pursuit of excellence - bishop barrington school · the pursuit of excellence ensures a smooth...
TRANSCRIPT
Pursuit ofExcellence
INSPIRATIONINSPIRATION
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.
The Pursuit of Excellence will allow your child’s progress to be tracked, giving clear indication of which Threshold your child is on and which “I can…” statements need to be achieved in order to make progress to the next Threshold. 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 Thresholds and GCSE points. They will be 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.
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 Personal Development, 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 has met the ‘expected standard’ in Keystage 2 English. To reflect this achievement, pupil A will be given, at minimum, a silver target of ‘KS3 Threshold 1’ and a gold target of ‘Threshold 2’. Should pupil A achieve all of the statements in ‘KS3 Threshold 1’, they should be on track to achieve ‘GCSE point 5’ at the end of Keystage 4.
A baseline assessment in Year 7, will determine which of the “I can” statements pupil A has achieved in each of the 3 main strands. The teacher of pupil A will record this achievement and give feedback. This feedback is crucial as it allows pupils to clearly understand their achievement and to clearly identify what it is, exactly, that they need to develop or improve, in order to continue to make progress. The long-term aspiration for pupil A will be to achieve their gold target (in this case, Threshold 2) and beyond; achieving excellence.
(GC
SE T
arge
t 8)
T
hres
hold
4 E
xcel
lenc
e
(GC
SE T
arge
t 7)
T
hres
hold
3
(GC
SE T
arge
t 6)
T
hres
hold
2
(GC
SE T
arge
t 5)
K
S3
Thr
esho
ld 1
(GC
SE T
arge
t 4)
B
uild
ing
Blo
ck 2
(GC
SE T
arge
t 3)
B
uild
ing
Blo
ck 1
R E A D I N G I N D I C A T O R S
I ca
n...
• gi
ve a
cle
ar a
nd c
ritic
al s
tanc
e w
hilst
dev
elop
ing
a cl
ear
and
cohe
rent
inte
rpre
tatio
n of
tex
t(s)
.•
mak
e im
agin
ativ
e in
sight
s w
hich
are
wel
l sup
port
ed b
y re
fere
nce
to t
he t
ext.
• us
e m
y kn
owle
dge
of w
ider
rea
ding
to
expl
ore
my
insig
hts
and
deve
lop
my
view
poin
t fu
rthe
r.
• de
mon
stra
te a
cle
ar a
ppre
ciat
ion
of h
ow a
tex
t is
stru
ctur
ed.
• un
ders
tand
cle
arly
how
the
writ
er h
as u
sed
lang
uage
acr
oss
a te
xt t
o co
ntrib
ute
to t
he o
vera
ll m
eani
ng.
• cr
itica
lly e
valu
ate
the
writ
er’s
purp
ose
and
view
poin
t an
d st
ate
how
the
se h
ave
been
art
icul
ated
acr
oss
a te
xt.
• su
stai
n cr
itica
l ana
lysis
of a
tex
t.•
appr
ecia
te h
ow it
rel
ates
to
cont
ext
and
trad
ition
an
d ex
plor
e th
e m
eani
ng p
rodu
ced
from
thi
s.
I ca
n...
• re
ad w
ith a
cle
ar c
ritic
al o
pini
on.
• de
mon
stra
te t
hat
my
com
men
ts a
re s
uppo
rted
by
refe
renc
e to
wid
er t
extu
al
know
ledg
e.•
dem
onst
rate
tha
t I h
ave
clea
r ap
prec
iatio
n &
und
erst
andi
ng o
f how
str
uctu
re
supp
orts
writ
er’s
purp
ose
and
cont
ribut
es t
o m
eani
ng.
• sh
ow m
y re
spon
se t
o th
e ov
eral
l effe
ct o
f the
tex
t. Thi
s sh
ows
clea
r un
ders
tand
ing
and
criti
cal e
valu
atio
n of
writ
er’s
purp
ose
and
view
poin
t an
d ho
w t
hese
are
exp
ress
ed t
hrou
ghou
t th
e te
xt.
• su
stai
n cl
ear
criti
cal a
naly
sis a
nd e
valu
atio
n of
tex
ts, t
heir
cont
exts
and
tra
ditio
ns
I ca
n...
• ca
refu
lly s
elec
t ap
prop
riate
voc
abul
ary
to s
uppo
rt m
y vi
ewpo
int
and
expl
anat
ion.
•
eval
uate
the
ext
ent
to w
hich
str
uctu
ral c
hoic
es s
uppo
rt w
riter
’s th
eme
or
purp
ose.
• m
ake
conn
ectio
ns b
etw
een
insig
hts,
teas
ing
out
mea
ning
s an
d ev
alua
ting
up
evid
ence
.
• de
velo
p m
y re
spon
se t
o be
ana
lytic
al o
r ev
alua
tive.
I ca
n co
mm
ent
on w
riter
’s pu
rpos
e &
how
the
vi
ewpo
int
is es
tabl
ished
or
man
aged
acr
oss
a te
xt.
• sh
ow s
ome
anal
ysis
of h
ow d
iffer
ent
mea
ning
s an
d in
terp
reta
tions
of a
tex
t re
late
to
the
cont
exts
in
whi
ch t
hey
are
writ
ten
or r
ead.
• sh
ow m
y re
spon
ses
begi
n to
dev
elop
app
reci
atio
n of
tec
hniq
ues
and
devi
ces
used
to
crea
te e
ffect
s.
I ca
n...
• su
ppor
t ac
cura
te c
omm
ents
with
app
ropr
iate
quo
tatio
n/te
xtua
l ref
eren
ce.
• in
fer
& d
educ
e w
ith e
vide
nce
• of
fer
prec
ise e
vide
nce
at w
ord/
sen
tenc
e le
vel o
r tr
aced
thr
ough
a t
ext.
• cl
early
iden
tify
a w
riter
’s vi
ewpo
int
and
expl
ain
this
with
clo
se r
efer
ence
to
the
text
.•
iden
tify
effe
cts
on r
eade
rs w
ith s
ome
expl
icit
expl
anat
ion
of h
ow t
hat
effe
ct w
as a
chie
ved.
• ex
plor
e in
det
ail h
ow s
truc
tura
l cho
ices
sup
port
writ
er’s
them
e or
pur
pose
.
I ca
n...
• co
mm
ent
on h
ow a
ran
ge o
f fea
ture
s re
latin
g to
org
anisa
tion
at t
ext
leve
l co
ntrib
ute
to e
ffect
s ac
hiev
ed.
• id
entif
y so
me
rele
vant
poi
nts,
supp
orte
d by
quo
tatio
n bu
t it
can
be v
ague
.
• sh
ow a
war
enes
s of
the
writ
er’s
view
poin
t an
d ef
fect
s on
rea
ders
.•
iden
tify
feat
ures
of l
angu
age
and
stru
ctur
e co
mm
on t
o di
ffere
nt t
exts
and
mak
e sim
ple
com
men
ts
abou
t th
em.
• m
ake
simpl
e co
mm
ents
on
the
effe
ct t
hat
the
read
er’s
or w
riter
’s co
ntex
t ha
s on
the
mea
ning
of t
exts
.
I ca
n...
• co
mm
ent
on h
ow a
ran
ge o
f fea
ture
s re
latin
g to
org
anisa
tion
at t
ext
leve
l co
ntrib
ute
to e
ffect
s ac
hiev
ed.
• id
entif
y so
me
rele
vant
poi
nts,
supp
orte
d by
quo
tatio
n bu
t it
can
be v
ague
.
• sh
ow a
war
enes
s of
the
writ
er’s
view
poin
t an
d ef
fect
s on
rea
ders
.•
iden
tify
feat
ures
of l
angu
age
and
stru
ctur
e co
mm
on t
o di
ffere
nt t
exts
and
mak
e sim
ple
com
men
ts
abou
t th
em.
• m
ake
simpl
e co
mm
ents
on
the
effe
ct t
hat
the
read
er’s
or w
riter
’s co
ntex
t ha
s on
the
mea
ning
of t
exts
.
R E A D I N G I N D I C A T O R S S P E A K I N G & L I S T E N I N G
(GC
SE T
arge
t 8)
T
hres
hold
4 E
xcel
lenc
e
(GC
SE T
arge
t 7)
T
hres
hold
3
(GC
SE T
arge
t 6)
T
hres
hold
2
(GC
SE T
arge
t 5)
K
S3
Thr
esho
ld 1
(GC
SE T
arge
t 4)
B
uild
ing
Blo
ck 2
(GC
SE T
arge
t 3)
B
uild
ing
Blo
ck 1
I ca
n...
• m
ake
prec
ise s
elec
tions
from
a w
ide
rang
e of
str
ateg
ies
and
conv
entio
ns t
o m
eet
varie
d ch
alle
nges
.•
adap
t vo
cabu
lary
, gra
mm
ar a
nd n
on-v
erba
l fea
ture
s to
mat
ch fo
rm a
nd p
urpo
se w
ith a
dist
inct
pe
rson
al s
tyle
.•
show
a p
erce
ptiv
e un
ders
tand
ing
of v
arie
d, c
ompl
ex s
peec
h, s
usta
inin
g co
ncen
trat
ed li
sten
ing
and
resp
ondi
ng w
ith fl
exib
ility
to d
evel
op id
eas.
• in
itiat
e an
d le
ad a
var
iety
of g
roup
rol
es.
• de
epen
res
pons
es t
o id
eas
and
issue
s by
exp
loiti
ng d
ram
atic
app
roac
hes
and
tech
niqu
es c
reat
ivel
y.•
refle
ct o
n an
d ap
ply
clea
r un
ders
tand
ing
and
know
ledg
e of
the
sig
nific
ance
of s
poke
n la
ngua
ge v
aria
tion,
eva
luat
ing
own
and
othe
rs’ d
iscou
rse.
I ca
n...
• ex
plor
e co
mpl
icat
ed id
eas
and
feel
ings
in d
iffer
ent
way
s en
surin
g co
mm
ents
are
con
cise
or
exte
nded
whe
re a
ppro
pria
te.
• gu
ide
the
liste
ner
thro
ugh
orga
nisa
tion
of t
alk.
• ch
ange
voc
abul
ary,
gram
mar
and
bod
y la
ngua
ge t
o m
eet
dem
ands
.•
mak
e in
dep
th r
espo
nses
tha
t sh
ow u
nder
stan
ding
of s
peak
er’s
aim
s.
• w
ork
mor
e in
depe
nden
tly w
hen
talk
ing
on r
oles
.•
prom
ote
effe
ctiv
e di
scus
sion.
• sh
ow e
mpa
thy
and
unde
rsta
ndin
g th
roug
h sp
eech
, ges
ture
and
bod
y la
ngua
ge.
• an
alys
e m
eani
ng a
nd im
pact
of a
var
iety
of s
poke
n la
ngua
ge.
• co
nsid
er s
igni
fican
t de
tails
of y
our
own
and
othe
r pe
ople
’s la
ngua
ge.
I ca
n...
• us
e el
abor
atio
n to
sho
w a
nd e
xpla
in id
eas
and
feel
ings
.•
man
ipul
ate
talk
to
enga
ge t
he r
eade
r/lis
tene
r.•
sele
ct v
ocab
ular
y, gr
amm
ar a
nd n
on-v
erba
l fea
ture
s to
fit
audi
ence
and
pu
rpos
e.
• su
stai
n ro
les
and
resp
onsib
ilitie
s in
pai
rs a
nd g
roup
s an
d m
ake
effe
ctiv
e co
ntrib
utio
ns.
• de
liber
atel
y ch
ange
spe
ech
and
body
lang
uage
to
show
und
erst
andi
ng o
f tex
ts a
nd
issue
s.•
expl
ain
part
s of
my
own
and
othe
r’s s
peec
h an
d un
ders
tand
the
impa
ct.
I ca
n...
• ta
ke t
urns
and
mak
e le
ngth
y co
ntrib
utio
ns.
• m
ake
sure
tal
k is
orga
nise
d to
sho
w t
he r
eade
r th
at y
ou h
ave
thou
ght
of t
he
liste
ner.
• us
e a
rang
e of
voc
abul
ary,
gram
mar
and
bod
y la
ngua
ge t
o su
it th
e lis
tene
r an
d sit
uatio
n.
• ta
ke o
n ro
les
and
resp
onsib
ilitie
s in
pai
rs a
nd g
roup
s.•
clea
rly u
nder
stan
d co
ntex
t an
d ho
w it
is p
rese
nted
• in
trod
uce
your
ow
n id
eas.
• sh
ow c
hara
cter
/situ
atio
ns t
hrou
gh p
lann
ed u
se o
f spe
ech
and
body
lang
uage
.•
unde
rsta
nd h
ow a
nd w
hy la
ngua
ge c
hang
es in
diff
eren
t sit
uatio
ns.
I ca
n...
• in
mos
t sit
uatio
ns I
can
spea
k fo
r lo
nger
per
iods
of t
ime.
• ch
ange
tal
k to
sui
t sit
uatio
n an
d pu
rpos
e.
• en
sure
tal
k is
orde
red
to h
elp
the
liste
ner
unde
rsta
nd.
• m
ake
appr
opria
te c
omm
ents
and
sug
gest
ions
to
the
spea
ker.
• tr
y di
ffere
nt r
oles
in p
airs
or
grou
ps o
r pa
irs a
nd e
xpla
in h
ow m
eani
ng c
an b
e sh
own
in t
alk.
I ca
n...
• in
itiat
e an
d le
ad a
var
iety
of g
roup
rol
es.
• de
epen
res
pons
es t
o id
eas
and
issue
s by
exp
loiti
ng d
ram
atic
ap
proa
ches
and
tec
hniq
ues
crea
tivel
y.•
refle
ct o
n an
d ap
ply
clea
r un
ders
tand
ing
and
know
ledg
e of
the
sig
nific
ance
of s
poke
n la
ngua
ge v
aria
tion,
eva
luat
ing
own
and
othe
rs’
disc
ours
e.
• lis
ten
and
resp
ond
to t
he s
peak
er m
akin
g sim
ple
com
men
ts.
• m
ake
help
ful c
ontr
ibut
ions
whe
n sp
eaki
ng in
tur
ns,
pairs
or
grou
ps.
• ex
tend
exp
erie
nce
and
idea
s, ad
aptin
g sp
eech
, ges
ture
or
mov
emen
t to
sim
ple
role
s.•
show
aw
aren
ess
of w
ays
in w
hich
spe
aker
s va
ry t
alk,
and
why
, thr
ough
exp
lorin
g di
ffere
nt w
ays
of s
peak
ing.
(GC
SE T
arge
t 8)
T
hres
hold
4 E
xcel
lenc
e
(GC
SE T
arge
t 7)
T
hres
hold
3
(GC
SE T
arge
t 6)
T
hres
hold
2
(GC
SE T
arge
t 5)
K
S3
Thr
esho
ld 1
(GC
SE T
arge
t 4)
B
uild
ing
Blo
ck 2
(GC
SE T
arge
t 3)
B
uild
ing
Blo
ck 1
I ca
n...
• us
e se
nten
ce s
truc
ture
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.
• us
e im
agin
ativ
e, w
ell-c
ontr
olle
d st
ruct
urin
g of
sub
ject
mat
ter
and
man
agem
ent
of p
arag
raph
ing
prov
idin
g te
xtua
l coh
eren
ce a
nd c
ohes
ion
to p
ositi
on t
he r
eade
r ap
prop
riate
ly in
rel
atio
n to
th
e w
riter
’s pu
rpos
e.
• em
ploy
a w
ide
rang
e of
voc
abul
ary
used
imag
inat
ivel
y an
d w
ith p
reci
sion.
I ca
n...
• cr
eate
wel
l-cra
fted
sent
ence
s th
roug
hout
for
chos
en e
ffect
on
the
read
er.
• us
e in
form
atio
n, id
eas
and
even
ts s
peci
fical
ly c
rafte
d to
ach
ieve
the
inte
nded
pur
pose
and
au
dien
ce.
• co
nsist
ently
cra
ft, fo
r im
agin
ativ
e or
rhe
toric
al e
ffect
, my
para
grap
hs.
• us
e a
dist
inct
ive,
indi
vidu
al v
oice
whi
ch is
cra
fted
thro
ugho
ut.
• us
e vo
cabu
lary
whi
ch is
am
bitio
us a
nd c
aref
ully
cho
sen.
I ca
n...
• us
e a
full
rang
e of
pun
ctua
tion
accu
rate
ly t
o de
mar
cate
sen
tenc
es.
• us
e a
varie
ty o
f sen
tenc
e le
ngth
s, st
ruct
ures
and
sub
ject
s to
pro
vide
cla
rity
and
emph
asis.
•
use
para
grap
hs t
o cl
early
sup
port
my
mea
ning
and
pur
pose
and
a r
ange
of d
evic
es s
uppo
rt
cohe
sion.
• ch
oose
voc
abul
ary
to c
reat
e ef
fect
.•
deve
lop
idea
s an
d m
ater
ial a
ppro
pria
tely,
dep
endi
ng o
n th
e in
tend
ed fo
rm, a
udie
nce
and
purp
ose.
I ca
n...
• w
rite
para
grap
hs w
hich
cle
arly
sup
port
mea
ning
& p
urpo
se o
f writ
ing.
• us
e co
hesiv
e de
vice
s w
hich
con
trib
ute
to t
he e
mph
asis
& e
ffect
of m
y w
ritin
g.•
use
a ra
nge
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
.
• us
e a
full
rang
e of
pun
ctua
tion,
in m
y w
ork,
and
am c
onsis
tent
ly a
ccur
ate.
• va
ry s
ente
nces
str
uctu
re in
my
writ
ing
with
onl
y oc
casio
nal e
rror
s.•
esta
blish
and
mos
tly m
aint
ain
a co
nvin
cing
, indi
vidu
al v
oice
.•
adap
t co
nven
tions
to
suit
purp
ose
& a
udie
nce.
I ca
n...
• cl
early
str
uctu
re m
y m
ain
idea
s ac
ross
the
tex
t, in
to p
arag
raph
s. •
mak
e go
od li
nks
betw
een
para
grap
hs t
hrou
ghou
t m
y w
ritin
g.•
choo
se m
y vo
cabu
lary
to
have
an
effe
ct o
n m
y re
ader
.•
deve
lop
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.
• us
e sim
ple
& c
ompl
ex s
ente
nces
• us
e m
ost
punc
tuat
ion
accu
rate
ly; s
ome
com
ma
splic
ing
may
be
evid
ent.
• ac
cura
tely
str
uctu
re a
nd p
unct
uate
my
wor
k m
ostly
but
som
etim
es w
rong
if
ambi
tious
I ca
n...
• w
rite
in b
asic
sen
tenc
es a
nd u
se s
impl
e co
njun
ctio
ns.
• so
met
imes
var
y m
y se
nten
ce o
pene
rs.
• us
e ba
sic 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
.
W R I T I N G I N D I C A T O R S
• so
met
imes
var
y m
y se
nten
ce o
pene
rs.
• us
e ba
sic p
unct
uatio
n an
d I’m
sta
rtin
g to
exp
erim
ent
with
que
stio
n m
arks
and
ex
clam
atio
n m
arks
.•
writ
e w
ith s
ome
of t
he b
asic
feat
ures
of a
giv
en
form
.
• us
e sim
ple
voca
bula
ry.
• sp
ell h
igh
frequ
ency
wor
ds
corr
ectly
.•
clea
rly fo
rm le
tter
sha
pes.
