Pursuit ofExcellence

INTRODUCTION The global and national education landscapes are forever changing and adapting to meet new challenges and expectations. In the last couple of years these changes have been unprecedented in terms of their frequency and scale

What’s changed?Examples of some of the major changes are listed below:

• From September 2014 the whole school curriculum changed for maintained schools throughout England

• NC levels no longer apply to the Keystage 3 curriculum, maintained school are no longer expected to use levels to report Keystage 3 attainment or progress.

• In 2016 Keystage 2 National Curriculum tests will be reported as a scaled score – NC levels will no longer be used.

• The outcomes of GCSE qualifications taught from September 2016 will be reported as a GCSE point; A*-G grades will no longer be used.

ChallengeIntrinsic to all the changes listed above is the focus on ‘higher expectations’. Content in the Keystage 3 curriculum and new GCSEs is significantly more demanding than in the past. The bar has also been raised in Keystage 2 which means much more is demanded of pupils for them to be ‘secondary ready’ by the time they arrive in Year 7.

Progress from Day 1In order to ensure Progress from Day 1 for all, the expectations and challenge of Keystage 3 must provide opportunities for pupils to apply and master new, more demanding levels of knowledge and skills. This in turn will equip pupils with the knowledge, skills and concepts necessary to secure success at Keystage 4.

Pursuit of ExcellenceThis guide is designed to showcase our new and unique measure of attainment and progress in Bishop Barrington. Our PURSUIT OF EXCELLENCE is designed to provide guidance and clarity on how a child’s progress and overall achievement is determined in each subject area of Keystage 3. The Pursuit of Excellence ensures a smooth transition from Keystage 2, providing appropriate challenge to sustain and continue the progress pupils have made as they begin Keystage 3. This new measure provides a logical sequence of attainment which challenges and aspires pupils to achieve academic excellence in Keystage 3 in order for them to achieve success in Keystage 4.

Within the Pursuit of Excellence progress will be tracked by your child’s teacher using Progress Points. Your child will be set a silver and gold target to achieve by the end of Keystage 3 (Year 9); these targets will bet set as Progress Points and are calculated against your child’s attainment at Keystage 2. The overall ambition for your child will be to go beyond their gold target and attain excellence.

As pupils progress to the end of Keystage 3, they will be given guidance by their teachers as to how their attainment on a subject’s Pursuit of Excellence (and how the Progress Points they have achieved), correlates to which GCSE point they could expect to achieve in Keystage 4.

Tests your child will takeRegular, formative assessment of pupils’ progress will take place as normal classroom routine, as soon as your child starts Year 7. This formative assessment will help inform teachers of your child’s progress within their subject’s Pursuit of Excellence. However, in the autumn and summer terms, all pupils in Keystage 3 will sit formal exams for each of the subjects they are studying (with the exceptions of PE and Creative Arts). The results of these exams will again help inform teachers of your child’s progress in each subject’s Pursuit of Excellence. We will provide information to parents to explain how your child is progressing throughout the academic year and will invite you to attend our parents’ evenings to discuss your child’s progress in further detail. We also invite all parents of Year 7 pupils to our target setting evening in the autumn term to discuss how your child’s targets are set.

Using this guideThe content in this guide is set out, based on each of the subjects studied in Keystage 3 in Bishop Barrington. Each subject has a statement, which outlines the purpose of studying that subject, as well as guidance on how progress is measured in that subject. The guidance includes case study examples of pupils with a variety of starting points, suggesting how they would access and make progress on a subject’s Pursuit of Excellence.

ENGLISH“English has a pre-eminent place in education and in society. A high-quality education in English will teach pupils to speak and write fluently so that they can communicate their ideas and emotions to others. Through speaking and listening pupils are able to communicate their ideas, thoughts and feelings effectively. Through reading in particular, pupils have a chance to develop culturally, emotionally, intellectually, socially and spiritually. Literature especially, plays a key role in such development. Reading also enables pupils both to acquire knowledge and to build on what they already know. All the skills of language are essential to participating fully as a member of society; pupils, therefore, who do not learn to speak, read and write fluently and confidently are effectively disenfranchised.” (DfE, 2013)

Progress in English is measured by the three main strands of learning: Speaking & Listening, Writing, and Reading. As a consequence, English has 3 Pursuits of Excellence, one for each of these main strands of the National Curriculum.

Case Study:

Pupil A is ‘secondary ready’ in English; in other words, pupil A has achieved the ‘expected standard’ in the Keystage 2 English. To reflect this achievement, pupil A will be given a silver and gold target based on this ‘starting point’. Pupil A will begin their Pursuit of Excellence on the KS3 “Starter Block” in Speaking & Listening, Reading, and Writing.

A baseline assessment in Year 7, will determine which of the “I can” statements pupil A has achieved in each of the 3 concepts. The teacher of pupil A will record this achievement using ‘Progress Points’ (maximum of 30 progress points can be achieved within the KS3 Starter Block). The immediate aspiration of pupil A is to progress to “Threshold 1” in each of the 3 concepts. The long-term aspiration will be to progress towards the excellence threshold.

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t 6)

T

hres

hold

1 –

Sec

ure

31 >

40

Pro

gres

sio

n Po

ints

(GC

SE T

arge

t 5)

K

S3

Sta

rter

Blo

ck –

Adv

anci

ng 2

1 >

30 P

rogr

essi

ons

Po

ints

(GC

SE T

arge

t 4)

B

uild

ing

Blo

ck 2

– E

mer

ging

11

> 20

Pro

gres

sio

n Po

ints

(GC

SE T

arge

t 3)

B

uild

ing

Blo

ck 1

Fo

unda

tio

n 1

> 10

Pro

gres

sio

n Po

ints

I can

use

sen

tenc

e st

ruct

ure

whi

ch is

imag

inat

ive,

pre

cise

and

acc

urat

e; it

is m

atch

ed t

o m

y in

tend

ed p

urpo

se a

nd a

udie

nce,

cre

atin

g ef

fect

s on

the

rea

der.

I can

use

imag

inat

ive,

wel

l-con

trol

led

stru

ctur

ing

of s

ubje

ct m

atte

r an

d m

anag

emen

t of

par

agra

phin

g pr

ovid

ing

text

ual c

oher

ence

and

coh

esio

n to

pos

ition

the

rea

der

appr

opria

tely

in r

elat

ion

to

the

writ

er’s

purp

ose.

I c

an e

mpl

oy a

wid

e ra

nge

of v

ocab

ular

y us

ed im

agin

ativ

ely

and

with

pre

cisio

n.

I can

cre

ate

wel

l-cra

fted

sent

ence

s th

roug

hout

for

chos

en e

ffect

on

the

read

er.

I can

use

info

rmat

ion,

idea

s an

d ev

ents

spe

cific

ally

cra

fted

to a

chie

ve t

he in

tend

ed p

urpo

se a

nd

audi

ence

.

I can

con

siste

ntly

cra

ft, fo

r im

agin

ativ

e or

rhe

toric

al e

ffect

, my

para

grap

hs.

I can

use

a d

istin

ctiv

e, in

divi

dual

voi

ce w

hich

is c

rafte

d th

roug

hout

. I c

an u

se v

ocab

ular

y w

hich

is a

mbi

tious

and

car

eful

ly c

hose

n.

I can

use

a fu

ll ra

nge

of p

unct

uatio

n ac

cura

tely

to

dem

arca

te s

ente

nces

. I c

an u

se a

var

iety

of s

ente

nce

leng

ths,

stru

ctur

es a

nd s

ubje

cts

to p

rovi

de c

larit

y an

d em

phas

is.

I can

use

par

agra

phs

to c

lear

ly s

uppo

rt m

y m

eani

ng a

nd p

urpo

se a

nd a

ran

ge o

f dev

ices

sup

port

co

hesio

n.

I can

cho

ose

voca

bula

ry t

o cr

eate

effe

ct.

I can

dev

elop

idea

s an

d m

ater

ial a

ppro

pria

tely,

dep

endi

ng o

n th

e in

tend

ed fo

rm,

audi

ence

and

pur

pose

.

I can

writ

e pa

ragr

aphs

whi

ch c

lear

ly s

uppo

rt m

eani

ng &

pur

pose

of w

ritin

g.I c

an u

se c

ohes

ive

devi

ces

whi

ch c

ontr

ibut

e to

the

em

phas

is &

effe

ct o

f my

writ

ing.

I can

use

a r

ange

of v

ocab

ular

y w

hich

is g

ener

ally

var

ied

and

ofte

n am

bitio

us, t

houg

h ch

oice

s m

ay n

ot a

lway

s be

app

ropr

iate

.

I can

use

a fu

ll ra

nge

of p

unct

uatio

n, in

my

wor

k, an

d am

con

siste

ntly

acc

urat

e.I c

an v

ary

sent

ence

s st

ruct

ure

in m

y w

ritin

g w

ith o

nly

occa

siona

l err

ors.

I can

est

ablis

h an

d m

ostly

mai

ntai

n a

conv

inci

ng, in

divi

dual

voi

ce.

I can

ada

pt c

onve

ntio

ns t

o su

it pu

rpos

e &

aud

ienc

e.

I can

cle

arly

str

uctu

re m

y m

ain

idea

s ac

ross

the

tex

t, in

to p

arag

raph

s. I c

an m

ake

good

link

s be

twee

n pa

ragr

aphs

thr

ough

out

my

writ

ing.

I can

cho

ose

my

voca

bula

ry t

o ha

ve a

n ef

fect

on

my

read

er.

I can

dev

elop

my

idea

s ap

prop

riate

ly a

nd e

stab

lish

a cl

ear

view

poin

t, ad

ding

det

ail

whe

re p

ossib

le.

I can

use

sim

ple

& c

ompl

ex s

ente

nces

I can

use

mos

t pu

nctu

atio

n ac

cura

tely

; som

e co

mm

a sp

licin

g m

ay b

e ev

iden

t. I c

an a

ccur

atel

y st

ruct

ure

and

punc

tuat

e m

y w

ork

mos

tly b

ut s

omet

imes

wro

ng if

am

bitio

us

I can

writ

e in

bas

ic s

ente

nces

and

use

sim

ple

conj

unct

ions

. I s

omet

imes

var

y m

y se

nten

ce o

pene

rs.

I can

use

bas

ic p

unct

uatio

n an

d I’m

sta

rtin

g to

exp

erim

ent

with

que

stio

n m

arks

and

exc

lam

atio

n m

arks

.

I can

som

etim

es v

ary

my

sent

ence

ope

ners

.I c

an u

se b

asic

pun

ctua

tion

and

I’m s

tart

ing

to

expe

rimen

t w

ith q

uest

ion

mar

ks a

nd e

xcla

mat

ion

mar

ks.

I can

writ

e w

ith s

ome

of t

he b

asic

feat

ures

of a

giv

en fo

rm.

I can

use

sim

ple

voca

bula

ry.

I can

spe

ll hi

gh fr

eque

ncy

wor

ds c

orre

ctly.

I can

cle

arly

form

lett

er s

hape

s.

W R I T I N G I N D I C A T O R SS P E A K I N G & L I S T E N I N GI c

an in

itiat

es a

nd le

ad a

var

iety

of g

roup

rol

es.

I can

dee

pen

resp

onse

s to

idea

s an

d iss

ues

by e

xplo

iting

dra

mat

ic

appr

oach

es a

nd t

echn

ique

s cr

eativ

ely.

I can

refl

ect

on a

nd a

pply

cle

ar u

nder

stan

ding

and

kno

wle

dge

of t

he

signi

fican

ce o

f spo

ken

lang

uage

var

iatio

n, e

valu

atin

g ow

n an

d ot

hers

’ di

scou

rse.

MATHS“Mathematics is a creative and highly inter-connected discipline that has been developed over centuries, providing the solution to some of history’s most intriguing problems. It is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment. A high-quality mathematics education therefore provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject.” (DfE, 2013)

Progress in Maths is measured within 2 main concepts: general maths and specific number skills. Maths therefore has 2 Pursuits of Excellence, one for each of these main concepts.

Case Study:

Pupil B is ‘secondary ready’ in Maths and has a Keystage 2 score in Maths which shows high attainment; in other words, pupil B has begun to achieve beyond the attainment aims of the Keystage 2 Maths curriculum. To reflect this achievement, Pupil B will be given a silver and gold target based on this high starting point. Pupil B will begin their Pursuit of Excellence on the KS3 “starter block” of each of the Maths Pursuits of Excellence.

A baseline assessment in Year 7, will determine which of the statements Pupil B has achieved in the Starter Block, and perhaps which may have been achieved in “Threshold 1”. The teacher of pupil B will record this achievement using ‘Progress Points’ (maximum of 36 progress points can be achieved within the KS3 Starter Block in Maths). The immediate aspiration of Pupil B will be to achieve all the statements within “Threshold 1” in each of the 2 concepts. The long-term aspiration will be to progress towards the excellence threshold.

(GC

SE T

arge

t 8)

T

hres

hold

3 E

xcel

lenc

e -

51 >

60

Pro

gres

sio

n Po

ints

(GC

SE T

arge

t 7)

T

hres

hold

2 -

41

> 50

Pro

gres

sio

n Po

ints

(GC

SE T

arge

t 6)

T

hres

hold

1 -

30

> 40

Pro

gres

sio

n Po

ints

(GC

SE T

arge

t 5)

K

S3

Sta

rter

Blo

ck -

22

> 29

Pro

gres

sio

ns P

oin

ts

G E N E R A L I N D I C A T O R S

I can

use

and

cal

cula

te u

sing

stan

dard

form

I can

und

erst

and

the

equi

vale

nce

betw

een

recu

rrin

g de

cim

als

and

frac

tions

I can

cal

cula

te a

nd m

anip

ulat

e su

rds

I can

rea

rran

ge c

ompl

ex fo

rmul

ae

I can

cha

nge

the

subj

ect

of a

form

ula

I can

man

ipul

ate

alge

brai

c fr

actio

nsI c

an fa

ctor

ise a

nd s

olve

qua

drat

ic e

xpre

ssio

ns a

nd e

quat

ions

I can

use

con

grue

ncy

and

mat

hem

atic

al s

imila

rity

I can

use

trig

onom

etry

to

solv

e pr

oble

ms

I can

use

pro

port

iona

lity

and

ratio

I c

an u

se t

he fo

ur o

pera

tions

with

frac

tions

I can

use

per

cent

age

incr

ease

and

dec

reas

e to

sol

ve

prob

lem

s

I can

sol

ve li

near

equ

atio

ns w

ith t

he u

nkno

wn

on b

oth

sides

I can

use

and

sol

ve in

equa

litie

sI c

an fi

nd t

he n

th t

erm

of a

line

ar s

eque

nce

Und

erst

and

and

use

plac

e va

lue

(e.g

. whe

n w

orki

ng w

ith v

ery

larg

e or

ver

y sm

all n

umbe

rs, a

nd w

hen

calc

ulat

ing

with

dec

imal

s. O

rder

pos

itive

and

neg

ativ

e in

tege

rs, d

ecim

als

and

frac

tions

. Ro

und

num

bers

and

mea

sure

s to

an

appr

opria

te d

egre

e of

acc

urac

y (e

.g. t

o a

spec

ified

num

ber

of d

ecim

al p

lace

s or

sig

nific

ant

figur

es)

M

ultip

ly m

ulti-

digi

t nu

mbe

rs u

p to

4 d

igits

by

a tw

o-di

git

who

le

num

ber

usin

g th

e fo

rmal

writ

ten

met

hod

of lo

ng m

ultip

licat

ion.

Re

mai

nder

s, fr

actio

ns, o

r by

rou

ndin

g, as

app

ropr

iate

for

the

cont

ext.

Use

the

ir kn

owle

dge

of t

he o

rder

of o

pera

tions

to

carr

y ou

t ca

lcul

atio

ns in

volv

ing

the

four

ope

ratio

ns.

Use

est

imat

ion

to c

heck

ans

wer

s to

cal

cula

tions

and

det

erm

ine,

in

the

cont

ext

of a

pro

blem

, an

appr

opria

te d

egre

e of

acc

urac

y.

I can

use

and

sol

ve s

impl

e fo

rmul

as a

nd e

quat

ions

I can

dra

w s

impl

e st

raig

ht li

ne g

raph

s

I can

giv

e th

e te

rm t

o te

rm r

ule

for

a lin

ear

sequ

ence

,.

NU

MBE

R:

Read

, writ

e, o

rder

and

com

pare

num

bers

up

to 1

0 00

0 00

0 an

d de

term

ine

the

valu

e of

eac

h di

git

(s6)

Use

neg

ativ

e nu

mbe

rs in

con

text

, and

cal

cula

te in

terv

als

acro

ss z

ero

(s6)

Roun

d an

y w

hole

num

ber

to a

req

uire

d de

gree

of

accu

racy

(s6)

Perfo

rm m

enta

l cal

cula

tions

, incl

udin

g w

ith m

ixed

ope

ratio

ns

and

larg

e nu

mbe

rs (

s6)

Iden

tify

com

mon

fact

ors,

com

mon

mul

tiple

s an

d pr

ime

num

bers

.

ALG

EBR

A:

Expr

ess

miss

ing

num

ber

prob

lem

s al

gebr

aica

lly (

s6)

Fin

d pa

irs o

f num

bers

tha

t sa

tisfy

an

equa

tion

with

tw

o un

know

ns (

s6)

Gen

erat

e an

d de

scrib

e lin

ear

num

ber

sequ

ence

s (s

6)

Gen

erat

e te

rms

of a

seq

uenc

e fro

m a

ter

m-t

o-te

rm r

ule

(s7)

Re

cogn

ise a

nd u

se s

eque

nces

of t

riang

ular

, squ

are

and

cube

nu

mbe

rs, s

impl

e ar

ithm

etic

pro

gres

sions

(s7

) U

nder

stan

d an

d us

e lin

es p

aral

lel t

o th

e ax

es, y

=x

and

y=-x

I can

sol

ve g

eom

etric

pro

blem

s us

ing

the

prop

ertie

s of

an

gles

I can

find

the

are

a of

com

poun

d sh

apes

incl

udin

g ci

rcle

sI c

an u

se a

com

pass

to

do s

tand

ard

cons

truc

tions

I kno

w t

he a

ngle

sum

of a

tria

ngle

and

of q

uadr

ilate

rals

I can

sol

ve p

robl

ems

in d

iffer

ent

units

and

use

sen

sible

es

timat

es

I kno

w t

he d

iffer

ence

bet

wee

n ar

ea a

nd p

erim

eter

GEO

MET

RY:

calc

ulat

e pe

rimet

ers

of 2

D s

hape

s.

(GC

SE T

arge

t 8)

T

hres

hold

3 E

xcel

lenc

e -

49 >

60

Pro

gres

sio

n Po

ints

(GC

SE T

arge

t 7)

T

hres

hold

2 -

43

> 48

Pro

gres

sio

n Po

ints

(GC

SE T

arge

t 6)

T

hres

hold

1 -

37

> 42

Pro

gres

sio

n Po

ints

(GC

SE T

arge

t 5)

K

S3

Sta

rter

Blo

ck -

30

> 36

Pro

gres

sio

ns P

oin

ts

N U M B E R P U R S U I T O F E X C E L L E N C E

Use

ineq

ualit

y no

tatio

n to

spe

cify

sim

ple

erro

r in

terv

als

due

to t

runc

atio

n or

rou

ndin

g.C

alcu

late

with

roo

ts, a

nd w

ith in

tege

r in

dice

s.C

alcu

late

with

sta

ndar

d fo

rm A

x 1

0n, w

here

1 ≤

A <

10

and

n is

an in

tege

r.C

alcu

late

exa

ctly

with

mul

tiple

s of

π.

inte

rpre

t st

anda

rd fo

rm A

x 1

0n, w

here

1 ≤

A <

10

and

n is

an p

ositi

ve o

r ne

gativ

e in

tege

r.So

lve

prob

lem

s in

volv

ing

perc

enta

ge c

hang

e, in

clud

ing

orig

inal

val

ue p

robl

ems,

and

simpl

e in

tere

st in

clud

ing

in fi

nanc

ial m

athe

mat

ics.

Use

the

con

cept

s an

d vo

cabu

lary

of p

rime

num

bers

, hig

hest

com

mon

fact

or, lo

wes

t co

mm

on

mul

tiple

, prim

e fa

ctor

isatio

n, in

clud

ing

usin

g pr

oduc

t no

tatio

n an

d th

e un

ique

fact

orisa

tion

theo

rem

. A

pply

the

four

ope

ratio

ns, in

clud

ing

form

al w

ritte

n m

etho

ds, t

o in

tege

rs, d

ecim

als

and

simpl

e fr

actio

ns (

prop

er a

nd im

prop

er),

and

mix

ed n

umbe

rs –

all

both

pos

itive

and

neg

ativ

e.A

dd a

nd s

ubtr

act

frac

tions

with

diff

eren

t de

nom

inat

ors

and

mix

ed n

umbe

rs, u

sing

the

conc

ept

of e

quiv

alen

t fr

actio

ns.

Und

erst

and

and

use

plac

e va

lue

(e.g

. whe

n w

orki

ng w

ith v

ery

larg

e or

ver

y sm

all n

umbe

rs, a

nd w

hen

calc

ulat

ing

with

de

cim

als)

Roun

d nu

mbe

rs a

nd m

easu

res

to a

n ap

prop

riate

deg

ree

of a

ccur

acy

(e.g

. to

a sp

ecifi

ed n

umbe

r of

de

cim

al p

lace

s or

sig

nific

ant

figur

es).

Rem

aind

ers,

frac

tions

, or

by r

ound

ing,

as a

ppro

pria

te fo

r th

e co

ntex

t. U

se e

stim

atio

n to

che

ck a

nsw

ers

to c

alcu

latio

ns a

nd d

eter

min

e, in

the

con

text

of a

pro

blem

, an

appr

opria

te d

egre

e of

acc

urac

y.

Use

the

con

cept

s an

d vo

cabu

lary

of p

rime

num

bers

, fac

tors

(di

viso

rs),

mul

tiple

s, co

mm

on fa

ctor

s, co

mm

on m

ultip

les,

high

est

com

mon

fact

or a

nd lo

wes

t.U

se p

ositi

ve in

tege

r po

wer

s an

d as

soci

ated

rea

l roo

ts (

squa

re, c

ube

and

high

er),

reco

gnise

pow

ers

of 2

, 3,

4, 5

.A

pply

the

four

ope

ratio

ns, in

clud

ing

form

al w

ritte

n m

etho

ds, t

o in

tege

rs, d

ecim

als

and

simpl

e fr

actio

ns

(pro

per

and

impr

oper

), an

d m

ixed

num

bers

.C

ompa

re a

nd o

rder

frac

tions

, incl

udin

g fr

actio

ns >

1

Iden

tify

the

valu

e of

eac

h di

git

in n

umbe

rs g

iven

to

thre

e de

cim

al p

lace

s an

d m

ultip

ly a

nd d

ivid

e nu

mbe

rs b

y 10

, 100

and

100

0 gi

ving

ans

wer

s up

to

thre

e de

cim

al p

lace

s.U

se w

ritte

n di

visio

n m

etho

ds in

cas

es w

here

the

ans

wer

has

up

to t

wo

deci

mal

pla

ces.

