Davison CE High School for Girls


Key Stage 3 Art and Design

Art

Year 7

  • (FI1) With support you can investigate and use given resources to develop ideas for your art work.
  • (FI2) You can attempt to reproduce the work of artists and designers with some understanding of the features used and it's context.
  • (FE1) You can show some control of the formal elements with a range of mediums, techniques and processes.
  • (FE2) You can attempt to explore and exploit a range of materials with some understanding of their individual qualities.
  • (FR1)You can record basically from given resources in a limited range of visual mediums and formats.
  • (FP1) With guidance you can evaluate showing some improvement and refinement within your art work. You can use your chosen media to realise your intentions.

Year 8

  • (SI1) You can collect relevant reference  and can produce research about the work of artists and designers which helps you to develop a clear idea for your art work.
  • (SI2) You can evaluate and reproduce the work of artists and designers showing an umderstanding of their style, processes and context.
  • (SE1)You can show adequate control of the formal elements with a variety of approaches to mediums, techniques and processes.
  • (SE2) You clearly understand the restrictions and limitations of materials, processes and techniques as you explore your ideas.
  • (SR1) You can record showing a reliable command of techniques and skills in observation.
  • (SP1)You can evaluate and document your thoughts and feelings about the art work produced showing that you can refine your work and act on advice.

Year 9

  • (CI1) You can independently collect a range of reference material which includes research into the work of a range of artists and designers, selecting the most relevant to help you develop ideas for your own art work.
  • (CI2) You can confidently reproduce the work of artists and designers showing the process and stylistic approaches. You can comment on the social and historical contexts of when the work was produced making detailed connections with your own work.
  • (CE1) You can show control, skill and refinement when using the formal elements with a variety of approaches to mediums, techniques and processes.
  • (CE2) You can experiment with a variety of art materials exploring their individual qualities and combining them to create effective outcomes as you have been directed through a project.
  • (CR1) You can record with emerging consistency and diversity using annotations that show some understanding of critical vocabulary. You can record effectively in a variety of media.
    • (CP1) You can produce a response which demonstrates learning and creativity with an inventive use of materials. You can evaluate and adapt your work to produce an inventive outcome.

Key Stage 3 Computing

Computing

Year 7

  • You know how to operate the school’s core Computing network systems
  • You can understand how computers have developed throughout History
  • You understand how a computer works including both hardware and software
  • You understand the main ideas behind 'Computational Thinking'
  • You understand the basics of text-based and block-based programming (coding) to draw and manipulate shapes
  • You are able to apply your knowledge of programming to a specific task effectively

Year 8

  • You have an understanding of different types of software: Application Software, Utility Software and Operating System Software
  • You can use, organise and structure files and folders together in an logical manner
  • You have understanding of how data is stored as Binary and you know how to manipulate Binary data by adding Binary Strings
  • You can use Microsoft Block Editor with a Microbit Processor to achieve a desired programming outcome
  • You have an understanding of patterns leading to a workable program
  • You have developed your knowledge of Computer Aided Design (CAD) and Computer Aided Manufacture (CAM), to develop a desired 3D outcome

Year 9

  • You can apply your knowledge of Binary to new situations to solve problems
  • You understand how data is represented in files and how to manipulate the files to optimize quality
  • You can use Python text base programming to achieve desired outcome
    • You can use a variety of software to plan, design and develop a functional website
  • You have shown an understanding of Hardware
  • You have shown an understanding of Software
  • You have shown an understanding of Logic
  • You have an understanding and ability to apply fundamentals in computing

Key Stage 3 Design and Technology

Design Technology & Food

Design Technology

Year 7
  • (F1) Design - You can use three methods to research the task or product, while sketching a clearly labelled range of ideas and producing a simple plan to follow when making your product.
  • (F2) Evaluate - You can discuss what has gone well in the lessons and tasks related to your product, while taking on other people’s opinions to help improve it.
  • (F3) Make - You can gather and use the tools accurately, while showing that you can measure the materials with some accuracy in lesson.
  • (F4) Technical Knowledge - You know the names of the materials & components you are using can and state what tools and equipment you are using to make your product.
Year 8
  • (S1) Design - You have considered a wide range of different ideas using various research sources, while sketching a clearly labelled range of ideas that explain why you have chosen your final design.
  • (S2) Evaluate - You can make improvements to your work as it is made and discuss the reasons why those decisions are made.
  • (S3) Make - You can present your work clearly and use a plan to make your product accurately and safely.
  • (S4) Technical Knowledge - You can state the names of the materials & components you are using and can include quality control points showing how you made your product successfully
Year 9
  • (C1) Design - You can develop and communicate design ideas using annotated sketches, detailed plans and specifications.
  • (C2) Evaluate - You can evaluate how your research helped the designing, planning and making with suggested improvements, while taking into consideration user’s needs.
  • (C3) Make - You can plan making, choose the correct tools and make a successful product safely and accurately.
  • (C4) Technical Knowledge - You can name and explain, in detail, the use and properties of materials and/ or components you have used in the manufacture of your product.