W R I T I N G I N D I C A T O R S
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 has not only met the ‘expected standard’ in Keystage 2 Maths but also has a high attainment score (the DfE and Ofsted consider these pupils as high prior attainers). To reflect this achievement, Pupil B will likely to be given, at minimum, a silver target of Threshold 2, and gold target of Threshold 3. Should Pupil B achieve all of the statements in ‘Threshold 2’, they should be on track to achieve ‘GCSE point 6’ at the end of Keystage 4.
A baseline assessment in Year 7, will determine which of the “I can” statements pupil B has achieved. The teacher of pupil B will record this achievement and give feedback. This feedback will allow pupil B to clearly understand their achievement and to clearly identify what it is, exactly, that they need to develop or improve, in order to continue to make progress. The long-term aspiration for pupil B will be to achieve their gold target (in this case, Threshold 3) and beyond; achieving excellence.
• so
met
imes
var
y m
y se
nten
ce o
pene
rs.
• us
e ba
sic p
unct
uatio
n an
d I’m
sta
rtin
g to
exp
erim
ent
with
que
stio
n m
arks
and
ex
clam
atio
n m
arks
.•
writ
e w
ith s
ome
of t
he b
asic
feat
ures
of a
giv
en
form
.
(GC
SE T
arge
t 8)
T
hres
hold
4 E
xcel
lenc
e
(GC
SE T
arge
t 7)
T
hres
hold
3
(GC
SE T
arge
t 6)
T
hres
hold
2
(GC
SE T
arge
t 5)
T
hres
hold
1
N U M B E R & A L G E B R A(G
CSE
Tar
get
4)
Bui
ldin
g B
lock
I ca
n…•
calc
ulat
e w
ith p
ower
s, ro
ots
and
num
bers
exp
ress
ed in
st
anda
rd fo
rm.
• us
e fr
actio
ns o
r pe
rcen
tage
s to
ans
wer
que
stio
ns in
volv
ing
repe
ated
pro
port
iona
l cha
nges
or
the
calc
ulat
ion
of t
he
orig
inal
qua
ntity
giv
en t
he r
esul
t of
a p
ropo
rtio
nal c
hang
e.•
eval
uate
alg
ebra
ic fo
rmul
ae o
r ca
lcul
ate
one
varia
ble,
giv
en t
he
othe
rs, s
ubst
itutin
g fr
actio
ns, d
ecim
als
and
nega
tive
num
bers
.
• m
anip
ulat
e al
gebr
aic
form
ulae
, equ
atio
ns a
nd e
xpre
ssio
ns,
findi
ng c
omm
on fa
ctor
s an
d m
ultip
lyin
g tw
o lin
ear
expr
essio
ns.
• so
lve
ineq
ualit
ies
in t
wo
varia
bles
. •
sket
ch a
nd in
terp
ret
grap
hs o
f lin
ear,
quad
ratic
, cub
ic a
nd
reci
proc
al fu
nctio
ns, a
nd g
raph
s th
at m
odel
rea
l situ
atio
ns.
• un
ders
tand
and
use
rat
iona
l and
irra
tiona
l num
bers
.•
dete
rmin
e th
e bo
unds
of i
nter
vals.
• un
ders
tand
and
use
dire
ct a
nd in
vers
e pr
opor
tion.
• sim
plify
alg
ebra
ic e
xpre
ssio
ns u
sing
rule
s of
indi
ces
for
nega
tive
and
frac
tiona
l val
ues.
• fin
d fo
rmul
ae t
hat
appr
oxim
atel
y co
nnec
t da
ta a
nd e
xpre
ss
gene
ral l
aws
in s
ymbo
lic fo
rm.
• so
lve
simul
tane
ous
equa
tions
in t
wo
varia
bles
whe
re o
ne
equa
tion
is lin
ear
and
the
othe
r is
quad
ratic
. •
unde
rsta
ndus
ing
inte
rsec
tions
and
gra
dien
ts o
f gra
phs.
I ca
n…•
roun
d to
one
sig
nific
ant
figur
e an
d m
ultip
ly a
nd d
ivid
e m
enta
lly in
ord
er t
o m
ake
estim
ates
.•
unde
rsta
nd t
he e
ffect
s of
mul
tiply
ing
and
divi
ding
by
num
bers
bet
wee
n 0
and
1.•
unde
rsta
nd a
nd u
se p
ropo
rtio
nal c
hang
es, c
alcu
latin
g th
e re
sult
of a
ny p
ropo
rtio
nal c
hang
e us
ing
only
mul
tiplic
ativ
e m
etho
ds.
• fin
d an
d de
scrib
e in
sym
bols
the
next
ter
m o
r nt
h te
rm o
f a s
eque
nce
whe
re t
he r
ule
is qu
adra
tic.
• us
e al
gebr
aic
and
grap
hica
l met
hods
to
solv
e sim
ulta
neou
s lin
ear
equa
tions
in t
wo
varia
bles
.
I ca
n…•
orde
r an
d ap
prox
imat
e de
cim
als
whe
n so
lvin
g nu
mer
ical
pr
oble
ms
and
equa
tions
, usin
g tr
ial a
nd im
prov
emen
t m
etho
ds.
• ev
alua
te o
ne n
umbe
r as
a fr
actio
n or
per
cent
age
of a
noth
er•
unde
rsta
nd a
nd u
se t
he e
quiv
alen
ces
betw
een
frac
tions
, de
cim
als
and
perc
enta
ges
• ca
lcul
ate
usin
g ra
tios
in a
ppro
pria
te s
ituat
ions
• ad
d an
d su
btra
ct fr
actio
ns b
y w
ritin
g th
em w
ith a
com
mon
de
nom
inat
or•
find
and
desc
ribe
in w
ords
the
rul
e fo
r th
e ne
xt t
erm
or
nth
term
of a
seq
uenc
e w
here
the
rul
e is
linea
r.•
form
ulat
e an
d so
lve
linea
r eq
uatio
ns w
ith w
hole
-num
ber
coef
ficie
nts
• re
pres
ent
map
ping
s ex
pres
sed
alge
brai
cally
, and
use
Car
tesia
n co
ordi
nate
s fo
r gr
aphi
cal r
epre
sent
atio
n in
terp
retin
g ge
nera
l fe
atur
es.
I ca
n…•
iden
tify
squa
res,
cube
s (in
clud
ing
thei
r re
spec
tive
root
s) a
nd
prim
e nu
mbe
rs fr
om a
list
of n
umbe
rs•
unde
rsta
nd d
ecim
al p
lace
val
ue•
unde
rsta
nd p
lace
val
ue t
o m
ultip
ly a
nd d
ivid
e w
hole
num
bers
an
d de
cim
als
• or
der,
add
and
subt
ract
neg
ativ
e nu
mbe
rs in
con
text
.•
use
all f
our
oper
atio
ns w
ith d
ecim
als
to t
wo
plac
es•
solv
e sim
ple
prob
lem
s in
volv
ing
ratio
and
dire
ct p
ropo
rtio
n.•
calc
ulat
e fr
actio
nal o
r pe
rcen
tage
par
ts o
f am
ount
s an
d m
easu
rem
ent
• co
nstr
uct,
expr
ess
in s
ymbo
lic fo
rm a
nd u
se s
impl
e fo
rmul
ae
invo
lvin
g on
e or
tw
o op
erat
ions
• us
e br
acke
ts a
ppro
pria
tely
• us
e an
d in
terp
ret
coor
dina
tes
in a
ll fo
ur q
uadr
ants
.
I ca
n…•
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
• ro
und
any
who
le n
umbe
r to
a r
equi
red
degr
ee o
f acc
urac
y •
mul
tiply
num
bers
tog
ethe
r, up
to
4 di
gits
by
2 di
gits
• di
vide
num
bers
by
each
oth
er, u
p to
4 d
igits
div
ided
by
2 di
gits
• pe
rform
men
tal c
alcu
latio
ns, in
clud
ing
with
mix
ed o
pera
tions
an
d la
rge
num
bers
•
iden
tify
com
mon
fact
ors,
com
mon
mul
tiple
s an
d pr
ime
num
bers
•
use
thei
r 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
• us
e co
mm
on fa
ctor
s to
sim
plify
frac
tions
; use
com
mon
m
ultip
les
to e
xpre
ss fr
actio
ns in
the
sam
e de
nom
inat
ion
• co
mpa
re a
nd o
rder
frac
tions
, incl
udin
g fr
actio
ns >
1•
add
and
subt
ract
frac
tions
with
diff
eren
t de
nom
inat
ors
and
mix
ed n
umbe
rs•
mul
tiply
sim
ple
pairs
of p
rope
r fr
actio
ns, w
ritin
g th
e an
swer
in
its s
impl
est
form
•
divi
de p
rope
r fr
actio
ns b
y w
hole
•
asso
ciat
e a
frac
tion
with
div
ision
and
cal
cula
te d
ecim
al fr
actio
n eq
uiva
lent
s an
d fo
r a
simpl
e fr
actio
n
• id
entif
y th
e va
lue
of e
ach
digi
t in
num
bers
giv
en t
o th
ree
deci
mal
pla
ces
• m
ultip
ly a
nd d
ivid
e nu
mbe
rs b
y 10
, 100
and
100
0 gi
ving
an
swer
s up
to
thre
e de
cim
al p
lace
s•
mul
tiply
one
-dig
it nu
mbe
rs w
ith u
p to
tw
o de
cim
al p
lace
s by
w
hole
num
bers
•
use
simpl
e fo
rmul
ae
• ge
nera
te a
nd d
escr
ibe
linea
r nu
mbe
r se
quen
ces
• ex
pres
s m
issin
g nu
mbe
r pr
oble
ms
alge
brai
cally
•
find
pairs
of n
umbe
rs t
hat
satis
fy a
n eq
uatio
n w
ith t
wo
unkn
owns
•
enum
erat
e po
ssib
ilitie
s of
com
bina
tions
of t
wo
varia
bles
.
N U M B E R & A L G E B R A
(GC
SE T
arge
t 8)
T
hres
hold
4 E
xcel
lenc
e
(GC
SE T
arge
t 7)
T
hres
hold
3
(GC
SE T
arge
t 6)
T
hres
hold
2
(GC
SE T
arge
t 5)
T
hres
hold
1
U S I N G & A P P L Y I N G
(GC
SE T
arge
t 4)
B
uild
ing
Blo
ck
I ca
n…•
use
sine,
cos
ine
and
tang
ent
of a
ngle
s of
any
size
, and
Py
thag
oras
’ the
orem
whe
n so
lvin
g pr
oble
ms
in t
wo
and
thre
e di
men
sions
. •
estim
ate
the
med
ian
and
inte
rqua
rtile
ran
ge a
nd u
se t
hese
to
com
pare
dist
ribut
ions
and
mak
e in
fere
nces
• un
ders
tand
how
to
calc
ulat
e th
e pr
obab
ility
of a
com
poun
d ev
ent
and
use
this
in s
olvi
ng p
robl
ems.
• se
lect
and
just
ify a
sam
ple
and
met
hod
to in
vest
igat
e a
popu
latio
n.•
solv
e pr
oble
ms
that
invo
lve
calc
ulat
ing
with
pow
ers,
root
s an
d nu
mbe
rs e
xpre
ssed
in s
tand
ard
form
. •
choo
se t
o us
e fr
actio
ns o
r pe
rcen
tage
s to
sol
ve p
robl
ems
invo
lvin
g re
peat
ed p
ropo
rtio
nal c
hang
es o
r th
e ca
lcul
atio
n of
th
e or
igin
al q
uant
ity g
iven
the
res
ult
of a
pro
port
iona
l cha
nge.
• so
lve
prob
lem
s us
ing
inte
rsec
tions
and
gra
dien
ts o
f gra
phs.
• de
velo
p an
d fo
llow
alte
rnat
ive
appr
oach
es.
• co
mpa
re a
nd e
valu
ate
repr
esen
tatio
ns o
f a s
ituat
ion,
intr
oduc
ing
and
usin
g a
rang
e of
mat
hem
atic
al t
echn
ique
s. •
refle
ct o
n m
y ow
n lin
es o
f enq
uiry
whe
n ex
plor
ing
mat
hem
atic
al t
asks
. •
com
mun
icat
e m
athe
mat
ical
or
stat
istic
al m
eani
ng t
o di
ffere
nt
audi
ence
s th
roug
h pr
ecise
and
con
siste
nt u
se o
f sym
bols
that
is
sust
aine
d th
roug
hout
my
wor
k.•
exam
ine
gene
ralis
atio
ns o
r so
lutio
ns r
each
ed in
an
activ
ity a
nd
mak
e fu
rthe
r pr
ogre
ss in
the
act
ivity
as
a re
sult.
•
com
men
t co
nstr
uctiv
ely
on t
he r
easo
ning
and
logi
c, th
e pr
oces
s em
ploy
ed a
nd t
he r
esul
ts o
btai
ned.
• cr
itica
lly e
xam
ine
the
stra
tegi
es a
dopt
ed w
hen
inve
stig
atin
g w
ithin
mat
hem
atic
s its
elf o
r w
hen
usin
g m
athe
mat
ics
to a
naly
se
task
s.•
expl
ain
why
diff
eren
t st
rate
gies
wer
e us
ed, c
onsid
erin
g th
e el
egan
ce a
nd e
ffici
ency
of a
ltern
ativ
e lin
es o
f enq
uiry
or
proc
edur
es.
• ap
ply
the
mat
hem
atic
s I k
now
in a
wid
e ra
nge
of fa
milia
r an
d un
fam
iliar
cont
exts
.•
use
mat
hem
atic
al la
ngua
ge a
nd s
ymbo
ls ef
fect
ivel
y in
pre
sent
ing
a co
nvin
cing
, rea
sone
d ar
gum
ent.
• pr
oduc
e re
port
s th
at in
clud
e m
athe
mat
ical
just
ifica
tions
, di
stin
guish
ing
betw
een
evid
ence
and
pro
of a
nd e
xpla
in m
y so
lutio
ns t
o pr
oble
ms
invo
lvin
g a
num
ber
of fe
atur
es o
r va
riabl
es.
I ca
n…•
unde
rsta
nd a
nd a
pply
Pyt
hago
ras’
theo
rem
whe
n so
lvin
g pr
oble
ms
in t
wo
dim
ensio
ns
• de
term
ine
the
mod
al c
lass
and
est
imat
e th
e m
ean,
med
ian
and
rang
e of
set
s of
gro
uped
dat
a, se
lect
ing
the
stat
istic
mos
t ap
prop
riate
to
thei
r lin
e of
enq
uiry
•
use
mea
sure
s of
ave
rage
and
ran
ge, w
ith a
ssoc
iate
d fre
quen
cy
poly
gons
, as
appr
opria
te, t
o co
mpa
re d
istrib
utio
ns a
nd m
ake
infe
renc
es
• so
lve
num
eric
al p
robl
ems
invo
lvin
g m
ultip
licat
ion
and
divi
sion
with
num
bers
of a
ny s
ize, u
sing
a ca
lcul
ator
effi
cien
tly a
nd
appr
opria
tely.
• ex
plor
e th
e ef
fect
s of
var
ying
val
ues
and
look
for
inva
rianc
e in
m
odel
s an
d re
pres
enta
tions
, wor
king
with
and
with
out
ICT,
in
orde
r to
sol
ve p
robl
ems
that
hav
e be
en p
rese
nted
to
me
in
cont
ext.
• pr
ogre
ssiv
ely
refin
e or
ext
end
the
mat
hem
atic
s us
ed, g
ivin
g re
ason
s fo
r m
y ch
oice
of m
athe
mat
ical
pre
sent
atio
n an
d ex
plai
ning
feat
ures
I ha
ve s
elec
ted.
•
just
ify m
y ge
nera
lisat
ions
, arg
umen
ts o
r so
lutio
ns, lo
okin
g fo
r eq
uiva
lenc
e to
diff
eren
t pr
oble
ms
with
sim
ilar
stru
ctur
es.
• ap
prec
iate
the
diff
eren
ce b
etw
een
mat
hem
atic
al e
xpla
natio
n an
d ex
perim
enta
l evi
denc
e.
I ca
n…•
use
know
ledg
e of
pro
babi
lity
and
mut
ually
exc
lusiv
e ou
tcom
es
of a
n ex
perim
ent
to s
olve
pro
blem
s.•
unde
rsta
nd a
nd u
se a
ppro
pria
te fo
rmul
ae fo
r fin
ding
ci
rcum
fere
nces
and
are
as o
f circ
les,
area
s of
cro
ss-s
ectio
ns a
nd
volu
mes
of c
uboi
ds w
hen
solv
ing
prob
lem
s.
• ca
rry
out
subs
tant
ial t
asks
and
sol
ve q
uite
com
plex
pro
blem
s by
inde
pend
ently
and
sys
tem
atic
ally
bre
akin
g th
em d
own
into
sm
alle
r, m
ore
man
agea
ble
task
s. •
inte
rpre
t, di
scus
s an
d sy
nthe
sise
info
rmat
ion
pres
ente
d in
a
varie
ty o
f mat
hem
atic
al fo
rms,
rela
ting
findi
ngs
to t
he o
rigin
al
cont
ext.
• ex
plai
n an
d in
form
s th
eir
use
of d
iagr
ams
in b
oth
verb
al a
nd
writ
ten
mea
ns•
begi
n to
giv
e m
athe
mat
ical
just
ifica
tions
, mak
ing
conn
ectio
ns
betw
een
the
curr
ent
situa
tion
and
situa
tions
I ha
ve e
ncou
nter
ed
befo
re.
I ca
n…•
iden
tify
the
mat
hem
atic
al a
spec
ts a
nd o
btai
n ne
cess
ary
info
rmat
ion.
•
calc
ulat
e ac
cura
tely,
usin
g IC
T w
here
app
ropr
iate
. •
chec
k m
y w
orki
ng a
nd r
esul
ts, c
onsid
erin
g w
heth
er t
hese
are
se
nsib
le
• sh
ow u
nder
stan
ding
of s
ituat
ions
by
desc
ribin
g th
em
mat
hem
atic
ally
usin
g sy
mbo
ls, w
ords
and
dia
gram
s. •
draw
sim
ple
conc
lusio
ns o
f my
own
and
expl
ain
my
reas
onin
g.•
mak
e se
nsib
le e
stim
ates
of a
ran
ge o
f mea
sure
s in
rel
atio
n to
ev
eryd
ay s
ituat
ions
• fin
d an
d ju
stify
pro
babi
litie
s an
d ap
prox
imat
ions
to
thes
e by
se
lect
ing
and
usin
g m
etho
ds b
ased
on
equa
lly li
kely
out
com
es
and
expe
rimen
tal e
vide
nce,
as
appr
opria
te
I ca
n…•
solv
e nu
mbe
r an
d pr
actic
al p
robl
ems
that
invo
lve
plac
e va
lue,
ro
undi
ng n
umbe
rs a
nd n
egat
ive
num
bers
• di
vide
num
bers
and
inte
rpre
t re
mai
nder
s as
who
le n
umbe
r re
mai
nder
s, fr
actio
ns, o
r by
rou
ndin
g, as
app
ropr
iate
for
the
cont
ext
• so
lve
addi
tion
and
subt
ract
ion
mul
ti-st
ep p
robl
ems
in c
onte
xts,
deci
ding
whi
ch o
pera
tions
and
met
hods
to
use
and
why
•
solv
e pr
oble
ms
invo
lvin
g ad
ditio
n, s
ubtr
actio
n, m
ultip
licat
ion
and
divi
sion
• us
e es
timat
ion
to c
heck
ans
wer
s to
cal
cula
tions
and
det
erm
ine,
in
the
con
text
of a
pro
blem
, an
appr
opria
te d
egre
e of
acc
urac
y.•
solv
e pr
oble
ms
whi
ch r
equi
re a
nsw
ers
to b
e ro
unde
d to
sp
ecifi
ed d
egre
es o
f acc
urac
y •
reca
ll an
d us
e eq
uiva
lenc
es b
etw
een
simpl
e fr
actio
ns, d
ecim
als
and
perc
enta
ges,
incl
udin
g in
diff
eren
t co
ntex
ts•
solv
e pr
oble
ms
invo
lvin
g th
e re
lativ
e siz
es o
f tw
o qu
antit
ies
whe
re m
issin
g va
lues
can
be
foun
d by
usin
g in
tege
r m
ultip
licat
ion
and
divi
sion
fact
s
• so
lve
prob
lem
s in
volv
ing
the
calc
ulat
ion
of p
erce
ntag
es a
nd t
he
use
of p
erce
ntag
es fo
r co
mpa
rison
•
solv
e pr
oble
ms
invo
lvin
g sim
ilar
shap
es w
here
the
sca
le fa
ctor
is
know
n or
can
be
foun
d •
solv
e pr
oble
ms
invo
lvin
g un
equa
l sha
ring
and
grou
ping
usin
g kn
owle
dge
of fr
actio
ns a
nd m
ultip
les.