Ass

ocia

te a

frac

tion

with

div

ision

and

cal

cula

te d

ecim

al fr

actio

n eq

uiva

lent

s [fo

r ex

ampl

e, 0

.375

] fo

r a

simpl

e fr

actio

n [fo

r ex

ampl

e, 3

/8 ]

.Ex

pres

s on

e qu

antit

y as

a fr

actio

n of

ano

ther

, whe

re t

he fr

actio

n is

less

tha

n 1

or g

reat

er t

han

1.Ex

pres

s on

e qu

antit

y as

a p

erce

ntag

e of

ano

ther

.

Use

con

vent

iona

l not

atio

n fo

r pr

iorit

y of

ope

ratio

ns, in

clud

ing

brac

kets

, pow

ers,

root

s an

d re

cipr

ocal

s.W

ork

inte

rcha

ngea

bly

with

ter

min

atin

g de

cim

als

and

thei

r co

rres

pond

ing

frac

tions

(su

ch a

s 3.

5 an

d 7/

2 or

0.

375

or 3

/8).

Ord

er p

ositi

ve a

nd n

egat

ive

inte

gers

, dec

imal

s an

d fr

actio

ns(s

7)M

ultip

ly m

ulti-

digi

t nu

mbe

rs u

p to

4 d

igits

by

a tw

o-di

git

who

le n

umbe

r us

ing

the

form

al w

ritte

n m

etho

d of

long

mul

tiplic

atio

n.U

se t

heir

know

ledg

e of

the

ord

er o

f ope

ratio

ns t

o ca

rry

out

calc

ulat

ions

invo

lvin

g th

e fo

ur o

pera

tions

.U

se t

he s

ymbo

ls =

, ≠, <

, >, ≤

, ≥

Reco

gnise

and

use

rel

atio

nshi

ps b

etw

een

oper

atio

ns, in

clud

ing

inve

rse

oper

atio

ns (

e.g.

canc

ella

tion

to

simpl

ify c

alcu

latio

ns a

nd e

xpre

ssio

ns.

Use

com

mon

fact

ors

to s

impl

ify fr

actio

ns; u

se c

omm

on m

ultip

les

to e

xpre

ss fr

actio

ns in

the

sam

e

deno

min

atio

n.So

lve

prob

lem

s in

volv

ing

the

calc

ulat

ion

of p

erce

ntag

es [

for

exam

ple,

of m

easu

res,

and

such

as

15%

of 3

60]

and

the

use

of p

erce

ntag

es fo

r co

mpa

rison

.Re

call

and

use

equi

vale

nces

bet

wee

n sim

ple

frac

tions

, dec

imal

s an

d pe

rcen

tage

s, in

clud

ing

in d

iffer

ent

cont

exts

.U

se s

tand

ard

units

of m

ass,

leng

th, t

ime,

mon

ey a

nd o

ther

mea

sure

s (in

clud

ing

stan

dard

com

poun

d m

easu

res)

usin

g d

ecim

al q

uant

ities

whe

re a

ppro

pria

te.

Div

ide

prop

er fr

actio

ns b

y w

hole

num

bers

.O

rder

pos

itive

and

neg

ativ

e in

tege

rs, d

ecim

als

and

frac

tions

.

In

terp

ret

perc

enta

ges

and

perc

enta

ge c

hang

es a

s a

frac

tion

or a

dec

imal

, and

inte

rpre

t th

ese

mul

tiplic

ativ

ely.

Com

pare

tw

o qu

antit

ies

usin

g pe

rcen

tage

s.

Solv

e pr

oble

ms

invo

lvin

g pe

rcen

tage

cha

nge,

incl

udin

g pe

rcen

tage

incr

ease

/dec

reas

e.C

alcu

late

exa

ctly

with

frac

tions

.

(GC

SE T

arge

t 4)

B

uild

ing

Blo

ck 2

– E

mer

ging

11

> 20

Pro

gres

sio

n Po

ints

Read

, writ

e, o

rder

and

com

pare

num

bers

up

to 1

0 00

0 00

0 an

d de

term

ine

the

valu

e of

eac

h di

git.

Use

neg

ativ

e nu

mbe

rs in

con

text

, and

cal

cula

te in

terv

als

acro

ss z

ero.

Roun

d an

y w

hole

num

ber

to a

req

uire

d de

gree

of a

ccur

acy.

Perfo

rm m

enta

l cal

cula

tions

, incl

udin

g w

ith m

ixed

ope

ratio

ns a

nd la

rge

num

bers

.Id

entif

y co

mm

on fa

ctor

s, co

mm

on m

ultip

les

and

prim

e nu

mbe

rs.

N U M B E R P U R S U I T O F E X C E L L E N C E

SCIENCE“A high-quality science education provides the foundations for understanding the world through the specific disciplines of biology, chemistry and physics. Science has changed our lives and is vital to the world’s future prosperity, and all pupils should be taught essential aspects of the knowledge, methods, processes and uses of science. Through building up a body of key foundational knowledge and concepts, pupils should be encouraged to recognise the power of rational explanation and develop a sense of excitement and curiosity about natural phenomena. They should be encouraged to understand how science can be used to explain what is occurring, predict how things will behave, and analyse causes.” (DfE, 2013)

Progress in Science is measured within 3 main concepts: Biology, Physics and Chemistry. Science has 3 Pursuits of Excellence, one for each of these main concepts.

Case Study:

Pupil C has a Keystage 2 score in Science which shows low attainment; in other words, pupil C has not yet fully achieved the attainment aims of the Keystage 2 Science curriculum. To reflect this achievement, Pupil C will be given a silver and gold target based on this starting point. Pupil C will begin their Pursuit of Excellence on building block 1 or 2 of each of the Science Pursuits of Excellence.

A baseline assessment in Year 7 will then determine which of the statements Pupil C has achieved in the building blocks of each of the 3 concepts; this in turn will inform what support is needed to ensure pupil C accesses the Keystage 3 Starter Block as soon as possible. The teacher of pupil C will record this achievement using ‘Progress Points’ (a maximum of 20 progress points can be achieved within building block 2, tarter Block in Maths). The immediate aspiration of Pupil C will be to progress to the “Keystage 3 Starter Block” and achieve all the statements within it.

B I O L O G Y

(GC

SE T

arge

t 8)

T

hres

hold

3 –

Exc

elle

nce

51 >

60

Pro

gres

sio

n Po

ints

(GC

SE T

arge

t 7)

T

hres

hold

2 –

41

> 50

Pro

gres

sio

n Po

ints

(GC

SE T

arge

t 6)

T

hres

hold

1 –

31

> 40

Pro

gres

sio

n Po

ints

(GC

SE T

arge

t 5)

K

S3

Sta

rter

Blo

ck –

21

> 30

Pro

gres

sio

ns P

oin

ts

(GC

SE T

arge

t 4)

B

uild

ing

Blo

ck 2

– 1

1 >

20 P

rogr

essi

on

Poin

ts

(GC

SE T

arge

t 3)

B

uild

ing

Blo

ck 1

1 >

10

Pro

gres

sio

n Po

ints

I can

exp

lain

the

form

and

func

tion

of t

he d

iges

tive

syst

em in

clud

ing

enzy

me

and

bact

eria

I can

exp

lain

pho

tosy

nthe

sis a

nd t

he r

ole

of t

he s

tom

ata.

I can

exp

lain

the

impa

ct o

f exe

rcise

ast

hma

and

smok

ing

on g

as e

xcha

nge

and

recr

eatio

nal d

rugs

on

beha

viou

r an

d he

ath

I can

exp

lain

the

nee

d of

ligh

t in

pho

tosy

nthe

sis, a

nd le

af a

dapt

ions

as

a re

quire

men

t.

I can

exp

lain

usin

g a

mod

el, c

hrom

osom

es g

enes

and

DN

A b

y sc

ient

ific

rese

arch

ers.

I can

exp

lain

her

edity

and

var

iatio

n w

ithin

spe

cies

.I c

an e

xpla

in t

he im

port

ance

of m

aint

aini

ng b

iodi

vers

ity a

nd t

he u

se o

f gen

e ba

nks

to

pres

erve

her

edita

ry m

ater

ial.

I can

exp

lain

the

pro

cess

of d

iffus

ion

I can

des

crib

e ad

apta

tions

in u

nice

llula

r or

gani

sms

I can

iden

tify

cells

tiss

ues

orga

ns a

nd s

yste

ms

I und

erst

and

the

cont

ent

of a

hea

lthy

diet

and

can

cal

cula

te e

nerg

y re

quire

men

ts a

s w

ell a

s th

e co

nseq

uenc

es o

f unh

ealth

y ea

ting

I can

exp

lain

the

str

uctu

re a

nd fu

nctio

n of

the

gas

exc

hang

e sy

stem

and

how

bre

athi

ng w

orks

, in

clud

ing

mea

sure

men

ts a

nd c

alcu

latio

ns.

I ca

n ex

plai

n m

etho

ds o

f pla

nt r

epro

duct

ion

and

how

org

anism

s af

fect

the

env

ironm

ent.

I can

exp

lain

the

pro

cess

of a

erob

ic a

nd a

naer

obic

res

pira

tion

and

iden

tify

thei

r di

ffere

nces

. I

can

stat

e th

e w

ord

equa

tion

for

aero

bic

resp

iratio

n

I can

iden

tify

cell

stru

ctur

es a

nd d

escr

ibe

thei

r fu

nctio

nsI c

an c

ompa

re a

nd c

ontr

ast

anim

al a

nd p

lant

cel

lsI c

an id

entif

y th

e st

ruct

ures

and

des

crib

e th

e fu

nctio

ns o

f bot

h th

e m

uscu

lar

and

the

skel

etal

sys

tem

, alo

ng w

ith t

heir

inte

ract

ions

.

I can

des

crib

e re

prod

uctio

n in

hum

ans,

incl

udin

g th

e st

ruct

ure

and

func

tion

of t

he m

ale

and

fem

ale

repr

oduc

tive

syst

ems,

men

stru

al c

ycle

, gam

etes

, fer

tilisa

tion,

ges

tatio

n an

d bi

rth.

I can

des

crib

e th

e in

terd

epen

denc

e of

org

anism

s in

an

ecos

yste

m, in

clud

ing

food

web

s an

d in

sect

pol

linat

ed c

rops

I can

iden

tify

the

diffe

renc

e be

twee

n co

ntin

uous

and

disc

ontin

uous

var

iatio

n.I c

an d

escr

ibe

evol

utio

n by

nat

ural

sel

ectio

n.

I can

rec

ogni

se t

hat

livin

g th

ings

pro

duce

offs

prin

g of

the

sam

e ki

nd, b

ut

norm

ally

offs

prin

g va

ry a

nd a

re n

ot id

entic

al t

o th

eir

pare

nts.

I c

an id

entif

y ho

w a

nim

als

and

plan

ts a

re a

dapt

ed t

o su

it th

eir

envi

ronm

ent

in d

iffer

ent

way

s an

d th

at a

dapt

atio

n m

ay le

ad t

o ev

olut

ion.

I can

des

crib

e ho

w li

ving

thi

ngs

are

clas

sified

into

bas

ic g

roup

s ac

cord

ing

to c

omm

on o

bser

vabl

e ch

arac

teris

tics,

simila

ritie

s an

d di

ffere

nces

, incl

udin

g m

icro

-org

anism

s, pl

ants

and

ani

mal

s.I c

an r

ecog

nise

tha

t liv

ing

thin

gs h

ave

chan

ged

over

tim

e an

d th

at fo

ssils

pro

vide

the

evi

denc

e to

sup

port

thi

s id

ea.

I can

iden

tify

and

desc

ribe

the

func

tions

of d

iffer

ent

part

s of

flow

erin

g pl

ants

: roo

ts, s

tem

/tru

nk, le

aves

and

flow

ers

and

expl

ore

wha

t pl

ants

nee

d to

gro

w.

I can

inve

stig

ate

the

way

in w

hich

wat

er is

tra

nspo

rted

with

in p

lant

s I

can

expl

ore

the

part

tha

t flo

wer

s pl

ay in

the

life

cyc

le o

f flow

erin

g pl

ants

, in

clud

ing

pollin

atio

n, s

eed

form

atio

n an

d se

ed d

isper

sal.

I can

des

crib

e ba

sic p

arts

of t

he d

iges

tive

syst

emI c

an c

onst

ruct

a v

arie

ty o

f foo

d ch

ains

and

iden

tify

the

part

s of

the

food

ch

ain.

I can

iden

tify

that

ani

mal

s, in

clud

ing

hum

ans,

need

nut

ritio

n, a

nd t

hat

they

can

not

mak

e th

eir

own

food

; the

y ge

t nu

triti

on fr

om w

hat

they

eat

I c

an id

entif

y th

at h

uman

s an

d so

me

othe

r an

imal

s ha

ve s

kele

tons

and

mus

cles

for

supp

ort,

prot

ectio

n an

d m

ovem

ent.

I can

com

pare

and

gro

up t

oget

her

diffe

rent

kin

ds o

f roc

ks o

n th

e ba

sis o

f the

ir ap

pear

ance

and

sim

ple

phys

ical

pr

oper

ties

I can

des

crib

e in

sim

ple

term

s ho

w fo

ssils

are

form

ed w

hen

thin

gs t

hat

have

live

d ar

e tr

appe

d w

ithin

roc

k I c

an r

ecog

nise

tha

t so

ils a

re m

ade

from

roc

ks a

nd o

rgan

ic m

atte

r. I c

an u

se c

lass

ifica

tion

char

tsI c

an r

ecog

nise

how

env

ironm

ents

can

cha

nge

and

the

impa

ct t

his

has

on s

peci

es.

I can

iden

tify

and

nam

e a

varie

ty o

f com

mon

wild

and

gar

den

plan

ts,

I can

iden

tify

and

desc

ribe

the

basic

str

uctu

re o

f flow

erin

g pl

ants

, incl

udin

g tr

ees.

I can

des

crib

e an

d co

mpa

re t

he s

truc

ture

of a

var

iety

of c

omm

on a

nim

als

(fish

, am

phib

ians

, rep

tiles

, bird

s an

d m

amm

als

I can

iden

tify,

nam

e, d

raw

and

labe

l the

bas

ic p

arts

of t

he h

uman

bod

y an

d sa

y w

hich

par

t of

the

bod

y is

asso

ciat

ed w

ith e

ach

sens

e.

I can

com

pare

the

diff

eren

ces

betw

een

thin

gs t

hat

are

livin

g, de

ad a

nd h

ave

neve

r be

en a

live

I can

iden

tify

diffe

rent

ani

mal

’s re

quire

men

ts fr

om h

abita

ts, in

clud

ing

mic

ro h

abita

ts.

I can

con

stru

ct a

sim

ple

food

cha

in a

nd id

entif

y di

ffere

nt s

ourc

es o

f foo

d.I c

an n

otic

e th

at a

nim

als,

incl

udin

g hu

man

s, ha

ve o

ffspr

ing

whi

ch g

row

into

adu

lts.

I can

des

crib

e th

e im

port

ance

of e

xerc

ise, h

ygie

ne a

nd d

iet

for

hum

ans.

can

desc

ribe

the

need

s of

pla

nts

to g

row

fro

m s

eed

to m

atur

e pl

ant.

I can

iden

tify

and

nam

e a

varie

ty o

f com

mon

wild

and

gar

den

plan

ts,

I can

iden

tify

and

desc

ribe

the

basic

str

uctu

re o

f flow

erin

g pl

ants

, incl

udin

g tr

ees.

I can

des

crib

e an

d co

mpa

re t

he s

truc

ture

of a

var

iety

of c

omm

on a

nim

als

(fish

, am

phib

ians

, rep

tiles

, bird

s an

d m

amm

als

I can

iden

tify,

nam

e, d

raw

and

labe

l the

bas

ic p

arts

of t

he h

uman

bod

y an

d sa

y w

hich

par

t of

the

bod

y is

asso

ciat

ed w

ith e

ach

sens

e.

I can

com

pare

the

diff

eren

ces

betw

een

thin

gs t

hat

are

livin

g, de

ad a

nd h

ave

neve

r be

en a

live

I can

iden

tify

diffe

rent

ani

mal

’s re

quire

men

ts fr

om h

abita

ts, in

clud

ing

mic

ro h

abita

ts.

I can

con

stru

ct a

sim

ple

food

cha

in a

nd id

entif

y di

ffere

nt s

ourc

es o

f foo

d.I c

an n

otic

e th

at a

nim

als,

incl

udin

g hu

man

s, ha

ve o

ffspr

ing

whi

ch g

row

into

adu

lts.

I can

des

crib

e th

e im

port

ance

of e

xerc

ise, h

ygie

ne a

nd d

iet

for

hum

ans.

can

desc

ribe

the

need

s of

pla

nts

to g

row

fro

m s

eed

to m

atur

e pl

ant.

C H E M I S T R Y.

(GC

SE T

arge

t 8)

T

hres

hold

3 –

Exc

elle

nce

51 >

60

Pro

gres

sio

n Po

ints

(GC

SE T

arge

t 7)

T

hres

hold

2 –

41

> 50

Pro

gres

sio

n Po

ints

(GC

SE T

arge

t 6)

T

hres

hold

1 –

31

> 40

Pro

gres

sio

n Po

ints

(GC

SE T

arge

t 5)

K

S3

Sta

rter

Blo

ck –

21

> 30

Pro

gres

sio

ns P

oin

ts

(GC

SE T

arge

t 4)

B

uild

ing

Blo

ck 2

– 1

1 >

20 P

rogr

essi

on

Poin

ts

(GC

SE T

arge

t 3)

B

uild

ing

Blo

ck 1

1 >

10

Pro

gres

sio

n Po

ints

I can

use

che

mic

al s

ymbo

ls an

d fo

rmul

ae fo

r el

emen

ts a

nd c

ompo

unds

I can

und

erst

and

cons

erva

tion

of m

ass,

chan

ges

of s

tate

and

che

mic

al r

eact

ions

.I c

an ju

stify

how

pat

tern

s in

rea

ctio

ns c

an b

e pr

edic

ted

with

ref

eren

ce t

o th

e Pe

riodi

c Tab

leI u

nder

stan

d th

e pr

inci

ples

und

erpi

nnin

g th

e M

ende

leev

Per

iodi

c Tab

le

I can

exp

lain

com

bust

ion,

the

rmal

dec

ompo

sitio

n, o

xida

tion

and

disp

lace

men

t re

actio

nsI c

an r

epre

sent

che

mic

al r

eact

ions

usin

g fo

rmul

ae a

nd u

sing

equa

tions

I can

exp

lain

the

che

mic

al p

rope

rtie

s of

met

al a

nd n

on-m

etal

oxi

des

with

res

pect

to

acid

ity.

I can

exp

lain

wha

t ca

taly

sts

doI c

an e

xpla

in t

he r

eact

ions

of a

cids

incl

udin

g w

ith a

lkal

is an

d m

etal

sI c

an d

efine

aci

ds a

nd a

lkal

is in

ter

ms

of n

eutr

alisa

tion

reac

tions

I can

exp

lain

the

impa

ct o

f car

bon

diox

ide

on t

he e

arth

’s cl

imat

eI c

an e

xpla

in r

ock

cycl

e an

d th

e fo

rmat

ion

of ig

neou

s, se

dim

enta

ry a

nd m

etam

orph

ic r

ocks

I can

des

crib

e ch

emic

al r

eact

ions

as

the

rear

rang

emen

t of

ato

ms

I can

des

crib

e re

actio

n s

as e

xoth

erm

ic o

r en

doth

erm

ic c

hem

ical

rea

ctio

ns (

qual

itativ

e)I c

an r

elat

e en

ergy

cha

nges

to

chan

ges

of s

tate

(qu

alita

tive)

I can

des

crib

e th

e co

mpo

sitio

n of

the

atm

osph

ere

I can

des

crib

e th

e Ea

rth

as a

sou

rce

of li

mite

d re

sour

ces

and

just

ify r

ecyc

ling

I can

des

crib

e ch

ange

s of

sta

te in

ter

ms

of t

he p

artic

le m

odel

. I c

an d

escr

ibe

diffe

renc

es b

etw

een

atom

s, el

emen

ts a

nd c

ompo

unds

I can

des

crib

e th

e pr

oper

ties

of m

etal

s an

d no

n-m

etal

sI c

an d

escr

ibe

the

vary

ing

phys

ical

and

che

mic

al p

rope

rtie

s of

diff

eren

t el

emen

tsI c

an e

xpla

in t

he d

iffer

ence

s be

twee

n at

oms,

elem

ents

and

com

poun

ds

I can

iden

tify

pure

and

impu

re s

ubst

ance

sI c

an u

se s

impl

e te

chni

ques

for

sepa

ratin

g m

ixtu

res

incl

udin

g; fil

trat

ion,

eva

pora

tion,

dist

illatio

n an

d ch

rom

atog

raph

yI c

an e

xpla

in d

iffus

ion

in t

erm

s of

the

par

ticle

mod

elI c

an u

se t

he p

H s

cale

for

mea

surin

g ac

idity

/alk

alin

ity; a

nd in

dica

tors

I can

des

crib

e th

e st

ruct

ure

and

com

posit

ion

of t

he E

arth

I can

com

pare

and

gro

up t

oget

her

ever

yday

mat

eria

ls ba

sed

on t

heir

prop

ertie

s I k

now

tha

t so

me

mat

eria

ls w

ill di

ssol

ve in

liqu

id t

o fo

rm a

sol

utio

n, a

nd

desc

ribe

how

to

sepa

rate

a s

olut

ion

I can

use

kno

wle

dge

of s

olid

s, liq

uids

and

gas

es t

o de

cide

how

mix

ture

s m

ight

be

sepa

rate

d, in

clud

ing

thro

ugh

filte

ring,

and

evap

orat

ing

I can

exp

lain

why

eve

ryda

y m

ater

ials

are

used

for

part

icul

ar p

urpo

ses

I can

dem

onst

rate

tha

t di

ssol

ving

, mix

ing

and

chan

ges

of s

tate

are

rev

ersib

le c

hang

es

I can

exp

lain

tha

t so

me

chan

ges

resu

lt in

the

form

atio

n of

new

mat

eria

ls, a

nd t

hat

this

kind

of c

hang

e is

not

usua

lly

reve

rsib

le, in

clud

ing

chan

ges

asso

ciat

ed w

ith b

urni

ng a

nd t

he a

ctio

n of

aci

d on

bic

arbo

nate

of s

oda.

