in the class, motivating others where necessary, staying on task even in the face of possible distractions from other performers
  • Offer sophisticated and creative ideas in rehearsals, drawing upon a wide range of drama strategies covered in lessons

Performing

  • Take on a variety of realistic and stereotypical roles, staying in character no matter what happens in performances, adapting where necessary
  • Use a variety of appropriate vocal skills to create a range of characters different from themselves
  • Use appropriate physical skills to convey a range of emotions in their character and react to what is happening on stage even when their character is not speaking
  • Use the staging area in imaginative and sophisticated ways so that the audience are engaged in the performance

Evaluating

  • Spend all of their rehearsal time offering ideas on how to shape, adapt and improve their work
  • Identify a range of successes in performances when evaluating and suggest a number of ways it can be improved, frequently employing drama terminology in a sophisticated manner

Subject: English

Confirmed Assessment Areas And Definitions Reading:

  • Comprehension (understanding what has been read) of fiction and non-fiction texts
  • Analysis (examining how a text has been created) through evaluation and comparison of fiction and non-fiction texts

Writing:

  • Writing fiction and non-fiction texts in imaginative, clear and effective ways
  • Organising and structuring texts as appropriate to the purpose and audience
  •  Using varied and accurate sentence structures, vocabulary, spelling and punctuation
  • Planning, drafting and rewriting (following on from feedback) a variety of fiction and non-fiction texts

Spoken Language:

  • Talking about how to speak and listen
  • Talking and listening to an audience
  • Talking and listening with other people
  • Talking in role as another person
ARE for Yr 7 By the end of Yr 7 pupils should:

Reading

  • Make meaning of a text by bringing world and self-knowledge to the text, using knowledge of the context and purpose, monitoring for sense and responding with questions and thoughts and looking for explicit and implicit clues to build meaning
  • Make inferences with more challenging, literary texts and those from less familiar contexts
  • Begin to explore how texts relate to other texts first by exploring differing personal responses, then increasingly by looking for differences in content, ideas, and the techniques writers choose to use
  • Develop a broad knowledge of grammatical terminology and some more literary terminology
  • Identify grammatical structures and explore the possible impact of these structures on the reader

Writing

  • Continue to develop technical accuracy in spelling and punctuation and with the self-regulation needed to proof read
  • Develop a broadening knowledge of genre, the relatedness of texts and the grey areas in classification
  • Design their own tasks, selecting form with purpose, intention and reader response in mind
  • Write in more formal registers and assess when Standard English is necessary and appropriate in a given context, and when more informal registers can be effective
  • Write a first person narrative after reading and exploring third person prose, recreating a prose narrative from a poem or a news article
  • Write about responses to text as an introduction to analytical essay writing

Spoken Language

  • Talk about how to speak and listen
  • Talk and listen to an audience
  • Talk and listen with other people
  • Talk in role as another person
ARE for Yr 8 By the end of Yr 8 pupils should:

Reading

  • Make implicit meanings drawn from several sources of evidence and synthesised.
  • Develop a deeper sense of intended mood, tone and symbolic representation.
  • Read and respond to texts that are related, by their genre, context, theme, purpose or form
  • Widen their knowledge of the structural elements of texts beyond sentence level to explore narrative viewpoint, shifts in focus, content sequencing and pacing and how a reader’s viewpoint can be manipulated by all of these elements

Writing

  • Become more selective and adaptive: make conscious changes and refine writing in the light of feedback
  • Develop confidence with discussing word and sentence level choices and be ready to explore and experiment with whole text grammars
  • Link together paragraphs to further develop a point or to beguile the reader with a contrast or unexpected shift
  • Write in a range of registers and styles
  • Explore examples of analytical writing for its patterns and features

Spoken Language

  • Talk about how to speak and listen with increasing confidence
  • Talk and listen to an audience with increasing confidence
  • Talk and listen with other people with increasing confidence
  • Talk in role as another person with increasing confidence
ARE for Yr 9 By the end of Year 9 pupils should:

Reading

  • Develop an understanding of GCSE texts which will demand that both meaning and critical response draw on knowledge of the contexts in which texts are written and set
  • Explore the interplay between contexts, concepts and genre, so that they are comfortable with the idea that there can be different interpretations of the same text according to a reader’s own context, ideas and viewpoints
  • Transpose their critical reading dialogue in to well-structured and argued prose