• so
lve
prob
lem
s in
volv
ing
the
calc
ulat
ion
and
conv
ersio
n of
uni
ts
of m
easu
re, u
sing
deci
mal
not
atio
n up
to
thre
e de
cim
al p
lace
s w
here
app
ropr
iate
•
use
nega
tive
num
bers
in c
onte
xt, a
nd c
alcu
late
inte
rval
s ac
ross
ze
ro
(GC
SE T
arge
t 8)
T
hres
hold
4 E
xcel
lenc
e
(GC
SE T
arge
t 7)
T
hres
hold
3
(GC
SE T
arge
t 6)
T
hres
hold
2
(GC
SE T
arge
t 5)
T
hres
hold
1
S T A T I S T I C S & P R O B A B I L I T Y.
(GC
SE T
arge
t 4)
B
uild
ing
Blo
ck
I ca
n…•
inte
rpre
t an
d co
nstr
uct
cum
ulat
ive
frequ
ency
tab
les
and
diag
ram
s•
estim
ate
the
med
ian
and
inte
rqua
rtile
ran
ge
• un
ders
tand
how
to
calc
ulat
e th
e pr
obab
ility
of a
com
poun
d ev
ent
• in
terp
ret
and
cons
truc
t hi
stog
ram
s•
unde
rsta
nd h
ow d
iffer
ent
met
hods
of s
ampl
ing
and
diffe
rent
sam
ple
sizes
may
affe
ct t
he r
elia
bilit
y of
con
clus
ions
dra
wn
• re
cogn
ise w
hen
and
how
to
wor
k w
ith p
roba
bilit
ies
asso
ciat
ed w
ith in
depe
nden
t, m
utua
lly e
xclu
sive
even
ts.
I ca
n…•
spec
ify h
ypot
hese
s an
d te
st t
hem
by
desig
ning
and
usin
g ap
prop
riate
met
hods
tha
t ta
ke a
ccou
nt o
f var
iabi
lity
or b
ias
• de
term
ine
the
mod
al c
lass
and
est
imat
e th
e m
ean,
med
ian
and
rang
e of
set
s of
gro
uped
dat
a•
unde
rsta
nd r
elat
ive
frequ
ency
as
an e
stim
ate
of p
roba
bilit
y an
d us
e th
is to
com
pare
out
com
es o
f exp
erim
ents
.
I ca
n…•
colle
ct a
nd r
ecor
d co
ntin
uous
dat
a, ch
oosin
g ap
prop
riate
equ
al c
lass
inte
rval
s ov
er a
sen
sible
ran
ge t
o cr
eate
freq
uenc
y ta
bles
• co
nstr
uct
and
inte
rpre
t fre
quen
cy d
iagr
ams
• co
nstr
uct
pie
char
ts•
draw
con
clus
ions
from
sca
tter
dia
gram
s, an
d ha
ve a
bas
ic u
nder
stan
ding
of c
orre
latio
n.
• Id
entif
y al
l out
com
es fr
om a
com
bina
tion
of t
wo
expe
rimen
ts
I ca
n…•
unde
rsta
nd a
nd u
se t
he m
ean
of d
iscre
te d
ata
• co
mpa
re t
wo
simpl
e di
strib
utio
ns u
sing
the
rang
e an
d on
e of
the
mod
e, m
edia
n or
mea
n•
inte
rpre
t gr
aphs
and
dia
gram
s, in
clud
ing
pie
char
ts, a
nd d
raw
con
clus
ions
• un
ders
tand
and
use
the
pro
babi
lity
scal
e fro
m 0
to
1•
unde
rsta
nd t
hat
diffe
rent
out
com
es m
ay r
esul
t fro
m r
epea
ting
an e
xper
imen
t.
I ca
n…•
inte
rpre
t an
d co
nstr
uct
pie
char
ts a
nd li
ne g
raph
s an
d us
e th
ese
to s
olve
pro
blem
s •
calc
ulat
e an
d in
terp
ret
the
mea
n as
an
aver
age.
S T A T I S T I C S & P R O B A B I L I T Y.
(GC
SE T
arge
t 8)
T
hres
hold
4 E
xcel
lenc
e
(GC
SE T
arge
t 7)
T
hres
hold
3
(GC
SE T
arge
t 6)
T
hres
hold
2
(GC
SE T
arge
t 5)
T
hres
hold
1
G E O M E T R Y & M E A S U R E S . .
(GC
SE T
arge
t 4)
B
uild
ing
Blo
ck
I ca
n…•
unde
rsta
nd a
nd u
se c
ongr
uenc
e an
d m
athe
mat
ical
sim
ilarit
y•
use
sine,
cos
ine
and
tang
ent
in r
ight
-ang
led
tria
ngle
s w
hen
solv
ing
prob
lem
s in
tw
o di
men
sions
.
• sk
etch
the
gra
phs
of s
ine,
cos
ine
and
tang
ent
func
tions
fo
r an
y an
gle
• co
nstr
uct
form
al g
eom
etric
pro
ofs.
• ca
lcul
ate
leng
ths
of c
ircul
ar a
rcs
and
area
s of
sec
tors
• ca
lcul
ate
the
surfa
ce a
rea
of c
ylin
ders
and
vol
umes
of
cone
s an
d sp
here
s•
appr
ecia
te t
he c
ontin
uous
nat
ure
of s
cale
s th
at a
re u
sed
to m
ake
mea
sure
men
ts.
I ca
n…•
unde
rsta
nd a
nd a
pply
Pyt
hago
ras’
theo
rem
• ca
lcul
ate
leng
ths,
area
s an
d vo
lum
es in
pla
ne s
hape
s an
d rig
ht p
rism
s•
enla
rge
shap
es b
y a
frac
tiona
l sca
le fa
ctor
, and
ap
prec
iate
the
sim
ilarit
y of
the
res
ultin
g sh
apes
• de
term
ine
the
locu
s of
an
obje
ct m
ovin
g ac
cord
ing
to
a ru
le•
appr
ecia
te t
he im
prec
ision
of m
easu
rem
ent
and
reco
gnise
tha
t a
mea
sure
men
t gi
ven
to t
he n
eare
st
who
le n
umbe
r m
ay b
e in
accu
rate
by
up t
o on
e ha
lf in
ei
ther
dire
ctio
n
• un
ders
tand
and
use
com
poun
d m
easu
res,
such
as
spee
d.
I ca
n…•
reco
gnise
and
use
com
mon
2-D
rep
rese
ntat
ions
of 3
-D
obje
cts
• kn
ow a
nd u
se t
he p
rope
rtie
s of
qua
drila
tera
ls
• so
lve
prob
lem
s us
ing
angl
e an
d sy
mm
etry
, pro
pert
ies
of p
olyg
ons
and
angl
e pr
oper
ties
of in
ters
ectin
g an
d pa
ralle
l lin
es, a
nd e
xpla
in t
hese
pro
pert
ies
I ca
n…•
mea
sure
and
dra
w a
ngle
s to
the
nea
rest
deg
ree
and
use
lang
uage
ass
ocia
ted
with
ang
les.
• re
call
and
appl
y th
e an
gle
sum
of a
tria
ngle
and
tha
t of
an
gles
at
a po
int.
• id
entif
y al
l the
sym
met
ries
of 2
-D s
hape
s•
conv
ert
one
met
ric u
nit
to a
noth
er
• un
ders
tand
and
use
the
form
ula
for
the
area
of a
re
ctan
gle.
I ca
n…•
use,
rea
d, w
rite
and
conv
ert
betw
een
stan
dard
uni
ts,
conv
ertin
g m
easu
rem
ents
of l
engt
h, m
ass,
volu
me
and
time
from
a s
mal
ler
unit
of m
easu
re t
o a
larg
er u
nit,
and
vice
ver
sa,
usin
g de
cim
al n
otat
ion
to u
p to
thr
ee d
ecim
al p
lace
s •
conv
ert
betw
een
mile
s an
d ki
lom
etre
s •
reco
gnise
tha
t sh
apes
with
the
sam
e ar
eas
can
have
diff
eren
t pe
rimet
ers
and
vice
ver
sa
• re
cogn
ise w
hen
it is
poss
ible
to
use
form
ulae
for
area
and
vo
lum
e of
sha
pes
• ca
lcul
ate
the
area
of p
aral
lelo
gram
s an
d tr
iang
les
cal
cula
te,
estim
ate
and
com
pare
vol
ume
of c
ubes
and
cub
oids
usin
g st
anda
rd u
nits
, incl
udin
g cu
bic
cent
imet
res
and
cubi
c m
etre
s an
d ex
tend
ing
to o
ther
uni
ts.
• dr
aw 2
-D s
hape
s us
ing
give
n di
men
sions
and
ang
les
• re
cogn
ise, d
escr
ibe
and
build
sim
ple
3-D
sha
pes,
incl
udin
g m
akin
g ne
ts
• co
mpa
re a
nd c
lass
ify g
eom
etric
sha
pes
base
d on
the
ir pr
oper
ties
and
sizes
and
find
unk
now
n an
gles
in a
ny t
riang
les,
quad
rilat
eral
s, an
d re
gula
r po
lygo
ns
• illu
stra
te a
nd n
ame
part
s of
circ
les,
incl
udin
g ra
dius
, dia
met
er
and
circ
umfe
renc
e an
d kn
ow t
hat
the
diam
eter
is t
wic
e th
e ra
dius
•
reco
gnise
ang
les
whe
re t
hey
mee
t at
a p
oint
, are
on
a st
raig
ht
line,
or
are
vert
ical
ly o
ppos
ite, a
nd fi
nd m
issin
g an
gles
. •
desc
ribe
posit
ions
on
the
full
coor
dina
te g
rid in
all
four
qu
adra
nts
• dr
aw a
nd t
rans
late
sim
ple
shap
es o
n th
e co
ordi
nate
pla
ne, a
nd
refle
ct t
hem
in t
he a
xes.
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 which relates to a “Building Block” on the Science Pursuit of Excellent. Pupil C’s gold target, however, will be to achieve Threshold 1. This is an aspirational target, encouraging Pupil C to achieve excellence and be on track to achieve a ‘good pass’ at GCSE.
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 makes progress towards their gold target.
B I O L O G Y
(GC
SE T
arge
t 8)
T
hres
hold
4 E
xcel
lenc
e
(GC
SE T
arge
t 7)
T
hres
hold
3
(GC
SE T
arge
t 6)
T
hres
hold
2
(GC
SE T
arge
t 5)
K
S3
Thr
esho
ld 1
(GC
SE T
arge
t 4)
B
uild
ing
Blo
ck 2
(GC
SE T
arge
t 3)
B
uild
ing
Blo
ck 1
I ca
n...
• ex
plai
n th
e fo
rm a
nd fu
nctio
n of
the
dig
estiv
e sy
stem
incl
udin
g en
zym
e an
d ba
cter
ia•
expl
ain
phot
osyn
thes
is an
d th
e ro
le o
f the
sto
mat
a.•
expl
ain
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
• ex
plai
n th
e ne
ed o
f lig
ht in
pho
tosy
nthe
sis, a
nd le
af a
dapt
ions
as
a re
quire
men
t.•
expl
ain
usin
g a
mod
el, c
hrom
osom
es g
enes
and
DN
A b
y sc
ient
ific
rese
arch
ers.
• ex
plai
n he
redi
ty a
nd v
aria
tion
with
in s
peci
es.
• ex
plai
n th
e 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 p
rese
rve
here
dita
ry
mat
eria
l.
I ca
n...
• ex
plai
n th
e pr
oces
s of
diff
usio
n•
desc
ribe
adap
tatio
ns in
uni
cellu
lar
orga
nism
s•
iden
tify
cells
tiss
ues
orga
ns a
nd s
yste
ms
• un
ders
tand
the
con
tent
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
• ex
plai
n th
e st
ruct
ure
and
func
tion
of t
he g
as e
xcha
nge
syst
em a
nd h
ow b
reat
hing
wor
ks, in
clud
ing
mea
sure
men
ts a
nd c
alcu
latio
ns.
• 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.
• ex
plai
n th
e pr
oces
s of
aer
obic
and
ana
erob
ic r
espi
ratio
n an
d id
entif
y th
eir
diffe
renc
es.
• st
ate
the
wor
d eq
uatio
n fo
r ae
robi
c re
spira
tion
I ca
n...
• id
entif
y ce
ll st
ruct
ures
and
des
crib
e th
eir
func
tions
• co
mpa
re a
nd c
ontr
ast
anim
al a
nd p
lant
cel
ls•
iden
tify
the
stru
ctur
es a
nd d
escr
ibe
the
func
tions
of b
oth
the
mus
cula
r an
d th
e sk
elet
al s
yste
m, a
long
with
the
ir in
tera
ctio
ns
• de
scrib
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.
• de
scrib
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
• id
entif
y th
e di
ffere
nce
betw
een
cont
inuo
us a
nd d
iscon
tinuo
us v
aria
tion.
• de
scrib
e ev
olut
ion
by n
atur
al s
elec
tion.
I ca
n...
• re
cogn
ise 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.
•
iden
tify
how
ani
mal
s an
d pl
ants
are
ada
pted
to
suit
thei
r en
viro
nmen
t in
di
ffere
nt w
ays
and
that
ada
ptat
ion
may
lead
to
evol
utio
n.
• de
scrib
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.•
reco
gnise
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 ca
n...
• id
entif
y an
d de
scrib
e th
e fu
nctio
ns o
f diff
eren
t pa
rts
of fl
ower
ing
plan
ts: r
oots
, ste
m/t
runk
, leav
es a
nd fl
ower
s an
d ex
plor
e w
hat
plan
ts
need
to
grow
.•
inve
stig
ate
the
way
in w
hich
wat
er is
tra
nspo
rted
with
in p
lant
s•
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.
• de
scrib
e ba
sic p
arts
of t
he d
iges
tive
syst
em•
cons
truc
t a
varie
ty o
f foo
d ch
ains
and
iden
tify
the
part
s of
the
food
ch
ain.
• id
entif
y th
at a
nim
als,
incl
udin
g hu
man
s, ne
ed n
utrit
ion,
and
tha
t th
ey c
anno
t m
ake
thei
r ow
n fo
od; t
hey
get
nutr
ition
from
wha
t th
ey e
at
• 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.
• co
mpa
re a
nd g
roup
tog
ethe
r di
ffere
nt k
inds
of r
ocks
on
the
basis
of t
heir
appe
aran
ce a
nd s
impl
e ph
ysic
al
prop
ertie
s •
desc
ribe
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
• re
cogn
ise t
hat
soils
are
mad
e fro
m r
ocks
and
org
anic
mat
ter.
• us
e cl
assifi
catio
n ch
arts
• re
cogn
ise h
ow e
nviro
nmen
ts c
an c
hang
e an
d th
e im
pact
thi
s ha
s on
spe
cies
.
I ca
n...
• id
entif
y an
d na
me
a va
riety
of c
omm
on w
ild a
nd g
arde
n pl
ants
, •
iden
tify
and
desc
ribe
the
basic
str
uctu
re o
f flow
erin
g pl
ants
, incl
udin
g tr
ees.
• de
scrib
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
• id
entif
y, na
me,
dra
w a
nd la
bel t
he b
asic
par
ts o
f the
hum
an b
ody
and
say
whi
ch p
art
of t
he b
ody
is as
soci
ated
with
eac
h se
nse.
• co
mpa
re t
he d
iffer
ence
s be
twee
n th
ings
tha
t ar
e liv
ing,
dead
and
hav
e ne
ver
been
aliv
e •
iden
tify
diffe
rent
ani
mal
’s re
quire
men
ts fr
om h
abita
ts, in
clud
ing
mic
ro h
abita
ts.
• co
nstr
uct
a sim
ple
food
cha
in a
nd id
entif
y di
ffere
nt s
ourc
es o
f foo
d.•
notic
e th
at a
nim
als,
incl
udin
g hu
man
s, ha
ve o
ffspr
ing
whi
ch g
row
into
adu
lts.
• de
scrib
e th
e im
port
ance
of e
xerc
ise, h
ygie
ne a
nd d
iet
for
hum
ans.
• ca
n de
scrib
e th
e ne
eds
of p
lant
s to
gro
w fr
om 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
4 E
xcel
lenc
e
(GC
SE T
arge
t 7)
T
hres
hold
3
(GC
SE T
arge
t 6)
T
hres
hold
2
(GC
SE T
arge
t 5)
K
S3
Thr
esho
ld 1
(GC
SE T
arge
t 4)
B
uild
ing
Blo
ck 2
(GC
SE T
arge
t 3)
B
uild
ing
Blo
ck 1
I ca
n...
• us
e ch
emic
al s
ymbo
ls an
d fo
rmul
ae fo
r el
emen
ts a
nd c
ompo
unds
• un
ders
tand
con
serv
atio
n of
mas
s, ch
ange
s of
sta
te a
nd c
hem
ical
re
actio
ns.
• 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
le
• un
ders
tand
the
prin
cipl
es u
nder
pinn
ing
the
Men
dele
ev P
erio
dic T
able
• ex
plai
n co
mbu
stio
n, t
herm
al d
ecom
posit
ion,
oxi
datio
n an
d di
spla
cem
ent
reac
tions
• re
pres
ent
chem
ical
rea
ctio
ns u
sing
form
ulae
and
usin
g eq
uatio
ns•
expl
ain
the
chem
ical
pro
pert
ies
of m
etal
and
non
-met
al o
xide
s w
ith r
espe
ct t
o ac
idity
.
I ca
n...
• ex
plai
n w
hat
cata
lyst
s do
• ex
plai
n th
e re
actio
ns o
f aci
ds in
clud
ing
with
alk
alis
and
met
als
• de
fine
acid
s an
d al
kalis
in t
erm
s of
neu
tral
isatio
n re
actio
ns•
expl
ain
the
impa
ct o
f car
bon
diox
ide
on t
he e
arth
’s cl
imat
e•
expl
ain
rock
cyc
le a
nd t
he fo
rmat
ion
of ig
neou
s, se
dim
enta
ry a
nd
met
amor
phic
roc
ks
• de
scrib
e ch
emic
al r
eact
ions
as
the
rear
rang
emen
t of
ato
ms
• de
scrib
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)•
rela
te e
nerg
y ch
ange
s to
cha
nges
of s
tate
(qu
alita
tive)
• de
scrib
e th
e co
mpo
sitio
n of
the
atm
osph
ere
• de
scrib
e th
e Ea
rth
as a
sou
rce
of li
mite
d re
sour
ces
and
just
ify r
ecyc
ling
I ca
n...