I can

com

pare

and

gro

up t

oget

her

diffe

rent

kin

ds o

f roc

ks o

n th

e ba

sis o

f th

eir

appe

aran

ce a

nd s

impl

e ph

ysic

al p

rope

rtie

s I c

an d

escr

ibe

in s

impl

e te

rms

how

foss

ils a

re fo

rmed

whe

n th

ings

tha

t ha

ve li

ved

are

trap

ped

with

in r

ock

I can

rec

ogni

se t

hat

soils

are

mad

e fro

m r

ocks

and

org

anic

mat

ter.

I can

com

pare

and

gro

up m

ater

ials

toge

ther

, acc

ordi

ng t

o w

heth

er t

hey

are

solid

s, liq

uids

or

gase

s I c

an o

bser

ve t

hat

som

e m

ater

ials

chan

ge s

tate

whe

n th

ey a

re h

eate

d or

coo

led,

and

mea

sure

or

rese

arch

the

te

mpe

ratu

re a

t w

hich

thi

s ha

ppen

s in

deg

rees

Cel

sius

(°C

) I c

an id

entif

y th

e pa

rt p

laye

d by

eva

pora

tion

and

cond

ensa

tion

in t

he w

ater

cyc

le a

nd a

ssoc

iate

the

rat

e of

ev

apor

atio

n w

ith t

empe

ratu

re.

I can

dist

ingu

ish b

etw

een

an o

bjec

t an

d th

e m

ater

ial f

rom

whi

ch it

is m

ade

I can

iden

tify

and

nam

e a

varie

ty o

f eve

ryda

y m

ater

ials,

incl

udin

g w

ood,

pla

stic

, gl

ass,

met

al, w

ater

, and

roc

kI c

an d

escr

ibe

the

simpl

e ph

ysic

al p

rope

rtie

s of

a v

arie

ty o

f eve

ryda

y m

ater

ials

I can

com

pare

and

gro

up t

oget

her

a va

riety

of e

very

day

mat

eria

ls on

the

bas

is of

the

ir sim

ple

phys

ical

pro

pert

ies.

I can

iden

tify

and

com

pare

the

sui

tabi

lity

of a

var

iety

of e

very

day

mat

eria

ls, in

clud

ing

woo

d, m

etal

, pla

stic

, gla

ss, b

rick,

rock

, pap

er a

nd c

ardb

oard

for

part

icul

ar u

ses

I can

find

out

how

the

sha

pes

of s

olid

obj

ects

mad

e fro

m s

ome

mat

eria

ls ca

n be

cha

nged

by

squa

shin

g, be

ndin

g, tw

istin

g an

d st

retc

hing

.

P H Y S I C S

(GC

SE T

arge

t 8)

T

hres

hold

3 –

Exc

elle

nce

51 >

60

Pro

gres

sio

n Po

ints

(GC

SE T

arge

t 7)

T

hres

hold

2 –

41

> 50

Pro

gres

sio

n Po

ints

(GC

SE T

arge

t 6)

T

hres

hold

1 –

31

> 40

Pro

gres

sio

n Po

ints

(GC

SE T

arge

t 5)

K

S3

Sta

rter

Blo

ck –

21

> 30

Pro

gres

sio

ns P

oin

ts

(GC

SE T

arge

t 4)

B

uild

ing

Blo

ck 2

– 1

1 >

20 P

rogr

essi

on

Poin

ts

(GC

SE T

arge

t 3)

B

uild

ing

Blo

ck 1

1 >

10

Pro

gres

sio

n Po

ints

I can

com

pare

am

ount

s of

ene

rgy

tran

sfer

red.

I can

com

pare

forc

e an

d m

ovem

ent

in m

achi

nes.

I can

exp

lain

the

phy

sical

cha

nges

nee

ded

to c

hang

e on

e fo

rm o

f ene

rgy

into

an

othe

r.I c

an r

elat

e w

ork

done

to

ener

gy t

rans

ferr

ed o

n ch

angi

ng o

bjec

ts.

I can

use

the

equ

atio

n (r

atio

of f

orce

/are

a)

I can

com

pare

pow

er r

atin

gs o

f ap

plia

nces

in

Wat

ts.

I can

des

crib

e en

ergy

cha

nges

in a

sys

tem

.I c

an e

xpla

in t

he d

iffer

ence

bet

wee

n co

nduc

tion,

con

vect

ion

and

radi

atio

n.I c

an in

terp

ret

dist

ance

-tim

e gr

aphs

and

exp

lain

the

mov

emen

t of

veh

icle

s pa

st

each

oth

er.

I can

mea

sure

forc

es a

nd u

se H

ooke

’s La

w.

I can

des

crib

e de

nsity

and

mot

ion

in g

ases

liqu

ids

and

solid

s.

I can

com

pare

ene

rgy

valu

es o

f diff

eren

t fo

ods

I can

inte

rpre

t do

mes

tic fu

el b

ills a

nd s

tate

whe

t fu

els

are.

I can

des

crib

e oh

er p

roce

sses

tha

t in

volv

e en

ergy

tra

nsfe

r.I c

an d

efine

tjh

e co

nser

vatio

n of

ene

rgy.

I can

use

the

equ

atio

n (s

peed

= d

istan

ce/t

ime)

.

I can

des

crib

e th

e m

ovem

ent

of t

he E

arth

, and

oth

er p

lane

ts, r

elat

ive

to t

he S

un in

the

sol

ar s

yste

m

I can

des

crib

e th

e Su

n, E

arth

and

Moo

n as

app

roxi

mat

ely

sphe

rical

bod

ies

I can

use

the

idea

of t

he

Eart

h’s

rota

tion

to e

xpla

in d

ay a

nd n

ight

and

the

app

aren

t m

ovem

ent

of t

he s

un a

cros

s th

e sk

y. I c

an e

xpla

in t

hat

unsu

ppor

ted

obje

cts

fall

tow

ards

the

Ear

th b

ecau

se o

f the

forc

e of

gra

vity

act

ing

betw

een

the

Eart

h an

d th

e fa

lling

obje

ct

I can

iden

tify

the

effe

cts

of a

ir re

sista

nce,

wat

er r

esist

ance

and

fric

tion

that

act

bet

wee

n m

ovin

g su

rface

s I c

an r

ecog

nise

tha

t so

me

mec

hani

sms,

incl

udin

g le

vers

, pul

leys

and

gea

rs, a

llow

a s

mal

ler

forc

e to

hav

e a

grea

ter

effe

ct.

I can

use

the

idea

tha

t lig

ht t

rave

ls in

str

aigh

t lin

es t

o ex

plai

n th

at

obje

cts

are

seen

bec

ause

the

y gi

ve o

ut o

r re

flect

ligh

t in

to t

he e

ye

I can

exp

lain

tha

t w

e se

e th

ings

bec

ause

ligh

t tr

avel

s fro

m li

ght

sour

ces

to o

ur e

yes

or fr

om li

ght

sour

ces

to o

bjec

ts a

nd t

hen

to

our

I can

use

the

idea

tha

t lig

ht t

rave

ls in

str

aigh

t lin

es t

o ex

plai

n w

hy

shad

ows

have

the

sam

e sh

ape

as t

he o

bjec

ts t

hat

cast

the

m.

I can

iden

tify

how

sou

nds

are

mad

e, a

ssoc

iatin

g so

me

of t

hem

with

som

ethi

ng v

ibra

ting

I can

rec

ogni

se t

hat

vibr

atio

ns fr

om s

ound

s tr

avel

thr

ough

a m

ediu

m t

o th

e ea

r I c

an fi

nd p

atte

rns

betw

een

the

pitc

h of

a s

ound

and

feat

ures

of t

he o

bjec

t th

at p

rodu

ced

it I c

an fi

nd p

atte

rns

betw

een

the

volu

me

of a

sou

nd a

nd t

he s

tren

gth

of t

he v

ibra

tions

tha

t pr

oduc

ed it

I c

an r

ecog

nise

tha

t so

unds

get

fain

ter

as t

he d

istan

ce fr

om t

he s

ound

sou

rce

incr

ease

s.

I can

iden

tify

com

mon

app

lianc

es t

hat

run

on e

lect

ricity

I c

an c

onst

ruct

a s

impl

e se

ries

elec

tric

al c

ircui

t, id

entif

ying

and

nam

ing

its b

asic

par

ts, in

clud

ing

cells

, wire

s, bu

lbs,

switc

hes

and

buzz

ers

I can

iden

tify

whe

ther

or

not

a la

mp

will

light

in a

sim

ple

serie

s ci

rcui

t, ba

sed

on w

heth

er o

r no

t th

e la

mp

is pa

rt o

f a c

ompl

ete

loop

with

a

batt

ery

I can

rec

ogni

se t

hat

a sw

itch

open

s an

d cl

oses

a c

ircui

t an

d as

soci

ate

this

with

whe

ther

or

not

a la

mp

light

s in

a s

impl

e se

ries

circ

uit

I can

rec

ogni

se s

ome

com

mon

con

duct

ors

and

insu

lato

rs, a

nd a

ssoc

iate

met

als

with

bei

ng g

ood

cond

ucto

rs.

I ca

n re

cogn

ise t

hat

they

nee

d lig

ht in

ord

er t

o se

e th

ings

and

tha

t da

rk is

the

abs

ence

of l

ight

I can

not

ice

that

ligh

t is

refle

cted

from

sur

face

s I c

an r

ecog

nise

tha

t lig

ht fr

om t

he s

un c

an b

e da

nger

ous

and

that

the

re a

re w

ays

to p

rote

ct t

heir

eyes

I c

an r

ecog

nise

tha

t sh

adow

s ar

e fo

rmed

whe

n th

e lig

ht fr

om a

ligh

t so

urce

is b

lock

ed b

y an

op

aque

obj

ect

I can

find

pat

tern

s in

the

way

tha

t th

e siz

e of

sha

dow

s ch

ange

.

I can

com

pare

how

thi

ngs

mov

e on

diff

eren

t su

rface

s I c

an n

otic

e th

at s

ome

forc

es n

eed

cont

act

betw

een

two

obje

cts,

but

mag

netic

forc

es c

an a

ct a

t a

dist

ance

I c

an o

bser

ve h

ow m

agne

ts a

ttra

ct o

r re

pel e

ach

othe

r an

d at

trac

t so

me

mat

eria

ls an

d no

t ot

hers

I c

an c

ompa

re a

nd g

roup

tog

ethe

r a

varie

ty o

f eve

ryda

y m

ater

ials

on t

he b

asis

of w

heth

er t

hey

are

attr

acte

d to

a m

agne

t, an

d id

entif

y so

me

mag

netic

mat

eria

ls de

scrib

e m

agne

ts a

s ha

ving

tw

o po

les

I can

pre

dict

whe

ther

tw

o m

agne

ts w

ill at

trac

t or

rep

el e

ach

othe

r, de

pend

ing

on w

hich

pol

es a

re fa

cing

.

I can

des

crib

e so

me

uses

of p

ress

ure

wav

es t

rans

ferr

ing

ener

gy e

.g. u

ltras

ound

and

the

us

e of

mic

roph

ones

.I c

an d

efine

ligh

t in

ter

ms

of t

rans

miss

ion,

abs

orpt

ion,

refl

ectio

n, a

nd d

iffus

e sc

atte

ring.

I can

exp

lain

how

ligh

t en

ergy

can

cau

se c

hem

ical

and

ele

ctric

al e

ffect

s in

the

eye

and

ca

mer

as.

I can

exp

lain

sta

tic e

lect

ricity

in t

erm

s of

mov

emen

t of

ele

ctro

ns a

nd

diffe

renc

e in

cha

rges

bet

wee

n ch

arge

d ob

ject

s.I c

an in

terp

ret

diag

ram

s w

hich

dem

onst

rate

the

sea

sons

, leng

th o

f day

du

e to

the

Ear

th’s

tilt.

I can

des

crib

e ho

w li

ght

mov

es in

a v

acuu

m.

I can

des

crib

e th

at w

hite

ligh

t is

mad

e of

col

ours

I c

an e

xpla

in t

he r

elat

ions

hip

betw

een

resis

tanc

e an

d po

tent

ial d

iffer

ence

.I c

an d

escr

ibe

mat

eria

ls as

mor

e or

less

res

istan

t to

con

duct

ors

and

insu

lato

rs.

I can

rel

ate

mag

netis

m a

nd c

urre

nt.

I can

des

crib

e ho

w g

ravi

ty c

hang

es a

s yo

u m

ove

to d

iffer

ent

plan

ets.

I can

sta

te t

hat

as h

eigh

t in

crea

ses,

pres

sure

dec

reas

es.

I can

exp

lain

pre

ssur

e in

liqu

ids

usin

g di

agra

ms.

I can

des

crib

e w

ater

wav

es a

s tr

ansv

erse

mot

ion

and

soun

d w

aves

as

long

itudi

nal

mot

ion.

I can

rec

all t

hat

soun

d is

a vi

brat

ion

and

that

it m

oves

diff

eren

tly t

hrou

gh d

iffer

ent

med

ium

s.I c

an d

raw

dia

gram

s of

sou

nd a

s ec

hoes

and

refl

ectio

ns.

I can

sta

te w

hat

a lig

htye

ar is

.

I can

iden

tify

diffe

rent

forc

es, d

raw

forc

e di

agra

ms

and

expl

ain

how

forc

es

impa

ct a

n ob

ject

.I c

an d

escr

ibe

turn

ing

effe

cts

of a

forc

e.I c

an d

escr

ibe

non-

cont

act

forc

es e

.g. g

ravi

ty.

I can

rec

all t

he h

earin

g ra

nge

of h

uman

s an

d an

imal

s.I c

an d

raw

ray

dia

gram

s to

rep

rese

nt t

he m

ovem

ent

of li

ght.

I can

rec

all t

he p

artic

le m

odel

of a

tom

s an

d m

olec

ules

.I c

an s

tate

the

sun

as

a st

ar a

nd d

escr

ibe

wha

t a

gala

xy is

.

I can

exp

lain

ser

ies

and

para

llel c

ircui

ts in

clud

ing

curr

ent.

I ca

n de

scrib

e m

agne

tism

of a

com

pass

and

the

Ear

th.

I can

exp

lain

tha

t m

ass

does

not

cha

nge

whe

n yo

u ch

ange

the

sta

te.

I can

des

crib

e th

e di

ffere

nces

of c

hem

ical

and

phy

sical

cha

nges

in

clud

ing

diffu

sion

of p

artic

les.

I can

ass

ocia

te t

he b

right

ness

of a

lam

p or

the

vol

ume

of a

buz

zer

with

the

num

ber

and

volta

ge o

f cel

ls us

ed in

the

circ

uit

I can

com

pare

and

giv

e re

ason

s fo

r va

riatio

ns in

how

com

pone

nts

func

tion,

incl

udin

g th

e br

ight

ness

of b

ulbs

, the

loud

ness

of b

uzze

rs

and

the

on/o

ff po

sitio

n of

sw

itche

s I c

an u

se r

ecog

nise

d sy

mbo

ls w

hen

repr

esen

ting

a sim

ple

circ

uit

in a

dia

gram

.

ART“Art, craft and design embody some of the highest forms of human creativity. A high-quality art and design education should engage, inspire and challenge pupils, equipping them with the knowledge and skills to experiment, invent and create their own works of art, craft and design. As pupils progress, they should be able to think critically and develop a more rigorous understanding of art and design. They should also know how art and design both reflect and shape our history, and contribute to the culture, creativity and wealth of our nation.” (DfE, 2013)

Progress in Art is measured within a single Pursuit of Excellence. Pupils are assessed in their first few weeks of studying Art in Year 7. This gives us an indication of which of the “I can” statements a pupil has achieved, and in turn gives us a baseline to measure progress from. Silver and gold targets are based on an average of the Keystage 2 attainment in English and Maths.

Case Study:

Pupil D completes their baseline assessment in Art in the autumn term of Year 7. The assessment shows evidence of pupil D being a talented pupil in Art; they have achieved all of the “I can” statements in the Keystage 3 Starter Block for Art and will begin their Pursuit of Excellence on “Threshold 1”. This in turn means that pupil D must also be achieving between 31 to 40 Progress Points (the Progress Points attributed to Threshold 1).

The immediate aspiration of Pupil D will be to achieve all of the “I can” statements in Threshold 1, achieving 40 progress points as a result. Long term aspiration, by the end of the Keystage, is to achieve excellence by progressing to “Threshold 3”.

(GC

SE T

arge

t 8)

T

hres

hold

3 E

xcel

lenc

e -

51 >

60

Pro

gres

sio

n Po

ints

(GC

SE T

arge

t 7)

T

hres

hold

2 -

41

> 50

Pro

gres

sio

n Po

ints

(GC

SE T

arge

t 6)

T

hres

hold

1 -

31

> 40

Pro

gres

sio

n Po

ints

(GC

SE T

arge

t 5)

K

S3

Sta

rter

Blo

ck -

21

> 30

Pro

gres

sio

ns P

oin

ts

(GC

SE T

arge

t 4)

B

uild

ing

Blo

ck 2

- 1

1 >

20 P

rogr

essi

on

Poin

ts

(GC

SE T

arge

t 3)

B

uild

ing

Blo

ck -

1 >

10

Pro

gres

sio

n Po

ints

A R T

I tak

e ris

ks a

nd w

ork

inde

pend

ently

. I u

se in

form

atio

n in

vent

ivel

y an

d im

agin

ativ

ely.

I r

ecog

nize

and

exp

lain

how

art

wor

k ch

ange

s du

e to

hist

oric

al, s

ocia

l and

cul

tura

l rea

sons

.I u

se a

ppro

pria

te m

ater

ials

and

met

hods

to

deve

lop

my

wor

k ef

fect

ivel

y.I e

valu

ate

the

purp

ose

and

mea

ning

of a

rtw

ork

and

use

this

to d

evel

op m

y ow

n id

eas

I tak

e ris

ks w

hen

expl

orin

g an

d ex

perim

entin

g w

ith id

eas

and

info

rmat

ion.

I t

hink

car

eful

ly a

nd t

alk

abou

t ho

w a

nd w

hy a

rtw

ork

chan

ges

whe

n it

is m

ade

for

diffe

rent

rea

sons

.

I sel

ect

the

mos

t ap

prop

riate

mat

eria

ls an

d m

etho

ds t

o de

velo

p m

y ar

twor

k. I e

xam

ine

how

and

why

art

wor

k is

mad

e. I

chan

ge a

nd im

prov

e m

y ar

twor

k so

it h

as p

urpo

se a

nd

mea

ning

.

I exp

lore

and

exp

erim

ent

with

idea

s an

d in

form

atio

n to

dev

elop

my

artw

ork.

I c

ompa

re a

nd t

alk

abou

t ho

w d

iffer

ent

type

s of

art

wor

k ar

e m

ade.

I

use

diffe

rent

mat

eria

ls to

dev

elop

my

artw

ork.

I ta

lk a

bout

how

to

chan

ge a

nd im

prov

e m

y ow

n an

d ot

hers

art

wor

k.

I can

dev

elop

my

idea

s s

how

ing

crea

tivity

and

imag

inat

ion

I can

impr

ove

my

idea

s us

ing

diffe

rent

tec

hniq

ues

I c

an u

se d

iffer

ent

tech

niqu

es t

o su

cces

sful

ly c

ompl

ete

my

own

piec

e of

wor

k

I can

try

out

diff

eren

t id

eas

in m

y sk

etch

book

I can

des

crib

e ho

w a

pie

ce o

f art

wor

k is

mad

e

I lea

rn b

y ta

king

risk

s an

d w

orki

ng in

depe

nden

tly. I

dev

elop

idea

s w

ith p

urpo

se, im

agin

atio

n an

d or

igin

ality

I d

evel

op id

eas

that

are

per

sona

l, orig

inal

and

imag

inat

ive.

I rec

ogni

ze a

nd t

alk

abou

t ho

w m

y ow

n an

d ot

hers

art

wor

k ex

pres

ses

idea

s in

diff

eren

t w

ays.

I re

cogn

ize a

nd q

uest

ion

how

my

own

and

othe

rs a

rtw

ork

expr

esse

s be

liefs

, val

ues

and

mea

ning

s.I i

dent

ify id

eas

and

mea

ning

in a

rtw

ork.

I rec

ogni

ze h

ow id

eas

are

inte

rpre

ted

diffe

rent

ly.

I am

con

fiden

t us

ing

diffe

rent

mat

eria

ls. I

use

mat

eria

ls se

nsiti

vely

in m

y ar

twor

k.I m

ake

deci

sions

inde

pend

ently

abo

ut w

hat

mat

eria

ls to

bes

t us

e in

my

artw

ork.

I use

diff

eren

t m

ater

ials

care

fully

and

mat

urel

y to

suc

cess

fully

cre

ate

wor

k. I c

an e

xpla

in h

ow a

nd w

hy a

rtw

ork

by o

ther

s ha

s in

fluen

ced

and

affe

cted

my

own

idea

s. I c

onfid

ently

mak

e ju

dgm

ents

abo

ut t

he p

urpo

se a

nd m

eani

ng o

f my

own

and

othe

rs a

rtw

ork.

I inv

estig

ate

the

mea

ning

of i

deas

in a

rtw

ork.

I com

mun

icat

e id

eas

and

view

s in

my

own

artw

ork.