Food and Nutrition

Year 7
  • F1) You can give reasons for your choices when designing your own dish and starts to make links to nutrition and/or sensory qualities
  • F2) You can demonstrate an awareness of social/ moral/ ethical issues linked to food production and can discuss pro's and cons for these
  • F3) You can follow recipes given and show a range of culinary skills demonstrating safe and hygienic working
  • F4) You can write about your practical work and food in terms of it's sensory qualities, nutritional content, health, hygiene and safety in making it and the new and developing skills you have shown. You also may draw in any food science elements that are relevant.
  • F5) You understand the principles of the Eatwell Guide and can Identify a number of food types for each section
Year 8
  • S1) You can independently design a dish that meets a set brief and plan your time and resources
  • S2) You can explain and write detailed responses about the nutritional and sensory qualities of the food you produce with strengths and weaknesses explained and suggestions as to how they could be improved. You will include the functional properties of ingredients in your writing where appropriate.
  • S3) You can independently make a range of dishes showing a variety of skills and working safely and hygienically. A detailed evaluation is carried out for each practical session which includes analysis of nutrition, practical working, teamwork, sensory qualities and how each of these aspects could be improved.
  • S4) You understand the 8 tips for eating healthy and can explain ways to achieve them using at least one reference showing that some research has taken place
Year 9
  • C1) You can design a dish that meets a set brief and fully explains and justifies your choices
  • C2) You can write a detailed and accurate plan for cooking which draws in the nutritional, sensory and economic considerations of food choice
  • C3) You can independently and accurately make a range of sweet and savoury dishes showing a variety of skills and appropriate consideration of nutrition and the provenance of ingredients. You can show also how recipes could be adapted to improve these aspects
  • C4) You can demonstrate a high level of hygiene, safety and organisation and can explain why it is important
  • C5) You can carry out detailed evaluations of their making and final products in terms of food science, health and safety, hygiene, practical skills, sensory qualities, nutrition and provenance. This work will contain detailed suggestions for improvements and their own testing methods for the foods

Key Stage 3 Drama

Drama

Year 7

  • (F1) You can create a functional piece which meets a basic brief.
  • (F2) You can carry out a performance at a basic level.
  • (F3) You can identify how to make simple improvements to a piece of work.
  • (F4) You can recognise at least three drama techniques.
  • (F5) You can learn a short scene with perhaps a prompt needed.

Year 8

  • (S1) You can create a satisfying piece showing some originality.
  • (S2) You can carry out a performance with focus and consistency.
  • (S3) You can identify how to make improvements to a piece of work and articulate this clearly.
  • (S4) You can recognise and demonstrate at least three drama techniques.
  • (S5) You can learn a sustained scene.
  • (S6) You can produce a recognisable and engaging character with focus.

Year 9

  • (C1) You can create a sustained piece with unique insight.
  • (C2) You can carry out a performance with originality and flair.
  • (C3) You can identify how to make improvements to a piece of work, articulate this clearly and realise these.
  • (C4) You can recognise, demonstrate and recommend at least three drama techniques.

Key Stage 3 English

English 18/19 NEW

Reading

Year 7
  • R1 - Read, understand and respond to literary texts with some confidence.
  • R2 - Some ability to identify and comment on the effects of language choices on the reader.
Year 8
  • R1 - Read, understand and respond to literary texts clearly.
  • R2 - Ability to clearly identify and comment on the effects of language choices on the reader.
  • R3 - Some ability to identify and comment on the effects of structural choices on the reader.
  • R4 - Awareness of the importance of the social/historical/cultural context of texts.
Year 9
  • R1 - Read, understand and respond to literary texts confidently.
  • R2 - Ability to confidently identify and develop comments on the effects of language choices on the reader.
  • R3 - Ability to confidently identify and develop comments on the effects of structural choices on the reader.
  • R4 - Clear understanding of the importance of the social/historical/cultural context of texts.
  • R5 - Awareness of ideas, viewpoints and feelings shown through comments and textual references, with clear comparisons made between or within texts.
  • R6 - Some ability to critically evaluate how successful a writer has been in influencing the reader, using textual references/quotations to support ideas.

Speaking and Listening

Year 7
  • S10 - Speak with clarity when presenting ideas, with some use of Standard English. Show some ability to express ideas when responding to the teacher and peers.
Year 8
  • S10 - Clearly communicate when presenting ideas, with Standard English being used consistently. Express ideas clearly in discussions and engage with the ideas of others.
Year 9
  • S10 -Exhibit confidence and fluency when presenting ideas, with effective use of Standard English. Express ideas in detail, drawing others into discussion and reflecting upon their points of view.

Writing

Year 7
  • W7 - Some attempt to meet the given form, purpose and audience through the use of some basic language techniques.
  • W8 - Some attempt to use structural methods to organise writing.
  • W9 - Spell and punctuate with some accuracy, and use a reasonable range of vocabulary and sentence structures.
Year 8
  • W7 - Clear attempt to meet the given form, purpose and audience through the use of a range of language techniques.
  • W8 - Clear attempt to use structural methods to organise writing.
  • W9 - Spell and punctuate with considerable accuracy, and use a range of vocabulary and sentence structures to achieve general control of meaning.
Year 9
  • W7 - Meets the given form, purpose and audience through the use of well-chosen and appropriate language techniques.
  • W8 - Uses a range of structural methods to create coherent writing.
  • W9 - Spell and punctuate with considerable accuracy, and use a considerable range of vocabulary and sentence structures to achieve control of meaning.

Key Stage 3 Form Group

Achievements

Year 7

  • You have attained 100% Attendance

Key Stage 3 French

French

Grammar

Year 7
  • (FG1) You can understand genders and use definite and indefinite articles effectively. You can use adjective agreement with nouns
  • (FG2) You can understand what an infinitive is. You can use high-frequency verbs (to be, to have, to do, to go) and regular verbs in the present tense. You can understand the near future and use it with some accuracy
  • (FG3) You can use negative sentences, common connectives, time markers, frequency words and a range of intensifiers
Year 8
  • (SG1) You can apply your knowledge of adjective agreement with greater accuracy, including possessive adjectives. You can use partitive articles
  • (SG2) You can use other pronouns than “I” with the correct verb form in the present tense. You can understand and use reflexive verbs and modal verbs (want, can, must) in the present tense, near and simple futures
  • (SG3) You can use comparisons, relative clauses, and negative sentences in other tenses. You start to use a wider range of connectives
Year 9
  • (CG1) You can use adjective agreement and genders confidently. You can use demonstrative adjectives and pronouns
  • (CG2) You can use present and future tenses confidently. You can understand the past tense including reflexive verbs, and the conditional tenses. You can give orders and instructions using the imperative
  • (CG3) You can use the superlative structure, direct object pronouns, and a range of prepositions
  • (EG) You can accurately use and independently research and apply a wide range of grammatical rules and structures, including tenses, articles, adjectival agreement, negative structures, comparatives and superlatives