• de
scrib
e ch
ange
s of
sta
te in
ter
ms
of t
he p
artic
le m
odel
. •
desc
ribe
diffe
renc
es b
etw
een
atom
s, el
emen
ts a
nd c
ompo
unds
• de
scrib
e th
e pr
oper
ties
of m
etal
s an
d no
n-m
etal
s•
desc
ribe
the
vary
ing
phys
ical
and
che
mic
al p
rope
rtie
s of
diff
eren
t el
emen
ts
• ex
plai
n th
e di
ffere
nces
bet
wee
n at
oms,
elem
ents
and
com
poun
ds•
iden
tify
pure
and
impu
re s
ubst
ance
s•
use
simpl
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
y•
expl
ain
diffu
sion
in t
erm
s of
the
par
ticle
mod
el•
use
the
pH s
cale
for
mea
surin
g ac
idity
/alk
alin
ity; a
nd in
dica
tors
• de
scrib
e th
e st
ruct
ure
and
com
posit
ion
of t
he E
arth
I ca
n...
• co
mpa
re a
nd g
roup
tog
ethe
r ev
eryd
ay m
ater
ials
base
d on
the
ir pr
oper
ties
• us
e kn
owle
dge
of s
olid
s, liq
uids
and
gas
es t
o de
cide
how
mix
ture
s m
ight
be
sep
arat
ed, in
clud
ing
thro
ugh
filte
ring,
and
evap
orat
ing
• ex
plai
n w
hy e
very
day
mat
eria
ls ar
e us
ed fo
r pa
rtic
ular
pur
pose
s
• de
mon
stra
te t
hat
diss
olvi
ng, m
ixin
g an
d ch
ange
s of
sta
te a
re r
ever
sible
cha
nges
•
expl
ain
that
som
e ch
ange
s re
sult
in t
he fo
rmat
ion
of n
ew m
ater
ials,
and
tha
t th
is ki
nd o
f cha
nge
is no
t us
ually
rev
ersib
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 kn
ow t
hat
som
e m
ater
ials
will
diss
olve
in li
quid
to
form
a s
olut
ion,
and
des
crib
e ho
w t
o se
para
te a
solu
tion
I ca
n...
• co
mpa
re a
nd g
roup
tog
ethe
r di
ffere
nt k
inds
of r
ocks
on
the
basis
of
thei
r ap
pear
ance
and
sim
ple
phys
ical
pro
pert
ies
• de
scrib
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 •
reco
gnise
tha
t so
ils a
re m
ade
from
roc
ks a
nd o
rgan
ic m
atte
r.
• co
mpa
re a
nd g
roup
mat
eria
ls to
geth
er, a
ccor
ding
to
whe
ther
the
y ar
e so
lids,
liqui
ds o
r ga
ses
• ob
serv
e th
at s
ome
mat
eria
ls ch
ange
sta
te w
hen
they
are
hea
ted
or c
oole
d, a
nd m
easu
re o
r re
sear
ch t
he
tem
pera
ture
at
whi
ch t
his
happ
ens
in d
egre
es C
elsiu
s (°
C)
• 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 ca
n...
• di
stin
guish
bet
wee
n an
obj
ect
and
the
mat
eria
l fro
m w
hich
it is
mad
e •
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
k•
desc
ribe
the
simpl
e ph
ysic
al p
rope
rtie
s of
a v
arie
ty o
f eve
ryda
y m
ater
ials
• co
mpa
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 t
heir
simpl
e ph
ysic
al p
rope
rtie
s.
• id
entif
y an
d co
mpa
re t
he s
uita
bilit
y of
a v
arie
ty o
f eve
ryda
y m
ater
ials,
incl
udin
g w
ood,
met
al, p
last
ic, g
lass
, bric
k, ro
ck, p
aper
and
car
dboa
rd fo
r pa
rtic
ular
use
s •
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
4 E
xcel
lenc
e
(GC
SE T
arge
t 7)
T
hres
hold
3
(GC
SE T
arge
t 6)
T
hres
hold
2
(GC
SE T
arge
t 5)
K
S3
Thr
esho
ld 1
(GC
SE T
arge
t 4)
B
uild
ing
Blo
ck 2
(GC
SE T
arge
t 3)
B
uild
ing
Blo
ck 1
I ca
n...
• co
mpa
re a
mou
nts
of e
nerg
y tr
ansf
erre
d.•
com
pare
forc
e an
d m
ovem
ent
in m
achi
nes.
• ex
plai
n th
e ph
ysic
al c
hang
es n
eede
d to
cha
nge
one
form
of e
nerg
y in
to
anot
her.
• re
late
wor
k do
ne t
o en
ergy
tra
nsfe
rred
on
chan
ging
obj
ects
.
I ca
n...
• co
mpa
re p
ower
rat
ings
of
appl
ianc
es i
n W
atts
.•
desc
ribe
ener
gy c
hang
es in
a s
yste
m.
• ex
plai
n th
e di
ffere
nce
betw
een
cond
uctio
n, c
onve
ctio
n an
d ra
diat
ion.
• 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.
• m
easu
re fo
rces
and
use
Hoo
ke’s
Law
.•
desc
ribe
dens
ity a
nd m
otio
n in
gas
es li
quid
s an
d so
lids.
I ca
n...
• co
mpa
re e
nerg
y va
lues
of d
iffer
ent
food
s•
inte
rpre
t do
mes
tic fu
el b
ills a
nd s
tate
whe
t fu
els
are.
• de
scrib
e ot
her
proc
esse
s th
at in
volv
e en
ergy
tra
nsfe
r.•
defin
e th
e co
nser
vatio
n of
ene
rgy.
• us
e th
e eq
uatio
n (s
peed
= d
istan
ce/t
ime)
.iden
tify
diffe
rent
fo
rces
, dra
w fo
rce
diag
ram
s an
d ex
plai
n ho
w fo
rces
impa
ct a
n ob
ject
.
I ca
n...
• de
scrib
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 t
he s
olar
sys
tem
•
desc
ribe
the
Sun,
Ear
th a
nd M
oon
as a
ppro
xim
atel
y sp
heric
al b
odie
s I
can
use
the
idea
of t
he E
arth
’s ro
tatio
n to
exp
lain
day
and
nig
ht a
nd t
he
appa
rent
mov
emen
t of
the
sun
acr
oss
the
sky.
• ex
plai
n th
at u
nsup
port
ed o
bjec
ts fa
ll to
war
ds t
he E
arth
bec
ause
of t
he
forc
e of
gra
vity
act
ing
betw
een
the
Eart
h an
d th
e fa
lling
obje
ct
• id
entif
y th
e ef
fect
s of
air
resis
tanc
e, w
ater
res
istan
ce a
nd fr
ictio
n th
at a
ct
betw
een
mov
ing
surfa
ces
• re
cogn
ise t
hat
som
e m
echa
nism
s, in
clud
ing
leve
rs, p
ulle
ys a
nd g
ears
, al
low
a s
mal
ler
forc
e to
hav
e a
grea
ter
effe
ct.
• us
e th
e id
ea t
hat
light
tra
vels
in s
trai
ght
lines
to
expl
ain
that
obj
ects
are
se
en b
ecau
se t
hey
give
out
or
refle
ct li
ght
into
the
eye
•
expl
ain
that
we
see
thin
gs b
ecau
se li
ght
trav
els
from
ligh
t so
urce
s to
our
ey
es o
r fro
m li
ght
sour
ces
to o
bjec
ts a
nd t
hen
to o
ur e
yes
• us
e th
e id
ea t
hat
light
tra
vels
in s
trai
ght
lines
to
expl
ain
why
sha
dow
s ha
ve t
he s
ame
shap
e as
the
obj
ects
tha
t ca
st t
hem
.
I ca
n...
• id
entif
y ho
w s
ound
s ar
e m
ade,
ass
ocia
ting
som
e of
the
m w
ith s
omet
hing
vib
ratin
g •
reco
gnise
tha
t vi
brat
ions
from
sou
nds
trav
el t
hrou
gh a
med
ium
to
the
ear
• fin
d pa
tter
ns b
etw
een
the
pitc
h of
a s
ound
and
feat
ures
of t
he o
bjec
t th
at p
rodu
ced
it •
find
patt
erns
bet
wee
n th
e vo
lum
e of
a s
ound
and
the
str
engt
h of
the
vib
ratio
ns t
hat
prod
uced
it
• re
cogn
ise t
hat
soun
ds g
et fa
inte
r as
the
dist
ance
from
the
sou
nd s
ourc
e in
crea
ses.
i•
dent
ify c
omm
on a
pplia
nces
tha
t ru
n on
ele
ctric
ity
• co
nstr
uct
a sim
ple
serie
s el
ectr
ical
circ
uit,
iden
tifyi
ng a
nd n
amin
g its
bas
ic p
arts
, incl
udin
g ce
lls, w
ires,
bulb
s, sw
itche
s an
d bu
zzer
s •
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
w
ith a
bat
tery
•
reco
gnise
tha
t a
switc
h op
ens
and
clos
es a
circ
uit
and
asso
ciat
e th
is w
ith w
heth
er o
r no
t a
lam
p lig
hts
in a
sim
ple
serie
s ci
rcui
t •
reco
gnise
som
e co
mm
on c
ondu
ctor
s an
d in
sula
tors
, and
ass
ocia
te m
etal
s w
ith b
eing
goo
d co
nduc
tors
.
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
• no
tice
that
ligh
t is
refle
cted
from
sur
face
s •
reco
gnise
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
•
reco
gnise
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
• fin
d pa
tter
ns in
the
way
tha
t th
e siz
e of
sha
dow
s ch
ange
. •
com
pare
how
thi
ngs
mov
e on
diff
eren
t su
rface
s •
notic
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
•
obse
rve
how
mag
nets
att
ract
or
repe
l eac
h ot
her
and
attr
act
som
e m
ater
ials
and
not
othe
rs
• co
mpa
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
• pr
edic
t w
heth
er t
wo
mag
nets
will
attr
act
or r
epel
eac
h ot
her,
depe
ndin
g on
whi
ch p
oles
are
faci
ng.
• us
e th
e eq
uatio
n (r
atio
of f
orce
/are
a)•
desc
ribe
som
e us
es o
f pre
ssur
e w
aves
tra
nsfe
rrin
g en
ergy
e.g
. ul
tras
ound
and
the
use
of m
icro
phon
es.
• de
fine
light
in t
erm
s of
tra
nsm
issio
n, a
bsor
ptio
n, r
eflec
tion,
and
diff
use
scat
terin
g.•
expl
ain
how
ligh
t en
ergy
can
cau
se c
hem
ical
and
ele
ctric
al e
ffect
s in
the
ey
e an
d ca
mer
as.
• ex
plai
n st
atic
ele
ctric
ity in
ter
ms
of m
ovem
ent
of e
lect
rons
and
diff
eren
ce
in c
harg
es b
etw
een
char
ged
obje
cts.
• in
terp
ret
diag
ram
s w
hich
dem
onst
rate
the
sea
sons
, leng
th o
f day
due
to
the
Eart
h’s
tilt.
• de
scrib
e ho
w li
ght
mov
es in
a v
acuu
m.
• de
scrib
e th
at w
hite
ligh
t is
mad
e of
col
ours
•
expl
ain
the
rela
tions
hip
betw
een
resis
tanc
e an
d po
tent
ial d
iffer
ence
.•
desc
ribe
mat
eria
ls as
mor
e or
less
res
istan
t to
con
duct
ors
and
insu
lato
rs.
• re
late
mag
netis
m a
nd c
urre
nt.
• de
scrib
e ho
w g
ravi
ty c
hang
es a
s yo
u m
ove
to d
iffer
ent
plan
ets.
• st
ate
that
as
heig
ht in
crea
ses,
pres
sure
dec
reas
es.
• ex
plai
n pr
essu
re in
liqu
ids
usin
g di
agra
ms.
• de
scrib
e w
ater
wav
es a
s tr
ansv
erse
mot
ion
and
soun
d w
aves
as
long
itudi
nal
mot
ion.
• re
call
that
sou
nd is
a v
ibra
tion
and
that
it m
oves
diff
eren
tly t
hrou
gh d
iffer
ent
med
ium
s.•
draw
dia
gram
s of
sou
nd a
s ec
hoes
and
refl
ectio
ns.
• st
ate
wha
t a
light
-yea
r is.
• de
scrib
e tu
rnin
g ef
fect
s of
a fo
rce.
• de
scrib
e no
n-co
ntac
t fo
rces
e.g
. gra
vity
.•
reca
ll th
e he
arin
g ra
nge
of h
uman
s an
d an
imal
s.•
draw
ray
dia
gram
s to
rep
rese
nt t
he m
ovem
ent
of li
ght.
• re
call
the
part
icle
mod
el o
f ato
ms
and
mol
ecul
es.
• st
ate
the
sun
as a
sta
r an
d de
scrib
e w
hat
a ga
laxy
is.
• ex
plai
n se
ries
and
para
llel c
ircui
ts in
clud
ing
curr
ent.
• de
scrib
e m
agne
tism
of a
com
pass
and
the
Ear
th.
• ex
plai
n th
at m
ass
does
not
cha
nge
whe
n yo
u ch
ange
the
sta
te.
• de
scrib
e th
e di
ffere
nces
of c
hem
ical
and
phy
sical
cha
nges
incl
udin
g di
ffusio
n of
par
ticle
s.
• as
soci
ate
the
brig
htne
ss o
f a la
mp
or t
he v
olum
e of
a b
uzze
r w
ith t
he
num
ber
and
volta
ge o
f cel
ls us
ed in
the
circ
uit
• co
mpa
re a
nd g
ive
reas
ons
for
varia
tions
in h
ow c
ompo
nent
s fu
nctio
n,
incl
udin
g th
e br
ight
ness
of b
ulbs
, the
loud
ness
of b
uzze
rs a
nd t
he o
n/of
f pos
ition
of s
witc
hes
• us
e re
cogn
ised
sym
bols
whe
n re
pres
entin
g a
simpl
e ci
rcui
t in
a
diag
ram
.
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 Excellent. 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 in Art are based on an average of the keystage 2 attainment.
Case Study:
Pupil D has a silver and gold target based on an average score of their Keystage 2 attainment. All pupils complete a baseline assessment in Art in the autumn term of Year 7. The assessment may evidence of pupil D being a talented pupil in Art; achieving all of the “I can” statements in Threshold 1. This is an example of where such pupils are encouraged to go beyond their gold target, an ambition which many pupils actually achieve in keystage 3 and keystage 4.
(GC
SE T
arge
t 8)
T
hres
hold
4 E
xcel
lenc
e
(GC
SE T
arge
t 7)
T
hres
hold
3
(GC
SE T
arge
t 6)
T
hres
hold
2
(GC
SE T
arge
t 5)
K
S3
Thr
esho
ld 1
(GC
SE T
arge
t 4)
B
uild
ing
Blo
ck 2
(GC
SE T
arge
t 3)
B
uild
ing
Blo
ck 1
A R T
• I t
ake
risks
and
wor
k in
depe
nden
tly. I
use
info
rmat
ion
inve
ntiv
ely
and
imag
inat
ivel
y.
• 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 re
ason
s.
• I u
se a
ppro
pria
te m
ater
ials
and
met
hods
to
deve
lop
my
wor
k ef
fect
ivel
y.•
I eva
luat
e th
e pu
rpos
e an
d m
eani
ng o
f art
wor
k an
d us
e th
is to
dev
elop
my
own
idea
s
• I t
ake
risks
whe
n ex
plor
ing
and
expe
rimen
ting
with
idea
s an
d in
form
atio
n.
• 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 s
elec
t th
e m
ost
appr
opria
te m
ater
ials
and
met
hods
to
deve
lop
my
artw
ork.
• 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
purp
ose
and
mea
ning
.
• I e
xplo
re a
nd e
xper
imen
t w
ith id
eas
and
info
rmat
ion
to d
evel
op m
y ar
twor
k.
• 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 u
se d
iffer
ent
mat
eria
ls to
dev
elop
my
artw
ork.
• I t
alk
abou
t ho
w t
o ch
ange
and
impr
ove
my
own
and
othe
rs a
rtw
ork.
I ca
n...
• de
velo
p m
y id
eas
sho
win
g cr
eativ
ity a
nd im
agin
atio
n
•
impr
ove
my
idea
s us
ing
diffe
rent
tec
hniq
ues
•
use
diffe
rent
tec
hniq
ues
to s
ucce
ssfu
lly c
ompl
ete
my
own
piec
e of
wor
k
I ca
n...
• tr
y ou
t di
ffere
nt id
eas
in m
y sk
etch
book
• de
scrib
e ho
w a
pie
ce o
f art
wor
k is
mad
e•
try
out
new
and
unf
amilia
r m
ater
ials
• I l
earn
by
taki
ng r
isks
and
wor
king
inde
pend
ently
. I d
evel
op id
eas
with
pur
pose
, im
agin
atio
n an
d or
igin
ality
•
I dev
elop
idea
s th
at a
re p
erso
nal, o
rigin
al a
nd im
agin
ativ
e.
•
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
di
ffere
nt 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 ide
ntify
idea
s an
d m
eani
ng in
art
wor
k. I r
ecog
nize
how
idea
s ar
e in
terp
rete
d di
ffere
ntly.
• I a
m c
onfid
ent
usin
g di
ffere
nt m
ater
ials.
I us
e m
ater
ials
sens
itive
ly in
my
artw
ork.
• 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 u
se d
iffer
ent
mat
eria
ls ca
refu
lly a
nd m
atur
ely
to s
ucce
ssfu
lly c
reat
e w
ork.
• 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 con
fiden
tly m
ake
judg
men
ts a
bout
the
pur
pose
and
mea
ning
of m
y ow
n an
d ot
hers
art
wor
k.•
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.
• in
depe
nden
tly s
elec
t an
d us
e re
leva
nt p
roce
sses
to
com
plet
e m
y ow
n w
ork
• in
depe
nden
tly u
se m
ater
ials
to im
prov
e th
e qu
ality
of
my
wor
k
• ta
lk c
onfid
ently
abo
ut h
ow d
iffer
ent
piec
es o
f art
wor
k ar
e m
ade
• de
scrib
e an
d ex
plai
n th
e w
ork
of s
ome
signi
fican
t ar
tists
and
cra
ftspe
ople
• us
e ke
y w
ords
and
tec
hnic
al v
ocab
ular
y to
eva
luat
e m
y ow
n w
ork
• us
e ne
w m
ater
ials
to p
rodu
ce m
y ow
n ar
t w
ork
•
disc
uss
the
wor
k of
diff
eren
t ar
tists
and
cra
ftspe
ople
• de
scrib
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 Excellent, 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 keystage 2 attainment.
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 “I can” statements in Threshold 1. Pupil E will be given feedback on which “I can…” statements need to be achieved in order to make further progress. It is in this feedback that pupils, parents and teachers can determine how much progress is also being made towards silver and gold targets.
C O M P U T E R S T U D I E S
(GC
SE T
arge
t 8)
T
hres
hold
4 E
xcel
lenc
e
(GC
SE T
arge
t 7)
T
hres
hold
3
(GC
SE T
arge
t 6)
T
hres
hold
2
(GC
SE T
arge
t 5)
K
S3
Thr
esho
ld 1
(GC
SE T
arge
t 4)
B
uild
ing
Blo
ck 2
(GC
SE T
arge
t 3)
B
uild
ing
Blo
ck 1
Co
mpu
ter
Sci
ence
• D
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-w
orld
pr
oble
ms
and
phys
ical
sys
tem
s.•
Use
tw
o or
mor
e pr
ogra
mm
ing
lang
uage
s, at
leas
t on
e of
whi
ch is
tex
tual
, to
solv
e a
varie
ty o
f co
mpu
tatio
nal p
robl
ems.