Writing

  • Deepen their ability to write with their reader in mind, manipulating and adapting style within and across tasks
  • Be able to co-ordinate word, sentence and text level choices, guided by purpose and intent
  • Write in order to guide the reader through more complex content and ideas
  • Adapt writing for a different purpose, context or intent: responding to an emotive news story as a poet and a journalist or transposing a Greek myth to a modern day context
  • Draw more reflectively on their reading to broaden their own writing repertoire, not so much imitating as innovating on the writing that inspires them

Spoken Language

  • Talk with confidence about how to speak and listen
  • Talk and listen with confidence to an audience
  • Talk and listen with confidence with other people
  • Talk with confidence in role as another person

Subject: Geography

Assessment Areas And Definitions

Geographical Knowledge – the ability to recall and understand geographical facts

Geographical Skills – the ability to select and interpret geographical information

ARE for Yr 7 By the end of Year 7 pupils should:

Geographical Knowledge

  • Be able to locate and understand the reasons for different environments especially rainforests.
  • Be able to use and locate places using maps (some using 4/6 figure grid references).
  • Understand the different types of extreme weather and their impact on humans.
  • Understand why crime occurs due to the geography of an area.
  • Gain an insight into shanty towns.

Geographical Skills

  • Describe, explain and apply their understanding of geographical concepts and processes to a range of examples. Students are gaining confidence with evaluating geographical concepts.
  • Give some detail about a range of examples in their written and verbal communication and can apply geographical knowledge to show understanding.
  • Investigate with some independence, geographical questions, issues and concepts and describe/present and explain their findings to make judgements and draw conclusions. Students will evaluate their findings.
  • Effectively communicate using geographical terminology/SPAG accurately and consistently.
ARE for Yr 8 By the end of Year 8 pupils should:

Geographical Knowledge

  • Understand the different processes that occur on rivers.
  • Gain an insight into the food security problem of the world.
  • Understand the energy crisis and the options for the future.
  • Describe and explain about why volcanoes/earthquakes occur and their impact on humans.
  • Understand how past climatic events have shaped the earth.
  • Locate and understand the reasons for different environments especially deserts.

Geographical Skills

  • Describe, explain and apply their understanding of geographical concepts and processes to a wide range of examples.
  • Evaluate geographical concepts in some depth.
  • Give some specific detail about a wide range of examples in their written and verbal communication and can apply appropriate geographical knowledge to show understanding.
  • Investigate with an increasingly high level of independence, geographical questions, issues and concepts and describe/present and explain their findings in detail to make judgements and draw conclusions.
  • Evaluate their findings in some depth.
  • Effectively communicate using geographical terminology/SPAG accurately and consistently.
ARE for Yr 9 By the end of Year 9 pupils should:

Geographical Knowledge

  • Understand the causes and impacts of tsunamis.
  • Gain an understanding about development issues around the world.
  • Make decisions for the world’s future regarding climate change.
  • Describe and explain different coastal features.
  • Locate and understand the reasons for different environments especially coral reefs.

Geographical Skills

  • Describe, explain and apply their understanding of geographical concepts and processes to an extensive range of examples.
  • Evaluate geographical concepts in depth.
  • Give in-depth specific detail about an extensive range of examples in their written and verbal communication and can apply appropriate extensive geographical knowledge to show understanding.
  • Investigate with a high level of independence, geographical questions, issues and concepts and describe/present and explain their findings in extensive detail to make judgements and draw conclusions.
  • Evaluate their findings consistently and in some depth.
  • Effectively communicate using geographical terminology/SPAG accurately and consistently.

Subject: History

Assessment Areas And Definitions History Knowledge – the ability to recall and understand historical facts

History Skills – the ability to select and interpret historical information correctly

ARE for Yr 7 By the end of Year 7 pupils should:

  • Produce factual historical accounts with correct dates and terms to show a clear sequence of events for a period of history being studied [Chronology]
  • Identify some major changes within and across different periods of time being studied and also identify some areas of continuity which have not changed [Change through time]
  • Give some reasons for (causes) and results of (consequences) main events and changes in the periods of time studied [Causation & Consequence]
  • Recognise some different ways the past has been described and explained depending on who was writing and why they were writing [Representation & Interpretation]
  • Select and combine information from different sources to draw conclusions about events [Sources]
ARE for Yr 8 By the end of Year 8 pupils should:

  • Clearly describe key features of past societies, periods and changes with a correct chronological framework [Chronology]
  • Make links between some key features of past societies, periods and changes or continuity over time, suggesting reasons for them [Change through time]
  • Give clear reasons for (causes) and results of (consequences) the events and important changes in the periods studied [Causation & Consequence]
  • Describe and explain how and why some different interpretations of the periods studied came about [Representation & Interpretation]
  • Be able to form judgements on the value of selected sources; choosing those that are most useful and reliable for a study of the periods in question [Sources]
  • Select and organise information to produce structured written work
ARE for Yr 9 By the end of Year 9 pupils should:

  • Produce some detailed descriptions of past societies and periods being studied in a clear chronological context [Chronology]
  • Make a variety of links between features within and across different periods noting areas of both continuity and change within topics studied [Change through time]
  • Examine and explain with detail, aspects of causation and consequence for key events, developments and changes through time; suggesting a hierarchy of importance for your reasoning [Causation & Consequence]
  • Describe and begin to analyse why there are different historical interpretations of events, people and changes, producing suggestions for the merits of various viewpoints [Representation & Interpretation]
  • Identify and evaluate sources of information to use critically to reach and support conclusions [Sources]
  • Select, organise and arrange relevant information to produce detailed and structured written work

Subject: Maths

Assessment Areas And Definitions The key areas for all assessment are:

Developing Fluency – the ability to understand methods and strategies
Mathematical Reasoning – the ability to use mathematical facts and apply them appropriately
Problem Solving – the ability to use a knowledge of maths processes to find a solution.

 

ARE for Yr 7 By the end of Year 7 pupils should:

Number

  • Order, sort and interpret any number (including decimals and negatives)
  • Use place value to multiply and divide any number by powers of 10
  • Understand and apply the concept of multiples, factors and primes individual, pairs or groups of numbers. For example, finding the Lowest Common Multiples of a pair of numbers
  • Use formal methods for addition, subtraction, multiplication and division fluently including increasingly complex decimals
  • Explore and understand rules for adding and subtracting positive and negative integers
  • Multiply and divide negative numbers
  • Use and apply BIDMAS to the number system, ensuring the calculations are carried out in order
  • Round any number to any specified degree of accuracy, including decimals and measures
  • Understand the concept of percentages and use this to find percentages of a quantity
  • Compare the result of two percentage calculations. For example 15% of 40 and 10% of 50
  • Understand the interrelated nature of fractions, decimals and percentages, converting between them and ordering with increasing fluency
  • Add, subtract and multiply fractions fluently

Algebra

  • Use and interpret algebraic notation, for example, including ab (a x b) and 3y (3 x y), substituting numerical values into formula to find the value of an equation
  • Combine variables within an equation or expression and simplify by collecting like terms
  • Recognise and use the relationships between operations and use inverse to change the subject of a formula
  • Use and interpret bracket notation with algebraic equations, multiplying out a single bracket
  • Plot a linear function on a graph from an equation and interpret mathematically
  • Understand linear sequences and finding a formula to solve the next and nth terms

Geometry and Measures

  • Use the properties and vocabulary of 3D shapes and their nets to solve problems
  • Calculate the area and perimeter of a variety of 2D and compound shapes, including triangles using a formula
  • Represent 3D shapes in 2D
  • Work with shapes on a 4 quadrant grid to translate, reflect and rotate in any direction or plane
  • Use a ruler and a protractor to draw accurately
  • Recognise, describe and name all common 2D shapes and apply angle facts to solve a variety of problems
  • Understand and use place value when using different measures of length, mass, time and volume changing freely between different units of metric measures

Statistics

  • Create, use and interpret a variety of different tables and graphs to observe and analyse statistical information including; stem and leaf diagrams, vertical line charts and pie charts
  • Use the mode, median, mean and range fluently to compare, describe and analyse groups of data

Ratio, Proportion and Rate of Change

  • Understand and use ratio notation, including reducing it to its simplest form
  • Understand a relationship between two quantities and use this information to solve problems involving direct proportion

Probability

  • Record, describe and analyse the frequency of outcomes of simple probability experiments; understanding that the sum of all possible outcomes equals 1
ARE for Yr 8 By the end of Year 8 pupils should:

Number

  • Order, sort and interpret any number (including decimals and negatives)
  • Understand and apply the concept of multiples, factors and primes individual, pairs or groups of numbers
  • Explore and understand rules for calculating with negative numbers
  • Use and apply BIDMAS to the number system, ensuring the calculations are carried out in order including using powers and roots
  • Round any number to any specified degree of accuracy, including decimals and measures
  • Understand how to round to any given number of significant figures and use approximation to check and verify answers
  • Work with percentages below and above 100% solving problems that involve percentage increase, percentage change over time and reverse percentages
  • Understand the interrelated nature of fractions, decimals and percentages, converting between them and ordering with increasing fluency
  • Add, subtract and multiply fractions fluently including working with mixed and improper fractions
  • Divide fractions by multiplying by the reciprocal with proper and improper fractions

Algebra

  • Work with, rearrange and solve increasing complex algebraic equations involving brackets and variables and constants and both sides of the equals sign
  • Use and interpret bracket notation with algebraic equations, multiplying out double brackets and factorising a single bracket
  • Plot a linear function on a graph from an equation and interpret mathematically in relation to the equation of a straight line y = mx + c
  • Understand linear sequences and finding a formula to solve the next and nth terms

Geometry and Measures

  • Use the properties and vocabulary of 3D shapes and their nets to solve problems
  • Calculate the area of a parallelogram and trapezium using a formula
  • Represent 3D shapes in 2D
  • Use a formula to calculate the volume of a prism (derived from the area of a surface multiplied by the length)
  • Work with shapes on a 4 quadrant grid to translate, reflect and rotate in any direction or plane
  • Enlarge a shape by a given scale factor and identify congruent shapes
  • Use a ruler, protractor and compass to draw accurately including constructing triangles, perpendicular bisectors and scale drawings
  • Work with and apply circle geometry to find the circumference and area of a circle using Pi
  • Derive Pythagoras theorem by modelling it and use the formula to work out the length of a side in a simple right angled triangle
  • Know and apply corresponding, alternate and allied rules for angles and use them to problem solve

Statistics

  • Create, use and interpret a variety of different tables and graphs to observe and analyse statistical information including; stem and leaf diagrams, vertical line charts, pie charts and scatter graphs; including information that has been grouped
  • Use the mode, median, mean and range fluently to compare, describe and analyse groups of data
  • Use and interpret grouped frequency tables

Ratio, Proportion and Rate of Change

  • Understand and use ratio notation, including reducing it to its simplest form
  • Understand a relationship between two quantities and use this information to solve problems involving direct and inverse proportion; including algebraic representations

Probability

  • Record, describe and analyse the frequency of outcomes of probability experiments with more than one factor; representing this in two way tables and tree diagrams
ARE for Yr 9 By the end of Year 9 pupils should:

Number

  • Calculate with roots & integer indices
  • Calculate using standard form and know how to convert between standard form and normal numbers
  • Round numbers to a given number of decimal places or significant figures
  • Find upper & lower bounds of values and of formulae

Algebra

  • Expand single and double brackets, and be able to use the difference between squares
  • Simplify expressions (Inc. Quadratics)
  • Factorise quadratics
  • Solve problems in compound measure (Speed, density & time)
  • Recognise Fibonacci type sequences
  • Substitution into algebraic expressions
  • Generate terms in quadratic sequences
  • Recognise quadratic sequences
  • Use inequality symbols and apply them to a number line
  • Solve inequalities with one or two constraints

Geometry and Measures

  • Be able to calculate the area & circumference of a circle using the formula
  • Evaluate answers in terms of Pi
  • Pythagoras theorem to find longer and shorter sides
  • Use lines & angle properties to solve problems
  • Recognise Pythagorean triples
  • Simultaneous equations (Elimination, graphical & substitution)
  • Complete accurate compass construction
  • Be able to solve loci problems
  • Draw plans & elevations of a 3D shape
  • Be able to use the properties of similar shapes to find a missing length

Statistics

  • Be able to calculate Relative frequency
  • Produce graphs for time series, compound bar charts & scatter graphs
  • Produce other graphs and diagrams

Probability

  • Draw probability trees and use then to solve problems
  • Record, describe and analyse the frequency of outcomes of probability experiments with more than one factor; representing this in two way tables

Ratio, Proportion and Rate of Change

  • Understand and use ratio notation, including reducing it to its simplest form
  • Understand a relationship between two quantities and use this information to solve problems involving direct and inverse proportion; including algebraic representations

Subject: MFL

Assessment Areas And Definitions Listening – the ability to listen to excerpts in the Target Language and answer questions