LIstening

Year 7
  • (FL1) You can listen to and understand the gist and some specific details in a few sentences of familiar language, and respond both in English and in Target Language
  • (FL2) You can recall key phonics and transcribe high-frequency familiar words
Year 8
  • (SL1)  You can clearly understand specific details in a short passage or dialogue with predictable information in longer, more complex sentences
  • (SL2) You can produce from memory parts of known stories, songs, rhymes and poems & transcribe short phrases
Year 9
  • (CL1) You can understand longer passages or dialogues with a wider range of unpredictable elements, deducing meaning of unfamiliar words
  • (CL2) You can apply your knowledge of phonics to transcribe fairly accurately longer passages with some unpredictable elements
  • (EL) You can understand extended passages or dialogues in a range of time frames, make guesses from context about the meaning of unfamiliar language and take notes in the target language.

Reading

Year 7
  • (FR1) You can read and understand the gist and some specific details in a few sentences of familiar language, and respond both in English and in Target Language
  • (FR2) You can deduce the meaning of unfamiliar words by identifying cognates and near-cognates in a text. You can start to use a dictionary to find meaning and check genders with some success
  • (FR3) You can translate short sentences into English
Year 8
  • (SR1) You can clearly understand specific details in a short text with predictable information in longer, more complex sentences
  • (SR2) You can deduce the meaning of unfamiliar words by using the surrounding language in a text. You can use a dictionary to check and improve the accuracy of your written work
  • (SR3) You can translate longer sentences into precise and accurate English
Year 9
  • (CR1) You can understand longer texts from a wide range of sources
  • (CR2) You can use a dictionary to find verb conjugations and select the most appropriate translation with some success
  • (CR3) You can translate texts into English accurately
  • (ER) You can understand and translate, with effective use of a dictionary, extended texts from a wide range of sources with unfamiliar language and a range of time frames.

Speaking

Year 7
  • (FS1) You can ask and answer some simple questions from memory with recognisable pronunciation
  • (FS2) You can apply your knowledge of phonics to read aloud short phrases accurately with some familiar language
Year 8
  • (SS1) You can use simple phrases and sentences independently with clear pronunciation, communicate new meanings, pronounce known language well
  • (SS2) You can apply your knowledge of phonics to read aloud longer sentences with some unfamiliar words
Year 9
  • (CS1) You can express ideas independently, ask a range of questions confidently, using formal/informal “you”, give more developed responses involving some abstract language
  • (CS2) You can pronounce consistently well when reading aloud longer texts, including unfamiliar language
  • (ES) You can ask and answer questions fluently and spontaneously on familiar topics using a range of time frames, with consistently accurate pronunciation and intonation.

Writing

Year 7
  • (FW1) You can write a paragraph (40 words) in longer sentences using familiar language and opinions, including writing from memory with understandable spelling.
  • (FW2) You can change one element in a simple phrase or sentence to vary the meaning and you can translate from memory short sentences on familiar topics into the target language
Year 8
  • (SW1) You can write at least 40 words and up to 90 words about yourself and others, expressing opinions and reasons, including writing from memory with understandable spelling.
  • (SW2) You can translate a few sentences from 2/3 topics into the target language, including writing from memory with understandable spelling
Year 9
  • (CW1) You can write several paragraphs (90 – 150 words) expressing facts, ideas, opinions and reasons, using a variety of structures. You can include questions and write from memory with greater accuracy.
  • (CW2) You can translate a short paragraph on familiar topics into the foreign language, without help, with understandable accuracy
  • (EW) You can write in and translate into the target language accurately, including from memory, on familiar topics and add creativity to your own writing through independent research.

Key Stage 3 Geography

Geography

Geographical skills and fieldwork

Year 7
  • (F2) (P) You can interpret OS maps in the classroom and in the field using some map skills (Foundation)
  • (F4) (Y) You can use fieldwork to collect, analyse and draw some conclusions from geographical data
Year 8
  • (S1) (A) You have a clear knowledge of globes, maps and atlases and can apply this in a secure way
  • (S2) (P)  You can clearly interpret OS maps in the classroom and in the field using map skills
  • (S3) (H) You can use GIS to clearly view, analyse and interpret places and data
  • (S4) (Y) You can use fieldwork to collect, analyse and draw clear conclusions from geographical data
Year 9
  • (C1) (A) You have a detailed knowledge of globes, maps and atlases and can apply this in a confident way
  • (C2) (P) You can give a detailed interpretation of OS maps in the classroom and in the field using map skills, including using grid references, scale, and other forms of data presentation
  • (C3) (H) You can use GIS to view, analyse and interpret places and data in a detailed way
  • (C4) (Y) You can use fieldwork, in contrasting locations, to collect, analyse and draw detailed conclusions from geographical data from multiple sources
  • Excelling 2 - You can apply geographical understanding to make informed judgements.
  • Excelling 3 - You can select, adapt and use a variety of skills and techniques to investigate and communicate ideas.