• 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
].•
Des
ign
and
deve
lop
mod
ular
pro
gram
s th
at u
se p
roce
dure
s or
func
tions
.•
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
.•
Und
erst
and
how
dat
a of
var
ious
typ
es (
incl
udin
g te
xt, s
ound
s an
d pi
ctur
es)
can
be r
epre
sent
ed a
nd
man
ipul
ated
dig
itally
, in t
he fo
rm o
f bin
ary
digi
ts.
Com
pute
r Sc
ienc
e•
Des
ign
and
use
com
puta
tiona
l abs
trac
tions
tha
t m
odel
the
sta
te a
nd b
ehav
iour
of r
eal-w
orld
pro
blem
s an
d ph
ysic
al s
yste
ms.
• 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.•
Mak
e us
e of
dat
a st
ruct
ures
[fo
r ex
ampl
e, li
sts,
tabl
es o
r ar
rays
].•
Dev
elop
mod
ular
pro
gram
s th
at u
se p
roce
dure
s or
func
tions
.•
Und
erst
and
simpl
e Bo
olea
n lo
gic
[for
exam
ple,
AN
D, O
R an
d N
OT]
and
som
e of
its
uses
in c
ircui
ts a
nd
prog
ram
min
g.•
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
].•
Und
erst
and
seve
ral k
ey a
lgor
ithm
s th
at r
eflec
t co
mpu
tatio
nal t
hink
ing
[for
exam
ple,
one
s fo
r so
rtin
g an
d se
arch
ing]
.
Co
mpu
ter
Sci
ence
• U
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 p
robl
ems
and
phys
ical
sys
tem
s.•
Use
one
pro
gram
min
g la
ngua
ge, t
o so
lve
a va
riety
of c
ompu
tatio
nal p
robl
ems.
• U
nder
stan
d da
ta s
truc
ture
s [fo
r ex
ampl
e, li
sts,
tabl
es o
r ar
rays
.•
Und
erst
and
how
num
bers
can
be
repr
esen
ted
in b
inar
y.•
Und
erst
and
how
inst
ruct
ions
are
sto
red
and
exec
uted
with
in a
com
pute
r sy
stem
.
Co
mpu
ter
Sci
ence
• So
lve
prob
lem
s by
dec
ompo
sing
them
into
sm
alle
r pa
rts.
• U
se s
elec
tion
in p
rogr
ams.
• W
ork
with
var
iabl
es.
• U
se lo
gica
l rea
soni
ng t
o ex
plai
n ho
w s
ome
simpl
e al
gorit
hms
wor
k.•
Use
logi
cal r
easo
ning
to
dete
ct a
nd c
orre
ct e
rror
s in
alg
orith
ms.
• A
ppre
ciat
e ho
w s
earc
h re
sults
are
ran
ked.
Co
mpu
ter
Sci
ence
• D
esig
n pr
ogra
ms
that
acc
ompl
ish s
peci
fic g
oals.
• D
esig
n an
d cr
eate
pro
gram
s.•
Deb
ug p
rogr
ams
that
acc
ompl
ish s
peci
fic g
oals.
• U
se r
epet
ition
in p
rogr
ams.
• C
ontr
ol o
r sim
ulat
e ph
ysic
al s
yste
ms.
• U
se lo
gica
l rea
soni
ng t
o de
tect
and
cor
rect
err
ors
in p
rogr
ams.
• 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.
• A
ppre
ciat
e ho
w s
earc
h re
sults
are
sel
ecte
d.
IT • Se
lect
a v
arie
ty o
f sof
twar
e to
acc
ompl
ish g
iven
goa
ls.•
Sele
ct, u
se a
nd c
ombi
ne in
tern
et s
ervi
ces.
• A
naly
se in
form
atio
n .
• Ev
alua
tion
info
rmat
ion.
• C
olle
ct d
ata.
• Pr
esen
t da
ta.
Co
mpu
ter
Sci
ence
• W
rite
prog
ram
s th
at a
ccom
plish
spe
cific
goa
ls.•
Use
seq
uenc
e in
pro
gram
s.•
Wor
k w
ith v
ario
us fo
rms
of in
put.
• W
ork
with
var
ious
form
s of
out
put.
IT • U
nder
take
cre
ativ
e pr
ojec
ts t
hat
invo
lve
sele
ctin
g, us
ing,
and
com
bini
ng m
ultip
le a
pplic
atio
ns, p
refe
rabl
y ac
ross
a r
ange
of
devi
ces,
to a
chie
ve c
halle
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.
• C
reat
e, r
e-us
e, r
evise
and
re-
purp
ose
digi
tal a
rtef
acts
for
a gi
ven
audi
ence
, with
att
entio
n to
tru
stw
orth
ines
s, de
sign
and
usab
ility.
Dig
ital
Lit
erac
y•
Und
erst
and
the
hard
war
e an
d so
ftwar
e co
mpo
nent
s th
at m
ake
up c
ompu
ter
syst
ems,
and
how
the
y co
mm
unic
ate
with
one
ano
ther
an
d w
ith o
ther
sys
tem
s.•
Reco
gnise
inap
prop
riate
con
tent
, con
tact
and
co
nduc
t an
d kn
ow h
ow t
o re
port
con
cern
s.
IT • U
nder
take
cre
ativ
e pr
ojec
ts t
hat
invo
lve
sele
ctin
g, us
ing,
and
com
bini
ng m
ultip
le a
pplic
atio
ns, p
refe
rabl
y ac
ross
a r
ange
of
devi
ces,
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.
• C
reat
e, r
e-us
e an
d re
vise
dig
ital a
rtef
acts
for
a gi
ven
audi
ence
, w
ith a
tten
tion
to t
rust
wor
thin
ess,
desig
n an
d us
abilit
y.
Dig
ital
Lit
erac
y•
Und
erst
and
the
hard
war
e an
d so
ftwar
e co
mpo
nent
s th
at m
ake
up c
ompu
ter
syst
ems,
and
how
the
y co
mm
unic
ate
with
one
ano
ther
.•
Und
erst
and
a ra
nge
of w
ays
to u
se t
echn
olog
y sa
fely,
res
pect
fully
, res
pons
ibly
and
sec
urel
y, in
clud
ing
prot
ectin
g th
eir
onlin
e id
entit
y an
d pr
ivac
y.
IT • U
nder
take
cre
ativ
e pr
ojec
ts t
hat
invo
lve
sele
ctin
g, us
ing,
and
com
bini
ng m
ultip
le a
pplic
atio
ns, in
clud
ing
colle
ctin
g an
d an
alys
ing
data
.•
Re-u
se a
nd r
evise
dig
ital a
rtef
acts
for
a gi
ven
audi
ence
, with
at
tent
ion
to t
rust
wor
thin
ess,
desig
n an
d us
abilit
y.
Dig
ital
Lit
erac
y•
Und
erst
and
the
hard
war
e an
d so
ftwar
e co
mpo
nent
s th
at m
ake
up c
ompu
ter
syst
ems.
• U
nder
stan
d a
rang
e of
way
s to
use
tec
hnol
ogy
safe
ly, r
espe
ctfu
lly, r
espo
nsib
ly a
nd s
ecur
ely.
Dig
ital
Lit
erac
y•
Und
erst
and
the
oppo
rtun
ities
com
pute
r ne
twor
ks o
ffer
for
com
mun
icat
ion.
• Id
entif
y a
rang
e of
way
s to
rep
ort
conc
erns
ab
out
cont
ent.
• Re
cogn
ise a
ccep
tabl
e/un
acce
ptab
le b
ehav
iour
.
IT • C
ombi
ne a
var
iety
of s
oftw
are
to a
ccom
plish
giv
en g
oals.
• Se
lect
, use
and
com
bine
sof
twar
e on
a r
ange
of d
igita
l dev
ices
.•
Ana
lyse
dat
a.•
Eval
uate
dat
a.•
Des
ign
and
crea
te s
yste
ms.
Dig
ital
Lit
erac
y•
Und
erst
and
the
oppo
rtun
ities
com
pute
r ne
twor
ks o
ffer
for
colla
bora
tion.
• Be
disc
erni
ng in
eva
luat
ing
digi
tal c
onte
nt.
IT • U
se s
earc
h te
chno
logi
es e
ffect
ivel
y.•
Use
a v
arie
ty o
f sof
twar
e to
acc
ompl
ish g
iven
goa
ls.•
Col
lect
info
rmat
ion.
• D
esig
n an
d cr
eate
con
tent
.•
Pres
ent
info
rmat
ion.
Dig
ital
Lit
erac
y•
Use
tec
hnol
ogy
resp
onsib
ly.•
Iden
tify
a ra
nge
of w
ays
to r
epor
t co
ncer
ns
abou
t co
ntac
t.
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 Excellent. 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.
Case Study:
Pupil F completes their baseline assessment in Food Technology in the autumn term of Year 7. The assessment shows evidence of Pupil F achieving all but one of the “I can” statements in Threshold 1. Pupil F will be given feedback to show which statements have been achieved and how these can be sustained in future assessments as well as which of the “I can…” statements will enable Pupil F to make further progress towards their silver and gold targets.
(GC
SE T
arge
t 8)
T
hres
hold
4 E
xcel
lenc
e
(GC
SE T
arge
t 7)
T
hres
hold
3
(GC
SE T
arge
t 6)
T
hres
hold
2
(GC
SE T
arge
t 5)
K
S3
Thr
esho
ld 1
(GC
SE T
arge
t 4)
B
uild
ing
Blo
ck 2
(GC
SE T
arge
t 3)
B
uild
ing
Blo
ck 1
F O O D
Mak
ing
• I c
an w
ork
in a
sys
tem
atic
and
hig
hly
orga
nise
d w
ay.
• I c
an u
se t
he c
orre
ct t
ools,
pro
cess
es, m
ater
ials
with
pr
ecisi
on a
nd a
ccur
acy
to p
rodu
ce a
n ite
m o
f pro
fess
iona
l qu
ality
.
Plan
ning
•
I can
org
anise
my
wor
k so
tha
t I
am a
ble
to c
arry
out
eac
h pr
oces
s ac
cura
tely
and
con
siste
ntly.
Kno
wle
dge
• I h
ave
a hi
gh le
vel k
now
ledg
e an
d un
ders
tand
ing
of h
ow in
gred
ient
s w
ork
and
why
with
a c
lear
link
to
the
hypo
thes
is or
pre
dict
ion
Ana
lysi
s an
d Ev
alua
tion
• D
etai
led
and
appr
opria
te s
enso
ry
test
ing
with
det
aile
d an
alys
is an
d ev
alua
tion.
Mak
ing
• I c
an e
xpla
in h
ow m
y pr
oduc
t w
ould
nee
d to
be
chan
ged
for
mas
s pr
oduc
tion.
•
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 c
an s
ugge
st q
ualit
y co
ntro
l mea
sure
s th
at w
ould
nee
d to
be
use
d in
indu
stry
.
Plan
ning
•
I can
pro
duce
my
plan
to
mak
e m
y pr
oduc
t an
d pr
edic
ted
how
long
ea
ch p
roce
ss
Kno
wle
dge
• I h
ave
a ve
ry g
ood
know
ledg
e an
d un
ders
tand
ing
of h
ow in
gred
ient
s w
ork
and
why
with
a li
nk t
o th
e hy
poth
esis
or
pred
ictio
n
Ana
lysi
s an
d Ev
alua
tion
• Se
nsor
y te
stin
g w
ith v
ery
good
an
alys
is an
d ev
alua
tion.
Mak
ing
• I c
an s
how
tha
t I u
nder
stan
d th
e fu
nctio
n of
the
in
gred
ient
s an
d eq
uipm
ent
used
•
I can
pro
duce
a r
ange
of h
igh
qual
ity p
rodu
cts
• 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 de
gree
of p
reci
sion
and
accu
racy
Plan
ning
•
I can
pro
duce
a d
etai
led
step
-by
step
pl
an t
hat
take
s ac
coun
t of
the
cha
nges
I h
ave
mad
e to
the
orig
inal
• I c
an s
ugge
st o
ther
way
s of
pr
ocee
ding
if t
hing
s ch
ange
whi
le I
am
mak
ing
them
Kno
wle
dge
• I h
ave
a de
taile
d an
d hi
gh le
vel
know
ledg
e an
d un
ders
tand
ing
of h
ow
ingr
edie
nts
wor
k an
d w
hy
Ana
lysi
s an
d Ev
alua
tion
• Se
nsor
y te
stin
g w
ith s
ome
anal
ysis.
Mak
ing
• I c
an s
elec
t an
d w
ork
with
all
the
nece
ssar
y eq
uipm
ent
and
ingr
edie
nts
with
som
e pr
ecisi
on
• I c
an m
ake
chan
ges
to t
he p
lan
whe
re n
eces
sary
• I c
an p
rodu
ce a
hig
h qu
ality
pro
duct
•
I can
dem
onst
rate
the
abi
lity
to in
depe
nden
tly p
rodu
ce
my
prod
uct.
Plan
ning
•
I can
pro
duce
a d
etai
led
plan
of h
ow
to m
ake
your
pro
duct
.
Kno
wle
dge
• I h
ave
good
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
• Ev
iden
ce o
f sen
sory
tes
ting
with
litt
le
or n
o an
alys
is.
Mak
ing
• Yo
u ha
ve s
elec
ted
and
used
a w
ide
varie
ty o
f equ
ipm
ent
and
ingr
edie
nts
with
larg
e am
ount
of a
ccur
acy
•
I can
pay
att
entio
n to
the
qua
lity
of y
our
prod
ucts
• I c
an n
ame
equi
pmen
t ne
eded
for
my
prac
tical
Plan
ning
•
I can
pro
duce
ste
p by
ste
p pl
ans
that
ha
ve in
clud
ed t
he e
quip
men
t
Kno
wle
dge
• I h
ave
som
e kn
owle
dge
and
unde
rsta
ndin
g of
how
ingr
edie
nts
wor
k
Ana
lysi
s an
d Ev
alua
tion
• Se
nsor
y te
stin
g w
ith v
ery
little
an
alys
is
Mak
ing
• I h
ave
the
abilit
y to
cho
ose
the
corr
ect
equi
pmen
t an
d in
gred
ient
s w
ith s
mal
l am
ount
of s
uppo
rt
•
I can
use
a v
arie
ty o
f equ
ipm
ent
safe
ly
Plan
ning
•
I can
follo
w b
asic
pla
ns h
ow I
will
mak
e m
y fo
od p
rodu
cts
but
so
met
imes
nee
d as
sista
nce
Kno
wle
dge
• I h
ave
limite
d kn
owle
dge
and
unde
rsta
ndin
g of
how
ingr
edie
nts
wor
k
Ana
lysi
s an
d Ev
alua
tion
• N
o ev
iden
ce o
f sen
sory
tes
ting
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 Excellent. 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 average keystage 2 attainment.
Case Study:
Pupil G has a low average Keystage 2 attainment score and, as a consequence, has a silver target which relates to one of the Building Blocks in Geography’s Pursuit of Excellence. 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 1 and some in Building Block 2. Pupil G’s feedback will outline which statements in Building Block 2 need to be achieved in order to make further progress towards their silver target. Pupil G will be encouraged to aspire to Threshold 1 as much as possible, going for gold and beyond.
(GC
SE T
arge
t 8)
T
hres
hold
4 E
xcel
lenc
e
(GC
SE T
arge
t 7)
T
hres
hold
3
(GC
SE T
arge
t 6)
T
hres
hold
2
(GC
SE T
arge
t 5)
K
S3
Thr
esho
ld 1
(GC
SE T
arge
t 4)
B
uild
ing
Blo
ck 2
(GC
SE T
arge
t 3)
B
uild
ing
Blo
ck 1
G E O G R A P H Y
Loca
tiona
l kno
wle
dge
• I c
an s
how
an
in d
epth
und
erst
andi
ng o
f loc
atio
n of
th
e w
orld
’s co
untr
ies,
usin
g m
aps
to fo
cus
on a
reas
, an
d fo
cusin
g on
the
ir en
viro
nmen
tal r
egio
ns s
uch
as p
olar
and
hot
des
erts
, ke
y ph
ysic
al a
nd h
uman
ch
arac
teris
tics,
coun
trie
s an
d m
ajor
citi
es.
Plac
e kn
owle
dge
• I c
an u
nder
stan
d th
roug
h th
e de
taile
d us
e of
pla
ce b
ased
ex
empl
ars
at a
var
iety
of s
cale
s, th
e ke
y pr
oces
ses
in p
hysic
al
geog
raph
y an
d hu
man
geo
grap
hy
• I c
an u
nder
stan
d ho
w h
uman
and
phy
sical
pro
cess
es
inte
ract
to
influ
ence
, and
cha
nge
land
scap
es, e
nviro
nmen
ts
and
the
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 c
an b
uild
on
my
know
ledg
e of
glo
bes,
map
s an
d at
lase
s an
d ap
ply
and
deve
lop
this
know
ledg
e ro
utin
ely
in t
he c
lass
room
and
in
the
field
•
I can
inte
rpre
t O
rdna
nce
Surv
ey m
aps
in t
he c
lass
room
and
in t
he fi
eld,
incl
udin
g us
ing
a ra
nge
of d
iffer
ent
map
s an
d ph
otog
raph
s•
I can
use
fiel
dwor
k in
con
tras
ting
loca
tions
to
colle
ct, a
naly
se a
nd d
raw
con
clus
ions
from
geo
grap
hica
l dat
a, us
ing
mul
tiple
sou
rces
of
incr
easin
gly
com
plex
info
rmat
ion.
Loca
tiona
l kno
wle
dge
• I c
an s
how
a d
eep
unde
rsta
ndin
g of
loca
tion
of t
he
wor
ld’s
coun
trie
s co
ncen
trat
ing
on t
he c
ount
ries
and
maj
or c
ities
and
sho
w a
goo
d un
ders
tand
ing
of
envi
ronm
enta
l reg
ions
•
I can
sho
w a
dee
p un
ders
tand
ing
of h
ow h
uman
and
ph
ysic
al c
hara
cter
istic
s of
geo
grap
hica
l reg
ions
, cou
ntie
s an
d ci
ties
of t
he U
K, h
ave
chan
ged
over
tim
e.
Plac
e kn
owle
dge
• I c
an s
tart
to
unde
rsta
nd p
hysic
al g
eogr
aphy
rel
atin
g to
di
ffere
nt o
f reg
ions
bey
ond
the
UK
• I c
an s
tart
to
use
a va
riety
of p
lace
bas
ed e
xem
plar
s at
a
varie
ty o
f sca
les
to s
how
my
unde
rsta
ndin
g of
bot
h ph
ysic
al
and
hum
an g
eogr
aphy
.
Geo
grap
hica
l ski
lls a
nd fi
eldw
ork
• I c
an s
tart
to
build
on
my
know
ledg
e an
d sk
ills o
f usin
g m
aps,
atla
ses,
glob
es a
nd d
igita
l/com
pute
r m
appi
ng t
o ex
ampl
es t
o st
art
to u
se
them
in t
he c
lass
room
. •
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 can
sta
rt t
o us
e a
rang
e of
Geo
grap
hica
l Inf
orm
atio
n Sy
stem
s to
vie
w a
ran
ge o
f diff
eren
t pl
aces
.•
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
then
be
able
to
begi
n to
dra
w m
y ow
n co
nclu
sions
from
a r
ange
of s
ourc
es.