Speaking – the ability to respond verbally to a variety of prompts

Reading – the ability to read texts in the Target Language and answer questions

Writing – the ability to produce written work in the Target Language

Translation – the ability to translate to and from the Target Language

ARE for Yr 7 By the end of Year 7 pupils should:

Listening

  • Understand extended spoken passages and pick out the main points including positive and negative opinions
  • Understand present tense verbs in their positive and negative forms and answer questions in French and English

Speaking

  • Take part in spontaneous conversations using a picture or written prompt
  • Maintain a dialogue of at least four questions and answers, expressing points of view

Reading

  • Understand extended written passages, picking out the main points and some details
  • Work out the meanings of new words based on prior knowledge and answer questions in French and English

Writing

  • Write at least four extended sentences from memory, giving opinions and justifications
  • Write accurately using the correct spellings and verb forms

Translation

  • Translate a paragraph in detail from French into English
  • Translate a paragraph in detail from English into French
ARE for Yr 8 French: By the end of Year 8 pupils should:

Listening

  • Understand longer spoken passages containing vocabulary from various topics
  • Understand present and past tense verbs in the positive and negative forms and answer questions in French and English

Speaking

  • Take part in longer spontaneous conversations using a picture or written prompt, giving information and opinions
  • Maintain a dialogue of at least six questions and answers using the present and past tenses

Reading

  • Understand longer written passages containing vocabulary from various topics
  • Identify the use of the present and past tenses and answer questions in French and English

Writing

  • Write at least six extended sentences from memory using the present and past tenses
  • Write accurately using the correct spelling and verb forms

Translation

  • Translate a longer paragraph in detail from French into English
  • Translate a longer paragraph in detail from English into French

German: By the end of Year 8 pupils should:

Listening

  • Understand extended spoken passages and pick out the main points including positive and negative opinions
  • Understand present tense verbs in their positive and negative forms and answer questions in German and English

Speaking

  • Take part in spontaneous conversations using a picture or written prompt
  • Maintain a dialogue of at least four questions and answers, expressing points of view

Reading

  • Understand extended written passages, picking out the main points and some details
  • Work out the meanings of new words based on prior knowledge and answer questions in German and English

Writing

  • Write at least four extended sentences from memory, giving opinions and justifications
  • Write accurately using the correct spellings and verb forms

Translation

  • Translate a paragraph in detail from German into English
  • Translate a paragraph in detail from English into German
ARE for Yr 9 French: By the end of Year 9 pupils should:

Listening

  • Understand a range of material which contains complex sentences and unfamiliar language
  • Understand present, past and future/conditional tenses in the positive and negative forms and answer questions in French and English

Speaking

  • Take part in and develop conversations and deal with unprepared situations
  • Maintain a dialogue of at least six questions and answers which lasts for about three minutes and uses a minimum of three tenses

Reading

  • Understand a range of material which contains complex sentences and unfamiliar language
  • Understand present, past and future/conditional tenses in the positive and negative forms and answer questions in French and English

Writing

  • Write in paragraphs using a variety of tenses, complex structures and opinions/justifications
  • Adapt previously learnt language and apply grammar in new contexts to develop ideas accurately

Translation

  • Translate a text in detail from French into English
  • Translate a text in detail from English into French

German: By the end of Year 9 pupils should:

Listening

  • Understand a range of material which contains complex sentences and unfamiliar language
  • Understand present, past and future/conditional tenses in the positive and negative forms and answer questions in German and English

Speaking

  • Take part in and develop conversations and deal with unprepared situations
  • Maintain a dialogue of at least six questions and answers which lasts for about three minutes and uses a minimum of three tenses

Reading

  • Understand a range of material which contains complex sentences and unfamiliar language
  • Understand present, past and future/conditional tenses in the positive and negative forms and answer questions in German and English

Writing

  • Write in paragraphs using a variety of tenses, complex structures and opinions/justifications
  • Adapt previously learnt language and apply grammar in new contexts to develop ideas accurately

Translation

  • Translate a text in detail from German into English
  • Translate a text in detail from English into German

Subject: Music

Assessment Areas And Definitions Performing – the ability to use skills to perform individually, in pairs and as part of a larger group. This will involve gaining increasing confidence and skill in controlling singing and instrumental performance through use of dynamics, expression and timing.

Composing – the ability to create pieces of music inspired by a range of different musical styles and genres, using a variety of media and notations.