Human and physical geography

Year 7
  • (F1) (O) You have shown some understanding of the key processes in physical geography that you have studied
  • (F2) (G2) You have shown some understanding of the key processes in human geography that you have studied
  • (F3) (R) You have shown some understanding of the way in which geographical processes and events can effect landscapes, environments or the climate
Year 8
  • (S1) (O) You have demonstrated a detailed  understanding of the key processes in physical geography that you have studied
  • (S2) (G2) You have demonstrated a clear understanding of the key processes in human geography that you have studied
  • (S3) (R) You have demonstrated a clear understanding of the way in which geographical processes and events can effect landscapes, environments or the climate
Year 9
  • (C1) (O) You have demonstrated a detailed understanding of the key processes in physical geography that you have studied
  • (C2) (G2)You have demonstrated a detailed understanding of the key processes in human geography that you have studied
  • (C3) (R) You have demonstrated a detailed understanding of the way in which geographical processes and events can effect landscapes, environments or the climate

Locational knowledge

Year 7
  • (F1) (G1) You have shown that you have some knowledge of maps and atlases, and can apply this to locate the world's continents and regions.
Year 8
  • (S1) (G1) You have demonstrated a clear knowledge relating to a range of places, environments and features at a variety of scales
Year 9
  • (C1) (G1) You have demonstrated a detailed knowledge relating to a range of places, environments and features at a wide variety of scales
  • Excelling 1 - You have demonstrated the geographical interrelationships between places and processes through the application of geographical theory.

Place knowledge

Year 7
  • (F1) (E) You have demonstrated some understanding of geographical similarities, differences and links between places
Year 8
  • (S1) (E) You have demonstrated a clear level of understanding of geographical similarities, differences and links between places
Year 9
  • (C1) (E) You have demonstrated a detailed level of understanding of geographical similarities, differences and links between places

Key Stage 3 German

German

Grammar

Year 7
  • (FG1) You can understand genders and use definite and indefinite articles effectively. You can use adjective agreement with nouns
  • (FG2) You can understand what an infinitive is. You can use high-frequency verbs (to be, to have, to do, to go) and regular verbs in the present tense. You can understand the near future and use it with some accuracy
  • (FG3) You can use negative sentences, common connectives, time markers, frequency words and a range of intensifiers
Year 8
  • (SG1) You can apply your knowledge of adjective agreement with greater accuracy, including possessive adjectives. You can use partitive articles
  • (SG2) You can use other pronouns than “I” with the correct verb form in the present tense. You can understand and use reflexive verbs and modal verbs (want, can, must) in the present tense, near and simple futures
  • (SG3) You can use comparisons, relative clauses, and negative sentences in other tenses. You start to use a wider range of connectives
Year 9
  • (CG1) You can use adjective agreement and genders confidently. You can use demonstrative adjectives and pronouns
  • (CG2) You can use present and future tenses confidently. You can understand the past tense including reflexive verbs, and the conditional tenses. You can give orders and instructions using the imperative
  • (CG3) You can use the superlative structure, direct object pronouns, and a range of prepositions
  • (EG) You can accurately use and independently research and apply a wide range of grammatical rules and structures, including tenses, articles, adjectival agreement, negative structures, comparatives and superlatives

Listening

Year 8
  • (SL1)  You can clearly understand specific details in a short passage or dialogue with predictable information in longer, more complex sentences
  • (SL2) You can produce from memory parts of known stories, songs, rhymes and poems & transcribe short phrases
Year 9
  • (CL1) You can understand longer passages or dialogues with a wider range of unpredictable elements, deducing meaning of unfamiliar words
  • (CL2) You can apply your knowledge of phonics to transcribe fairly accurately longer passages with some unpredictable elements
  • (EL) You can understand extended passages or dialogues in a range of time frames, make guesses from context about the meaning of unfamiliar language and take notes in the target language.

Reading

Year 7
  • (FR1) You can read and understand the gist and some specific details in a few sentences of familiar language, and respond both in English and in Target Language
  • (FR2) You can deduce the meaning of unfamiliar words by identifying cognates and near-cognates in a text. You can start to use a dictionary to find meaning and check genders with some success
  • (FR3) You can translate short sentences into English
Year 8
  • (SR1) You can clearly understand specific details in a short text with predictable information in longer, more complex sentences
  • (SR2) You can deduce the meaning of unfamiliar words by using the surrounding language in a text. You can use a dictionary to check and improve the accuracy of your written work
  • (SR3) You can translate longer sentences into precise and accurate English
Year 9
  • (CR1) You can understand longer texts from a wide range of sources
  • (CR2) You can use a dictionary to find verb conjugations and select the most appropriate translation with some success
  • (CR3) You can translate texts into English accurately
  • (ER) You can understand and translate, with effective use of a dictionary, extended texts from a wide range of sources with unfamiliar language and a range of time frames.

Speaking

Year 7
  • (FS1) You can ask and answer some simple questions from memory with recognisable pronunciation
  • (SS1) You can use simple phrases and sentences independently with clear pronunciation, communicate new meanings, pronounce known language well
  • (FS2) You can apply your knowledge of phonics to read aloud short phrases accurately with some familiar language
  • (SS2) You can apply your knowledge of phonics to read aloud longer sentences with some unfamiliar words
Year 8
  • (SS1) You can use simple phrases and sentences independently with clear pronunciation, communicate new meanings, pronounce known language well
  • (SS2) You can apply your knowledge of phonics to read aloud longer sentences with some unfamiliar words
Year 9
  • (CS1) You can express ideas independently, ask a range of questions confidently, using formal/informal “you”, give more developed responses involving some abstract language
  • (CS2) You can pronounce consistently well when reading aloud longer texts, including unfamiliar language

Writing

Year 7
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Year 8
  • (SW1) You can write at least 40 words and up to 90 words about yourself and others, expressing opinions and reasons, including writing from memory with understandable spelling.
  • (SW2) You can translate a few sentences from 2/3 topics into the target language, including writing from memory with understandable spelling
Year 9
  • (CW1) You can write several paragraphs (90 – 150 words) expressing facts, ideas, opinions and reasons, using a variety of structures. You can include questions and write from memory with greater accuracy.
  • (CW2) You can translate a short paragraph on familiar topics into the foreign language, without help, with understandable accuracy
  • (EW) You can write in and translate into the target language accurately, including from memory, on familiar topics and add creativity to your own writing through independent research.