I can

inde

pend

ently

sel

ect

and

use

rele

vant

pro

cess

es t

o co

mpl

ete

my

own

wor

k I c

an in

depe

nden

tly u

se m

ater

ials

to im

prov

e th

e qu

ality

of

my

wor

k

I can

tal

k co

nfide

ntly

abo

ut h

ow d

iffer

ent

piec

es o

f art

wor

k ar

e m

ade

I can

des

crib

e an

d ex

plai

n th

e w

ork

of s

ome

signi

fican

t ar

tists

and

cra

ftspe

ople

I can

use

key

wor

ds a

nd t

echn

ical

voc

abul

ary

to e

valu

ate

my

own

wor

k

I can

try

out

new

and

unf

amilia

r m

ater

ials

I can

use

new

mat

eria

ls to

pro

duce

my

own

art

wor

k

I c

an d

iscus

s th

e w

ork

of d

iffer

ent

artis

ts a

nd c

rafts

peop

le

I can

des

crib

e th

e pr

oces

ses

that

I us

e

COMPUTER STUDIES“A high-quality computing education equips pupils to use computational thinking and creativity to understand and change the world. Computing has deep links with mathematics, science, and design and technology, and provides insights into both natural and artificial systems. The core of computing is computer science, in which pupils are taught the principles of information and computation, how digital systems work, and how to put this knowledge to use through programming. Building on this knowledge and understanding, pupils are equipped to use information technology to create programs, systems and a range of content. Computing also ensures that pupils become digitally literate – able to use, and express themselves and develop their ideas through, information and communication technology – at a level suitable for the future workplace and as active participants in a digital world.” (DfE, 2013)

Progress in Computer Studies is measured within a single Pursuit of Excellence, but covers 3 distinct areas: Computer Science, Information Technology and Digital Literacy. Pupils are assessed in their first few weeks of studying Computer Studies in Year 7. This gives us an indication of which of the “I can” statements a pupil has achieved, and in turn gives us a baseline to measure progress from. Silver and gold targets are based on an average of the Keystage 2 attainment in English and Maths.

Case Study:

Pupil E completes their baseline assessment in Computer Studies in the autumn term of Year 7. The assessment shows evidence of pupil E achieving most but not all of the statements in the Keystage 3 Starter Block for Computer Studies, achieving 27 Progress Points. Pupil E will therefore begin their Pursuit of Excellence on this starter block and will have immediate aspirations to achieve all of the statements in Keystage 3 Starter Block, achieving 30 progress points as a result and then progressing to “Threshold 1”.

C O M P U T E R S T U D I E S

(GC

SE T

arge

t 8)

T

hres

hold

3 –

Exc

elle

nce

51 >

60

Pro

gres

sio

n Po

ints

(GC

SE T

arge

t 7)

T

hres

hold

2 –

41

> 50

Pro

gres

sio

n Po

ints

(GC

SE T

arge

t 6)

T

hres

hold

1 –

31

> 40

Pro

gres

sio

n Po

ints

(GC

SE T

arge

t 5)

K

S3

Sta

rter

Blo

ck –

21

> 30

Pro

gres

sio

ns P

oin

ts

(GC

SE T

arge

t 4)

B

uild

ing

Blo

ck 2

– 1

1 >

20 P

rogr

essi

on

Poin

ts

(GC

SE T

arge

t 3)

B

uild

ing

Blo

ck 1

1 >

10

Pro

gres

sio

n Po

ints

Com

pute

r Sc

ienc

eD

esig

n, u

se a

nd e

valu

ate

com

puta

tiona

l abs

trac

tions

tha

t m

odel

the

sta

te a

nd b

ehav

iour

of r

eal-

wor

ld p

robl

ems

and

phys

ical

sys

tem

s.U

se t

wo

or m

ore

prog

ram

min

g la

ngua

ges,

at le

ast

one

of w

hich

is t

extu

al, t

o so

lve

a va

riety

of

com

puta

tiona

l pro

blem

s.M

ake

appr

opria

te u

se o

f dat

a st

ruct

ures

[fo

r ex

ampl

e, li

sts,

tabl

es o

r ar

rays

].D

esig

n an

d de

velo

p m

odul

ar p

rogr

ams

that

use

pro

cedu

res

or fu

nctio

ns.

Use

logi

cal r

easo

ning

to

com

pare

the

util

ity o

f alte

rnat

ive

algo

rithm

s fo

r th

e sa

me

prob

lem

.U

nder

stan

d ho

w d

ata

of v

ario

us t

ypes

(in

clud

ing

text

, sou

nds

and

pict

ures

) ca

n be

rep

rese

nted

and

m

anip

ulat

ed d

igita

lly, in

the

form

of b

inar

y di

gits

.

Com

pute

r Sc

ienc

eD

esig

n an

d us

e co

mpu

tatio

nal a

bstr

actio

ns t

hat

mod

el t

he s

tate

and

beh

avio

ur o

f rea

l-wor

ld p

robl

ems

and

phys

ical

sy

stem

s.U

se t

wo

prog

ram

min

g la

ngua

ges,

to s

olve

a v

arie

ty o

f com

puta

tiona

l pro

blem

s.M

ake

use

of d

ata

stru

ctur

es [

for

exam

ple,

list

s, ta

bles

or

arra

ys].

Dev

elop

mod

ular

pro

gram

s th

at u

se p

roce

dure

s or

func

tions

.U

nder

stan

d sim

ple

Bool

ean

logi

c [fo

r ex

ampl

e, A

ND

, OR

and

NO

T] a

nd s

ome

of it

s us

es in

circ

uits

and

pr

ogra

mm

ing.

Be a

ble

to c

arry

out

sim

ple

oper

atio

ns o

n bi

nary

num

bers

[fo

r ex

ampl

e, b

inar

y ad

ditio

n, a

nd c

onve

rsio

n be

twee

n bi

nary

and

dec

imal

].U

nder

stan

d se

vera

l key

alg

orith

ms

that

refl

ect

com

puta

tiona

l thi

nkin

g [fo

r ex

ampl

e, o

nes

for

sort

ing

and

sear

chin

g].

Com

pute

r Sc

ienc

eU

se c

ompu

tatio

nal a

bstr

actio

ns t

hat

mod

el t

he s

tate

and

beh

avio

ur o

f rea

l-wor

ld

prob

lem

s an

d ph

ysic

al s

yste

ms.

Use

one

pro

gram

min

g la

ngua

ge, t

o so

lve

a va

riety

of c

ompu

tatio

nal p

robl

ems.

Und

erst

and

data

str

uctu

res

[for

exam

ple,

list

s, ta

bles

or

arra

ys.

Und

erst

and

how

num

bers

can

be

repr

esen

ted

in b

inar

y.U

nder

stan

d ho

w in

stru

ctio

ns a

re s

tore

d an

d ex

ecut

ed w

ithin

a c

ompu

ter

syst

em.

Com

pute

r Sc

ienc

eSo

lve

prob

lem

s by

dec

ompo

sing

them

into

sm

alle

r pa

rts.

Use

sel

ectio

n in

pro

gram

s.W

ork

with

var

iabl

es.

Use

logi

cal r

easo

ning

to

expl

ain

how

som

e sim

ple

algo

rithm

s w

ork.

Use

logi

cal r

easo

ning

to

dete

ct a

nd c

orre

ct e

rror

s in

alg

orith

ms.

App

reci

ate

how

sea

rch

resu

lts a

re r

anke

d.

Com

pute

r Sc

ienc

eD

esig

n pr

ogra

ms

that

acc

ompl

ish s

peci

fic g

oals.

Des

ign

and

crea

te p

rogr

ams.

Deb

ug p

rogr

ams

that

acc

ompl

ish s

peci

fic g

oals.

Use

rep

etiti

on in

pro

gram

s.C

ontr

ol o

r sim

ulat

e ph

ysic

al s

yste

ms.

Use

logi

cal r

easo

ning

to

dete

ct a

nd c

orre

ct e

rror

s in

pro

gram

s.U

nder

stan

d ho

w c

ompu

ter

netw

orks

can

pro

vide

mul

tiple

ser

vice

s, su

ch a

s th

e W

orld

Wid

e W

eb.

App

reci

ate

how

sea

rch

resu

lts a

re s

elec

ted.

IT Sele

ct a

var

iety

of s

oftw

are

to a

ccom

plish

giv

en g

oals.

Sele

ct, u

se a

nd c

ombi

ne in

tern

et s

ervi

ces.

Ana

lyse

info

rmat

ion

.Ev

alua

tion

info

rmat

ion.

Col

lect

dat

a.Pr

esen

t da

ta.

Com

pute

r Sc

ienc

eW

rite

prog

ram

s th

at a

ccom

plish

spe

cific

goa

ls.U

se s

eque

nce

in p

rogr

ams.

Wor

k w

ith v

ario

us fo

rms

of in

put.

Wor

k w

ith v

ario

us fo

rms

of o

utpu

t.

IT Und

erta

ke c

reat

ive

proj

ects

tha

t in

volv

e se

lect

ing,

usin

g, an

d co

mbi

ning

m

ultip

le a

pplic

atio

ns, p

refe

rabl

y ac

ross

a r

ange

of d

evic

es, t

o ac

hiev

e ch

alle

ngin

g go

als,

incl

udin

g co

llect

ing

and

anal

ysin

g da

ta a

nd m

eetin

g th

e ne

eds

of k

now

n us

ers.

Cre

ate,

re-

use,

rev

ise a

nd r

e-pu

rpos

e di

gita

l art

efac

ts fo

r a

give

n au

dien

ce,

with

att

entio

n to

tru

stw

orth

ines

s, de

sign

and

usab

ility.

Dig

ital L

itera

cyU

nder

stan

d th

e ha

rdw

are

and

softw

are

com

pone

nts

that

m

ake

up c

ompu

ter

syst

ems,

and

how

the

y co

mm

unic

ate

with

on

e an

othe

r an

d w

ith o

ther

sys

tem

s.Re

cogn

ise in

appr

opria

te c

onte

nt, c

onta

ct a

nd c

ondu

ct a

nd

know

how

to

repo

rt c

once

rns.

IT Und

erta

ke c

reat

ive

proj

ects

tha

t in

volv

e se

lect

ing,

usin

g, an

d co

mbi

ning

mul

tiple

app

licat

ions

, pre

fera

bly

acro

ss a

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nge

of d

evic

es, in

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an

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g th

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now

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ts fo

r a

give

n au

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tten

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to t

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n an

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are

and

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are

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pone

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mun

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Und

erst

and

a ra

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ays

to u

se t

echn

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fely,

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pect

fully

, res

pons

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and

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prot

ectin

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onlin

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entit

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d pr

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IT Und

erta

ke c

reat

ive

proj

ects

tha

t in

volv

e se

lect

ing,

usin

g, an

d co

mbi

ning

mul

tiple

app

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, incl

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llect

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ta.

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se a

nd r

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ital a

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acts

for

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s.U

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way

s to

use

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hnol

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safe

ly, r

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lly, r

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nd s

ecur

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d th

e op

port

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es c

ompu

ter

netw

orks

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r fo

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mm

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ort

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Reco

gnise

acc

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unac

cept

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beh

avio

ur.

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bine

a v

arie

ty o

f sof

twar

e to

acc

ompl

ish g

iven

goa

ls.Se

lect

, use

and

com

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sof

twar

e on

a r

ange

of d

igita

l de

vice

s.A

naly

se d

ata.

Eval

uate

dat

a.D

esig

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tem

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netw

orks

of

fer

for

colla

bora

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Be d

iscer

ning

in e

valu

atin

g di

gita

l con

tent

.

IT Use

sea

rch

tech

nolo

gies

effe

ctiv

ely.

Use

a v

arie

ty o

f sof

twar

e to

acc

ompl

ish g

iven

goa

ls.C

olle

ct in

form

atio

n.D

esig

n an

d cr

eate

con

tent

.Pr

esen

t in

form

atio

n.

Dig

ital L

itera

cyU

se t

echn

olog

y re

spon

sibly.

Iden

tify

a ra

nge

of w

ays

to r

epor

t co

ncer

ns a

bout

co

ntac

t.

C O M P U T E R S T U D I E S

Com

pute

r Sc

ienc

eW

rite

prog

ram

s th

at a

ccom

plish

spe

cific

goa

ls.U

se s

eque

nce

in p

rogr

ams.

Wor

k w

ith v

ario

us fo

rms

of in

put.

Wor

k w

ith v

ario

us fo

rms

of o

utpu

t.

IT Use

sea

rch

tech

nolo

gies

effe

ctiv

ely.

Use

a v

arie

ty o

f sof

twar

e to

acc

ompl

ish g

iven

goa

ls.C

olle

ct in

form

atio

n.D

esig

n an

d cr

eate

con

tent

.Pr

esen

t in

form

atio

n.

Dig

ital L

itera

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se t

echn

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spon

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Iden

tify

a ra

nge

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t co

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FOOD TECHNOLOGY“Food technology is an inspiring, rigorous and practical subject. Using creativity and imagination, pupils design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values. They acquire a broad range of subject knowledge and draw on disciplines such as mathematics, science, engineering, computing and art. Pupils learn how to take risks, becoming resourceful, innovative, enterprising and capable citizens. Through the evaluation of past and present design and technology, they develop a critical understanding of its impact on daily life and the wider world. High-quality Food Technology education makes an essential contribution to the creativity, culture, wealth and well-being of the nation.” (DfE, 2013)

Progress in Food technology is measured within a single Pursuit of Excellence. Pupils are assessed in their first few weeks of studying Food Technology in Year 7. This gives us an indication of which of the “I can” statements a pupil has achieved, and in turn gives us a baseline to measure progress from. Silver and gold targets are based on an average of the Keystage 2 attainment in English and Maths.

Case Study:

Pupil F completes their baseline assessment in Food Technology in the autumn term of Year 7. The assessment shows evidence of pupil E achieving all of the “I can” statements in the Keystage 3 Starter Block for Food Technology, achieving 30 Progress Points. Pupil F will therefore begin their Pursuit of Excellence on “Threshold 1” and will have immediate aspirations to achieve all of the “I can” statements within this Threshold. The tracking of pupil F’s progress over time will be based on which “I can” have been achieved in Threshold 1 and in turn how many Progress Points, above their starting point of 30, have been achieved.

(GC

SE T

arge

t 8)

T

hres

hold

3 E

xcel

lenc

e -

51 >

60

Pro

gres

sio

n Po

ints

(GC

SE T

arge

t 7)

T

hres

hold

2 -

41

> 50

Pro

gres

sio

n Po

ints

(GC

SE T

arge

t 6)

T

hres

hold

1 -

31

> 40

Pro

gres

sio

n Po

ints

(GC

SE T

arge

t 5)

K

S3

Sta

rter

Blo

ck -

21

> 30

Pro

gres

sio

ns P

oin

ts

(GC

SE T

arge

t 4)

B

uild

ing

Blo

ck 2

- 1

1 >

20 P

rogr

essi

on

Poin

ts

(GC

SE T

arge

t 3)

B

uild

ing

Blo

ck -

1 >

10

Pro

gres

sio

n Po

ints

F O O D

Mak

ing

I can

wor

k in

a s

yste

mat

ic a

nd h

ighl

y or

gani

sed

way

. I

can

use

the

corr

ect

tool

s, pr

oces

ses,

mat

eria

ls w

ith p

reci

sion

and

accu

racy

to

prod

uce

an it

em o

f pr

ofes

siona

l qua

lity.

Plan

ning

I c

an o

rgan

ise m

y w

ork

so t

hat

I am

abl

e to

car

ry o

ut e

ach

proc

ess

accu

rate

ly a

nd

cons

isten

tly.

Kno

wle

dge

I hav

e a

high

leve

l kno

wle

dge

and

unde

rsta

ndin

g of

how

ingr

edie

nts

wor

k an

d w

hy w

ith a

cle

ar li

nk t

o th

e hy

poth

esis

or p

redi

ctio

n

Ana

lysi

s an

d Ev

alua

tion

Det

aile

d an

d ap

prop

riate

sen

sory

te

stin

g w

ith d

etai

led

anal

ysis

and

eval

uatio

n.

Mak

ing

I can

exp

lain

how

my

prod

uct

wou

ld n

eed

to b

e ch

ange

d fo

r m

ass

prod

uctio

n.

I can

nam

e so

me

of t

he e

quip

men

t ne

eded

to

mas

s pr

oduc

e yo

ur p

rodu

ct.

I can

sug

gest

qua

lity

cont

rol m

easu

res

that

wou

ld

need

to

be u

sed

in in

dust

ry.

Plan

ning

I c

an p

rodu

ce m

y pl

an t

o m

ake

my

prod

uct

and

pred

icte

d ho

w lo

ng e

ach

proc

ess

Kno

wle

dge

I hav

e a

very

goo

d kn

owle

dge

and

unde

rsta

ndin

g of

how

ingr

edie

nts

wor

k an

d w

hy

with

a li

nk t

o th

e hy

poth

esis

or p

redi

ctio

n

Ana

lysi

s an

d Ev

alua

tion

Sens

ory

test

ing

with

ver

y go

od a

naly

sis

and

eval

uatio

n.

Mak

ing

I can

sho

w t

hat

I und

erst

and

the

func

tion

of t

he

ingr

edie

nts

and

equi

pmen

t us

ed

I ca

n pr

oduc

e a

rang

e of

hig

h qu

ality

pro

duct

s

I c

an s

elec

t an

d w

ork

with

all

the

nece

ssar

y eq

uipm

ent

and

ingr

edie

nts

with

larg

e d

egre

e of

pre

cisio

n an

d ac

cura

cy

Plan

ning

I c

an p

rodu

ce a

det

aile

d st

ep-b

y st

ep p

lan

that

tak

es a

ccou

nt o

f the

cha

nges

I ha

ve

mad

e to

the

orig

inal

I can

sug

gest

oth

er w

ays

of p

roce

edin

g if

thin

gs c

hang

e w

hile

I am

mak

ing

them

Kno

wle

dge

I hav

e a

deta

iled

and

high

leve

l kno

wle

dge

and

unde

rsta

ndin

g of

how

ingr

edie

nts

wor

k an

d w

hy

Ana

lysi

s an

d Ev

alua

tion

Sens

ory

test

ing

with

som

e an

alys

is.

Mak

ing

I can

sel

ect

and

wor

k w

ith a

ll th

e ne

cess

ary

equi

pmen

t an

d in

gred

ient

s w

ith s

ome

prec

ision

I c

an m

ake

chan

ges

to t

he p

lan

whe

re n

eces

sary

I can

pro

duce

a h

igh

qual

ity p

rodu

ct

I can

dem

onst

rate

the

abi

lity

to in

depe

nden

tly

prod

uce

my

prod

uct.

Plan

ning

I c

an p

rodu

ce a

det

aile

d pl

an o

f how

to

mak

e yo

ur p

rodu

ct.

Kno

wle

dge

I hav

e go

od k

now

ledg

e an

d un

ders

tand

ing

of

how

ingr

edie

nts

wor

k an

d w

hy

Ana

lysi

s an

d Ev

alua

tion

Evid

ence

of s

enso

ry t

estin

g w

ith li

ttle

or

no

anal

ysis.

Mak

ing

You

have

sel

ecte

d an

d us

ed a

wid

e va

riety

of

equi

pmen

t an

d in

gred

ient

s w

ith la

rge

amou

nt o

f ac

cura

cy

I can

pay

att

entio

n to

the

qua

lity

of y

our

prod

ucts

I can

nam

e eq

uipm

ent

need

ed fo

r m

y pr

actic

al

Plan

ning

I c

an p

rodu

ce s

tep

by s

tep

plan

s th

at h

ave

incl

uded

the

equ

ipm

ent

Kno

wle

dge

I hav

e so

me

know

ledg

e an

d un

ders

tand

ing

of

how

ingr

edie

nts

wor

k

Ana

lysi

s an

d Ev

alua

tion

Sens

ory

test

ing

with

ver

y lit

tle a

naly

sis

Mak

ing

I hav

e th

e ab

ility

to c

hoos

e th

e co

rrec

t eq

uipm

ent

and

ingr

edie

nts

with

sm

all a

mou

nt o

f sup

port

I can

use

a v

arie

ty o

f equ

ipm

ent

safe

ly

Plan

ning

I c

an fo

llow

bas

ic p

lans

how

I w

ill m

ake

my

food

pro

duct

s b

ut s

omet

imes

nee

d as

sista

nce

Kno

wle

dge

I hav

e lim

ited

know

ledg

e an

d un

ders

tand

ing

of

how

ingr

edie

nts

wor

k

Ana

lysi

s an

d Ev

alua

tion

No

evid

ence

of s

enso

ry t

estin

g

Mak

ing

I hav

e th

e ab

ility

to c

hoos

e th

e co

rrec

t eq

uipm

ent

and

ingr

edie

nts

with

sm

all a

mou

nt o

f sup

port

I can

use

a v

arie

ty o

f equ

ipm

ent

safe

ly

Plan

ning

I c

an fo

llow

bas

ic p

lans

how

I w

ill m

ake

my

food

pro

duct

s b

ut s

omet

imes

nee

d as

sista

nce

Kno

wle

dge

I hav

e lim

ited

know

ledg

e an

d un

ders

tand

ing

of

how

ingr

edie

nts

wor

k

GEOGRAPHY“A high-quality geography education should inspire in pupils a curiosity and fascination about the world and its people that will remain with them for the rest of their lives. Teaching should equip pupils with knowledge about diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes. As pupils progress, their growing knowledge about the world should help them to deepen their understanding of the interaction between physical and human processes, and of the formation and use of landscapes and environments. Geographical knowledge, understanding and skills provide the frameworks and approaches that explain how the Earth’s features at different scales are shaped, interconnected and change over time.” (DfE, 2013)

Progress in Geography is measured within a single Pursuit of Excellence. Pupils are assessed in their first few weeks of studying Geography in Year 7. This gives us an indication of which of the “I can” statements a pupil has achieved, and in turn gives us a baseline to measure progress from. Silver and gold targets are based on Keystage 2 attainment in English. Geography will use Keystage 2 English attainment to help inform where the starting point of a pupil should be on the Geography Pursuit of Excellence.

Case Study:

Pupil G has a low Keystage 2 attainment score and has a silver target of 29 Progress Points. Pupil G completes their baseline assessment in Geography in the autumn term of Year 7, achieving all of the “I can” statements in Building Block 2 but only 3 of the “I can” statements in the Keystage 3 Starter Block; achieving a total of 21 Progress Points. Pupil G will therefore begin their Pursuit of Excellence on the Keystage 3 Starter Block and will have immediate aspirations to achieve as many of the “I can” statements within the starter block. By doing this, pupil G will achieve 30 Progress Points and therefore meet their silver targets. Long term aspirations will be for pupil G to progress on to “Threshold 1,” therefore on track to achieve their gold target.

(GC

SE T

arge

t 8)

T

hres

hold

3 E

xcel

lenc

e -

51 >

60

Pro

gres

sio

n Po

ints

(GC

SE T

arge

t 7)

T

hres

hold

2 -

41

> 50

Pro

gres

sio

n Po

ints

(GC

SE T

arge

t 6)

T

hres

hold

1 -

31

> 40

Pro

gres

sio

n Po

ints

(GC

SE T

arge

t 5)

K

S3

Sta

rter

Blo

ck -

21

> 30

Pro

gres

sio

ns P

oin

ts

(GC

SE T

arge

t 4)

B

uild

ing

Blo

ck 2

- 1

1 >

20 P

rogr

essi

on

Poin

ts

(GC

SE T

arge

t 3)

B

uild

ing

Blo

ck -

1 >

10

Pro

gres

sio

n Po

ints

G E O G R A P H Y

Loca

tiona

l kno

wle

dge

I can

sho

w a

n in

dep

th u

nder

stan

ding

of l

ocat

ion

of

the

wor

ld’s

coun

trie

s, us

ing

map

s to

focu

s on

are

as

such

as A

fric

a, Ru

ssia

, Asia

(in

clud

ing

Chi

na a

nd In

dia)

, an

d th

e M

iddl

e Ea

st, f

ocus

ing

on t

heir

envi

ronm

enta

l re

gion

s su

ch a

s po

lar

and

hot

dese

rts

, key

phy

sical

and

hum

an c

hara

cter

istic

s, co

untr

ies

and

maj

or c

ities

.