Loca
tiona
l kno
wle
dge
• I c
an lo
cate
the
wor
ld’s
coun
trie
s, us
ing
map
s to
beg
in
to fo
cus
on a
reas
bey
ond
Euro
pe a
nd N
orth
and
So
uth
Am
eric
a; co
ncen
trat
ing
on t
he c
ount
ries
and
maj
or c
ities
and
beg
inni
ng t
o sh
ow u
nder
stan
ding
of
diffe
rent
reg
ions
• I c
an s
how
goo
d un
ders
tand
ing
of h
ow h
uman
and
ph
ysic
al c
hara
cter
istic
s of
geo
grap
hica
l reg
ions
, cou
ntie
s an
d ci
ties
of t
he U
K, h
ave
chan
ged
over
tim
e.
Plac
e kn
owle
dge
• I c
an b
egin
to
unde
rsta
nd g
eogr
aphi
cal 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
reg
ions
bey
ond
the
UK
Hum
an a
nd p
hysi
cal g
eogr
aphy
•
I can
beg
in t
o us
e m
ore
than
one
det
aile
d ex
ampl
e at
di
ffere
nt s
cale
s to
sho
w m
y un
ders
tand
ing
of p
roce
sses
in
phys
ical
geo
grap
hy a
nd h
uman
geo
grap
hy.
Geo
grap
hica
l ski
lls a
nd fi
eldw
ork
• I c
an b
egin
to
appl
y ba
sic k
now
ledg
e an
d sk
ills o
f usin
g m
aps,
atla
ses,
glob
es a
nd d
igita
l/com
pute
r m
appi
ng t
o ex
ampl
es b
eing
use
d in
th
e cl
assr
oom
.•
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 a
rang
e of
map
s•
I can
use
fiel
dwor
k sk
ills s
uch
as c
olle
ct, r
ecor
d an
d pr
esen
t (u
sing
a nu
mbe
r of
met
hods
) ge
ogra
phic
al d
ata,
to t
hen
be a
ble
to b
egin
to
dra
w m
y ow
n co
nclu
sions
.
Loca
tiona
l kno
wle
dge
• I c
an lo
cate
the
wor
ld’s
coun
trie
s an
d m
ajor
citi
es, u
sing
map
s to
iden
tify
phys
ical
and
hum
an fe
atur
es
• I c
an n
ame
and
loca
te c
ount
ies
and
citie
s of
the
Uni
ted
King
dom
alo
ng w
ith p
hysic
al fe
atur
es
Plac
e kn
owle
dge
• I c
an id
entif
y th
e po
sitio
n an
d sig
nific
ance
of l
atitu
de,
long
itude
, Equ
ator
, Nor
ther
n H
emisp
here
, Sou
ther
n H
emisp
here
, the
Tro
pics
of C
ance
r an
d C
apric
orn
• I c
an u
nder
stan
d ge
ogra
phic
al s
imila
ritie
s an
d di
ffere
nces
th
roug
h th
e st
udy
of h
uman
and
phy
sical
geo
grap
hy o
f a
regi
on o
r ar
ea o
f the
Uni
ted
King
dom
, a r
egio
n or
are
a in
a
Euro
pean
cou
ntry
•
I can
des
crib
e ke
y as
pect
s of
: phy
sical
and
hum
an g
eogr
aphy
, in
clud
ing:
clim
ate
zone
s, riv
ers,
sett
lem
ents
, land
use
Loca
tiona
l kno
wle
dge
• I c
an d
emon
stra
te e
xcel
lent
loca
tiona
l and
pla
ce
know
ledg
e
Plac
e kn
owle
dge
• I h
ave
mas
tere
d a
deep
spa
tial a
war
enes
s of
the
wor
ld’s
coun
trie
s an
d re
gion
s an
d th
eir
char
acte
ristic
s•
I hav
e ex
celle
nt u
nder
stan
ding
of h
ow h
uman
and
phy
sical
pr
oces
ses
inte
ract
at
a va
riety
of s
cale
s
Geo
grap
hica
l ski
lls a
nd fi
eldw
ork
• I h
ave
mas
tere
d m
y kn
owle
dge
of g
lobe
s, at
lase
s an
d m
ap a
nd t
heir
appl
icat
ions
(in
clud
ing
use
of O
S m
aps
and
GIS
)•
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
geo
grap
hica
l dat
a•
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 c
an u
se m
aps,
atla
ses,
glob
es a
nd d
igita
l/com
pute
r m
appi
ng t
o lo
cate
cou
ntrie
s an
d de
scrib
e fe
atur
es s
tudi
ed
• I c
an u
se t
he e
ight
poi
nts
of a
com
pass
, fou
r-figu
re g
rid r
efer
ence
s, sy
mbo
ls an
d ke
y (in
clud
ing
the
use
of O
rdna
nce
Surv
ey m
aps)
to
bui
ld t
heir
know
ledg
e of
the
Uni
ted
King
dom
and
the
wid
er w
orld
•
I can
use
fiel
dwor
k to
obs
erve
, mea
sure
and
rec
ord
the
hum
an a
nd p
hysic
al fe
atur
es in
the
loca
l are
a us
ing
a ra
nge
of m
etho
ds,
incl
udin
g sk
etch
map
s, pl
ans
and
grap
hs, a
nd d
igita
l tec
hnol
ogie
s.
Loca
tiona
l kno
wle
dge
• I c
an n
ame
and
loca
te t
he w
orld
’s co
ntin
ents
and
oc
eans
. •
I can
nam
e, lo
cate
and
iden
tify
char
acte
ristic
s of
4
plac
es.
Plac
e kn
owle
dge
• I c
an u
nder
stan
d th
e di
ffere
nces
bet
wee
n hu
man
and
ph
ysic
al g
eogr
aphy
•
I can
iden
tify
hot
and
cold
are
as o
f the
wor
ld in
rel
atio
n to
th
e Eq
uato
r an
d th
e N
orth
and
Sou
th P
oles
•
I can
use
bas
ic g
eogr
aphi
cal v
ocab
ular
y
Geo
grap
hica
l ski
lls a
nd fi
eldw
ork
• I c
an u
se a
ran
ge o
f res
ourc
es t
o id
entif
y pl
aces
•
I can
use
sim
ple
com
pass
dire
ctio
ns (
Nor
th, S
outh
, Eas
t an
d W
est)
and
loca
tiona
l lan
guag
e (e
.g. n
ear
and
far)
to
desc
ribe
the
loca
tion
of p
lace
s•
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
its 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 and Technology is measured within a single Pursuit of Excellent. Pupils are assessed in their first few weeks of studying Design and 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 keystage 2 attainment.
Case Study:
Pupil H completes their baseline assessment in Design and Technology in the autumn term of Year 7. The assessment shows evidence of pupil H achieving some of the “I can” statements in Threshold 1 for Food Technology. Pupil H will therefore begin their Pursuit of Excellence on this Threshold 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 Threshold 1 and, in turn, how much progress is being made towards their silver and gold target.
(GC
SE T
arge
t 8)
T
hres
hold
4 E
xcel
lenc
e
(GC
SE T
arge
t 7)
T
hres
hold
3
(GC
SE T
arge
t 6)
T
hres
hold
2
(GC
SE T
arge
t 5)
K
S3
Thr
esho
ld 1
(GC
SE T
arge
t 4)
B
uild
ing
Blo
ck 2
(GC
SE T
arge
t 3)
B
uild
ing
Blo
ck 1
H A R D T E C H N O L O G I E S
Des
ign
& T
echn
olo
gy:
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.E
valu
ate:
I can
tak
e 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
pla
n an
d bu
ild 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
olo
gy:
I c
an id
entif
y an
d so
lve
desig
n pr
oble
ms.
I ca
n ta
ke in
spira
tion
from
nat
ure
to d
evel
op n
ew p
rodu
ct id
eas.
Mak
e:
I can
sel
ect
and
use
spec
ialis
t to
ols,
tech
niqu
es, p
roce
sses
and
equ
ipm
ent
inde
pend
ently
.E
valu
ate:
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
sp
ecifi
catio
n id
entif
ying
suc
cess
and
dow
nfal
ls w
ithin
my
wor
k.Te
chni
cal k
now
ledg
e:
I un
ders
tand
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
olo
gy:
I c
an r
esea
rch
and
expl
ore
spec
ific
area
s 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.E
valu
ate:
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 c
an 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
olo
gy:
I can
use
res
earc
h an
d de
velo
p de
sign
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,
de
velo
p, 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
desig
n M
ake:
I c
an s
elec
t fro
m 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
com
pone
nts,
incl
udin
g co
nstr
uctio
n m
ater
ial a
nd t
extil
es, a
ccor
ding
to
thei
r fu
nctio
nal p
rope
rtie
s an
d ae
sthe
tic q
ualit
ies.
Eva
luat
e:
I c
an 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
ha
ve h
elpe
d sh
ape
the
wor
ld
Tech
nica
l kno
wle
dge:
I c
an a
pply
my
unde
rsta
ndin
g of
how
to
stre
ngth
en, s
tiffe
n an
d re
info
rce
mor
e co
mpl
ex s
truc
ture
s. I c
an u
nder
stan
d an
d us
e m
echa
nica
l sys
tem
s in
my
prod
ucts
. I c
an u
se
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
olo
gy:
I c
an d
esig
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
sel
ect
from
and
use
a r
ange
of t
ools
and
equi
pmen
t to
per
form
pra
ctic
al t
asks
. I c
an s
elec
t fro
m a
nd u
se a
wid
e ra
nge
of m
ater
ials
and
com
pone
nts,
incl
udin
g
cons
truc
tion
mat
eria
ls an
d te
xtile
s, ac
cord
ing
to t
heir
char
acte
ristic
s E
valu
ate:
I can
exp
lore
and
eva
luat
e a
rang
e of
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 c
an b
uild
str
uctu
res,
expl
orin
g ho
w t
hey
can
be m
ade
stro
nger
, stif
fer
and
mor
e st
able
. I c
an e
xplo
re a
nd u
se m
echa
nism
s, in
my
prod
ucts
.
Des
ign
& T
echn
olo
gy:
I c
an g
ener
ate
crea
tive
idea
s by
usin
g a
varie
ty o
f app
roac
hes
to
the
desig
n pr
oble
m.
Mak
e:
Dist
ingu
ish s
uita
ble
mat
eria
ls an
d co
mpo
nent
s ta
king
into
acc
ount
the
pro
cess
es a
nd p
rope
rtie
s us
ed.
Eva
luat
e:
I c
an 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 Excellent. 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 average keystage 2 attainment.
Case Study:
Pupil I has a high, average Keystage 2 attainment score and therefore has a silver target of Threshold 3. Pupil I completes their baseline assessment in History in the autumn term of Year 7, achieving some of the “I can” statements in Threshold 1. Pupil I will begin their Pursuit of Excellence on Threshold 1 but will have immediate aspirations to progress to Threshold 2 in order to be on track to achieve their silver target. Long term aspirations will be for pupil G to progress to Threshold 3, therefore achieving their gold target, aspiring to achieve excellence.
(GC
SE T
arge
t 8)
T
hres
hold
4 E
xcel
lenc
e
(GC
SE T
arge
t 7)
T
hres
hold
3
(GC
SE T
arge
t 6)
T
hres
hold
2
(GC
SE T
arge
t 5)
K
S3
Thr
esho
ld 1
(GC
SE T
arge
t 4)
B
uild
ing
Blo
ck 2
(GC
SE T
arge
t 3)
B
uild
ing
Blo
ck 1
H I S T O R Y
• I c
an e
xpla
in in
det
ail w
hat
happ
ened
in h
istor
ical
eve
nts.
• I c
an e
xpla
in a
nd li
nk t
he c
ause
s of
hist
oric
al e
vent
s.•
I can
ana
lyse
cha
nge
and
them
es a
cros
s tim
e.
• I c
an e
xpla
in h
ow a
nd w
hy in
terp
reta
tions
of t
he p
ast
have
bee
n cr
eate
d.
• 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 c
an a
naly
se c
hang
e an
d co
ntin
uity
; sig
nific
ance
; and
sim
ilarit
y an
d di
ffere
nce.
• I c
an a
naly
se a
sou
rce
and
expl
ain
its m
essa
ge.
• I c
an e
xpla
in w
hat
happ
ened
in h
istor
ical
eve
nts.
• I c
an e
xpla
in t
he c
ause
s of
hist
oric
al e
vent
s.•
I can
sho
w w
here
the
per
iod
I am
stu
dyin
g fit
s w
ithin
oth
er t
ime
perio
ds.
• I c
an id
entif
y bo
th s
ourc
es a
nd in
terp
reta
tions
.
•
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 can
exp
lain
cha
nge
and
cont
inui
ty; s
igni
fican
ce; a
nd s
imila
rity
and
diffe
renc
e.•
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 c
an d
escr
ibe
hist
oric
al e
vent
s.•
I can
pla
ce e
vent
s in
to c
hron
olog
ical
ord
er.
• I c
an id
entif
y ca
uses
of h
istor
ical
eve
nts.
• I c
an c
onst
ruct
que
stio
ns t
o fin
d ou
t ab
out
the
past
.
•
I can
app
ly h
istor
ical
kno
wle
dge
and
term
s in
ext
ende
d w
ritin
g.•
I can
iden
tify
chan
ge a
nd c
ontin
uity
; sig
nific
ance
; and
sim
ilarit
y an
d di
ffere
nce.
• 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 c
an d
escr
ibe
diffe
renc
es b
etw
een
time
perio
ds.
• I a
m s
tart
ing
to p
lace
eve
nts
into
chr
onol
ogic
al o
rder
.•
I can
use
som
e hi
stor
ical
ter
ms
corr
ectly
.
• I c
an d
escr
ibe
how
my
life
is di
ffere
nt fr
om t
he li
ves
of p
eopl
e in
the
pas
t. •
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 c
an u
se m
y de
taile
d kn
owle
dge
to e
valu
ate
hist
oric
al e
vent
s.•
I mak
e su
stai
ned
argu
men
ts a
bout
hist
oric
al c
ause
s.•
I can
mak
e ju
dgem
ents
and
just
ify t
he im
port
ance
of c
hang
e ov
er t
ime.
• I c
an e
valu
ate
hist
oric
al in
terp
reta
tions
of t
he p
ast.
•
I can
con
duct
inde
pend
ent
rese
arch
to
deve
lop
high
qua
lity,
fluen
t ex
tend
ed w
ritin
g.•
I can
eva
luat
e ch
ange
and
con
tinui
ty; s
igni
fican
ce; a
nd s
imila
rity
and
diffe
renc
e.•
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 c
an s
ugge
st a
nsw
ers
to q
uest
ions
abo
ut t
he p
ast
that
my
teac
her
asks
usin
g lim
ited
info
rmat
ion.
• I c
an p
rodu
ce s
truc
ture
d w
ork.
• I k
now
tha
t on
e ev
ent
in H
istor
y af
fect
s pe
ople
in d
iffer
ent
way
s.•
I can
iden
tify
sour
ces.
• I c
an n
ame
a pe
rson
or
even
t fro
m H
istor
y.•
I kno
w h
ow H
istor
ians
kno
w a
bout
the
pas
t. •
I can
con
stru
ct s
impl
e se
nten
ces
to a
nsw
er q
uest
ions
, or
to
info
rm a
bout
a p
erio
d of
tim
e.
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 two Pursuits of Excellent: an overall languages one and a specific ‘grammar’ one. Pupils are assessed in their first few weeks of studying Languages 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 a pupil’s average keystage 2 English, 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 “I can” statements in Building Block 2 in both of the Pursuits of Excellence. Pupil J will therefore begin their Pursuit of Excellence on Building Block 2 and will have immediate aspirations to achieve all of the “I can” 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. Based on Pupil J’s average KS2 attainment, Thresholds 2 should be achieved by the end of Year 9 (silver target).
(GC
SE T
arge
t 8)
T
hres
hold
4 E
xcel
lenc
e
(GC
SE T
arge
t 7)
T
hres
hold
3
(GC
SE T
arge
t 6)
T
hres
hold
2
(GC
SE T
arge
t 5)
K
S3
Thr
esho
ld 1
(GC
SE T
arge
t 4)
B
uild
ing
Blo
ck 2
(GC
SE T
arge
t 3)
B
uild
ing
Blo
ck 1
L A N G U A G E G R A M M A R
I ca
n...
• us
e th
e im
perfe
ct t
ense
of o
ther
com
mon
ver
bs /
simpl
e fu
ture
ten
se•
use
the
pres
ent
tens
e of
irre
gula
r re
flexi
ve v
erbs
(fu
ll pa
radi
gm)
• us
e th
e co
nditi
onal
of v
oulo
ir an
d ai
mer
• us
e qu
estio
n w
ords
and
inve
rsio
n•
use
othe
r ne
gativ
es: n
e …
rie
n, n
e …
jam
ais,
ne …
que
• us
e su
bord
inat
ing
conj
uctio
ns: c
omm
e, lo
rsqu
e, p
arce
que
, pui
sque
, si
• us
e re
lativ
e pr
onou
ns: q
ui, q
ue; in
terr
ogat
ive
pron
ouns
: qui
, que
; de
mon
stra
tive
pron
ouns
: ça,
cela
• us
e A
vant
de
+ in
finiti
ve•
use
dire
ct o
bjec
t pr
onou
ns (
le/la
/les)
with
non
-com
poun
d te
nses
•
use
the
impe
rfect
ten
se (
full
para
digm
, incl
udin
g le
ss c
omm
on v
erbs
)•
use
emph
atic
pro
noun
s (m
oi, t
oi, lu
i, etc
.)•
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 …
)
• us
e D
epui
s +
pre
sent
ten
se
• un
ders
tand
indi
rect
obj
ect
pron
ouns
and
obj
ect
pron
ouns
in c
ompo
und
tens
es•
unde
rsta
nd t
he p
lupe
rfect
ten
se•
unde
rsta
nd t
he p
assiv
e vo
ice:
pre
sent
ten
se•
unde
rsta
nd t
he p
rese
nt p
artic
iple
I ca
n...
• us
e th
e pe
rfect
ten
se w
ith ê
tre
• us
e th
e pr
esen
t te
nse
of r
egul
ar r
eflex
ive
verb
s (fu
ll pa
radi
gm)
• us
e th
ree
tens
es t
oget
her
(pre
sent
, per
fect
and
nea
r fu
ture
)•
use
Je v
oudr
ais
+ in
finiti
ve•
use
Il fa
ut +
infin
itive
• us
e th
e im
pera
tive
(tu
and
vous
form
s)•
use
supe
rlativ
e ad
ject
ives
(le
/la/le
s pl
us/m
oins
... +
le/la
mei
lleur
(e)/
les
mei
lleur
(e)s
)•
use
plur
al p
osse
ssiv
e ad
ject
ives
: not
re/n
os, v
otre
/vos
, leur
/leur
s•
use
com
mon
adv
erbi
al p
hras
es•
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
pas?
)
I ca
n...