Key Stage 3 History

History

Year 7

  • (H) You can use some evidence (e.g. quotes, labelled pictures or maps) to support your work.
  • (I) You can make some valid comments about the evidence you use and its usefulness.
  • (S) You show an understanding that some evidence is more convincing and reliable than others. You can make some comments about how the author of a source affects its reliability.
  • (T) You can research independently and select relevant information which you put in your own words.
  • (O) You can describe events, people and places clearly with some supporting factual detail.
  • (R) You can use some factual evidence and one or more of the criteria for significance to show why an event or person is significant.
  • (Y) You can reach a balanced conclusion with a decisive judgement and include at least one piece of factual evidence to support it.

Year 8

  • (H) You can use quotes or visual evidence confidently to support a point.
  • (I) You can clearly explain and link the evidence you use to the argument you are making. You are beginning to use point evidence and explanation to support arguments.
  • (S) You can make clear and valid comments about how convincing and reliable individual pieces of evidence are. You base judgments on the content, author and purpose of the source
  • (T) You can independently research and select clear and relevant information to support your work and explain it in your own words.
  • (O) You can write clear and accurate accounts of events and people using factual detail and show how it fits with the historical context (background).
  • (R) You can clearly explain why people and events are significant, supporting your explanations with factual detail and using the criteria for significance.
  • (Y) You can reach balanced conclusions with a decisive judgement supported by at least 2 pieces of factual evidence, showing an understanding of the historical context (time period).

Year 9

  • (H) You independently select quotes or visual evidence to support specific points and arguments and explain them fully using point, evidence, explanation.
  • (I) You can clearly explain why sources are useful as pieces of evidence. Your judgement will be based on evaluating their content and provenance (author and purpose) matched to your knowledge of the time.
  • (S) You can use factual knowledge to support or challenge a historical viewpoint to show how convincing or accurate the interpretation is.
  • (T) You can independently research a topic in great detail, selecting only relevant information to support your argument. You explain clearly in your own words.
  • (O) You can write a clear account of the causes, development and consequences of events and changes in accurate detail, showing a strong understanding of the historical context (time period).
  • (R) You can argue the significance of historical events, people and developments by explaining their short term and long term impact with supporting factual evidence and contextual understanding.
  • (Y) You reach clear, decisive and detailed conclusions supported by 3 or more pieces of factual evidence. You explain the importance of the main factor and other relevant factors. You show a good understanding of the historical context and have a clear argument and point of view.

Key Stage 3 LETS

LETS

Lets get creative

Year 7
  • (CF1) With support you can try to find new ideas or solve a problem. You occasionally ask questions but often rely on the teacher to prompt you
  • (CF2) You can plan an activity with the guidance of your teacher. You can make use of the materials provided and with support try to complete a task
Year 8
  • (CS1) You can think of simple ways to find new ideas or solve a problem. You ask questions in order to give yourself the best possible understanding.
  • (CS2) You can make a simple plan for a particular lesson activity. You make good use of available materials to finish a task.
Year 9
  • (CC1) You can come up with your own ideas and solutions to invent something or solve a problem. You think of – and ask - a range of questions in order to develop the best understanding of the task
  • (CC2) You can independently make a plan for a particular activity that allows you to demonstrate several skills. You make imaginative use of the materials available, so I can complete a task
  • (CE1) With deep consideration of a complex problem, you can come up with appropriate ideas and ways of solving it. You ask many questions of yourself, your teachers and others, as you work your way through a complex task
  • (CE2) You can independently make a plan for an activity to demonstrate a range of skills and work on it both in class and at home. You make imaginative use of the materials available to you – and look for less obvious resources – in order to complete a task

LETS get involved

Year 7
  • (IF1) When focused, you can contribute, concentrate and listen to others. You can work with others at times, follow instructions and explore ideas
  • (IF2) You can sometimes work positively as a team. You can behave appropriately, but occasionally need to be reminded by the teacher.
Year 8
  • (IS1) You contribute positively in class and listen to others in the class, allowing them to contribute, listen and concentrate.  You work with others to give and follow instructions and explore ideas
  • (IS2) You work positively as a member of a team, sometimes offering your thoughts and views. You behave appropriately at all times during the lesson
Year 9
  • (IC1) You know learning is the most important activity in the class and you contribute to a positive learning atmosphere.  You work confidently with others, offering and accepting advice and ideas and exploring those
  • (IC2) You work well as part of a team, offering to lead others at times. You listen to other team members’ opinions and contribute your own. You behave in a manner that allows you and other students to focus on learning
  • (IE1) You help to set a very positive tone in class by making a strong contribution to discussions, wanting to achieve high standards and encouraging others to do the same. You work very confidently with others, carefully listening to their ideas, questions, and advice, offering your own. You lead discussions which are effective for learning
  • (IE2) You are a respected member of any team I am in. You volunteer to take a leading role and get on with all other team members. You are seen as a very positive person and you help to get the best out of others. You always push yourself to do your best and allow other students to do the same