Plac

e kn

owle

dge

I can

und

erst

and

thro

ugh

the

deta

iled

us o

f pla

ce b

ased

exe

mpl

ars

at a

var

iety

of s

cale

s, th

e ke

y pr

oces

ses

in:

Phys

ical

geo

grap

hy r

elat

ing

to: g

eolo

gica

l tim

esca

les

and

plat

e te

cton

ics;

rock

s; w

eath

erin

g an

d so

ils; w

eath

er a

nd c

limat

e,

incl

udin

g th

e ch

ange

in c

limat

e fro

m t

he Ic

e A

ge t

o th

e pr

esen

t; an

d gl

acia

tion,

hyd

rolo

gy a

nd c

oast

s.H

uman

geo

grap

hy r

elat

ing

to: p

opul

atio

n an

d ur

bani

satio

n; in

tern

atio

nal d

evel

opm

ent;

econ

omic

act

ivity

I can

und

erst

and

how

hum

an a

nd p

hysic

al p

roce

sses

inte

ract

to

influ

ence

, and

cha

nge

land

scap

es, e

nviro

nmen

ts a

nd t

he

clim

ate;

and

how

hum

an a

ctiv

ity r

elie

s on

effe

ctiv

e fu

nctio

ning

of n

atur

al s

yste

ms.

Geo

grap

hica

l ski

lls a

nd fi

eldw

ork

I can

bui

ld o

n m

y kn

owle

dge

of g

lobe

s, m

aps

and

atla

ses

and

appl

y an

d de

velo

p th

is kn

owle

dge

rout

inel

y in

the

cla

ssro

om a

nd in

the

fiel

d I c

an in

terp

ret

Ord

nanc

e Su

rvey

map

s in

the

cla

ssro

om a

nd in

the

fiel

d, in

clud

ing

usin

g gr

id

refe

renc

es a

nd s

cale

, top

ogra

phic

al a

nd o

ther

the

mat

ic m

appi

ng, a

nd a

eria

l and

sat

ellit

e ph

otog

raph

sI c

an u

se G

eogr

aphi

cal I

nfor

mat

ion

Syst

ems

to v

iew

, ana

lyse

and

inte

rpre

t pl

aces

and

dat

a.I c

an u

se fi

eldw

ork

in c

ontr

astin

g lo

catio

ns t

o co

llect

, ana

lyse

and

dra

w c

oncl

usio

ns fr

om

geog

raph

ical

dat

a, us

ing

mul

tiple

sou

rces

of i

ncre

asin

gly

com

plex

info

rmat

ion.

Loca

tiona

l kno

wle

dge

I can

sho

w a

dee

p un

ders

tand

ing

of lo

catio

n of

the

wor

ld’s

coun

trie

s, us

ing

map

s to

fo

cus

on a

reas

suc

h as

Afr

ica,

Russ

ia, A

sia (

incl

udin

g C

hina

and

Indi

a), a

nd t

he M

iddl

e Ea

st,

conc

entr

atin

g on

the

cou

ntrie

s an

d m

ajor

citi

es a

nd s

how

und

erst

andi

ng o

f env

ironm

enta

l re

gion

s su

ch a

s po

lar

and

hot

dese

rts

and

phys

ical

and

hum

an c

hara

cter

istic

s.I c

an s

how

a d

eep

unde

rsta

ndin

g of

how

hum

an a

nd p

hysic

al c

hara

cter

istic

s of

ge

ogra

phic

al r

egio

ns, c

ount

ies

and

citie

s of

the

UK,

hav

e ch

ange

d ov

er t

ime.

I c

an u

se la

titud

e an

d lo

ngitu

de w

ith c

onfid

ence

.

Plac

e kn

owle

dge

I can

sta

rt t

o un

ders

tand

phy

sical

geo

grap

hy r

elat

ing

to d

iffer

ent

of r

egio

ns

beyo

nd t

he U

K, E

urop

e an

d N

orth

and

Sou

th A

mer

ica.

I can

sta

rt t

o un

ders

tand

hum

an g

eogr

aphy

rel

atin

g to

diff

eren

t of

reg

ions

be

yond

the

UK,

Eur

ope

and

Nor

th a

nd S

outh

Am

eric

a.I c

an s

tart

to

use

a va

riety

of p

lace

bas

ed e

xem

plar

s at

a v

arie

ty o

f sca

les

to s

how

my

unde

rsta

ndin

g of

bot

h ph

ysic

al a

nd h

uman

geo

grap

hy.

Geo

grap

hica

l ski

lls a

nd fi

eldw

ork

I can

sta

rt t

o bu

ild o

n m

y kn

owle

dge

and

skills

of u

sing

map

s, at

lase

s, gl

obes

and

dig

ital/c

ompu

ter

map

ping

to

exam

ples

to

star

t to

use

the

m in

the

cla

ssro

om.

I can

sta

rt t

o in

terp

ret

my

basic

map

ski

lls b

oth

in t

he c

lass

room

and

in t

he fi

eld

such

as

scal

e an

d di

rect

ion

with

a r

ange

of d

iffer

ent

type

s of

map

s.I c

an s

tart

to

use

a ra

nge

of G

eogr

aphi

cal I

nfor

mat

ion

Syst

ems

to v

iew

a r

ange

of d

iffer

ent

plac

es.

I can

con

fiden

tly u

se fi

eldw

ork

skills

suc

h as

col

lect

, rec

ord,

pre

sent

and

ana

lyse

(us

ing

a nu

mbe

r of

met

hods

) ge

ogra

phic

al d

ata,

to t

hen

be a

ble

to b

egin

to

draw

my

own

conc

lusio

ns fr

om a

ran

ge o

f sou

rces

.

Loca

tiona

l kno

wle

dge

I can

loca

te t

he w

orld

’s co

untr

ies,

usin

g m

aps

to b

egin

to

focu

s on

are

as b

eyon

d Eu

rope

and

Nor

th a

nd S

outh

Am

eric

a; co

ncen

trat

ing

on t

he c

ount

ries

and

maj

or c

ities

an

d be

ginn

ing

to s

how

und

erst

andi

ng o

f env

ironm

enta

l reg

ions

, phy

sical

and

hum

an

char

acte

ristic

s.I c

an s

how

goo

d un

ders

tand

ing

of h

ow h

uman

and

phy

sical

cha

ract

erist

ics

of g

eogr

aphi

cal

regi

ons,

coun

ties

and

citie

s of

the

UK,

hav

e ch

ange

d ov

er t

ime.

I c

an id

entif

y th

e po

sitio

n an

d sig

nific

ance

of l

atitu

de a

nd lo

ngitu

de.

Plac

e kn

owle

dge

I can

beg

in t

o un

ders

tand

geo

grap

hica

l sim

ilarit

ies

and

diffe

renc

es t

hrou

gh t

he s

tudy

of

hum

an a

nd p

hysic

al g

eogr

aphy

of r

egio

ns b

eyon

d th

e U

K, E

urop

e an

d N

orth

and

Sou

th

Am

eric

a.H

uman

and

phy

sica

l geo

grap

hy

I can

beg

in t

o us

e m

ore

than

one

det

aile

d ex

ampl

e (e

ach

of a

diff

eren

t sc

ale)

to

show

my

unde

rsta

ndin

g of

pro

cess

es in

phy

sical

geo

grap

hy a

nd h

uman

geo

grap

hy.

Geo

grap

hica

l ski

lls a

nd fi

eldw

ork

I can

beg

in t

o ap

ply

basic

kno

wle

dge

and

skills

of u

sing

map

s, at

lase

s, gl

obes

and

dig

ital/

com

pute

r m

appi

ng t

o ex

ampl

es b

eing

use

d in

the

cla

ssro

om.

I can

use

bas

ic m

ap s

kills

suc

h as

sca

le a

nd d

irect

ion

to b

egin

to

inte

rpre

t O

rdna

nce

Surv

ey,

topo

grap

hica

l and

oth

er t

hem

atic

map

s. I c

an u

se fi

eldw

ork

skills

suc

h as

col

lect

, rec

ord

and

pres

ent

(usin

g a

num

ber

of m

etho

ds)

geog

raph

ical

dat

a, to

the

n be

abl

e to

beg

in t

o dr

aw m

y ow

n co

nclu

sions

. an

d pl

aces

.

Loca

tiona

l kno

wle

dge

I can

loca

te t

he w

orld

’s co

untr

ies,

usin

g m

aps

to fo

cus

on E

urop

e an

d N

orth

an

d So

uth

Am

eric

a an

d co

ncen

trat

ing

on t

heir

envi

ronm

enta

l reg

ions

, key

ph

ysic

al a

nd h

uman

cha

ract

erist

ics,

coun

trie

s, an

d m

ajor

citi

es

I can

nam

e an

d lo

cate

cou

ntie

s an

d ci

ties

of t

he U

nite

d Ki

ngdo

m, g

eogr

aphi

cal

regi

ons

and

thei

r id

entif

ying

hum

an a

nd p

hysic

al c

hara

cter

istic

s, in

clud

ing

hills

, m

ount

ains

, citi

es, r

iver

s, ke

y to

pogr

aphi

cal f

eatu

res

and

land

-use

pat

tern

s; an

d un

ders

tand

how

som

e of

the

se a

spec

ts h

ave

chan

ged

over

tim

e

Plac

e kn

owle

dge

I can

iden

tify

the

posit

ion

and

signi

fican

ce o

f lat

itude

, long

itude

, Equ

ator

, Nor

ther

n H

emisp

here

, So

uthe

rn H

emisp

here

, the

Tro

pics

of C

ance

r an

d C

apric

orn,

Arc

tic a

nd A

ntar

ctic

Circ

le, a

nd t

ime

zone

s.I c

an u

nder

stan

d ge

ogra

phic

al s

imila

ritie

s an

d di

ffere

nces

thr

ough

the

stu

dy o

f hum

an a

nd p

hysic

al

geog

raph

y of

a r

egio

n or

are

a of

the

Uni

ted

King

dom

, a r

egio

n or

are

a in

a E

urop

ean

coun

try,

and

a re

gion

or

area

with

in N

orth

or

Sout

h A

mer

ica

I can

des

crib

e an

d un

ders

tand

key

asp

ects

of:

phys

ical

geo

grap

hy, in

clud

ing:

clim

ate

zone

s, bi

omes

and

ve

geta

tion

belts

, riv

ers,

mou

ntai

ns, v

olca

noes

and

ear

thqu

akes

, and

the

wat

er c

ycle

, hum

an g

eogr

aphy

, in

clud

ing:

sett

lem

ents

, land

use

, eco

nom

ic a

ctiv

ity in

clud

ing

trad

e lin

ks, a

nd t

he d

istrib

utio

n of

nat

ural

re

sour

ces

incl

udin

g en

ergy

, foo

d, m

iner

als,

and

wat

er s

uppl

ies

Loca

tiona

l kno

wle

dge

I can

dem

onst

rate

exc

elle

nt

loca

tiona

l and

pla

ce

know

ledg

e

Plac

e kn

owle

dge

I hav

e m

aste

red

a de

ep s

patia

l aw

aren

ess

of t

he w

orld

’s co

untr

ies

and

regi

ons

and

thei

r ch

arac

teris

tics

I hav

e ex

celle

nt u

nder

stan

ding

of h

ow h

uman

and

phy

sical

pro

cess

es in

tera

ct a

t a

varie

ty

of s

cale

s

Geo

grap

hica

l ski

lls a

nd fi

eldw

ork

I hav

e m

aste

red

my

know

ledg

e of

glo

bes,

atla

ses

and

map

and

the

ir ap

plic

atio

ns (

incl

udin

g us

e of

OS

map

s an

d G

IS)

I can

use

of fi

eldw

ork

in c

ontr

astin

g en

viro

nmen

ts t

o m

aste

r an

alyt

ical

and

sta

tistic

al s

kills

to

draw

con

clus

ions

from

ge

ogra

phic

al d

ata

I am

fully

com

pete

nt in

usin

g ge

ogra

phic

al m

odel

s an

d th

eorie

s to

enr

ich

my

own

geog

raph

ical

und

erst

andi

ng a

nd s

kills

set

Geo

grap

hica

l ski

lls a

nd fi

eldw

ork

I can

loca

te t

he w

orld

’s co

untr

ies,

usin

g m

aps

to fo

cus

on E

urop

e an

d N

orth

and

Sou

th

Am

eric

a an

d co

ncen

trat

ing

on t

heir

envi

ronm

enta

l reg

ions

, key

phy

sical

and

hum

an

char

acte

ristic

s, co

untr

ies,

and

maj

or c

ities

I c

an n

ame

and

loca

te c

ount

ies

and

citie

s of

the

Uni

ted

King

dom

, geo

grap

hica

l reg

ions

an

d th

eir

iden

tifyi

ng h

uman

and

phy

sical

cha

ract

erist

ics,

incl

udin

g hi

lls, m

ount

ains

, citi

es,

river

s, ke

y to

pogr

aphi

cal f

eatu

res

and

land

-use

pat

tern

s; an

d un

ders

tand

how

som

e of

th

ese

aspe

cts

have

cha

nged

ove

r tim

e

Loca

tiona

l kno

wle

dge

I can

nam

e an

d lo

cate

the

wor

ld’s

cont

inen

ts a

nd o

cean

s. I c

an n

ame,

loca

te a

nd id

entif

y ch

arac

teris

tics

of t

he fo

ur c

ount

ries

and

capi

tal c

ities

of t

he U

nite

d Ki

ngdo

m a

nd it

s su

rrou

ndin

g se

as

Plac

e kn

owle

dge

I can

und

erst

and

geog

raph

ical

sim

ilarit

ies

and

diffe

renc

es t

hrou

gh s

tudy

ing

the

hum

an a

nd p

hysic

al g

eogr

aphy

of

a s

mal

l are

a of

the

Uni

ted

King

dom

, and

of a

con

tras

ting

non-

Euro

pean

cou

ntry

I c

an id

entif

y se

ason

al a

nd d

aily

wea

ther

pat

tern

s in

the

Uni

ted

King

dom

and

the

loca

tion

of h

ot a

nd c

old

area

s of

the

wor

ld in

rel

atio

n to

the

Equ

ator

and

the

Nor

th a

nd S

outh

Pol

es

I can

use

bas

ic g

eogr

aphi

cal v

ocab

ular

y to

ref

er t

o:

•key

phy

sical

feat

ures

, incl

udin

g: be

ach,

coa

st, f

ores

t, hi

ll, m

ount

ain,

oce

an, r

iver

, soi

l, val

ley,

vege

tatio

n, a

nd

wea

ther

•k

ey h

uman

feat

ures

, incl

udin

g: ci

ty, t

own,

villa

ge, f

acto

ry, f

arm

, hou

se, o

ffice

, and

sho

p

Geo

grap

hica

l ski

lls a

nd fi

eldw

ork

I can

use

wor

ld m

aps,

atla

ses

and

glob

es t

o id

entif

y th

e U

nite

d Ki

ngdo

m a

nd it

s co

untr

ies,

as w

ell a

s th

e co

untr

ies,

cont

inen

ts a

nd o

cean

s st

udie

d at

thi

s ke

y st

age

I can

use

sim

ple

com

pass

dire

ctio

ns (

Nor

th, S

outh

, Eas

t an

d W

est)

and

loca

tiona

l la

ngua

ge (

e.g.

near

and

far)

to

desc

ribe

the

loca

tion

of fe

atur

es a

nd r

oute

s on

a m

ap

I can

use

aer

ial p

hoto

grap

hs a

nd p

lan

pers

pect

ives

to

reco

gnise

land

mar

ks a

nd b

asic

ph

ysic

al fe

atur

es; d

evise

a s

impl

e m

ap; a

nd u

se a

nd c

onst

ruct

bas

ic s

ymbo

ls in

a k

ey

I can

use

sim

ple

field

wor

k an

d ob

serv

atio

nal s

kills

to

stud

y th

e ge

ogra

phy

of t

heir

scho

ol a

nd t

he k

ey h

uman

and

phy

sical

feat

ures

of i

ts s

urro

undi

ng e

nviro

nmen

t.

DESIGN & TECHNOLOGY“Hard technology is an inspiring, rigorous and practical subject. Using creativity and imagination, pupils design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values. They acquire a broad range of subject knowledge and draw on disciplines such as mathematics, science, engineering, computing and art. Pupils learn how to take risks, becoming resourceful, innovative, enterprising and capable citizens. Through the evaluation of past and present design and technology, they develop a critical understanding of its impact on daily life and the wider world. High-quality Hard Technology education makes an essential contribution to the creativity, culture, wealth and well-being of the nation.” (DfE, 2013)

Progress in Design & Technology is measured within a single Pursuit of Excellence. Pupils are assessed in their first few weeks of studying Design & Technology in Year 7. This gives us an indication of which of the “I can” statements a pupil has achieved, and in turn gives us a baseline to measure progress from. Silver and gold targets are based on an average of the Keystage 2 attainment in English and Maths.

Case Study:

Pupil H completes their baseline assessment in Design & Technology in the autumn term of Year 7. The assessment shows evidence of pupil H achieving some of the “I can” statements in the Keystage 3 Starter Block for Design & Technology, achieving 25 Progress Points. Pupil H will therefore begin their Pursuit of Excellence on this starter block and will have immediate aspirations to achieve all of the “I can” statements within this block. The tracking of pupil H’s progress over time will be based on which “I can” have been achieved in the Keystage 3 Starter Block and in turn how many Progress Points, above their starting point of 25, have been achieved.

(GC

SE T

arge

t 8)

T

hres

hold

3 E

xcel

lenc

e -

51 >

60

Pro

gres

sio

n Po

ints

(GC

SE T

arge

t 7)

T

hres

hold

2 -

41

> 50

Pro

gres

sio

n Po

ints

(GC

SE T

arge

t 6)

T

hres

hold

1 -

31

> 40

Pro

gres

sio

n Po

ints

(GC

SE T

arge

t 5)

K

S3

Sta

rter

Blo

ck -

21

> 30

Pro

gres

sio

ns P

oin

ts

(GC

SE T

arge

t 4)

B

uild

ing

Blo

ck 2

- 1

1 >

20 P

rogr

essi

on

Poin

ts

(GC

SE T

arge

t 3)

B

uild

ing

Blo

ck -

1 >

10

Pro

gres

sio

n Po

ints

H A R D T E C H N O L O G I E S

Des

ign

& T

echn

olog

y: I

can

pro

duce

a d

etai

led

spec

ifica

tion

to in

form

my

desig

n id

eas

Mak

e-

I can

sel

ect

and

use

a w

ider

ran

ge o

f mat

eria

ls an

d co

mpo

nent

s t

akin

g in

to a

ccou

nt t

heir

prop

ertie

s.Ev

alua

te –

I ca

n ta

ke in

to c

onsid

erat

ion

soci

al a

nd e

nviro

nmen

tal i

ssue

s w

hen

test

ing

my

prod

uct/

idea

s. Te

chni

cal k

now

ledg

e- I

can

plan

and

bui

ld m

y ow

n el

ectr

onic

circ

uits

and

impl

emen

t te

stin

g ,sh

owin

g un

ders

tand

ing

of t

he fu

nctio

ns o

f var

ious

com

pone

nts

Des

ign

& T

echn

olog

y: I

can

iden

tify

and

solv

e de

sign

prob

lem

s. I

can

take

insp

iratio

n fro

m n

atur

e to

dev

elop

new

pro

duct

idea

s.M

ake-

I c

an s

elec

t an

d us

e sp

ecia

list

tool

s, te

chni

ques

, pro

cess

es a

nd e

quip

men

t in

depe

nden

tly.

Eval

uate

- I

can

inve

stig

ate

new

and

em

ergi

ng t

echn

olog

ies

and

mak

e co

nnec

tions

with

my

own

desig

n an

d m

akin

g. I c

an e

valu

ate

and

refin

e m

y id

eas/

prod

ucts

aga

inst

a s

peci

ficat

ion

iden

tifyi

ng

succ

ess

and

dow

nfal

ls w

ithin

my

wor

k.Te

chni

cal k

now

ledg

e- I

und

erst

and

and

use

mec

hani

cal s

yste

ms

such

as

gea

rs,

gear

tra

ins,

leve

rs, p

ulle

ys a

nd l

inka

ge.

Des

ign

& T

echn

olog

y: I

can

rese

arch

and

exp

lore

spe

cific

are

as t

o he

lp id

entif

y an

d un

ders

tand

use

r ne

eds

e.g.

cultu

res.

I can

util

ise b

asic

CA

D d

esig

n to

ols

to a

ssist

with

my

own

desig

ns.

Mak

e- I

can

sel

ect

and

use

spec

ialis

t to

ols,

tech

niqu

es, p

roce

sses

and

equ

ipm

ent

with

gui

danc

e.Ev

alua

te –

Ana

lyse

the

wor

k of

oth

ers

desig

ners

to

deve

lop

my

unde

rsta

ndin

g. I c

an e

valu

ate

my

own

wor

k ag

ains

t a

spec

ifica

tion

iden

tifyi

ng s

ucce

ss a

nd d

ownf

alls.

Tech

nica

l kno

wle

dge-

I ca

n m

ake

an in

form

ed c

hoic

e th

roug

h le

arni

ng a

bout

the

pro

pert

ies

of m

ater

ials

incl

udin

g sm

art

mat

eria

ls. I

can

also

und

erst

and

key

term

inol

ogy

such

as

ergo

nom

ics,

aest

hetic

s an

d fu

nctio

n.

Des

ign

& T

echn

olog

y: I

can

use

rese

arch

and

dev

elop

des

ign

crite

ria t

o in

form

the

des

ign

of p

rodu

cts

that

are

fit

for

purp

ose,

aim

ed a

t pa

rtic

ular

indi

vidu

als

or g

roup

s. I c

an g

ener

ate,

dev

elop

, m

odel

and

com

mun

icat

e id

eas

thro

ugh

disc

ussio

n, a

nnot

ated

ske

tche

s, cr

oss-

sect

iona

l and

exp

lode

d di

agra

ms,

prot

otyp

es, p

atte

rn p

iece

s an

d co

mpu

ter-a

ided

des

ign

Mak

e- I

can

sele

ct fr

om a

nd u

se a

wid

er r

ange

of t

ools

and

equi

pmen

t to

per

form

pra

ctic

al t

asks

acc

urat

ely.