• us
e th
e pe
rfect
ten
se o
f reg
ular
–er
ver
bs, u
sing
avoi
r•
use
the
perfe
ct t
ense
of c
omm
on ir
regu
lar
verb
s: bo
ire, f
aire
, pre
ndre
, voi
r•
use
the
pres
ent
tens
e of
com
mon
irre
gula
r ve
rbs
(full
para
digm
, plu
s al
l pl
ural
sub
ject
pro
noun
s)•
use
two
tens
es t
oget
her
(pre
sent
and
per
fect
or
pres
ent
and
near
futu
re)
• us
e pr
epos
ition
s fo
llow
ed b
y de
(e.
g. à
côté
de,
à d
roite
de,
en
face
de)
• us
e 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
)•
use
othe
r co
nnec
tives
(e.
g. pa
rce
que,
ou,
alo
rs, d
onc)
• us
e de
mon
stra
tive
adje
ctiv
es (
ce, c
et, c
ette
, ces
) •
use
regu
lar
adve
rbs
• us
e in
defin
ite p
rono
uns
(que
lqu’
un);
inde
finite
adj
ectiv
es (
chaq
ue, q
uelq
ue)
• us
e in
terr
ogat
ive
adje
ctiv
es (
quel
, que
lle)
• us
e th
e im
perfe
ct t
ense
of m
ost
com
mon
ver
bs (
e.g.
j’éta
is, j’
avai
s)
I ca
n...
• us
e th
e in
finiti
ve fo
llow
ing
verb
s of
liki
ng (
e.g.
j’aim
e +
infin
itive
)•
use
mod
al v
erb
in t
he p
rese
nt t
ense
of p
ouvo
ir, de
voir
and
voul
oir
• us
e th
e pr
esen
t te
nse
of r
egul
ar v
erbs
(fu
ll pa
radi
gm)
• us
e th
e pr
esen
t te
nse
of r
eflex
ive
verb
s (s
ingu
lar
form
s on
ly)
• us
e th
e ne
ar fu
ture
ten
se (
alle
r +
infin
itive
)
• un
ders
tand
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
)•
unde
rsta
nd a
nd u
se: O
ther
con
nect
ives
(e.
g. pa
rce
que,
ou,
alo
rs, d
onc)
• un
ders
tand
and
use
: Dem
onst
rativ
e ad
ject
ives
(ce
, cet
, cet
te, c
es)
• us
e de
afte
r a
nega
tive
• I c
an u
se m
ore
com
mon
pre
posit
ions
(e.
g. au
, à
la, à
l’, a
ux, d
u, d
e la
, de
l’, de
s)
• us
e th
e tim
e
I ca
n...
• us
e re
gula
r ad
ject
ives
(m
ascu
line
and
fem
inin
e sin
gula
r fo
rms
only
)•
use
subj
ect
pron
ouns
: je, t
u, il
, elle
, on
• us
e ve
rbs
of o
pini
on in
firs
t pe
rson
sin
gula
r, fo
llow
ed b
y a
noun
(j’
aim
e, j’
ador
e, je
n’a
ime
pas,
je d
étes
te)
• us
e th
e pr
esen
t te
nse
of r
egul
ar –
er v
erbs
(sin
gula
r fo
rms
only
)•
use
into
natio
n to
cha
nge
a st
atem
ent
into
a q
uest
ion
• us
e th
e sim
ple
nega
tive:
ne
… p
as w
ith p
rese
nt-t
ense
ver
bs•
use
simpl
e co
nnec
tives
(et
, mai
s, au
ssi, p
uis)
• us
e in
tens
ifier
s/qu
alifi
ers/
quan
tifier
s (t
rès,
asse
z, un
peu
, tro
p, b
eauc
oup)
• us
e re
gula
r ad
ject
ives
with
agr
eem
ent
and
posit
ion
(incl
udin
g pl
ural
s)
• us
e po
sses
sive
adje
ctiv
es (
mon
/ma/
mes
, ton
/ta/
tes,
son/
sa/s
es)
• us
e th
e pr
esen
t te
nse
of k
ey ir
regu
lar
verb
s: al
ler,
avoi
r, êt
re, f
aire
(s
ingu
lar
form
s on
ly)
• us
e ve
rbs
follo
wed
by
à an
d de
(e.g
. joue
r au
foot
, alle
r à
la p
iscin
e, fa
ire d
u sp
ort)
• us
e sim
ple
ques
tions
usin
g es
t-ce
que
and
qu’
est-
ce q
ue•
use
the
part
itive
art
icle
(du
, de
la, d
e l’,
des)
• us
e fre
quen
cy e
xpre
ssio
ns
(e.g
. que
lque
fois,
tou
s le
s jo
urs)
• us
e m
odes
of a
ddre
ss (
tu a
nd v
ous)
• us
e co
mm
on s
impl
e pr
epos
ition
s
(e.g
. dan
s, de
rriè
re, s
ur, s
ous)
• us
e da
tes
I ca
n...
• us
e no
uns
(sin
gula
r an
d pl
ural
) •
use
defin
ite a
nd in
defin
ite a
rtic
les
(mas
culin
e, fe
min
ine
and
plur
al)
• us
e ke
y hi
gh-fr
eque
ncy
verb
form
s: c’
est,
j’ai, j
e su
is•
use
num
bers
(GC
SE T
arge
t 8)
T
hres
hold
4 E
xcel
lenc
e
(GC
SE T
arge
t 7)
T
hres
hold
3
(GC
SE T
arge
t 6)
T
hres
hold
2
(GC
SE T
arge
t 5)
K
S3
Thr
esho
ld 1
(GC
SE T
arge
t 4)
B
uild
ing
Blo
ck 2
(GC
SE T
arge
t 3)
B
uild
ing
Blo
ck 1
L A N G U A G E S
AT
1-
I can
ded
uce
mea
ning
and
und
erst
and
the
over
all m
essa
ge a
nd k
ey p
oint
s in
a r
ange
of p
assa
ges
as w
ell a
s
de
tail
in lo
nger
pas
sage
s, al
l of w
hich
incl
ude
a ra
nge
of a
t le
ast
thre
e di
ffere
nt t
ense
s, ju
stifi
ed o
pini
ons
and
som
e le
ss fa
milia
r, as
wel
l as
fam
iliar,
voca
bula
ry, la
ngua
ge a
nd g
ram
mat
ical
str
uctu
res,
spok
en c
lear
ly.
AT
2-
I can
initi
ate
and
deve
lop
conv
ersa
tions
and
nar
rate
eve
nts,
som
e co
nfide
ntly
and
on
a ra
nge
of t
opic
s.
U
se a
wid
e ra
nge
of c
omm
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
gr
amm
atic
al s
truc
ture
s, re
ferr
ing
to t
he p
ast,
pres
ent
and
futu
re.
I c
an 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
expa
ndin
g an
swer
s w
here
app
ropr
iate
. I c
an u
se in
crea
singl
y ac
cura
te p
ronu
ncia
tion
and
into
natio
n.
AT
3-
I can
und
erst
and
the
over
all m
essa
ge a
nd k
ey p
oint
s of
a r
ange
of t
exts
as
wel
l as
deta
il in
long
er t
exts
, incl
udin
g ex
trac
ts fr
om li
tera
ry
te
xts,
whi
ch in
clud
e a
rang
e of
at
leas
t th
ree
diffe
rent
ten
ses,
opin
ions
and
som
e le
ss fa
milia
r vo
cabu
lary
and
mor
e co
mpl
ex g
ram
mat
ical
stru
ctur
es.
I c
an u
se p
roce
sses
to
wor
k ou
t m
eani
ng in
a v
arie
ty o
f sho
rt a
nd lo
nger
aut
hent
ic t
exts
(e.
g. em
ails
and
shor
t m
agaz
ine
extr
acts
, and
adap
ted
or a
brid
ged
shor
t st
orie
s).
I c
an t
rans
late
with
incr
easin
g ac
cura
cy, in
to E
nglis
h, s
hort
pas
sage
s co
ntai
ning
occ
asio
nal m
ore
com
plex
gra
mm
atic
al s
truc
ture
s an
d le
ss
co
mm
on v
ocab
ular
y. A
T4-
I c
an w
rite
long
er t
exts
for
diffe
rent
pur
pose
s an
d on
diff
eren
t to
pics
, giv
ing
desc
riptio
ns, n
arra
tions
and
per
sona
l opi
nion
s w
ith s
ome
just
ifica
tion,
ref
errin
g to
the
pas
t, pr
esen
t an
d fu
ture
.
I can
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. M
ostly
acc
urat
e an
d m
eani
ng is
cle
ar, b
ut w
ith s
ome
min
or
er
rors
(e.
g. sp
ellin
gs, g
ende
rs, a
gree
men
ts)
and
som
e er
rors
with
mor
e co
mpl
ex s
truc
ture
s.
AT
1-
I can
und
erst
and
shor
t an
d 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
.
I can
tra
nscr
ibe
sent
ence
s.A
T2-
I c
an 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
pr
esen
t, th
e pa
st a
nd t
he fu
ture
.
I can
use
a r
ange
of c
omm
on v
ocab
ular
y an
d gr
amm
atic
al s
truc
ture
s. I
can
dem
onst
rate
spo
ntan
eity
by
aski
ng
un
solic
ited
ques
tions
, and
exp
and
answ
ers.
I c
an u
se in
crea
singl
y ac
cura
te p
ronu
ncia
tion
and
into
natio
n.
AT
3-
I can
und
erst
and
a ra
nge
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
the
futu
re.
I c
an r
ead
shor
t au
then
tic t
exts
(e.
g. ad
apte
d ad
vert
s, in
form
atio
n le
aflet
s, po
ems
and
song
s).
I c
an t
rans
late
into
Eng
lish
shor
t pa
ssag
es c
onta
inin
g a
varie
ty o
f ten
ses,
voca
bula
ry a
nd g
ram
mat
ical
str
uctu
res.
AT
4-
I can
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
an
d th
e fu
ture
.
I c
an u
se s
tyle
and
reg
ister
app
ropr
iate
ly in
fam
iliar
sett
ings
.
I can
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
som
e m
inor
err
ors
(e.g
. spe
llings
, gen
ders
, agr
eem
ents
) an
d an
occ
asio
nal m
ajor
err
or (
e.g.
with
ver
bs a
nd t
ense
s).
AT
1-
I can
und
erst
and
a ra
nge
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
.
I can
tra
nscr
ibe
shor
t se
nten
ces.
A
T2-
I c
an t
ake
part
in s
hort
con
vers
atio
ns o
n a
rang
e of
top
ics,
desc
ribin
g, in
form
ing,
expr
essin
g o
pini
ons
and
gi
ving
rea
sons
.
I can
dem
onst
rate
spo
ntan
eity
by
aski
ng s
ome
unso
licite
d qu
estio
ns.
I can
ref
er t
o th
e pa
st o
r fu
ture
, as
wel
l as
the
pres
ent,
usin
g a
rang
e of
fam
iliar
voca
bula
ry a
nd c
omm
on
gram
mat
ical
str
uctu
res.
I c
an u
se in
crea
singl
y ac
cura
te p
ronu
ncia
tion
and
into
natio
n.
AT
3-
I can
und
erst
and
a ra
nge
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 a
s w
ell a
s th
e pr
esen
t.
I can
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)
.
I can
tra
nsla
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-
I c
an 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.
I c
an t
rans
late
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
, gen
ders
,
agre
emen
ts)
and
som
e er
rors
(e.
g. w
ith v
erbs
and
ten
ses)
.
AT
1-
I can
und
erst
and
the
mai
n po
ints
, opi
nion
s an
d so
me
deta
ils in
sho
rt p
assa
ges
whi
ch in
clud
e
refe
renc
e to
eith
er t
he p
rese
nt o
r th
e fu
ture
. I c
an t
rans
crib
e sh
ort
phra
ses.
AT
2-
I can
tak
e pa
rt in
sim
ple
conv
ersa
tions
, ref
errin
g to
the
pre
sent
or
the
futu
re.
I c
an e
xcha
nge
opin
ions
and
giv
e sim
ple
reas
ons.
I c
an 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
stru
ctur
es.
I c
an b
egin
to
spea
k sp
onta
neou
sly.
AT
3-
I can
und
erst
and
the
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
pr
esen
t or
futu
re.
I can
und
erst
and
shor
t te
xts
(e.g
. men
us, s
hort
adv
erts
, son
gs, s
impl
e po
ems)
.
I can
use
a b
ilingu
al d
ictio
nary
or
glos
sary
to
look
up
unfa
milia
r w
ords
.
I c
an t
rans
late
sim
ple
sent
ence
s co
ntai
ning
fam
iliar
voca
bula
ry a
nd g
ram
mar
into
Eng
lish.
AT
4-
I can
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.
I c
an e
xpre
ss o
pini
ons
and
give
sim
ple
reas
ons.
I can
tra
nsla
te s
impl
e se
nten
ces
cont
aini
ng fa
milia
r w
ords
and
str
uctu
res.
AT
1-
I can
und
erst
and
a ra
nge
of fa
milia
r ph
rase
s an
d op
inio
ns, s
poke
n cl
early
.
I can
und
erst
and
mai
n po
ints
and
opi
nion
s fro
m s
hort
pas
sage
s us
ing
fam
iliar
voca
bula
ry, s
hort
ph
rase
s an
d co
mm
on v
erbs
in t
he p
rese
nt t
ense
.
I can
tra
nscr
ibe
fam
iliar
wor
ds.
AT
2 –
I can
ans
wer
sim
ple
ques
tions
.
I can
giv
e ba
sic in
form
atio
n an
d op
inio
ns, u
sing
fam
iliar
voca
bula
ry.
I c
an b
egin
to
show
aw
aren
ess
of s
ound
pat
tern
s.
AT
3-
I can
und
erst
and
a ra
nge
of fa
milia
r w
ritte
n ph
rase
s an
d op
inio
ns.
I can
mat
ch s
ound
to
prin
t by
rea
ding
alo
ud w
ords
and
phr
ases
.
I can
und
erst
and
mai
n po
ints
and
opi
nion
s in
sho
rt t
exts
usin
g fa
milia
r la
ngua
ge.
I c
an t
rans
late
fam
iliar
wor
ds a
nd s
hort
phr
ases
into
Eng
lish
AT
4 –
I c
an 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.
I can
writ
e so
me
fam
iliar
wor
ds fr
om m
emor
y.
I can
writ
e se
vera
l sho
rt s
ente
nces
with
sup
port
to
give
info
rmat
ion
and
expr
ess
simpl
e op
inio
ns.
I c
an t
rans
late
fam
iliar
wor
ds a
nd s
hort
phr
ases
into
the
tar
get
lang
uage
.
AT
1-
I can
und
erst
and
fam
iliar
wor
ds a
nd p
hras
es, s
poke
n cl
early
and
rep
eate
d if
nece
ssar
y.A
T2-
I c
an s
ay s
ingl
e w
ords
and
sho
rt p
hras
es w
ith s
uppo
rt.
I c
an im
itate
a m
odel
of c
orre
ct p
ronu
ncia
tion
and
into
natio
n.
AT
3-
I can
und
erst
and
fam
iliar
wor
ds a
nd p
hras
es.
I c
an r
ead
fam
iliar
wor
ds a
nd p
hras
es a
loud
. A
T4
–
I can
writ
e or
cop
y sim
ple
wor
ds c
orre
ctly.
I c
an la
bel i
tem
s.
I can
com
plet
e sh
ort
phra
ses
or s
ente
nces
.
AT
1-
I can
und
erst
and
fam
iliar
wor
ds a
nd p
hras
es, s
poke
n cl
early
and
rep
eate
d if
nece
ssar
y.A
T2-
I c
an s
ay s
ingl
e w
ords
and
sho
rt p
hras
es w
ith s
uppo
rt.
I c
an im
itate
a m
odel
of c
orre
ct p
ronu
ncia
tion
and
into
natio
n.
AT
3-
I can
und
erst
and
fam
iliar
wor
ds a
nd p
hras
es.
I c
an r
ead
fam
iliar
wor
ds a
nd p
hras
es a
loud
. A
T4
–
I can
writ
e or
cop
y sim
ple
wor
ds c
orre
ctly.
I c
an la
bel i
tem
s.
I can
com
plet
e sh
ort
phra
ses
or s
ente
nces
.
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 Excellent. 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. 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 most of the “I can” statements in Building Block 1. Pupil K will therefore begin their Pursuit of Excellence on Building Block 1 and will have immediate aspirations to achieve all of the “I can” statements within this block. Pupil K will be encouraged to progress towards Threshold 1 as soon as possible, their silver target based on the fact that Music is studied over 2 years instead of 3.
(GC
SE T
arge
t 8)
T
hres
hold
4 E
xcel
lenc
e
(GC
SE T
arge
t 7)
T
hres
hold
3
(GC
SE T
arge
t 6)
T
hres
hold
2
(GC
SE T
arge
t 5)
K
S3
Thr
esho
ld 1
(GC
SE T
arge
t 4)
B
uild
ing
Blo
ck 2
(GC
SE T
arge
t 3)
B
uild
ing
Blo
ck 1
M U S I C
I C
an...
• co
mpa
re d
iffer
ent
styl
es o
f mus
ic a
cros
s th
e di
ffere
nt h
istor
ical
per
iods
in t
he
hist
ory
of m
usic
.•
liste
n to
a w
ide
rang
e of
mus
ic fr
om g
reat
com
pose
rs a
nd u
se a
ppro
pria
te
mus
ical
voc
abul
ary,
mus
ical
dev
ices
and
art
icul
atio
n.•
com
pose
and
app
ly a
n ap
prop
riate
mus
ical
str
uctu
re in
diff
eren
t st
yles
.
I C
an...
• ap
ply
my
know
ledg
e of
mus
ical
hist
ory
in t
he m
usic
I pe
rform
.•
liste
n to
a w
ide
rang
e of
mus
ic fr
om g
reat
com
pose
rs a
nd u
se a
ppro
pria
te
mus
ical
voc
abul
ary
and
mus
ical
dev
ices
.•
com
pose
and
app
ly a
n ap
prop
riate
mus
ical
str
uctu
re in
diff
eren
t st
yles
.
I C
an...
• un
ders
tand
a b
rief h
istor
y ab
out
the
mus
ic I
perfo
rm•
liste
n 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.
• de
mon
stra
te h
ow I
use
diffe
rent
mus
ical
str
uctu
res
in m
y co
mpo
sitio
n w
ork.
I C
an...
• pl
ay a
nd p
erfo
rm in
sol
o an
d en
sem
ble
cont
exts
, usin
g m
y vo
ice
and
play
ing
mus
ical
in
stru
men
ts w
ith in
crea
sing
fluen
cy a
nd a
ccur
acy.
• 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 C
an...
• pl
ay a
nd p
erfo
rm u
sing
my
voic
e or
by
play
ing
a tu
ned
mus
ical
inst
rum
ent
with
so
me
fluen
cy.
• co
mpo
se m
usic
for
a ra
nge
of p
urpo
ses.
• lis
ten
and
reca
ll so
unds
with
som
e au
ral m
emor
y.
I C
an...
• de
velo
p, d
emon
stra
te a
n in
dep
th k
now
ledg
e an
d un
ders
tand
ing
of m
usic
al
elem
ents
, mus
ical
con
text
s an
d m
usic
al la
ngua
ge.
• us
e ap
prop
riate
tec
hniq
ues
to c
omm
unic
ate
mus
ical
idea
s w
ith a
ccur
acy
and
expr
essio
n in
clud
ing,
phra
sing,
dyna
mic
s, ap
prop
riate
to
the
styl
e an
d m
ood
of t
he
mus
ic.
• un
ders
tand
bas
ic s
taff
nota
tion
• ap
prec
iate
a r
ange
of l
ive
and
reco
rded
mus
ic fr
om g
reat
com
pose
rs a
nd m
usic
ians
.•
deve
lop
a ba
sic u
nder
stan
ding
of t
he h
istor
y of
mus
ic.