LETS get positive

Year 7
  • (PF1) You try to understand the task set and organise the materials needed. You sometimes need to ask for help but see a challenge positively and with encouragement try your best
  • (PF2) You try to keep going on a task but sometime give up if it is difficult. You need support when refining or reviewing what you have done to make improvements. Your teacher sometimes needs to encourage you
Year 8
  • (PS1) You make sure that you have a good understanding of the task set and the materials you need to complete it. You see challenges positively and try your best at all times
  • (PS2) You try keep going on a task even when you find it difficult. You want to do the best you can, and want your best to be at least as good as anyone else’s. You might need guidance from your teacher and peers
Year 9
  • (PC1) You ensure that you know what you need to do and how you are going to do it before starting a task. You take on any challenge in a very positive manner, determined to produce the best possible work
  • (PC2) You see a task through to the end. You seek ways of making your work the best it can be, including judging it against other students’ work, asking for help when you need to
  • (PE1) You have a vision of the outcome of a task and you are certain of the approach you will take, independently finding the resources you will need. You work with teachers and students in a positive way. You encourage the best from everyone and push yourself to deliver your best
  • (PE2) You consider all ways to make your work the best possible and are never content with coming second best. You Keep going on a task whatever the challenge and accept criticism in a positive manner and take note of advice given to help you complete the set task well.

LETS get thinking

Year 7
  • (TF1) When prompted by the teacher, you can ask questions in order to understand a task or topic. When presented with a task, you can work out ways go about it with the support of the teacher
  • (TF2) I can sometimes take advice from others about my work and with support review how I can improve a task. You can explain to results of the tasks that you do with the support of the teacher
Year 8
  • (TS1) You ask questions in order to understand a task or topic more fully.  When presented with different ways to do a task, you work out the best way to do it
  • (TS2) You take any advice from any source (teachers, students, parents) about your work, learning from this feedback. You can explain in some detail the results of the tasks that you do
Year 9
  • (TC1) You ask questions and offer explanations.  You research and think of how to develop a good understanding of the task.  You consider the various ways to carry out a task, you decide how to do it, and can explain your decision
  • (TC2) You review and take advice from any source about your work and consider how that advice could lead to improvements.  You can explain clearly the results of the tasks you do, making links and comparisons
  • (TE1) You ask considered questions, do research, and explore issues, events and problems from different perspectives, building the best understanding of a task.  As you work through a task, you regularly weigh up the best approaches, adapting your methods as you go. You can then explain my approach clearly
  • (TE2) You actively chase constructive criticism and consider advice given to develop your understanding of how to review and improve a task. You can explain your results in great depth, revealing insightful links, making comparisons and judging relevance

Key Stage 3 Mathematics

Mathematics

Algebra

Year 7
  • 6M12 You can use coordinates in all four quadrants
  • 6M3 You can use simple formulae expressed in words
Year 8
  • 7M11 You can understand and use lines parallel to the axes, y=x and y=-x
  • 7M10 You can solve linear equations in one unknown

Geometry and measures

Year 7
  • 6M11 You can calculate the volume of cubes and cuboids
Year 8
  • 7M12 You can calculate the surface area of cubes and cuboids

Number

Year 7
  • 6M1 You can multiply and divide numbers with up to three decimal places by 10, 100, and 1000
  • 6M9 You can find percentages of quantities
Year 8
  • 7M1 You can use positive integer powers and associated real roots
  • 7M4 You can use multiplicative reasoning to interpret percentage change

Statistics

Year 7
  • 6M13 You can calculate and interpret the mean as an average of a set of discrete data
Year 8
  • 7MM You can calculate and interpret mean, median and mode form discrete data represented in a frequency table.

Mathematics Advanced

Algebra

Year 7
  • 7M11 You can understand and use lines parallel to the axes, y=x and y=-x
  • 7M10 You can solve linear equations in one unknown
Year 8
  • 8M11 You can plot and interpret graphs of linear functions
    • 8M10 You can solve linear equations with unknowns on both sides

Geometry and measures

Year 7
  • 7M12 You can calculate the surface area of cubes and cuboids
Year 8
  • 8M12 You can apply the formulae for circumference and area of a circle

Number

Year 7
  • 7M1 You can use positive integer powers and associated real roots
  • 7M4 You can use multiplicative reasoning to interpret percentage change
Year 8
  • 8M3 You can apply the multiplication, division and power laws of indices
  • 8M6 You can solve problems involving percentage change including original value problems

Statistics

Year 7
  • 7MM You can calculate and interpret the mean, median and mode from discrete data presented in a frequency table.
Year 8
  • 8MM You can plot and interpret a scatter graph using understanding of correlation.

Key Stage 3 Music

Music

Year 7

  • (F1) You can fluently perform simple sections of a piece with some accuracy, both alone and with others.
  • (F2) You can sing in tune and can hold a vocal melody line when singing with others.
  • (F3) You can compose and improvise musical ideas based on a simple brief and can overcome problems when they occur.
  • (F4) You can notice good and bad points in your own and others' work and make changes with guidance from the teacher.
  • (F5) You can express your opinions when listening to music, using some appropriate musical vocabulary.

Year 8

  • (S1) You can accurately play a solo or group part and maintain a part in an ensemble performance
  • (S2) You can sing in tune and can hold a vocal melody line when singing alone or with others
  • (S3) You can compose and improvise using musical devices and can refine your ideas after feedback to make your work more effective
  • (S4) You can independently suggest changes that could be made to your own and others' work
  • (S5) You can recognise musical features in music from a variety of cultures and times

Year 9

  • (C1) You can perform an independent part accurately and fluently, adjusting to others' performance.
  • (C2) You can sing accurately and musically with good intonation
  • (C3) You can compose and improvise effectively, using the given brief creatively. This results in memorable compositions in different styles
  • (C4) You can justify changes that could be made to your own and others' work, using musical terminology
  • (C5) You can use your previous musical knowledge to contextualise new music that you hear
  • (E1)  You perform even complex parts musically and confidently and constantly refine your performance skills based on feedback