I can

sel

ect

from

and

use

a w

ider

ran

ge o

f mat

eria

ls an

d co

mpo

nent

s, in

clud

ing

cons

truc

tion

mat

eria

l and

tex

tiles

, acc

ordi

ng t

o th

eir

func

tiona

l pro

pert

ies

and

aest

hetic

qua

litie

s. Ev

alua

te –

I ca

n in

vest

igat

e an

d an

alys

e a

rang

e of

exi

stin

g pr

oduc

ts. I

can

eva

luat

e m

y id

eas

and

prod

ucts

. I c

an u

nder

stan

d ho

w k

ey e

vent

s an

d in

divi

dual

s in

des

ign

and

tech

nolo

gy h

ave

help

ed

shap

e th

e w

orld

Te

chni

cal k

now

ledg

e- I

can

appl

y m

y un

ders

tand

ing

of h

ow t

o st

reng

then

, stif

fen

and

rein

forc

e m

ore

com

plex

str

uctu

res.

I can

und

erst

and

and

use

mec

hani

cal s

yste

ms

in m

y pr

oduc

ts. I

can

use

el

ectr

ical

sys

tem

s in

my

prod

ucts

. I c

an a

pply

my

unde

rsta

ndin

g of

com

putin

g to

pro

gram

, mon

itor

and

cont

rol m

y pr

oduc

ts.

Des

ign

& T

echn

olog

y: I

can

desig

n pu

rpos

eful

, fun

ctio

nal, a

ppea

ling

prod

ucts

for

mys

elf a

nd o

ther

use

rs b

ased

on

desig

n cr

iteria

. I c

an g

ener

ate,

dev

elop

, mod

el a

nd c

omm

unic

ate

my

idea

s th

roug

h ta

lkin

g, dr

awin

g, te

mpl

ates

, moc

k-up

s an

d, w

here

app

ropr

iate

, info

rmat

ion

and

com

mun

icat

ion

tech

nolo

gy.

Mak

e- I

can

sele

ct fr

om a

nd u

se a

ran

ge o

f too

ls an

d eq

uipm

ent

to p

erfo

rm p

ract

ical

tas

ks. I

can

sel

ect

from

and

use

a w

ide

rang

e of

mat

eria

ls an

d co

mpo

nent

s, in

clud

ing

cons

truc

tion

mat

eria

ls an

d te

xtile

s, ac

cord

ing

to t

heir

char

acte

ristic

s Ev

alua

te –

I ca

n ex

plor

e an

d ev

alua

te a

ran

ge o

f exi

stin

g pr

oduc

ts. I

can

eva

luat

e m

y id

eas

and

prod

ucts

aga

inst

des

ign

crite

ria

Tech

nica

l kno

wle

dge-

I ca

n bu

ild s

truc

ture

s, ex

plor

ing

how

the

y ca

n be

mad

e st

rong

er, s

tiffe

r an

d m

ore

stab

le. I

can

exp

lore

and

use

mec

hani

sms,

in m

y pr

oduc

ts.

Des

ign

& T

echn

olog

y: I

can

gene

rate

cre

ativ

e id

eas

by u

sing

a va

riety

of a

ppro

ache

s t

o th

e de

sign

prob

lem

.M

ake

- D

istin

guish

sui

tabl

e m

ater

ials

and

com

pone

nts

taki

ng in

to a

ccou

nt t

he p

roce

sses

and

pro

pert

ies

used

. Ev

alua

te –

I ca

n m

ake

refe

renc

e to

sus

tain

abilit

y iss

ues

in r

egar

ds t

o m

oral

res

pons

ibilit

ies

whe

n de

velo

ping

my

own

prod

ucts

.Te

chni

cal k

now

ledg

e- I

und

erst

and

and

can

use

prog

ram

mab

le c

ompo

nent

s su

ch a

s m

icro

con

trol

lers

in m

y de

sign

and

man

ufac

ture

.

HISTORY“A high-quality history education will help pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world. It should inspire pupils’ curiosity to know more about the past. Teaching should equip pupils to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement. History helps pupils to understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups, as well as their own identity and the challenges of their time.” (DfE, 2013)

Progress in History is measured within a single Pursuit of Excellence. Pupils are assessed in their first few weeks of studying History in Year 7. This gives us an indication of which of the “I can” statements a pupil has achieved, and in turn gives us a baseline to measure progress from. Silver and gold targets are based on Keystage 2 attainment in English. History will use Keystage 2 English attainment to help inform where the starting point of a pupil should be on the History Pursuit of Excellence.

Case Study:

Pupil I has a high Keystage 2 attainment score and has a silver target of 41 Progress Points. Pupil I completes their baseline assessment in History in the autumn term of Year 7, achieving all of the “I can” statements in Building Block 2 and most of the “I can” statements in the Keystage 3 Starter Block; achieving a total of 29 Progress Points. Pupil I will therefore begin their Pursuit of Excellence on the Keystage 3 Starter Block but will have immediate aspirations to progress to “Threshold 1” which is only 2 progress points away from their starting point. By doing this, pupil I will begin to work towards achieving all of the “I can” statements within “Threshold 1” and therefore achieving 40 Progress Points and being well on track to achieve their silver target. Long term aspirations will be for pupil G to progress to “Threshold 2,” therefore achieving their gold target and aspiring to achieve excellence.

(GC

SE T

arge

t 8)

T

hres

hold

3 E

xcel

lenc

e -

51 >

60

Pro

gres

sio

n Po

ints

(GC

SE T

arge

t 7)

T

hres

hold

2 -

41

> 50

Pro

gres

sio

n Po

ints

(GC

SE T

arge

t 6)

T

hres

hold

1 -

31

> 40

Pro

gres

sio

n Po

ints

(GC

SE T

arge

t 5)

K

S3

Sta

rter

Blo

ck -

21

> 30

Pro

gres

sio

ns P

oin

ts

(GC

SE T

arge

t 4)

B

uild

ing

Blo

ck 2

- 1

1 >

20 P

rogr

essi

on

Poin

ts

(GC

SE T

arge

t 3)

B

uild

ing

Blo

ck -

1 >

10

Pro

gres

sio

n Po

ints

H I S T O R Y

I can

exp

lain

in d

etai

l wha

t ha

ppen

ed in

hist

oric

al e

vent

s.I c

an e

xpla

in a

nd li

nk t

he c

ause

s of

hist

oric

al e

vent

s.I c

an a

naly

se c

hang

e an

d th

emes

acr

oss

time.

I can

exp

lain

how

and

why

inte

rpre

tatio

ns o

f the

pas

t ha

ve b

een

crea

ted.

I c

an o

rgan

ise in

form

atio

n to

pro

duce

hig

h qu

ality

ext

ende

d w

ritin

g an

d us

e hi

stor

ical

ter

ms.

I can

ana

lyse

cha

nge

and

cont

inui

ty; s

igni

fican

ce; a

nd s

imila

rity

and

diffe

renc

e.I c

an a

naly

se a

sou

rce

and

expl

ain

its m

essa

ge.

I can

exp

lain

wha

t ha

ppen

ed in

hist

oric

al e

vent

s.I c

an e

xpla

in t

he c

ause

s of

hist

oric

al e

vent

s.I c

an s

how

whe

re t

he p

erio

d I a

m s

tudy

ing

fits

with

in o

ther

tim

e pe

riods

.

I can

iden

tify

both

sou

rces

and

inte

rpre

tatio

ns.

I can

sel

ect

info

rmat

ion

and

mak

e ap

prop

riate

use

of h

istor

ical

ter

ms

to s

truc

ture

ext

ende

d w

ritin

g.I c

an e

xpla

in c

hang

e an

d co

ntin

uity

; sig

nific

ance

; and

sim

ilarit

y an

d di

ffere

nce.

I can

use

hist

oric

al e

vide

nce

to b

uild

upo

n m

y kn

owle

dge

and

expl

ain

wha

t is

happ

enin

g in

the

sou

rce.

I can

des

crib

e hi

stor

ical

eve

nts.

I can

pla

ce e

vent

s in

to c

hron

olog

ical

ord

er.

I can

iden

tify

caus

es o

f hist

oric

al e

vent

s.

I can

con

stru

ct q

uest

ions

to

find

out

abou

t th

e pa

st.

I can

app

ly h

istor

ical

kno

wle

dge

and

term

s in

ext

ende

d w

ritin

g.I c

an id

entif

y ch

ange

and

con

tinui

ty; s

igni

fican

ce; a

nd s

imila

rity

and

diffe

renc

e.I a

m b

egin

ning

to

use

hist

oric

al e

vide

nce

to b

uild

upo

n m

y kn

owle

dge.

I can

des

crib

e di

ffere

nces

bet

wee

n tim

e pe

riods

.I a

m s

tart

ing

to p

lace

eve

nts

into

chr

onol

ogic

al o

rder

.I c

an u

se s

ome

hist

oric

al t

erm

s co

rrec

tly.

I can

des

crib

e ho

w m

y lif

e is

diffe

rent

from

the

live

s of

peo

ple

in t

he p

ast.

I can

giv

e a

simpl

e an

swer

to

a qu

estio

n m

y H

istor

y te

ache

r as

ks.

I can

use

my

deta

iled

know

ledg

e to

eva

luat

e hi

stor

ical

eve

nts.

I mak

e su

stai

ned

argu

men

ts a

bout

hist

oric

al c

ause

s.I c

an m

ake

judg

emen

ts a

nd ju

stify

the

impo

rtan

ce o

f cha

nge

over

tim

e.

I can

eva

luat

e hi

stor

ical

inte

rpre

tatio

ns o

f the

pas

t.

I can

con

duct

inde

pend

ent

rese

arch

to

deve

lop

high

qua

lity,

fluen

t ex

tend

ed w

ritin

g.I c

an e

valu

ate

chan

ge a

nd c

ontin

uity

; sig

nific

ance

; and

sim

ilarit

y an

d di

ffere

nce.

I can

ana

lyse

a s

ourc

e in

-dep

th a

nd e

valu

ate

how

typ

ical

/use

ful i

t is.

I can

sug

gest

ans

wer

s to

que

stio

ns a

bout

the

pas

t th

at m

y te

ache

r as

ks u

sing

limite

d in

form

atio

n.I c

an p

rodu

ce s

truc

ture

d w

ork.

I kno

w t

hat

one

even

t in

Hist

ory

affe

cts

peop

le in

diff

eren

t w

ays.

I can

iden

tify

sour

ces.

I can

nam

e a

pers

on o

r ev

ent

from

Hist

ory.

I kno

w h

ow H

istor

ians

kno

w a

bout

the

pas

t. I c

an c

onst

ruct

sim

ple

sent

ence

s to

ans

wer

que

stio

ns, o

r to

in

form

abo

ut a

per

iod

of t

ime.

LANGUAGES“Learning a foreign language is a liberation from insularity and provides an opening to other cultures. A high-quality languages education should foster pupils’ curiosity and deepen their understanding of the world. The teaching should enable pupils to express their ideas and thoughts in another language and to understand and respond to its speakers, both in speech and in writing. It should also provide opportunities for them to communicate for practical purposes, learn new ways of thinking and read great literature in the original language. Language teaching should provide the foundation for learning further languages, equipping pupils to study and work in other countries.” (DfE, 2013)

Progress in Languages Studies is measured within a two Pursuits of Excellence: vocabulary and grammar. Pupils are assessed in their first few weeks of studying Languages in Year 7. This gives us an indication of which of the “Understand + Use” statements a pupil has achieved, and in turn gives us a baseline to measure progress from. Silver and gold targets are calculated using pupil’s Keystage 2 English attainment, but it is recognised that many pupils may be studying a language for the first time when beginning Keystage 3.

Case Study:

Pupil J completes their baseline assessment in Languages in the autumn term of Year 7, achieving some of the statements in Building Block 2; achieving a total of 15 Progress Points. Pupil I will therefore begin their Pursuit of Excellence on Building Block 2 and will have immediate aspirations to achieve all of the statements within Building Block 2. Progress in Languages is usually exponential, with pupils building on language vocabulary and skills quickly as they progress through the latter years of Keystage 3. As pupil J begins Year 8 it is expected they should quickly progress to Threshold 1. Thresholds 2 and above are expected attainment in Year 9.

(GC

SE T

arge

t 8)

T

hres

hold

3 E

xcel

lenc

e -

51 >

60

Pro

gres

sio

n Po

ints

(GC

SE T

arge

t 7)

T

hres

hold

2 -

41

> 50

Pro

gres

sio

n Po

ints

(GC

SE T

arge

t 6)

T

hres

hold

1 -

31

> 40

Pro

gres

sio

n Po

ints

(GC

SE T

arge

t 5)

K

S3

Sta

rter

Blo

ck -

21

> 30

Pro

gres

sio

ns P

oin

ts

(GC

SE T

arge

t 4)

B

uild

ing

Blo

ck 2

- 1

1 >

20 P

rogr

essi

on

Poin

ts

(GC

SE T

arge

t 3)

B

uild

ing

Blo

ck -

1 >

10

Pro

gres

sio

n Po

ints

L A N G U A G E G R A M M A R

Und

erst

and

and

use:

The

impe

rfect

ten

se o

f oth

er c

omm

on v

erbs

/ sim

ple

futu

re t

ense

Und

erst

and

and

use:

The

pre

sent

ten

se o

f irr

egul

ar r

eflex

ive

verb

s (fu

ll pa

radi

gm)

Und

erst

and

and

use:

The

con

ditio

nal o

f vou

loir

and

aim

erU

nder

stan

d an

d us

e: Q

uest

ions

usin

g qu

estio

n w

ords

and

inve

rsio

nU

nder

stan

d an

d us

e: O

ther

neg

ativ

es: n

e …

rie

n, n

e …

jam

ais,

ne …

que

Und

erst

and

and

use:

Sub

ordi

natin

g co

njuc

tions

: com

me,

lors

que,

par

ce q

ue, p

uisq

ue, s

iU

nder

stan

d an

d us

e: R

elat

ive

pron

ouns

: qui

, que

; inte

rrog

ativ

e pr

onou

ns: q

ui, q

ue;

dem

onst

rativ

e pr

onou

ns: ç

a, ce

la

Und

erst

and

and

use:

Ava

nt d

e +

infin

itive

Und

erst

and

only

: Dire

ct o

bjec

t pr

onou

ns (

le/la

/les)

with

non

-com

poun

d te

nses

U

nder

stan

d an

d us

e: T

he im

perfe

ct t

ense

(fu

ll pa

radi

gm, in

clud

ing

less

com

mon

ver

bs)

Und

erst

and

and

use:

Em

phat

ic p

rono

uns

(moi

, toi

, lui, e

tc.)

Und

erst

and

and

use:

Com

para

tive

and

supe

rlativ

e ad

verb

s (p

lus

… q

ue, m

oins

… q

ue, le

/la

/les

plus

/moi

ns …

)

Und

erst

and

and

use:

Dep

uis

+ p

rese

nt t

ense

U

nder

stan

d on

ly: I

ndire

ct o

bjec

t pr

onou

ns a

nd o

bjec

t pr

onou

ns in

com

poun

d te

nses

Und

erst

and

only

: The

plu

perfe

ct t

ense

Und

erst

and

only

: The

pas

sive

voic

e: p

rese

nt t

ense

Und

erst

and

only

: The

pre

sent

par

ticip

le

Und

erst

and

and

use:

The

per

fect

ten

se w

ith ê

tre

Und

erst

and

and

use:

The

pre

sent

ten

se o

f reg

ular

refl

exiv

e ve

rbs

(full

para

digm

)U

nder

stan

d an

d us

e: T

hree

ten

ses

toge

ther

(pr

esen

t, pe

rfect

and

nea

r fu

ture

)U

nder

stan

d an

d us

e: Je

vou

drai

s +

infin

itive

Und

erst

and

and

use:

Il fa

ut +

infin

itive

Und

erst

and

and

use:

The

impe

rativ

e (t

u an

d vo

us fo

rms)

Und

erst

and

and

use:

Sup

erla

tive

adje

ctiv

es (

le/la

/les

plus

/moi

ns ..

. + le

/la m

eille

ur(e

)/le

s m

eille

ur(e

)s)

Und

erst

and

and

use:

Plu

ral p

osse

ssiv

e ad

ject

ives

: not

re/n

os, v

otre

/vos

, leur

/leur

sU

nder

stan

d an

d us

e: C

omm

on a

dver

bial

phr

ases

Und

erst

and

and

use:

Inte

rrog

ativ

e ve

rb fo

rms

(e.g

. par

lez-

vous

ang

lais?

vou

s pa

rlez

angl

ais?

par

le-t

-il a

ngla

is?, e

st-c

e qu

e vo

us p

arle

z an

glai

s? v

ous

parle

z an

glai

s, n’

est-

ce p

as?)

Und

erst

and

and

use:

The

per

fect

ten

se o

f reg

ular

–er

ver

bs, u

sing

avoi

rU

nder

stan

d an

d us

e: T

he p

erfe

ct t

ense

of c

omm

on ir

regu

lar

verb

s: bo

ire, f

aire

, pre

ndre

, voi

rU

nder

stan

d an

d us

e: T

he p

rese

nt t

ense

of c

omm

on ir

regu

lar

verb

s (fu

ll pa

radi

gm, p

lus

all

plur

al s

ubje

ct p

rono

uns)

Und

erst

and

and

use:

Tw

o te

nses

tog

ethe

r (p

rese

nt a

nd p

erfe

ct o

r pr

esen

t an

d ne

ar fu

ture

)U

nder

stan

d an

d us

e: P

repo

sitio

ns fo

llow

ed b

y de

(e.

g. à

côté

de,

à d

roite

de,

en

face

de)

Und

erst

and

and

use:

Tim

e ex

pres

sions

for

use

with

the

pe

rfect

ten

se (

e.g.

hier

, le w

eeke

nd d

erni

er, l’

anné

e de

rniè

re)

Und

erst

and

and

use:

Irre

gula

r ad

ject

ives

(e.

g. be

au/b

elle

, vie

ux/v

ieille

)U

nder

stan

d an

d us

e: C

ompa

rativ

e ad

ject

ives

(p

lus

… q

ue, m

oins

… q

ue)

Und

erst

and

and

use:

Reg

ular

adv

erbs

Und

erst

and

and

use:

Inde

finite

pro

noun

s (q

uelq

u’un

); in

defin

ite a

djec

tives

(ch

aque

, qu

elqu

e)

Und

erst

and

and

use:

Inte

rrog

ativ

e ad

ject

ives

(qu

el, q

uelle

)U

nder

stan

d an

d us

e: T

he im

perfe

ct t

ense

of m

ost

com

mon

ver

bs (

e.g.

j’éta

is, j’

avai

s)

Und

erst

and

and

use:

The

infin

itive

follo

win

g ve

rbs

of li

king

(e.

g. j’a

ime

+ in

finiti

ve)

Und

erst

and

and

use:

Mod

al v

erbs

: the

pre

sent

ten

se o

f pou

voir,

devo

ir an

d vo

uloi

rU

nder

stan

d an

d us

e: T

he p

rese

nt t

ense

of r

egul

ar v

erbs

(fu

ll pa

radi

gm)

Und

erst

and

and

use:

The

pre

sent

ten

se o

f refl

exiv

e ve

rbs

(sin

gula

r fo

rms

only

)U

nder

stan

d an

d us

e: T

he n

ear

futu

re t

ense

(al

ler

+ in

finiti

ve)

Und

erst

and

and

use:

Tim

e ex

pres

sions

for

use

with

the

nea

r fu

ture

ten

se (

e.g.

dem

ain,

ce

wee

kend

, ce

soir,

l’ann

ée p

roch

aine

)U

nder

stan

d an

d us

e: O

ther

con

nect

ives

(e.

g. pa

rce

que,

ou,

alo

rs, d

onc)

Und

erst

and

and

use:

Dem

onst

rativ

e ad

ject

ives

(c

e, c

et, c

ette

, ces

)

Und

erst

and

and

use:

Reg

ular

adv

erbs

Und

erst

and

and

use:

Inde

finite

pro

noun

s (q

uelq

u’un

); in

defin

ite a

djec

tives

(ch

aque

, qu

elqu

e)

Und

erst

and

and

use:

Inte

rrog

ativ

e ad

ject

ives

(qu

el, q

uelle

)U

nder

stan

d an

d us

e: T

he im

perfe

ct t

ense

of m

ost

com

mon

ver

bs (

e.g.

j’éta

is, j’

avai

s)

Und

erst

and

and

use:

Reg

ular

adj

ectiv

es (

mas

culin

e an

d fe

min

ine

singu

lar

form

s on

ly)

Und

erst

and

and

use:

Sub

ject

pro

noun

s: je

, tu,

il, e

lle, o

nU

nder

stan

d an

d us

e: V

erbs

of o

pini

on in

firs

t pe

rson

sin

gula

r, fo

llow

ed b

y a

noun

(j’a

ime,

j’ad

ore,

je n

’aim

e pa

s, je

dét

este

)U

nder

stan

d an

d us

e: T

he p

rese

nt t

ense

of r

egul

ar –

er v

erbs

(sin

gula

r fo

rms

only

)U

nder

stan

d an

d us

e: S

impl

e qu

estio

ns: u

sing

into

natio

n to

cha

nge

a st

atem

ent

into

a q

uest

ion

Und

erst

and

and

use:

The

sim

ple

nega

tive:

ne

… p

as w

ith p

rese

nt-t

ense

ver

bs

Und

erst

and

and

use:

Sim

ple

conn

ectiv

es (

et, m

ais,

auss

i, pui

s) D

ates

Und

erst

and

and

use:

Inte

nsifi

ers/

qual

ifier

s/qu

antifi

ers

(trè

s, as

sez,

un p

eu, t

rop,

bea

ucou

p)

Und

erst

and

and

use:

Reg

ular

adj

ectiv

es: a

gree

men

t an

d po

sitio

n (in

clud

ing

plur

als)

U

nder

stan

d an

d us

e: P

osse

ssiv

e ad

ject

ives

(m

on/m

a/m

es, t

on/t

a/te

s, so

n/sa

/ses

)U

nder

stan

d an

d us

e: T

he p

rese

nt t

ense

of k

ey ir

regu

lar

verb

s: al

ler,

avoi

r, êt

re, f

aire

(sin

gula

r fo

rms

only

)U

nder

stan

d an

d us

e: V

erbs

follo

wed

by

à an

d de

(e

.g. jo

uer

au fo

ot, a

ller

à la

pisc

ine,

faire

du

spor

t)U

nder

stan

d an

d us

e: S

impl

e qu

estio

ns u

sing

est-

ce q

ue a

nd q

u’es

t-ce

que

Und

erst

and

and

use:

Sim

ple

ques

tions

usin

g qu

’/est

-ce

que

and

Und

erst

and

and

use:

The

par

titiv

e ar

ticle

(du

, de

la, d

e l’,

des)

Und

erst

and

and

use:

Fre

quen

cy e

xpre

ssio

ns (

e.g.

quel

quef

ois,

tous

les

jour

s)U

nder

stan

d an

d us

e: M

odes

of a

ddre

ss (

tu a

nd v

ous)

Und

erst

and

and

use:

Com

mon

sim

ple

prep

ositi

ons

(e.g

. dan

s, de

rriè

re, s

ur, s

ous)

Und

erst

and

and

use:

Dat

es

Und

erst

and

and

use:

Nou

ns (

singu

lar

and

plur

al)

Und

erst

and

and

use:

Gen

der

and

artic

les:

defin

ite a

nd in

defin

ite a

rtic

les

(mas

culin

e, fe

min

ine

and

plur

al)

Und

erst

and

and

use:

Key

hig

h-fre

quen

cy v

erb

form

s: c’

est,

j’ai, j

e su

isU

nder

stan

d an

d us

e: N

umbe

rs

(GC

SE T

arge

t 8)

T

hres

hold

3 E

xcel

lenc

e -

51 >

60

Pro

gres

sio

n Po

ints

(GC

SE T

arge

t 7)

T

hres

hold

2 -

41

> 50

Pro

gres

sio

n Po

ints

(GC

SE T

arge

t 6)

T

hres

hold

1 -

31

> 40

Pro

gres

sio

n Po

ints

(GC

SE T

arge

t 5)

K

S3

Sta

rter

Blo

ck -

21

> 30

Pro

gres

sio

ns P

oin

ts

(GC

SE T

arge

t 4)

B

uild

ing

Blo

ck 2

- 1

1 >

20 P

rogr

essi

on

Poin

ts

(GC

SE T

arge

t 3)

B

uild

ing

Blo

ck -

1 >

10

Pro

gres

sio

n Po

ints

L A N G U A G E

AT1-

Ded

uce

mea

ning

and

dem

onst

rate

und

erst

andi

ng o

f ove

rall

mes

sage

and

key

poi

nts

in a

ran

ge o

f pas

sage

s as

wel

l as

deta

il in

long

er p

assa

ges,

all o

f whi

ch in

clud

e a

rang

e of

at

leas

t th

ree

diffe

rent

ten

ses,

just

ified

opi

nion

s an

d so

me

less

fam

iliar,

as w

ell a

s fa

milia

r, vo

cabu

lary

, lang

uage

and

gra

mm

atic

al s

truc

ture

s, sp

oken

cle

arly.