Musical knowledge and understanding – the ability to recall and understand musical notation and develop an understanding of how musical elements are used to different effect.

 

ARE for Yr 7 By the end of Year 7 pupils should:

Performing

  • Be able to perform in time with other parts
  • Perform with accurate pitch and rhythm

Composing

  • Compose using ostinato patterns within an organised structure
  • Successfully combine layers of sound in composition

Musical Knowledge and Understanding

  • Identify and describe different musical elements
  • Recognise and correctly identify a range of different instrumental sounds
ARE for Yr 8 By the end of Year pupils should:

Performing

  • Improvise with confidence within a given structure
  • Perform with expression

Composing

  • Compose music suitable for a specific purpose
  • Compose melodic lines with shape

Musical Knowledge and Understanding

  • Recognise and identify the musical characteristics of a variety of different styles
  • Understand the role of musical context
ARE for Yr 9 By the end of Year 9 pupils should:

Performing

  • Adjust their performance to fit with other players/singers
  • Perform with a clear sense of style

Composing

  • Create compositions with a consistent sense of style
  • Develop ideas musically using a range of techniques

Musical Knowledge and Understanding

  • Understand and be able to recognise a variety of different musical development techniques
  • Reflect upon and improve their own work in relation to style and context

Subject: PE

Assessment Areas And Definitions Team Activities – the ability to learn individual skills that can be used within a team to outperform an opponent in activities such as football, netball and basketball

Individual Skill Based Activities – the ability to learn individual skills that can be used individually or within a group to create a piece that is performed in activities such as gymnastics, dance and swimming

Outdoor & Adventurous Activities – the ability to learn individual and teamwork skills that can be used individually or within a group situation to create solutions to problems as in orienteering

Analysis & Understanding – the ability to understand how individuals are performing by answering questions and giving feedback

ARE for Yr 7 By the end of Year 7 pupils should:

Team Activities

  • Perform a variety of skills with fluency and control in practice, copying them effectively to allow them to be used with some pressure applied (conditioned game situation)
  • Be able to take these skills into a game based situation
  • Be aware of the best time to select and use the correct skills or identify when they should have used a particular skill
  • Begin to show an understanding of strategies and tactics which they can use to overcome opponents to make them successful in their performance
  • Understand the need for team work and be able to utilise their team mates in games to allow for the best performance by the team

Individual Skill Based Activities

  • Perform a variety of skills with fluency and control in practice, copying them effectively to allow them to be used with some pressure applied (performance, routines and competitions)
  • Take these skills into a competitive or performance situation
  • Be aware of the right time to select and use the correct skills or techniques and identify how they could have used a skill to improve performance
  • Begin to show an understanding of strategies, tactics and compositional ideas which they can use to overcome opponents or improve the aesthetics of their performance to make them more successful
  • Understand the need for shared work and be able to incorporate others in performances to allow for the best performance by the group

Outdoor and Adventurous Activities

  • Select and link skills and strategies to solve problems
  • Be able to work both as an individual and as a member of a group taking into account the ideas of others to help the group reach effective and successful outcomes
  • Show the ability to follow instructions, verbal and written, to complete tasks correctly with the skills learnt in lessons

Analysis and Understanding

  • Compare and comment on basic skills, techniques and ideas used in their own work and that of other pupils using WWW, EBI and LAPT
  • Use their knowledge and understanding to improve their own performance and that of other pupils
  • Be able to lead simple practices and warm ups that are mostly successful.
ARE for Yr 8 By the end of Year 8 pupils should:

Team Activities

  • Perform a variety of skills with fluency and control in practice consistently, copying them effectively to allow them to be used with pressure applied (conditioned game situation).
  • Be able to take the skills into a game based situation and be aware of the best time to select and use the correct skills or identify when they should have used a particular skill.
  • Show a better understanding of strategies and tactics which they can use to overcome opponents to make them successful in their performance, they also begin to show this in bigger game situations.
  • Show a better understanding of the need for team work and be able to utilise their team mates in games to allow for the best performance by the team

Individual Skill Based Activities

  • Perform a variety of skills with fluency and control consistently in practice, copying them effectively to allow them to be used with pressure applied (performance, routines and competitions)
  • Be able to take these skills into a competitive or performance situation
  • Be aware of the right time to select and use the correct skills or techniques and identify how they could have used a skill to improve performance
  • Show an understanding of strategies, tactics and compositional ideas which they can use to overcome opponents or improve the aesthetics of their performance to make them successful
  • Understand the need for collaborative work and incorporate others in performances to allow for the best performance by the group