Key Stage 3 Physical Education

Physical Education

Year 7

  • (F1) You can show some understanding of key skills and positions in a practical situation
  • (F2) You can show an understanding of some rules and techniques in practical situations
  • (F3) You can sometimes transfer skills from practice to performance with limited technical accuracy
  • (F4) You can sometimes select a skill and demonstrate this practically
  • (F5)  You can show some creativity when experimenting with basic skills and actions
  • (F6) You can select and use some activity specific vocabulary appropriately
  • (F7) You can sometimes work effectively with others showing basic communications skills and subject knowledge
  • (F8) You can evaluate others’ performances with basic responses to questioning

Year 8

  • (S1) You can more regularly demonstrate key skills and positions in a practical situation
  • (S2) You can show an understanding of more rules and techniques and make suggestions for improved success
  • (S3) You can regularly demonstrate some technical accuracy when transferring skills from practice to performance
  • (S4) You can frequently select the appropriate skill and apply it practically
  • (S5) You show more creativity when experimenting with basic skills and are starting to explore more complex techniques and actions
  • (S6) You can select an increasing range of activity specific vocabulary and use it appropriately
  • (S7) You show improving communication skills when working with others and your subject knowledge shows greater depth
  • (S8) You can evaluate your own and others’ performances in response to questioning

Year 9

  • (C1) You can confidently demonstrate key skills and positions in a practical situation
  • (C2) You can show a confident understanding of rules and techniques making more detailed suggestions for success
  • (C3) You can demonstrate confidence when transferring skills from practice to performance, showing technical accuracy
  • (C4) You can consistently select the appropriate skill and apply it practically
  • (C5) You are confident when experimenting creatively with a range of complex skills and actions
  • (C6) You can confidently select and use a wide range of activity specific vocabulary in appropriate situations
  • (C7) You can confidently take on leadership roles communicating effectively with others using detailed subject knowledge
  • (C8) You can confidently evaluate you own and others’ performances giving detailed responses to questioning

Key Stage 3 Religious Studies

Religious Studies

Year 7

  • (F1) You can give some description of how a religion started
  • (F2) You can recall some information about some of the beliefs, practices and teachings of a religion
  • (F3) You can use some key words in your written work
  • (F4) You can give a personal opinion about religion and explain briefly at least one reason for this opinion
  • (F5) You can show why beliefs and values are important to you
  • (F6) You can show why beliefs and values are important to other people and why they may think differently to you

Year 8

  • (S1) You can show clear understanding and explain how a religion started
  • (S2) You can explain clearly several of the beliefs, practices and teachings in a religion
  • (S3) You can use some key words to enhance written explanations of religious belief
  • (S4) You can give a personal opinion about religion and explain in depth your reasons for this opinion
  • (S5) You can express in depth why beliefs and values are important to you and the impact on your life
  • (S6) You can explain why some people may think differently to you about beliefs/values/religion/individuals and you are able to explain why they think differently
  • (S7) You can begin to interpret religious teachings and use these in your work

Year 9

  • (C1) You can confidently explain in depth how a religion started
  • (C2) You can give detailed and in depth explanations of the major beliefs, practices and teachings of a religion and connect it to current practice
  • (C3) You can use key words and terms with confidence and in context
  • (C4) You can confidently explain your opinion about religion and use religious teachings to support this opinion
  • (C5) You can respond to big questions and ideas with creativity
  • (C6) You can explain why some people may think differently to you about beliefs/values/religion/individuals and you are able to explain with several reasons why they think differently
  • (C7) You can use religios teachings throughout you work in a confident and accurate way
  • (C8) You can analyse and evaluate religious statements

Key Stage 3 Science

Science

Biology

Year 7
  • Organisms - Movement
  • Ecosystems - Interdependence
  • Genetics - Variation
Year 8
  • Organisms - Cells
  • Ecosystems - Plant Reproduction
  • Genetics - Human Reproduction and Inheritance
Year 9
  • Organisms - Breathing and Digestion
  • Organisms - Breathing and Digestion
  • Ecosystems - Respiration and Photosynthesis
  • Ecosystems - Respiration and Photosynthesis
  • Genetics - Evolution
  • Genetics - Evolution

Chemistry

Year 7
  • Matter Foundation - The Particle Model and Separating Mixtures
  • Chemical reactions Foundation - Metals and Non-Metals
  • Earth Foundation - Earth Structure
Year 8
  • Matter Secure - Periodic Table and Elements
  • Chemical Reactions Secure - Acids and Alkalis
  • Earth Secure - Universe
Year 9
  • Matter Confident - The Particle Model and Separating Mixtures. Periodic Table and Elements Revision
  • Matter Excelling - The Particle Model and Separating Mixtures. Periodic Table and Elements Revision
  • Chemical Reactions Confident - Types of Reaction and Chemical Energy
  • Chemical Reactions excelling - Types of Reaction and Chemical Energy
  • Earth Confident - Earth Resources and Climate
  • Earth Excelling - Earth Resources and Climate

Physics

Year 7
  • Forces Foundation - Speed
  • Electromagnetism Foundation - Current, Voltage and Resistance
  • Energy Foundation - Energy Costs
  • Waves Foundation - Sound
Year 8
  • Forces Secure - Gravity and Contact Forces
  • Electromagnetism Secure - Magnetism
  • Energy Secure - Energy Transfer and Work
  • Waves Secure - Light
Year 9
  • Forces Confident - Pressure
  • Forces Excelling - Pressure
  • Electromagnetism Confident - Current, Voltage and Resistance + Magnetism Revision
  • Electromagnetism Excelling - Current, Voltage and Resistance + Magnetism Revision
  • Energy Confident - Heating and Cooling
  • Energy Excelling - Heating and Cooling
  • Waves Confident - Wave Effects and Wave Properties
  • Waves Excelling - Wave Effects and Wave Properties