• lis
ten
with
att
entio
n to
det
ail a
nd r
ecal
l sou
nds
with
incr
easin
g au
ral m
emor
y..•
use
and
unde
rsta
nd s
taff
and
othe
r m
usic
al n
otat
ions
.•
appr
ecia
te a
nd u
nder
stan
d a
wid
e ra
nge
of h
igh
qual
ity li
ve a
nd r
ecor
ded
mus
ic d
raw
n fro
m d
iffer
ent
trad
ition
s an
d fro
m g
reat
com
pose
rs a
nd m
usic
ians
.•
deve
lop
an u
nder
stan
ding
of t
he h
istor
y of
mus
ic.
• pe
rform
in a
sol
o an
d en
sem
ble
cont
ext
and
play
pie
ces
of a
long
er d
urat
ion,
app
lyin
g flu
ency
, acc
urac
y, co
ntro
l and
exp
ress
ion.
• ap
ply
staf
f not
atio
n w
ith in
crea
sing
confi
denc
e in
to m
y co
mpo
sitio
n w
ork.
• us
e di
ffere
nt t
ypes
of s
cale
s an
d m
usic
al d
evic
es.
• pe
rform
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.•
use
staf
f not
atio
n in
a r
ange
of s
tyle
s by
cre
atin
g m
ore
com
plex
rhy
thm
pat
tern
s w
ith a
n in
crea
sing
rang
e of
pitc
h.•
sele
ct d
iffer
ent
type
s of
sca
les
and
mus
ical
dev
ices
and
use
the
m in
my
mus
ic.
• pe
rform
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.
• us
e st
aff n
otat
ion
in a
ran
ge o
f sty
les
by c
reat
ing
mor
e co
mpl
ex r
hyth
m p
atte
rns
and
an
incr
easin
g ra
nge
of p
itch
and
text
ures
.•
use
unde
rsta
nd m
any
diffe
rent
typ
es o
f sca
les
and
mus
ical
dev
ices
acr
oss
a ra
nge
of m
usic
al
styl
es.
• sh
ow a
cre
ativ
e an
d ef
fect
ive
use
of m
usic
al e
lem
ents
in m
y co
mpo
sitio
ns.
• de
velo
p m
usic
al id
eas
incl
udin
g ex
tend
ing
and
man
ipul
atin
g m
usic
al id
eas
whe
n co
mpo
sing
that
is m
usic
ally
con
vinc
ing.
• un
ders
tand
bas
ic s
taff
nota
tion
• ap
prec
iate
a r
ange
of l
ive
and
reco
rded
mus
ic fr
om g
reat
com
pose
rs a
nd m
usic
ians
.•
deve
lop
a ba
sic u
nder
stan
ding
of t
he h
istor
y of
mus
ic.
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 Excellent. 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.
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 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. Even though Pupil L’s gold target may be “Threshold 3” based on previous, keystage 2 attainment; it is their excellent, initial attainment in Year 7 which leads to aspirations to 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
4 E
xcel
lenc
e
(GC
SE T
arge
t 7)
T
hres
hold
3
(GC
SE T
arge
t 6)
T
hres
hold
2
(GC
SE T
arge
t 5)
K
S3
Thr
esho
ld 1
(GC
SE T
arge
t 4)
B
uild
ing
Blo
ck 2
(GC
SE T
arge
t 3)
B
uild
ing
Blo
ck 1
• Is
able
to
appl
y pr
evio
usly
lear
ned
skills
in v
ery
chal
leng
ing
and
new
sit
uatio
ns.
• Is
expe
rt in
the
ir us
e of
tec
hniq
ues.
• Is
expe
rt in
the
ir us
e of
ski
lls a
nd t
echn
ique
s ac
ross
a r
ange
of
activ
ities
.
• H
as e
mbe
dded
the
use
of p
revi
ously
lear
nt s
kills
•
Can
con
siste
ntly
app
ly t
echn
ique
s w
ell i
n a
rang
e of
act
iviti
es•
App
ly’s
skills
and
tec
hniq
ues
acro
ss a
ran
ge o
f act
iviti
es
• C
onsis
tent
ly c
an u
se p
revi
ously
lear
nt s
kills
• Is
con
fiden
t an
d su
cces
sful
in t
heir
use
of t
echn
ique
s •
Dem
onst
rate
s su
cces
sful
ly s
kills
and
tec
hniq
ues
acro
ss a
ran
ge o
f ac
tiviti
es
• So
met
imes
can
use
pre
viou
sly le
arnt
ski
lls.
• Is
com
pete
nt a
nd s
ucce
ssfu
l in
thei
r us
e of
tec
hniq
ues.
• D
emon
stra
tes
succ
essf
ully
ski
lls a
nd t
echn
ique
s in
a
few
diff
erin
g ac
tiviti
es.
• C
an u
se a
bro
ad r
ange
of s
kills
and
ca
n us
e th
em in
diff
eren
t w
ays
•
Can
use
ski
lls a
nd li
nk t
hem
to
mak
e ac
tions
and
seq
uenc
es o
f mov
emen
t
• C
an u
se r
unni
ng, ju
mpi
ng, t
hrow
ing
and
catc
hing
in is
olat
ion
and
in c
ombi
natio
n
• Pu
pils
shou
ld d
evel
op fu
ndam
enta
l mov
emen
t sk
ills•
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
• Th
ey s
houl
d be
abl
e to
eng
age
in c
ompe
titiv
e ac
tiviti
es (
both
aga
inst
sel
f and
aga
inst
oth
ers)
• U
nder
stan
ds t
he c
ompl
ex n
atur
e of
per
form
ance
and
kno
ws
the
corr
ect
voca
bula
ry s
urro
undi
ng it
.•
Can
effe
ctiv
ely
asse
ss o
wn
and
othe
rs p
erfo
rman
ce a
nd m
ake
reco
mm
enda
tions
.•
Use
s ta
ctic
s an
d st
rate
gies
whi
ch a
re o
ften
orig
inal
and
pro
vide
su
cces
sful
out
com
es.
• Pe
rform
s fo
r a
club
at
a hi
gh le
vel e
ither
in o
r ou
t of
sc
hool
.•
Und
erst
ands
and
app
lies
the
long
ter
m h
ealth
ben
efits
of
phys
ical
act
ivity
as
a lif
esty
le c
hoic
e .
• Re
gula
rly d
emon
stra
tes
lead
ersh
ip q
ualit
ies
and
acts
as
a ro
le m
odel
with
in P
E.
• U
nder
stan
ds w
hat
mak
es a
per
form
ance
effe
ctiv
e an
d in
effe
ctiv
e•
Can
effe
ctiv
ely
asse
ss o
wn
and
othe
rs p
erfo
rman
ce
• C
an u
se s
trat
egie
s an
d ta
ctic
s to
con
siste
ntly
out
wit
oppo
nent
s
• Re
gula
rly a
tten
ds c
lubs
in a
nd o
ut o
f sch
ool a
cros
s a
rang
e of
act
iviti
es•
Regu
larly
app
lies
and
can
expl
ain
the
phys
ical
ben
efits
of
phys
ical
act
ivity
• So
met
imes
dem
onst
rate
s le
ader
ship
qua
litie
s an
d ot
hers
so
met
imes
look
up
to t
hem
• U
nder
stan
ds w
hat
mak
es a
per
form
ance
effe
ctiv
e •
Can
exp
lain
str
engt
hs a
nd w
eakn
esse
s of
ow
n an
d •
othe
rs p
erfo
rman
ce•
Can
use
str
ateg
ies
and
tact
ics
whi
ch o
ften
outw
it op
pone
nts
• Re
gula
rly a
tten
ds a
nar
row
ran
ge o
f clu
bs o
r on
e cl
ub in
•
and
out
of s
choo
l•
Inco
nsist
ent
appl
icat
ion
of t
he li
fest
yle
choi
ces
whi
ch
• ca
n le
ad t
o a
heal
thy
lifes
tyle
• Re
cogn
ises
the
impo
rtan
ce o
f lea
ders
hip
and
aspi
res
to
lead
oth
ers
• C
an a
pply
bas
ic p
rinci
ples
sui
tabl
e fo
r at
tack
ing
and
defe
ndin
g•
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
t•
Can
lear
n ho
w t
o ev
alua
te a
nd r
ecog
nise
the
ir ow
n su
cces
s
• C
an id
entif
y fa
ctor
s ef
fect
ing
perfo
rman
ce.
• C
an u
se s
trat
egie
s an
d ta
ctic
s bu
t is
ofte
n un
succ
essf
ul.
• C
an id
entif
y st
reng
ths
and
wea
knes
ses
in o
wn
and
othe
rs p
erfo
rman
ce.
• Re
gula
rly a
tten
ds a
nar
row
ran
ge o
f clu
bs o
r on
e cl
ub
in s
choo
l.•
Can
des
crib
e th
e be
nefit
s of
phy
sical
act
ivity
.•
Has
beg
un t
o se
e le
ader
ship
as
an im
port
ant
tool
in
phys
ical
edu
catio
n an
d pl
aces
.
• C
an m
aste
r ba
sic m
ovem
ents
incl
udin
g ru
nnin
g, ju
mpi
ng, t
hrow
ing
and
catc
hing
, as
wel
l as
deve
lopi
ng
• 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
P H Y S I C A L E D U C A T I O N
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 Excellent 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 average keystage 2 attainment.
Case Study:
Pupil M has an average keystage 2 attainment score which relates to having a silver target of Threshold 1. Pupil M completes their baseline assessment in RE in the autumn term of Year 7, achieving a couple of the statements in Threshold 1. Pupil M will therefore begin their Pursuit of Excellence in this Threshold. Feedback will outline which “I can…” statements need to be achieved in order to make further progress towards their silver target.
(GC
SE T
arge
t 8)
T
hres
hold
4 E
xcel
lenc
e
(GC
SE T
arge
t 7)
T
hres
hold
3
(GC
SE T
arge
t 6)
T
hres
hold
2
(GC
SE T
arge
t 5)
K
S3
Thr
esho
ld 1
(GC
SE T
arge
t 3)
B
uild
ing
Blo
ck 1
R E
Kno
wle
dge
and
Und
erst
andi
ng•
I can
dem
onst
rate
a c
lear
und
erst
andi
ng o
f wha
t re
ligio
n an
d be
lief i
s.
• I c
an e
xpla
in h
ow h
istor
y an
d cu
lture
influ
ence
on
relig
ious
life
and
pr
actic
e.
• I c
an e
xpla
in w
hy t
he c
onse
quen
ces
of b
elon
ging
to
a fa
ith a
re n
ot t
he
sam
e fo
r al
l peo
ple
with
in t
he s
ame
relig
ion
or t
radi
tion.
•
I ca
n us
e of
a v
arie
ty o
f sou
rces
, evi
denc
e an
d fo
rms
of e
xpre
ssio
n.
Cri
tical
Thi
nkin
g •
I can
rec
ogni
se t
hat
som
e iss
ues
that
rel
ate
to r
elig
ion
and
belie
fs a
re
com
plex
. •
I can
exp
lore
a v
arie
ty o
f vie
wpo
ints
, ana
lysin
g an
d ev
alua
ting
the
diffe
ring
type
s of
evi
denc
e us
ed.
• I c
an m
ake
a co
nvin
cing
cas
e, u
sing
clea
r ar
gum
ents
to
supp
ort
my
view
s. •
I can
que
stio
n as
sum
ptio
ns a
nd e
xplo
re w
hy t
here
is a
ran
ge o
f opi
nion
s, in
clud
ing
my
own.
•
I can
eva
luat
e th
e vi
ews
of o
ther
s, in
clud
ing
thos
e I d
o no
t ag
ree
with
.
Pers
onal
Refl
ectio
n•
I can
eva
luat
e be
liefs
, idea
s, fe
elin
gs a
nd v
alue
s bo
th in
rel
atio
n
to m
ysel
f and
oth
ers.
Kno
wle
dge
and
Und
erst
andi
ng•
I can
exp
lain
the
rea
sons
for
dive
rsity
with
in a
nd b
etw
een
relig
ions
. •
I can
exp
lain
why
the
impa
ct o
f rel
igio
ns a
nd b
elie
fs o
n in
divi
dual
s, co
mm
uniti
es a
nd s
ocie
ties
varie
s.
• I c
an i
nter
pret
sou
rces
and
arg
umen
ts, e
xpla
inin
g th
e re
ason
s th
at a
re
used
in d
iffer
ent
way
s by
diff
eren
t tr
aditi
ons
• I c
an in
terp
ret
the
signi
fican
ce o
f diff
eren
t fo
rms
of r
elig
ious
, spi
ritua
l an
d m
oral
exp
ress
ion.
Cri
tical
Thi
nkin
g •
I can
eva
luat
e m
y ow
n an
d di
fferin
g vi
ews,
dist
ingu
ishin
g be
twee
n be
lief,
opin
ion,
fact
, exp
erie
nce,
and
I ca
n re
cogn
ise b
ias.
•
I can
giv
e re
ason
s fo
r a
rang
e of
vie
ws
usin
g ev
iden
ce, f
actu
al in
form
atio
n an
d co
nvin
cing
arg
umen
t.
Pers
onal
Refl
ectio
n•
I can
refl
ect
on m
y ow
n be
liefs
, idea
s, fe
elin
gs a
nd v
alue
s an
d ap
prec
iate
how
my
belie
fs m
ay h
ave
an im
pact
on
othe
rs.
Kno
wle
dge
and
Und
erst
andi
ng•
I can
exp
lain
the
impa
ct o
f bel
iefs
on
indi
vidu
als
and
com
mun
ities
. •
I can
sho
w u
nder
stan
ding
of w
hy p
eopl
e be
long
to
relig
ions
. •
I can
und
erst
and
that
the
re a
re s
imila
ritie
s an
d di
ffere
nces
with
in a
nd
betw
een
relig
ions
and
sug
gest
pos
sible
rea
sons
for
this.
•
I can
exp
lain
how
rel
igio
us s
ourc
es a
re u
sed
and
relig
ious
can
exp
ress
th
emse
lves
diff
eren
tly t
o on
e an
othe
r.
Cri
tical
Thi
nkin
g •
I can
sho
w u
nder
stan
ding
of d
iffer
ing
view
s an
d ca
n gi
ve s
ound
rea
sons
to
supp
ort
a ra
nge
of o
ppos
ing
view
s (i.
e. y
ou r
ecog
nise
tha
t th
ere
are
ofte
n se
vera
l sid
es t
o an
arg
umen
t).
Pers
onal
Refl
ectio
n•
I can
refl
ect
on w
hat
insp
ires
and
influ
ence
s yo
u an
d de
velo
p an
und
erst
andi
ng o
f whe
re y
our
idea
s co
me
from
. •
I hav
e th
e op
port
unity
to
deve
lop
open
-min
dedn
ess
whe
n he
arin
g th
e vi
ews,
thou
ghts
, idea
s an
d fe
elin
gs o
f oth
ers.
Kno
wle
dge
and
Und
erst
andi
ng•
I can
dem
onst
rate
und
erst
andi
ng o
f som
e of
the
bel
iefs
and
feat
ures
of
relig
ion
thro
ugh
the
RE c
once
pts
and
mak
e so
me
links
bet
wee
n th
em.
• I
can
desc
ribe
som
e sim
ilarit
ies
and
diffe
renc
es b
oth
with
in a
nd b
etw
een
relig
ions
. •
I can
des
crib
e th
e im
pact
of r
elig
ions
on
peop
le’s
lives
. •
I can
sug
gest
mea
ning
s fo
r ra
nge
of fo
rms
of r
elig
ious
exp
ress
ion.
Cri
tical
Thi
nkin
g •
I can
exp
ress
my
own
view
s us
ing
soun
d re
ason
s.
• I c
an s
how
und
erst
andi
ng o
f diff
eren
t vi
ews
and
can
give
rea
sons
to
supp
ort
both
sid
es o
f an
argu
men
t.
Pers
onal
Refl
ectio
n•
I can
refl
ect
on t
heir
own
belie
fs, id
eas,
feel
ings
and
val
ues
and
deve
lop
empa
thy
for
peop
le w
ith d
iffer
ing
belie
fs a
nd e
xper
ienc
es.
Kno
wle
dge
and
Und
erst
andi
ng•
I can
des
crib
e so
me
of t
he b
elie
fs a
nd fe
atur
es o
f rel
igio
n.•
I can
rec
ogni
se s
imila
ritie
s an
d di
ffere
nces
. •
I can
mak
e lin
ks b
etw
een
belie
fs a
nd s
ourc
es, in
clud
ing
relig
ious
sto
ries
and
sacr
ed t
exts
. •
I can
beg
in t
o id
entif
y th
e im
pact
rel
igio
n ha
s on
bel
ieve
rs’ li
ves.
•
I can
des
crib
e so
me
form
s of
rel
igio
us e
xpre
ssio
n.
Cri
tical
Thi
nkin
g •
I can
exp
ress
the
ir vi
ews
and
supp
ort
them
usin
g re
ason
s.
• I c
an t
hink
abo
ut o
ther
peo
ple’
s vi
ews.
• I c
an a
sk im
port
ant
ques
tions
abo
ut r
elig
ion
and
belie
fs.
Pers
onal
Refl
ectio
n•
I can
refl
ect
on m
y ow
n fe
elin
gs, id
eas
and
valu
es a
nd a
ppre
ciat
e th
at
not
all p
eopl
e th
ink,
feel
and
bel
ieve
the
sam
e.•
I can
refl
ect
on w
hat
influ
ence
s th
em, m
akin
g lin
ks m
y ow
n an
d ot
hers
’ exp
erie
nces
.
Kno
wle
dge
and
Und
erst
andi
ng•
I can
iden
tify
som
e be
liefs
and
feat
ures
of r
elig
ion
and
thei
r im
port
ance
for
som
e pe
ople
. •
I can
ret
ell r
elig
ious
sto
ries
and
sugg
est
mea
ning
s fo
r re
ligio
us a
ctio
ns a
nd
sym
bols.
•
I can
iden
tify
how
rel
igio
n is
expr
esse
d in
diff
eren
t w
ays.
Cri
tical
Thi
nkin
g •
I can
exp
ress
my
view
s an
d gi
ve s
ome
reas
ons
to s
uppo
rt t
hem
. •
I can
rec
ogni
se t
hat
som
e qu
estio
ns c
ause
peo
ple
to w
onde
r an
d ar
e di
fficu
lt to
ans
wer
.
Pers
onal
Refl
ectio
n•
I can
refl
ect
on t
heir
own
feel
ings
, idea
s an
d va
lues
and
be
awar
e of
th
e ex
perie
nces
and
feel
ings
of o
ther
s.
(GC
SE T
arge
t 4)
B
uild
ing
Blo
ck 2
Kno
wle
dge
and
Und
erst
andi
ng•
I can
iden
tify
som
e be
liefs
and
feat
ures
of r
elig
ion
and
thei
r im
port
ance
for
som
e pe
ople
. •
I can
ret
ell r
elig
ious
sto
ries
and
sugg
est
mea
ning
s fo
r re
ligio
us a
ctio
ns a
nd
sym
bols.
•
I can
iden
tify
how
rel
igio
n is
expr
esse
d in
diff
eren
t w
ays.
Cri
tical
Thi
nkin
g •
I can
exp
ress
my
view
s an
d gi
ve s
ome
reas
ons
to s
uppo
rt t
hem
. •
I can
rec
ogni
se t
hat
som
e qu
estio
ns c
ause
peo
ple
to w
onde
r an
d ar
e di
fficu
lt to
ans
wer
.
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