Outdoor and Adventurous Activities

  • Consistently select and link skills and strategies to solve problems
  • Work both as an individual and as a member of a group taking into account the ideas of other pupils to help the group reach effective and successful outcomes
  • · Show the ability to follow instructions, verbal and written, to complete tasks correctly with the skills learnt in lessons

Analysis and Understanding

  • Compare and comment on skills, techniques and ideas used in their own work and that of others using WWW, EBI and LAPT
  • Use their knowledge and understanding to improve their own performances and those of others
  • Be able to lead practices and warm ups that are mostly successful and relevant to the aims of the lesson
ARE for Yr 9 By the end of Year 9 pupils should:

Team Activities

  • Perform a variety of advanced skills with fluency and control in practice consistently, replicating them effectively to allow them to be used with pressure applied (conditioned game situation)
  • Be able to take the skills into a game based situation and be aware of the right time to select and use the correct skills.
  • Identify when they should have used a particular skill and implement it in a game situation
  • Show a better understanding of advanced strategies and tactics which they can use to overcome opponents to make them successful in their performance
  • Show a greater understanding of the need for team work and include their team mates in games to allow for the best performance by the team

Individual Skill Based Activities

  • Perform a variety of advanced skills with fluency and control consistently in all situations, copying them effectively to allow them to be used with pressure applied (performance, routines and competitions)
  • Be able to take these skills into a competitive or performance situation and know the right time to select and adapt the correct skills or techniques in all situations
  • Identify how they could have used a skill to improve performance
  • Consistently show an understanding of strategies, tactics and compositional ideas which they use to overcome opponents or improve the aesthetics of their performance making them more successful
  • Understand the need for collaborative work and implement it whilst incorporating others in performances to allow for the best performance by the group

Outdoor and Adventurous Activities

  • Consistently select and link advanced skills and strategies to solve problems
  • Work both as an individual and as a member of a group taking into account the ideas of other pupils to help the group reach effective and successful outcomes
  • Show the ability to follow instructions, verbal and written, to complete tasks correctly with the skills learnt in lessons

Analysis and Understanding

  • Compare and comment on advanced skills, techniques and ideas used in their own work and that of other pupils using WWW, EBI and LAPT
  • Use greater knowledge and understanding to improve their own performances and those of other pupils
  • Be able to lead advanced practices and warm ups that are successful and relevant to the aims of the lesson

Subject: RE

Areas And Definitions RE Knowledge – the ability to recall and understand facts about religions

RE Skills – the ability to select and interpret information about religions

ARE for Yr 7 By the end of Year 7 pupils should:

  • Be able to communicate the main features of the religions studied
  • Be able to show clear enquiry skills into the key themes of religious faith
  • Be able to explain the key beliefs of the religions studied
  • Contextualise the importance of key beliefs to religions
  • Evaluate a viewpoint which examines and critiques the beliefs studied
ARE for Yr 8 By the end of Year 8 pupils should:

  • Be able to communicate the main features of the religions studied
  • Be able to explain and summarise the key beliefs of the religions studied
  • Apply the importance of key beliefs to religions and the impact they have on religious people
  • Contextualise the relevance of key people to religions
  • Compare and contrast key beliefs from more than one religion
ARE for Yr 9 By the end of Year 9 pupils should:

  • Be able to enquire into the Big Questions
  • Contextualise the key beliefs of a religion and the impact of these beliefs on religious believers
  • Apply and evaluate the importance of key beliefs the actions these lead to
  • Evaluate key concepts and the effect they have on the believer and wider religious community
  • Compare and contrast key beliefs from more than one religion
  • Apply RE skills and knowledge to GCSE type questions

Subject: Science

Areas And Definitions Scientific Skills – the study of how scientists work practically to collect data and analyse results

Biology – the study of living organisms and how they interact with their environment

Chemistry – the study of elements and their interactions

Physics – the study of the nature and properties of matter and energy

ARE for Yr 7 By the end of Year 7 pupils should:

Particles

  • Describe how particles are arranged in solids, liquids and gases and the processes that change them from one state to another
  • Describe different separation techniques
  • Be able to construct tables independently and graphs with support

Forces

  • Describe the effects of forces on objects
  • Describe the structure of the solar system and the movement of the Earth and Moon within it
  • Be able to identify variables and can plan their own simple experiment with support