Key Stage 3 Spanish

Spanish

Grammar

Year 7
  • (FG1) You can understand genders and use definite and indefinite articles effectively. You can use adjective agreement with nouns
  • (FG2) You can understand what an infinitive is. You can use high-frequency verbs (to be, to have, to do, to go) and regular verbs in the present tense. You can understand the near future and use it with some accuracy
  • (FG3) You can use negative sentences, common connectives, time markers, frequency words and a range of intensifiers
Year 8
  • (SG1) You can apply your knowledge of adjective agreement with greater accuracy, including possessive adjectives. You can use partitive articles
  • (SG2) You can use other pronouns than “I” with the correct verb form in the present tense. You can understand and use reflexive verbs and modal verbs (want, can, must) in the present tense, near and simple futures
  • (SG3) You can use comparisons, relative clauses, and negative sentences in other tenses. You start to use a wider range of connectives
Year 9
  • (CG1) You can use adjective agreement and genders confidently. You can use demonstrative adjectives and pronouns
  • (CG2) You can use present and future tenses confidently. You can understand the past tense including reflexive verbs, and the conditional tenses. You can give orders and instructions using the imperative
  • (CG3) You can use the superlative structure, direct object pronouns, and a range of prepositions
  • (EG) You can accurately use and independently research and apply a wide range of grammatical rules and structures, including tenses, articles, adjectival agreement, negative structures, comparatives and superlatives

Listening

Year 7
  • (FL1) You can listen to and understand the gist and some specific details in a few sentences of familiar language, and respond both in English and in Target Language
  • (FL2) You can recall key phonics and transcribe high-frequency familiar words
Year 8
  • (SL1)  You can clearly understand specific details in a short passage or dialogue with predictable information in longer, more complex sentences
  • (SL2) You can produce from memory parts of known stories, songs, rhymes and poems & transcribe short phrases
Year 9
  • (CL1) You can understand longer passages or dialogues with a wider range of unpredictable elements, deducing meaning of unfamiliar words
  • (CL2) You can apply your knowledge of phonics to transcribe fairly accurately longer passages with some unpredictable elements
  • (EL) You can understand extended passages or dialogues in a range of time frames, make guesses from context about the meaning of unfamiliar language and take notes in the target language.

Reading

Year 7
  • (FR1) You can read and understand the gist and some specific details in a few sentences of familiar language, and respond both in English and in Target Language
  • (FR2) You can deduce the meaning of unfamiliar words by identifying cognates and near-cognates in a text. You can start to use a dictionary to find meaning and check genders with some success
  • (FR3) You can translate short sentences into English
Year 8
  • (SR1) You can clearly understand specific details in a short text with predictable information in longer, more complex sentences
  • (SR2) You can deduce the meaning of unfamiliar words by using the surrounding language in a text. You can use a dictionary to check and improve the accuracy of your written work
  • (SR3) You can translate longer sentences into precise and accurate English
Year 9
  • (CR1) You can understand longer texts from a wide range of sources
  • (CR2) You can use a dictionary to find verb conjugations and select the most appropriate translation with some success
  • (CR3) You can translate texts into English accurately
  • (ER) You can understand and translate, with effective use of a dictionary, extended texts from a wide range of sources with unfamiliar language and a range of time frames.

Speaking

Year 7
  • (FS1) You can ask and answer some simple questions from memory with recognisable pronunciation
  • (FS2) You can apply your knowledge of phonics to read aloud short phrases accurately with some familiar language
Year 8
  • (SS1) You can use simple phrases and sentences independently with clear pronunciation, communicate new meanings, pronounce known language well
  • (SS2) You can apply your knowledge of phonics to read aloud longer sentences with some unfamiliar words
Year 9
  • (CS1) You can express ideas independently, ask a range of questions confidently, using formal/informal “you”, give more developed responses involving some abstract language
  • (CS2) You can pronounce consistently well when reading aloud longer texts, including unfamiliar language
  • (ES) You can ask and answer questions fluently and spontaneously on familiar topics using a range of time frames, with consistently accurate pronunciation and intonation.

Vocabulary

Year 7
  • (FV1)= You can accurately recall and use at least 2/3 of the topic vocabulary
  • (FV2) = You can recall 30% of high-frequency words lisyou can recall 30% of high-frequency words list
Year 8
  • (SV1)= You can accurately recall and use at least 2/3 of the topic vocabulary
  • (SV2)= you can recall 60% of high-frequency words list
Year 9
  • (CV1)= You can accurately recall and use at least 2/3 of the topic vocabulary
  • (CV2)= you can recall 100% of high-frequency words list
  • (EV)= You have mastered topic vocabulary and high frequency words and you are widening your vocabulary through independent research, including use of authentic materials.

Writing

Year 7
  • (FW1) You can write a paragraph (40 words) in longer sentences using familiar language and opinions, including writing from memory with understandable spelling.
  • (FW2) You can change one element in a simple phrase or sentence to vary the meaning and you can translate from memory short sentences on familiar topics into the target language
Year 8
  • (SW1) You can write at least 40 words and up to 90 words about yourself and others, expressing opinions and reasons, including writing from memory with understandable spelling.
  • (SW2) You can translate a few sentences from 2/3 topics into the target language, including writing from memory with understandable spelling
Year 9
  • (CW1) You can write several paragraphs (90 – 150 words) expressing facts, ideas, opinions and reasons, using a variety of structures. You can include questions and write from memory with greater accuracy.
  • (CW2) You can translate a short paragraph on familiar topics into the foreign language, without help, with understandable accuracy
  • (EW) You can write in and translate into the target language accurately, including from memory, on familiar topics and add creativity to your own writing through independent research.

Key Stage 3 Test

test

Year 7

  • This is the learning objective wheren I will upload test pics and so on for Frog Student - studfro17