AT

2- In

itiat

e an

d de

velo

p co

nver

satio

ns a

nd n

arra

te e

vent

s, so

me

confi

dent

ly a

nd o

n a

rang

e of

top

ics.

Use

a w

ide

rang

e of

co

mm

on v

ocab

ular

y an

d so

me

unfa

milia

r vo

cabu

lary

as

wel

l as

fam

iliar

and

mor

e co

mpl

ex g

ram

mat

ical

str

uctu

res,

refe

rrin

g to

the

pas

t, pr

esen

t an

d fu

ture

. D

emon

stra

te s

pont

anei

ty b

y as

king

uns

olic

ited

ques

tions

, res

pond

ing

to u

nexp

ecte

d qu

estio

ns a

nd e

xpan

ding

ans

wer

s w

here

app

ropr

iate

. Use

incr

easin

gly

accu

rate

pro

nunc

iatio

n an

d in

tona

tion.

AT3-

Dem

onst

rate

und

erst

andi

ng o

f ove

rall

mes

sage

and

key

poi

nts

of a

ran

ge o

f tex

ts a

s w

ell a

s de

tail

in lo

nger

tex

ts, in

clud

ing

extr

acts

from

lite

rary

tex

ts, w

hich

incl

ude

a ra

nge

of a

t le

ast

thre

e di

ffere

nt t

ense

s, op

inio

ns a

nd s

ome

less

fam

iliar

voca

bula

ry a

nd

mor

e co

mpl

ex g

ram

mat

ical

str

uctu

res.

Use

pro

cess

es t

o w

ork

out

mea

ning

in a

var

iety

of s

hort

and

long

er a

uthe

ntic

tex

ts (

e.g.

emai

ls an

d sh

ort

mag

azin

e ex

trac

ts, a

nd a

dapt

ed o

r ab

ridge

d sh

ort

stor

ies)

. Tra

nsla

te w

ith in

crea

sing

accu

racy

, into

Eng

lish,

sho

rt

pass

ages

con

tain

ing

occa

siona

l mor

e co

mpl

ex g

ram

mat

ical

str

uctu

res

and

less

com

mon

voc

abul

ary.

AT4

- Writ

e lo

nger

tex

ts fo

r di

ffere

nt p

urpo

ses

and

on d

iffer

ent

topi

cs, g

ivin

g de

scrip

tions

, nar

ratio

ns a

nd p

erso

nal o

pini

ons

with

so

me

just

ifica

tion,

ref

errin

g to

the

pas

t, pr

esen

t an

d fu

ture

. Tra

nsla

te in

to t

he t

arge

t la

ngua

ge lo

nger

sen

tenc

es a

nd s

hort

pas

sage

s co

ntai

ning

link

ed id

eas

and

a va

riety

of v

ocab

ular

y an

d gr

amm

atic

al s

truc

ture

s, in

clud

ing

som

e m

ore

com

plex

lang

uage

and

gra

mm

ar.

Mos

tly a

ccur

ate

and

mea

ning

is c

lear

, but

with

som

e m

inor

err

ors

(e.g

. spe

llings

, gen

ders

, agr

eem

ents

) an

d so

me

erro

rs w

ith m

ore

com

plex

str

uctu

res.

AT1-

Dem

onst

rate

und

erst

andi

ng o

f sho

rt a

nd lo

nger

pas

sage

s w

hich

incl

ude

opin

ions

with

rea

sons

, a r

ange

of b

asic

gr

amm

atic

al s

truc

ture

s an

d re

fere

nce

to t

he p

rese

nt, t

he p

ast

and

the

futu

re, s

poke

n cl

early

. Tra

nscr

ibe

sent

ence

s.AT

2- T

ake

part

in lo

nger

con

vers

atio

ns, e

xpre

ssin

g an

d ju

stify

ing

opin

ions

, giv

ing

deta

il an

d re

ferr

ing

to t

he p

rese

nt, t

he

past

and

the

futu

re. U

se a

ran

ge o

f com

mon

voc

abul

ary

and

gram

mat

ical

str

uctu

res.

Dem

onst

rate

spo

ntan

eity

by

aski

ng

unso

licite

d qu

estio

ns, a

nd e

xpan

d an

swer

s. U

se in

crea

singl

y ac

cura

te p

ronu

ncia

tion

and

into

natio

n.

AT3-

Dem

onst

rate

und

erst

andi

ng o

f a r

ange

of s

hort

and

long

er t

exts

whi

ch in

clud

e op

inio

ns a

nd r

efer

to

the

pres

ent,

the

past

and

th

e fu

ture

. Rea

d sh

ort

auth

entic

tex

ts (

e.g.

adap

ted

adve

rts,

info

rmat

ion

leafl

ets,

poem

s an

d so

ngs)

. Tra

nsla

te in

to E

nglis

h sh

ort

pass

ages

co

ntai

ning

a v

arie

ty o

f ten

ses,

voca

bula

ry a

nd g

ram

mat

ical

str

uctu

res.

AT4-

Writ

e sh

ort

text

s in

a r

ange

of c

onte

xts,

givi

ng a

nd s

eeki

ng in

form

atio

n an

d op

inio

ns a

nd r

efer

ring

to t

he p

rese

nt, t

he p

ast

and

the

futu

re. U

se s

tyle

and

reg

ister

app

ropr

iate

ly in

fam

iliar

sett

ings

. Tra

nsla

te in

to t

he t

arge

t la

ngua

ge lo

nger

sen

tenc

es c

onta

inin

g lin

ked

idea

s. M

ostly

acc

urat

e an

d m

eani

ng is

cle

ar b

ut w

ith s

ome

min

or e

rror

s (e

.g. s

pellin

gs, g

ende

rs, a

gree

men

ts)

and

an o

ccas

iona

l maj

or e

rror

(e

.g. w

ith v

erbs

and

ten

ses)

.

AT1-

Dem

onst

rate

und

erst

andi

ng o

f a r

ange

of s

hort

pas

sage

s w

hich

incl

ude

opin

ions

with

bas

ic r

easo

ns, d

etai

ls an

d re

fere

nce

to e

ither

the

pre

sent

and

the

pas

t, or

the

pre

sent

and

the

futu

re, s

poke

n cl

early

. Tra

nscr

ibe

shor

t se

nten

ces.

AT2-

Tak

e pa

rt in

sho

rt c

onve

rsat

ions

on

a ra

nge

of t

opic

s, de

scrib

ing,

info

rmin

g, ex

pres

sing

opin

ions

and

giv

ing

reas

ons.

Dem

onst

rate

spo

ntan

eity

by

aski

ng s

ome

unso

licite

d qu

estio

ns. R

efer

to

the

past

or

futu

re, a

s w

ell a

s th

e pr

esen

t, us

ing

a ra

nge

of fa

milia

r vo

cabu

lary

and

com

mon

gra

mm

atic

al s

truc

ture

s. U

se in

crea

singl

y ac

cura

te p

ronu

ncia

tion

and

into

natio

n.

AT3-

Dem

onst

rate

und

erst

andi

ng o

f a r

ange

of s

hort

and

long

er t

exts

whi

ch in

clud

e op

inio

ns a

nd r

efer

to

the

past

or

futu

re

as w

ell a

s th

e pr

esen

t. U

se p

roce

sses

to

wor

k ou

t m

eani

ng in

sho

rt a

uthe

ntic

tex

ts (

e.g.

adap

ted

adve

rts,

poem

s an

d so

ngs)

. Tr

ansla

te lo

nger

sen

tenc

es in

to E

nglis

h, s

how

ing

awar

enes

s of

fam

iliar

gram

mar

, esp

ecia

lly t

ense

s.

A

T4- W

rite

shor

t te

xts

givi

ng a

nd s

eeki

ng in

form

atio

n an

d op

inio

ns, r

efer

ring

to t

he p

ast

or fu

ture

as

wel

l as

the

pres

ent.

Tran

slate

into

the

tar

get

lang

uage

long

er s

ente

nces

. Mos

tly a

ccur

ate

and

mea

ning

is c

lear

but

som

e m

inor

err

ors

(e.g

. spe

llings

, ge

nder

s, ag

reem

ents

) an

d so

me

erro

rs (

e.g.

with

ver

bs a

nd t

ense

s).

AT1-

Dem

onst

rate

und

erst

andi

ng o

f mai

n po

ints

, opi

nion

s an

d so

me

deta

ils in

sho

rt p

assa

ges

whi

ch in

clud

e re

fere

nce

to

eith

er t

he p

rese

nt o

r th

e fu

ture

. Tra

nscr

ibe

shor

t ph

rase

s.AT

2- T

ake

part

in s

impl

e co

nver

satio

ns, r

efer

ring

to t

he p

rese

nt o

r th

e fu

ture

. Exc

hang

e op

inio

ns a

nd g

ive

simpl

e re

ason

s. D

escr

ibe

and

give

info

rmat

ion

in s

hort

dia

logu

es u

sing

fam

iliar

voca

bula

ry a

nd c

omm

on g

ram

mat

ical

str

uctu

res.

Begi

n to

sp

eak

spon

tane

ously

(e.

g. by

giv

ing

an u

nsol

icite

d op

inio

n).

AT3-

Dem

onst

rate

und

erst

andi

ng o

f mai

n po

ints

, opi

nion

s, ov

eral

l mes

sage

and

som

e de

tail

in s

hort

writ

ten

text

s, re

ferr

ing

to t

he p

rese

nt o

r fu

ture

. Und

erst

and

shor

t te

xts

writ

ten

for

targ

et-la

ngua

ge le

arne

rs o

f (e.

g. m

enus

, sho

rt a

dver

ts, s

ongs

, sim

ple

poem

s). U

se a

bilin

gual

dic

tiona

ry o

r gl

ossa

ry t

o lo

ok u

p un

fam

iliar

wor

ds. T

rans

late

sim

ple

sent

ence

s co

ntai

ning

fam

iliar

voca

bula

ry a

nd g

ram

mar

into

Eng

lish.

AT4-

Writ

e sh

ort

text

s fo

r di

ffere

nt p

urpo

ses

usin

g m

ainl

y m

emor

ised

lang

uage

, ref

errin

g to

the

pre

sent

or

the

futu

re. E

xpre

ss

opin

ions

and

giv

e sim

ple

reas

ons.

Tran

slate

into

the

tar

get

lang

uage

sim

ple

sent

ence

s co

ntai

ning

fam

iliar

wor

ds a

nd s

truc

ture

s. G

ener

ally

acc

urat

e in

usin

g st

raig

htfo

rwar

d la

ngua

ge a

nd m

eani

ng is

cle

ar, b

ut t

here

may

be

erro

rs w

ith v

erbs

.

AT1-

Dem

onst

rate

und

erst

andi

ng o

f a r

ange

of f

amilia

r ph

rase

s an

d op

inio

ns, s

poke

n cl

early

.D

emon

stra

te u

nder

stan

ding

of m

ain

poin

ts a

nd o

pini

ons

from

sho

rt p

assa

ges

usin

g fa

milia

r vo

cabu

lary

, sho

rt p

hras

es a

nd

com

mon

ver

bs in

the

pre

sent

ten

se, s

poke

n cl

early

.Tr

ansc

ribe

fam

iliar

wor

ds.

AT2

-Ans

wer

sim

ple

ques

tions

.G

ive

basic

info

rmat

ion

and

opin

ions

, usin

g fa

milia

r vo

cabu

lary

. Be

gin

to s

how

aw

aren

ess

of s

ound

pat

tern

s.

AT3-

Dem

onst

rate

und

erst

andi

ng o

f a r

ange

of f

amilia

r w

ritte

n ph

rase

s an

d op

inio

ns. M

atch

sou

nd t

o pr

int

by r

eadi

ng a

loud

w

ords

and

phr

ases

. Dem

onst

rate

und

erst

andi

ng o

f mai

n po

ints

and

opi

nion

s in

sho

rt t

exts

usin

g fa

milia

r la

ngua

ge. T

rans

late

fa

milia

r w

ords

and

sho

rt p

hras

es in

to E

nglis

hAT

4 - W

rite

a fe

w s

hort

sen

tenc

es w

ith s

uppo

rt, g

ivin

g ba

sic in

form

atio

n an

d us

ing

the

pres

ent

tens

e of

freq

uent

ly-u

sed

verb

s. W

rite

som

e fa

milia

r w

ords

from

mem

ory.

Spel

ling

and

acce

nts

may

not

be

accu

rate

, but

the

mea

ning

is c

lear

. Writ

e se

vera

l sh

ort

sent

ence

s w

ith s

uppo

rt t

o gi

ve in

form

atio

n an

d ex

pres

s sim

ple

opin

ions

. Tra

nsla

te fa

milia

r w

ords

and

sho

rt p

hras

es in

to

the

targ

et la

ngua

ge.

Gen

eral

ly a

ccur

ate

in u

sing

stra

ight

forw

ard

lang

uage

and

mea

ning

is c

lear

but

the

re m

ay b

e m

ajor

err

ors

with

ver

bs.

AT1-

Dem

onst

rate

und

erst

andi

ng o

f fam

iliar

wor

ds a

nd p

hras

es, s

poke

n cl

early

and

rep

eate

d if

nece

ssar

y.AT

2- S

ay s

ingl

e w

ords

and

sho

rt p

hras

es w

ith s

uppo

rt.

Imita

te a

mod

el o

f cor

rect

pro

nunc

iatio

n an

d in

tona

tion.

AT3-

Dem

onst

rate

und

erst

andi

ng o

f fam

iliar

wor

ds a

nd p

hras

es.

Read

fam

iliar

wor

ds a

nd p

hras

es a

loud

. AT

4 - W

rite

or c

opy

simpl

e w

ords

cor

rect

ly.La

bel i

tem

s. C

ompl

ete

shor

t ph

rase

s or

sen

tenc

es.

MUSIC“Music is a universal language that embodies one of the highest forms of creativity. A high-quality music education should engage and inspire pupils to develop a love of music and their talent as musicians, and so increase their self-confidence, creativity and sense of achievement. As pupils progress, they should develop a critical engagement with music, allowing them to compose, and to listen with discrimination to the best in the musical canon.” (DfE, 2013)

Progress in Music is measured within a single Pursuit of Excellence. Pupils are assessed in their first few weeks of studying Music in Year 7. This gives us an indication of which of the “I can” statements a pupil has achieved, and in turn gives us a baseline to measure progress from. Silver and gold targets are based on an average of Keystage 2 attainment in English and Maths. These targets are also calculated taking into consideration that pupils study Music as a stand-alone subject in Years 7 and 8 only. Pupils study Music within the ‘Creative Arts’ Curriculum in Year 9.

Case Study:

Pupil K completes their baseline assessment in Music in the autumn term of Year 7. The assessment shows evidence of pupil K achieving all of the “I can” statements in “Building Block 2”, achieving 20 Progress Points. Pupil K will therefore begin their Pursuit of Excellence on the Keystage 3 Starter Block and will have immediate aspirations to achieve all of the “I can” statements within this block. The tracking of Pupil K’s progress, over time, will be based on which “I can” have been achieved in the Keystage 3 Starter Block and in turn how many Progress Points, above their starting point of 20, have been achieved.

(GC

SE T

arge

t 8)

T

hres

hold

3 E

xcel

lenc

e -

51 >

60

Pro

gres

sio

n Po

ints

(GC

SE T

arge

t 7)

T

hres

hold

2 -

41

> 50

Pro

gres

sio

n Po

ints

(GC

SE T

arge

t 6)

T

hres

hold

1 -

31

> 40

Pro

gres

sio

n Po

ints

(GC

SE T

arge

t 5)

K

S3

Sta

rter

Blo

ck -

21

> 30

Pro

gres

sio

ns P

oin

ts

(GC

SE T

arge

t 4)

B

uild

ing

Blo

ck 2

- 1

1 >

20 P

rogr

essi

on

Poin

ts

(GC

SE T

arge

t 3)

B

uild

ing

Blo

ck -

1 >

10

Pro

gres

sio

n Po

ints

M U S I C

I can

com

pare

diff

eren

t st

yles

of m

usic

acr

oss

the

diffe

rent

hist

oric

al

perio

ds in

the

hist

ory

of m

usic

.I c

an li

sten

to

a w

ide

rang

e of

mus

ic fr

om g

reat

com

pose

rs a

nd u

se

appr

opria

te m

usic

al v

ocab

ular

y, m

usic

al d

evic

es a

nd a

rtic

ulat

ion.

I can

com

pose

and

app

ly a

n ap

prop

riate

mus

ical

str

uctu

re in

diff

eren

t st

yles

.

I can

app

ly m

y kn

owle

dge

of m

usic

al h

istor

y in

the

mus

ic I

perfo

rm.

I can

list

en t

o a

wid

e ra

nge

of m

usic

from

gre

at c

ompo

sers

and

use

ap

prop

riate

mus

ical

voc

abul

ary

and

mus

ical

dev

ices

.I c

an c

ompo

se a

nd a

pply

an

appr

opria

te m

usic

al s

truc

ture

in d

iffer

ent

styl

es.

I can

und

erst

and

a br

ief h

istor

y ab

out

the

mus

ic I

perfo

rmI c

an li

sten

to

a w

ide

rang

e of

mus

ic fr

om g

reat

com

pose

rs u

sing

appr

opria

te m

usic

al

voca

bula

ry.

I can

dem

onst

rate

how

I us

e di

ffere

nt m

usic

al s

truc

ture

s in

my

com

posit

ion

wor

k.

I can

pla

y an

d pe

rform

in s

olo

and

ense

mbl

e co

ntex

ts, u

sing

my

voic

e an

d pl

ayin

g m

usic

al

inst

rum

ents

with

incr

easin

g flu

ency

and

acc

urac

y.I c

an im

prov

ise a

nd c

ompo

se m

usic

for

a ra

nge

of p

urpo

ses

usin

g th

e in

ter-r

elat

ed

dim

ensio

ns o

f mus

ic.

I can

list

en w

ith a

tten

tion

to d

etai

l and

rec

all s

ound

s w

ith in

crea

sing

aura

l mem

ory..

I can

pla

y an

d pe

rform

usin

g m

y vo

ice

or b

y pl

ayin

g a

tune

d m

usic

al in

stru

men

t w

ith

som

e flu

ency

.I c

an c

ompo

se m

usic

for

a ra

nge

of p

urpo

ses.

I can

list

en a

nd r

ecal

l sou

nds

with

som

e au

ral m

emor

y.

I can

dev

elop

, dem

onst

rate

an

in d

epth

kno

wle

dge

and

unde

rsta

ndin

g of

m

usic

al e

lem

ents

, mus

ical

con

text

s an

d m

usic

al la

ngua

ge.

I can

use

app

ropr

iate

tec

hniq

ues

to c

omm

unic

ate

mus

ical

idea

s w

ith

accu

racy

and

exp

ress

ion

incl

udin

g, ph

rasin

g, dy

nam

ics,

appr

opria

te t

o th

e st

yle

and

moo

d of

the

mus

ic.

I can

und

erst

and

basic

sta

ff no

tatio

nI c

an a

ppre

ciat

e a

rang

e of

live

and

rec

orde

d m

usic

from

gre

at c

ompo

sers

and

mus

icia

ns.

I can

dev

elop

a b

asic

und

erst

andi

ng o

f the

hist

ory

of m

usic

.

I can

use

and

und

erst

and

staf

f and

oth

er m

usic

al n

otat

ions

.I c

an a

ppre

ciat

e an

d un

ders

tand

a w

ide

rang

e of

hig

h qu

ality

live

and

rec

orde

d m

usic

dr

awn

from

diff

eren

t tr

aditi

ons

and

from

gre

at c

ompo

sers

and

mus

icia

ns.

I can

dev

elop

an

unde

rsta

ndin

g of

the

hist

ory

of m

usic

.