Cells and Reproduction

  • Describe plant and animal cells and their role within the organism
  • Describe the structure of the human reproductive system and explain what happens during fertilisation and pregnancy
  • Write a simple conclusion from their results and spot outliers

Chemical Reactions

  • Describe the reactions of acids and alkalis and how to test for them using indicators
  • Describe what happens in a range of chemical reactions
  • Be able to identify variables and can plan their own simple experiment with support

Electricity and magnetism

  • Be able to construct simple series and parallel circuits
  • Describe magnetic fields and the uses of magnets
  • Be able to construct tables independently and graphs with support

Ecology and classification

  • Describe how some animals are adapted to their environment
  • Describe how living organisms are classified based on their characteristics
  • Write a simple conclusion from their results and spot outliers
ARE for Yr 8 By the end of Year 8 pupils should:

Light and Sound

  • Describe the properties of visible light
  • Describe the properties of sound and ultrasound
  • Be able to construct tables and graphs independently

Elements compounds and mixtures

  • Explain the differences between elements, compounds and mixtures and describe how elements are arranged in the Periodic Table
  • Explain some chemical reactions using word equations
  • Write a conclusion from their results with scientific explanation and evaluate simply their investigation

Digestion, respiration and plants

  • Describe digestion and respiration in humans
  • Describe photosynthesis and transport in plants
  • Be able to identify variables and can plan their own investigation (taking note of QWC)

Microbes, inheritance and health

  • Explain how variation occurs in populations
  • Explain how the human body responds to drugs, pathogens and injury
  • Be able to construct tables and graphs independently

Earth Science

  • Know the three types of rocks and explain how they are formed
  • Explain the greenhouse effect and how it links to climate change
  • Be able to identify variables and can plan their own investigation (taking note of QWC)

Energy and Fuels

  • Identify renewable and non-renewable energy sources, describe how some work and give advantages and disadvantages of them
  • Identify where conduction, convection and radiation happen
  • Write a conclusion from their results with scientific explanation and evaluate simply their investigation
ARE for Yr 9 By the end of Year 9 pupils should:

Cells and Classification

  • Compare plant and animal cell organelles and their functions
  • Explain the features of organisms in the five kingdoms

Digestion

  • Choose the correct chemicals to test for specific nutrients in foods
  • Explain the physical processes of digestion including the organs involved

Transport in Plants

  • Explain chemicals are transported in plants

Earth

  • Explain how Earthquakes are caused by the movement of tectonic plates

Elements, Compounds and Mixtures

  • Describe the origin of the periodic table and how it has developed

Fuels and Energy

  • Explain how hydrocarbon fuels are extracted, refined and used

Acids, Metals and Chemical Reactions

  • Construct chemical equations using words and symbols
  • Produce a neutral solution using a range of bases and be able to identify the salt produced

Electricity

  • Use the formula relating voltage, current and resistance

Motion

  • Describe changes of speed after interpreting a distance/time graph

Springs and Moments

  • Use the moment equation and explain what a moment is
  • Collect data on the elasticity of two different materials and interpret the graphs produced

Kinetic Theory

  • Use particle theory to explain density changes in solids, liquids and gases

Fields

  • Explain how non-contact forces interact with objects

Subject: Design Technology

Assessment Areas And Definitions Designing – the ability to plan an outcome to meet the requirements of a design brief

Making – the ability to produce an outcome

ARE for Yr 7 By the end of Year 7 pupils should:

  • Use a range of tools and equipment accurately and safely to cut, shape and combine materials/ ingredients
  • Use testing and evaluation to judge how successful a product is and identify improvements
  • Use research to communicate and develop ideas for a product
ARE for Yr 8 By the end of Year 8 pupils should:

  • Use a range of tools and equipment with improving precision and safely cut, shape and combine materials and/or ingredients
  • Use testing and evaluation to judge how successful a product is
  • Identify and incorporate improvements
  • Use personal research to communicate and develop ideas for a product
ARE for Yr 9 By the end of Year 9 pupils should:

  • Research, communicate and develop ideas to meet design criteria
  • Understand how properties of materials and/or ingredients can be used to advantage
  • Understand the performance of structural elements and be able to build successful products
  • Through testing and evaluating judge how successful a product is
  • Competently use a range of specialist tools and equipment with precision
  • Design and make innovative, functional and appealing products