I can

per

form

in a

sol

o an

d en

sem

ble

cont

ext

and

play

pie

ces

of a

long

er d

urat

ion,

ap

plyi

ng fl

uenc

y, ac

cura

cy, c

ontr

ol a

nd e

xpre

ssio

n.I c

an a

pply

sta

ff no

tatio

n w

ith in

crea

sing

confi

denc

e in

to m

y co

mpo

sitio

n w

ork.

I can

use

diff

eren

t ty

pes

of s

cale

s an

d m

usic

al d

evic

es.

I can

per

form

in a

sol

o an

d en

sem

ble

cont

ext

usin

g vo

ice

and

inst

rum

ents

, sho

win

g in

crea

sing

mus

ical

ski

lls o

n m

y in

stru

men

t.I c

an u

se s

taff

nota

tion

in a

ran

ge o

f sty

les

by c

reat

ing

mor

e co

mpl

ex r

hyth

m p

atte

rns

with

an

incr

easin

g ra

nge

of p

itch.

I can

sel

ect

diffe

rent

typ

es o

f sca

les

and

mus

ical

dev

ices

and

use

the

m in

my

mus

ic.

I can

per

form

in a

sol

o an

d en

sem

ble

cont

ext

usin

g vo

ice

and

inst

rum

ents

sho

win

g in

crea

sing

mus

ical

ski

lls.

I can

use

sta

ff no

tatio

n in

a r

ange

of s

tyle

s by

cre

atin

g m

ore

com

plex

rhy

thm

pat

tern

s an

d an

incr

easin

g ra

nge

of p

itch

and

text

ures

.I c

an u

se u

nder

stan

d m

any

diffe

rent

typ

es o

f sca

les

and

mus

ical

dev

ices

acr

oss

a ra

nge

of

mus

ical

sty

les.

I can

sho

w a

cre

ativ

e an

d ef

fect

ive

use

of m

usic

al e

lem

ents

in m

y co

mpo

sitio

ns.

I can

dev

elop

mus

ical

idea

s in

clud

ing

exte

ndin

g an

d m

anip

ulat

ing

mus

ical

id

eas

whe

n co

mpo

sing

that

is m

usic

ally

con

vinc

ing.

PHYSICAL EDUCATION“A high-quality physical education curriculum inspires all pupils to succeed and excel in competitive sport and other physically-demanding activities. It should provide opportunities for pupils to become physically confident in a way which supports their health and fitness. Opportunities to compete in sport and other activities build character and help to embed values such as fairness and respect.” (DfE, 2013)

Progress in PE is measured within a single Pursuit of Excellence. Pupils are assessed in their first few weeks of studying Physical Education in Year 7. This gives us an indication of which of the statements a pupil has achieved within the PE Pursuit of Excellence, and in turn gives us a baseline to measure progress from. Silver and gold targets are based on an average of Keystage 2 attainment in English and Maths.

Case Study:

Pupil L completes their baseline assessment in PE in the autumn term of Year 7. The assessment shows evidence of Pupil L achieving all of the statements in “Threshold 1”, achieving 40 Progress Points and instantly being identified as a gifted and talented pupil in PE. Pupil L will therefore begin their Pursuit of Excellence on “Threshold 2”and will have immediate aspirations to achieve all of the statements within this Threshold, as well as participate in our Elite Sports Academy. The tracking of Pupil L’s progress, over time, will be based on which statements have been achieved in Threshold 2 and in turn how many Progress Points, above their starting point of 40, have been achieved. It is expected that Pupil L will achieve “Excellence” in PE by the end of the Keystage.

P H Y S I C A L E D U C A T I O N

(GC

SE T

arge

t 8)

T

hres

hold

3 –

Exc

elle

nce

51 >

60

Pro

gres

sio

n Po

ints

(GC

SE T

arge

t 7)

T

hres

hold

2 –

41

> 50

Pro

gres

sio

n Po

ints

(GC

SE T

arge

t 6)

T

hres

hold

1 –

31

> 40

Pro

gres

sio

n Po

ints

(GC

SE T

arge

t 5)

K

S3

Sta

rter

Blo

ck –

21

> 30

Pro

gres

sio

ns P

oin

ts

(GC

SE T

arge

t 4)

B

uild

ing

Blo

ck 2

– 1

1 >

20 P

rogr

essi

on

Poin

ts

(GC

SE T

arge

t 3)

B

uild

ing

Blo

ck 1

1 >

10

Pro

gres

sio

n Po

ints

Is ab

le t

o ap

ply

prev

ious

ly le

arne

d sk

ills in

ver

y ch

alle

ngin

g an

d ne

w

situa

tions

.Is

expe

rt in

the

ir us

e of

tec

hniq

ues.

Is ex

pert

in t

heir

use

of s

kills

and

tec

hniq

ues

acro

ss a

ran

ge o

f act

iviti

es.

Has

em

bedd

ed t

he u

se o

f pre

viou

sly le

arnt

ski

lls

Can

con

siste

ntly

app

ly t

echn

ique

s w

ell i

n a

rang

e of

act

iviti

esA

pply

’s sk

ills a

nd t

echn

ique

s ac

ross

a r

ange

of a

ctiv

ities

Con

siste

ntly

can

use

pre

viou

sly le

arnt

ski

llsIs

con

fiden

t an

d su

cces

sful

in t

heir

use

of t

echn

ique

s D

emon

stra

tes

succ

essf

ully

ski

lls a

nd t

echn

ique

s ac

ross

a r

ange

of

activ

ities

Som

etim

es c

an u

se p

revi

ously

lear

nt s

kills

.Is

com

pete

nt a

nd s

ucce

ssfu

l in

thei

r us

e of

tec

hniq

ues.

Dem

onst

rate

s su

cces

sful

ly s

kills

and

tec

hniq

ues

in a

few

di

fferin

g ac

tiviti

es.

Can

use

a b

road

ran

ge o

f ski

lls a

nd c

a n

use

them

in d

iffer

ent

way

s

Can

use

ski

lls a

nd li

nk t

hem

to

mak

e ac

tions

and

seq

uenc

es o

f mov

emen

t

Can

use

run

ning

, jum

ping

, thr

owin

g an

d ca

tchi

ng in

isol

atio

n an

d in

com

bina

tion

Pupi

ls sh

ould

dev

elop

fund

amen

tal m

ovem

ent

skills

Pupi

ls sh

ould

bec

ome

incr

easin

gly

com

pete

nt a

nd c

onfid

ent

and

acce

ss a

bro

ad r

ange

of a

ctiv

ities

They

sho

uld

be a

ble

to e

ngag

e in

com

petit

ive

activ

ities

(bo

th a

gain

st s

elf a

nd a

gain

st o

ther

s)

Und

erst

ands

the

com

plex

nat

ure

of p

erfo

rman

ce a

nd k

now

s th

e co

rrec

t vo

cabu

lary

sur

roun

ding

it.

Can

effe

ctiv

ely

asse

ss o

wn

and

othe

rs p

erfo

rman

ce a

nd m

ake

reco

mm

enda

tions

.U

ses

tact

ics

and

stra

tegi

es w

hich

are

ofte

n or

igin

al a

nd p

rovi

de s

ucce

ssfu

l ou

tcom

es.

Perfo

rms

for

a cl

ub a

t a

high

leve

l eith

er in

or

out

of s

choo

l.U

nder

stan

ds a

nd a

pplie

s th

e lo

ng t

erm

hea

lth b

enefi

ts o

f ph

ysic

al a

ctiv

ity a

s a

lifes

tyle

cho

ice

.Re

gula

rly d

emon

stra

tes

lead

ersh

ip q

ualit

ies

and

acts

as

a ro

le

mod

el w

ithin

PE.

Und

erst

ands

wha

t m

akes

a p

erfo

rman

ce e

ffect

ive

and

inef

fect

ive

Can

effe

ctiv

ely

asse

ss o

wn

and

othe

rs p

erfo

rman

ce

Can

use

str

ateg

ies

and

tact

ics

to c

onsis

tent

ly o

utw

it op

pone

nts

Regu

larly

att

ends

clu

bs in

and

out

of s

choo

l acr

oss

a ra

nge

of

activ

ities

Regu

larly

app

lies

and

can

expl

ain

the

phys

ical

ben

efits

of p

hysic

al

activ

itySo

met

imes

dem

onst

rate

s le

ader

ship

qua

litie

s an

d ot

hers

so

met

imes

look

up

to t

hem

Und

erst

ands

wha

t m

akes

a p

erfo

rman

ce e

ffect

ive

Can

exp

lain

str

engt

hs a

nd w

eakn

esse

s of

ow

n an

d ot

hers

per

form

ance

Can

use

str

ateg

ies

and

tact

ics

whi

ch o

ften

outw

it op

pone

nts

Regu

larly

att

ends

a n

arro

w r

ange

of c

lubs

or

one

club

in

and

out

of s

choo

lIn

cons

isten

t ap

plic

atio

n of

the

life

styl

e ch

oice

s w

hich

ca

n le

ad t

o a

heal

thy

lifes

tyle

Reco

gnise

s th

e im

port

ance

of l

eade

rshi

p an

d as

pire

s to

lead

ot

hers

Can

app

ly b

asic

prin

cipl

es s

uita

ble

for

atta

ckin

g an

d de

fend

ing

Can

com

pare

the

ir pe

rform

ance

s w

ith p

revi

ous

ones

and

dem

onst

rate

impr

ovem

ent

to a

chie

ve t

heir

pers

onal

bes

tC

an le

arn

how

to

eval

uate

and

rec

ogni

se t

heir

own

succ

ess

Can

iden

tify

fact

ors

effe

ctin

g pe

rform

ance

.C

an u

se s

trat

egie

s an

d ta

ctic

s bu

t is

ofte

n un

succ

essf

ul.

Can

iden

tify

stre

ngth

s an

d w

eakn

esse

s in

ow

n an

d ot

hers

per

form

ance

.

Regu

larly

att

ends

a n

arro

w r

ange

of c

lubs

or

one

club

in

scho

ol.

Can

des

crib

e th

e be

nefit

s of

phy

sical

act

ivity

.H

as b

egun

to

see

lead

ersh

ip a

s an

impo

rtan

t to

ol in

phy

sical

ed

ucat

ion

and

plac

es.

Can

mas

ter

basic

mov

emen

ts in

clud

ing

runn

ing,

jum

ping

, thr

owin

g an

d ca

tchi

ng, a

s w

ell a

s de

velo

ping

ba

lanc

e, a

gilit

y an

d co

-ord

inat

ion,

and

beg

in t

o ap

ply

thes

e in

a r

ange

of a

ctiv

ities

RELIGIOUS EDUCATION“RE provokes challenging questions about the ultimate meaning and purpose of life, beliefs about God, the self, nature of reality, issues of right and wrong and what it means to be human. It develops pupils’ knowledge and understanding of Christianity and other principal religions and traditions and encourages respect for all and an appreciation of our diverse society and world. RE offers pupils the opportunity to examine the significance of religion in relation to themselves and others, as they consider how religion and beliefs have an impact on individuals and groups in local, national and global contexts. It encourages pupils to explore their own beliefs, whether religious or not, and provides them with opportunities for personal reflection and spiritual development.”

Progress in RE is measured within a single Pursuit of Excellence but covers the following concepts: knowledge and understanding, critical thinking, personal reflection, ethics and morality, and Literacy. Pupils are assessed in their first few weeks of studying RE in Year 7. This gives us an indication of which of the statements a pupil has achieved, and in turn gives us a baseline to measure progress from. Silver and gold targets are based on Keystage 2 attainment in English. RE will use Keystage 2 English attainment to help inform where the starting point of a pupil should be on the RE Pursuit of Excellence.

Case Study:

Pupil M has a Keystage 2 English attainment score which indicates that they are “secondary ready”. Pupil M completes their baseline assessment in RE in the autumn term of Year 7, achieving most of the statements in Keystage 3 Starter Block. Pupil M will therefore begin their Pursuit of Excellence on the Keystage 3 Starter Block and will have immediate aspirations to achieve all of the statements within this starter block. Longer term aspirations will be for pupil M to progress to “Threshold 1”.

(GC

SE T

arge

t 8)

T

hres

hold

3 E

xcel

lenc

e -

51 >

60

Pro

gres

sio

n Po

ints

(GC

SE T

arge

t 7)

T

hres

hold

2 -

41

> 50

Pro

gres

sio

n Po

ints

(GC

SE T

arge

t 6)

T

hres

hold

1 -

31

> 40

Pro

gres

sio

n Po

ints

(GC

SE T

arge

t 5)

K

S3

Sta

rter

Blo

ck -

21

> 30

Pro

gres

sio

ns P

oin

ts

(GC

SE T

arge

t 4)

B

uild

ing

Blo

ck 2

- 1

1 >

20 P

rogr

essi

on

Poin

ts

(GC

SE T

arge

t 3)

B

uild

ing

Blo

ck -

1 >

10

Pro

gres

sio

n Po

ints

R E

Kno

wle

dge

and

Und

erst

andi

ngEx

plai

n ho

w c

ultu

re a

nd h

istor

y im

pact

on

belie

f.Ex

plai

n w

hy t

here

may

be

diffe

renc

es in

vie

ws

with

in a

fa

ith/r

elig

ion.

Use

det

aile

d re

fere

nces

to

a re

ligio

us fi

gure

.Ex

celle

nt u

se o

f Scr

iptu

re (

Hol

y Bo

oks.)

Cri

tical

Thi

nkin

g I c

an o

rgan

ise m

y w

ork

so t

hat

I am

abl

e to

car

ry o

ut e

ach

proc

ess

accu

rate

ly a

nd

cons

isten

tly.

Kno

wle

dge

I hav

e a

high

leve

l kno

wle

dge

and

unde

rsta

ndin

g of

how

ingr

edie

nts

wor

k an

d w

hy w

ith a

cle

ar li

nk t

o th

e hy

poth

esis

or

pred

ictio

n

Pers

onal

Refl

ectio

nD

etai

led

and

appr

opria

te s

enso

ry

test

ing

with

det

aile

d an

alys

is an

d

eval

uatio

n.

Lite

racy

Info

rmed

inde

pend

ent

judg

emen

ts a

re m

ade

on la

yout

/ p

rese

ntat

ion

A r

ange

of t

echn

ique

s ar

e us

ed t

o es

tabl

ish

inde

pend

ent

and

cred

ible

vie

wpo

ints

Writ

ing

is ro

utin

ely

mat

ched

to

purp

ose

and

audi

ence

Kno

wle

dge

and

Und

erst

andi

ngEx

plai

n th

e be

liefs

of 2

rel

igio

ns.

Expl

ain

reas

ons

for

simila

ritie

s an

d di

ffere

nces

bet

wee

n re

ligio

ns.

Abi

lity

to in

terp

ret

sour

ces.

Know

ledg

e an

d ap

plic

atio

n of

sou

rces

of a

utho

rity.

Reco

gnise

div

ersit

y w

ithin

bel

iefs

and

cul

ture

s.

Cri

tical

Thi

nkin

g Ev

alua

te a

n ar

gum

ent.

Reco

gnise

bia

s.U

se c

lear

and

logi

cal a

rgum

ents

.U

se a

ran

ge o

f evi

denc

e.Q

uest

ions

val

ue o

f sou

rces

.

Kno

wle

dge

App

reci

ate

how

the

ir ow

n fe

elin

gs m

ay im

pact

on

oth

ers.

Und

erst

and

the

impa

ct t

hat

opin

ions

hav

e on

so

ciet

y. (M

edia

)

Pers

onal

Refl

ectio

nU

nder

stan

d th

e im

port

ance

of l

aws

and

rule

s.Ex

plai

n th

e im

pact

of h

avin

g la

ws

on a

soc

iety

.Ex

plai

n th

e im

pact

of h

avin

g la

ws

on t

he

indi

vidu

al.

Expl

ain

diffe

renc

es b

etw

een

cultu

res

and

coun

trie

s.

Lite

racy

Cor

rect

spe

lling

is us

ed t

hrou

ghou

tSu

bjec

t-sp

ecifi

c w

ords

are

use

d co

nfide

ntly

and

ac

cura

tely

Writ

ten

wor

k in

clud

es a

n ef

fect

ive

conc

lusio

n A

dist

inct

indi

vidu

al v

oice

is s

usta

ined

thr

ough

out

a pi

ece

of w

ork

(incl

udin

g ac

cura

te u

se o

f te

nses

)

Kno

wle

dge

and

Und

erst

andi

ngEx

plai

n th

e im

pact

of b

elie

fs.

Und

erst

and

the

simila

ritie

s an

d di

ffere

nces

Expl

ain

how

rel

igio

ns a

ddre

ss d

ifficu

lt qu

estio

ns.

Des

crib

e th

e be

liefs

of 2

or

mor

e re

ligio

ns.

Expl

ain

the

mea

ning

of a

rel

igio

us s

ourc

e.

Cri

tical

Thi

nkin

g G

ives

rel

iabl

e re

ason

s.G

ives

a s

elec

tion

of r

easo

ns.

Effe

ctiv

ely

supp

ort

mor

e th

an o

ne

view

poin

t.Su

mm

arise

an

argu

men

t.

Kno

wle

dge

Und

erst

and

wha

t in

fluen

ces

thei

r ow

n fe

elin

gs.

Be o

pen

min

ded

to d

iffer

ent

idea

s.

Pers

onal

Refl

ectio

nU

nder

stan

d re

ason

s w

hy p

eopl

e m

ay h

ave

diffe

rent

mor

al b

elie

fs. A

ppre

ciat

e th

e be

liefs

of

oth

ers.

(Tol

eran

ce)

Und

erst

and

that

law

s m

ay v

ary

betw

een

stat

e an

d re

ligio

n.Id

entif

y di

ffere

nces

bet

wee

n cu

lture

s an

d co

untr

ies.

Lite

racy

Spel

ling

is ge

nera

lly c

orre

ct t

hrou

ghou

t, w

ith

mist

akes

onl

y be

ing

mad

e w

ith c

ompl

ex o

r am

bitio

us w

ords

A r

ange

of s

ubje

ct-s

peci

fic w

ords

are

use

dEa

ch p

arag

raph

is s

truc

ture

d to

sup

port

mea

ning

an

d pu

rpos

e

Kno

wle

dge

and

Und

erst

andi

ngD

escr

ibe

the

key

belie

fs o

f a r

elig

ion.

Reco

gnise

sim

ilarit

ies

and

diffe

renc

es b

etw

een

relig

ions

.D

escr

ibe

the

impa

ct o

f bel

ief o

n lif

esty

les.

Refe

r to

rel

igio

us t

exts

.Kn

ow t

he k

ey r

elig

ious

tex

ts fo

r 3

relig

ions

.

Cri

tical

Thi

nkin

g Ex

pres

s vi

ew a

nd g

ive

reas

ons

to

supp

ort.

Arg

ue m

ore

than

one

vie

wpo

int.

Add

evi

denc

e fo

r a

seco

nd v

iew

poin

t.U

se r

eal w

orld

exa

mpl

es.

Ask

s re

leva

nt q

uest

ions

.

Kno

wle

dge

Refle

ct o

n ow

n fe

elin

gs.

Show

an

empa

thy

for

thos

e w

ith d

iffer

ent

belie

fs.Pe

rson

al R

eflec

tion

Des

crib

e ke

y m

oral

bel

iefs

.U

nder

stan

d re

ason

s fo

r la

ws

(rul

es.)

Und

erst

and

that

peo

ple

vary

in t

heir

mor

al

belie

fs.

Und

erst

and

that

mor

al b

elie

f may

var

y be

twee

n cu

lture

s an

d co

untr

ies.

Lite

racy

Mos

t co

mm

on w

ords

are

spe

lled

corr

ectly

Som

e su

bjec

t-sp

ecifi

c w

ords

are

use

d ac

cura

tely

Para

grap

hs a

re u

sed

to o

rgan

ise c

onte

ntW

ritin

g is

stru

ctur

ed t

o su

it its

pur

pose

Kno

wle

dge

and

Und

erst

andi

ngD

escr

ibe

som

e be

liefs

and

feat

ures

of a

rel

igio

n.C

ritic

al T

hink

ing

Can

giv

e an

arg

umen

t ab

out

belie

f.G

ive

a re

ason

to

supp

ort

an

argu

men

t.A

sks

ques

tions

.

Kno

wle

dge

Can

exp

ress

ow

n op

inio

n w

ith a

rea

son.

Pers

onal

Refl

ectio

nId

entif

y m

oral

issu

es.

Iden

tify

key

mor

al b

elie

f.

Lite

racy

Man

y co

mm

on w

ords

are

spe

lled

corr

ectly

Pa

ragr

aphs

are

som

etim

es u

sed

(may

be

scaf

fold

ed)

(GC

SE T

arge

t 4)

B

uild

ing

Blo

ck 2

- 1

1 >

20 P

rogr

essi

on

Poin

tsK

now

ledg

e an

d U

nder

stan

ding

Des

crib

e so

me

belie

fs a

nd fe

atur

es o

f a r

elig

ion.

Cri

tical

Thi

nkin

g C

an g

ive

an a

rgum

ent

abou

t be

lief

.Giv

e a

reas

on t

o su

ppor

t an

ar

gum

ent.

Ask

s qu

estio

ns.

Kno

wle

dge

Can

exp

ress

ow

n op

inio

n w

ith a

rea

son.

Pers

onal

Refl

ectio

nId

entif

y m

oral

issu

es.

Iden

tify

key

mor

al b

elie

f.

Lite

racy

Man

y co

mm

on w

ords

are

spe

lled

corr

ectly

Pa

ragr

aphs

are

som

etim

es u

sed

(may

be

scaf

fold

ed)

Kno

wle

dge

and

Und

erst

andi

ngSt

ate

som

e be

liefs

and

feat

ures

of a

rel

igio

n.C

ritic

al T

hink

ing

Can

giv

e an

arg

umen

t ab

out

belie

f A

sks

ques

tions

.

Kno

wle

dge

Can

sta

te o

wn

opin

ion.

Pers

onal

Refl

ectio

nId

entif

y m

oral

pro

blem

s.Li

tera

cySo

me

com

mon

wor

ds a

re s

pelle

d co

rrec

tly

�Achievement & Standards �ASD �Attendance �Bishop Barrington Day (KS3 & KS4) �Caring for Your Child �Going for Gold in KS3 �Homework � ICT and E-Safety �KS3 New Progress Measure �MAT Provision �Moving Up Together

�Numeracy �PLANES Programme �Promoting Behaviour for Learning �SAM Learning �Security Information for Parents and Carers �Teaching and Learning �The Importance of Reading �Year 6 Summer School �Year 7 Curriculum Guide �Year 7 Target Setting

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