Yr 7 & 8 Skills to Success Criteria Subjects · PDF fileCan identify primary and secondary...
Transcript of Yr 7 & 8 Skills to Success Criteria Subjects · PDF fileCan identify primary and secondary...
![Page 1: Yr 7 & 8 Skills to Success Criteria Subjects · PDF fileCan identify primary and secondary ... Choral speaking ... or short script.](https://reader033.fdocuments.in/reader033/viewer/2022051405/5a8556837f8b9ad30c8c561c/html5/thumbnails/1.jpg)
Year 7 & 8 Curriculum Maps and Skills criteria 2015-2016
The curriculum maps and Skills criteria below provide an overview of the topics being taught to your child this year and the criteria used for assessing their progress. Each subject specifies the topics and assessment used for the KS3 course. This is for your information so you can support your child in their learning. You will also see the amount of time that is spent on each subject below.
Please note the topics may not be taught in the order specified in these curriculum maps due to resources and teacher judgement. In some subjects there are optional topics, such as with English where the class and teacher select the texts to be studied, so your child may not cover every single topic. We are also always seeking to update the curriculum to make sure it supports the pupils’ needs as fully as possible so this map may be subject to alterations throughout the year.
Structure:
KS3 Yr 7 & 8 Subjects Periods
Maths English Science
French / German Technology
Art Drama
Geography History Music ICT
Physical Education (PE) Religious Education (RE)
Trivium
3 3 3 3 2 1 1
1 / 2* 2 / 1* 1 1 2 1 1
Skills to Success Criteria You will also find under each curriculum map the Skills criteria for each subject. This is the new system we are using for Years 7 and 8 to assess the progress of each student. The GCSE grading system of A*‐G is being phased out and National Curriculum Levels have been discontinued. Therefore we have developed our Skills to Success system which will prepare pupils to be GCSE ready for when they start options in Year 9.
We are confident that the Skills criteria offered below gives an accurate picture of the requirements of each of the courses that we offer. However there has been a great deal of educational change over the last few years and we foresee that this is likely to continue, so please be aware that any Skill assessment or grade is a prediction of where your child is according to the information we have at present. We will be updating and communicating the updates on a regular basis.
Parents will continue to receive a module grade each half term. This will be in the form of a predicted GCSE grade based on current performance. The Skills to Success criteria along with other in class assessments will inform the module grade prediction. *In Year 7 History deliver two lessons and in
Year 8, one lesson. The reverse in Geography.
![Page 2: Yr 7 & 8 Skills to Success Criteria Subjects · PDF fileCan identify primary and secondary ... Choral speaking ... or short script.](https://reader033.fdocuments.in/reader033/viewer/2022051405/5a8556837f8b9ad30c8c561c/html5/thumbnails/2.jpg)
Year 7 & 8 Curriculum Maps and Skills criteria 2015-2016
Art & Design Module 1 Module 2 Module 3 Module 4 Module 5 Module 6
Year 7
Drawing skills Mark making Colour theory Artist Research – Impressionist artists ,Van Gogh, Claude Monet .
Drawing Skills Still life drawing Shape and Form Painting and Colour Mixing Personal response
Exploring Craft Research‐ Designers – William Morris Drawing from observation Working with a range of drawing materials Printing Techniques Tessellating and repeat pattern
Design development Pattern work Painting skills Evaluation
Perspective Landscapes Aerial perspective Space and distance Artist research – Lowry, Kurt Jackson
Multi media work Experimental work 2D + 3D design Evaluation
AssessmentPeer assessment/group discussion – project skills criteria. Self‐assessment – class work + homework against project criteria. Self review/evaluation – target setting. Teacher assessment – verbal and written against project targets and criteria.
Year 8
Observational drawing Recording visual information Collage – pattern Craft people/designers Artist study – Henri Rousseau/ Frida Karlo
Painting/ colour mixing Observational drawing Experimenting with 2D + 3D materials Textile/texture development – exploring surface.
Personal outcome – 3D/2D Evaluation
Artist study – Cubism Painting Colour theory Abstraction Printing Exploring elements of Cubism
Still life drawing Exploring Portraits Self portrait Distortion/Abstraction
Personal outcome – Abstraction. Responding to contextual understanding. Evaluation and review.
AssessmentPeer assessment/group discussion – project skills criteria. Self‐assessment – class work + homework against project criteria. Self review/evaluation – target setting. Teacher assessment – verbal and written against project targets and criteria.
![Page 3: Yr 7 & 8 Skills to Success Criteria Subjects · PDF fileCan identify primary and secondary ... Choral speaking ... or short script.](https://reader033.fdocuments.in/reader033/viewer/2022051405/5a8556837f8b9ad30c8c561c/html5/thumbnails/3.jpg)
Year 7 & 8 Curriculum Maps and Skills criteria 2015-2016
Art & Design
Foundation Intermediate Higher Advanced
Skill 1 Contextual
studies
Can research basic facts about given artists.
Present findings in a basic mind map.
Shows some understanding of artists and culture.
Can use more than one source material for research.
Demonstrate a good understanding of cultural and artist research with some
analysis. Research provides relevant links to own
work.
A strong and consistent use of a wide variety of source materials with
appropriate analysis. Artist/cultural research provide links to
own work.
‐ + ‐ + ‐ + ‐ +
Skill 2 Development
of ideas
Limited ideas showing a starting point for the project/topic.
A variety of ideas that display a theme and present new areas for
development.
A strong range of ideas presented in a range of ways/methods.
Sustained ability to discuss development points.
Evidence of a confident concept recorded through a strong range of possible ideas showing refined use of materials, processes and techniques.
‐ + ‐ + ‐ +
Skill 3 Skills and
Application
Can show some ability to use a range of media and techniques with some
accuracy.
Can make connections between concept and skills/media/techniques
used.
Can experiment appropriately with a range of skills.
Can select media and refine work when working with a variety of techniques.
Refines work with confidence through selecting and experimenting with
appropriate resources media, materials, techniques and processes.
‐ + ‐ + ‐ +
Skill 4 Drawing and
Recording
Can use a pencil to draw with some control
Some ability to draw showing an understanding of form, tone + shade
A consistent approach to drawing.
Drawing is showing accurate use of shade and tone.
A confident approach demonstrating a high ability to draw and record with
accuracy.
‐ + ‐ + ‐ +
![Page 4: Yr 7 & 8 Skills to Success Criteria Subjects · PDF fileCan identify primary and secondary ... Choral speaking ... or short script.](https://reader033.fdocuments.in/reader033/viewer/2022051405/5a8556837f8b9ad30c8c561c/html5/thumbnails/4.jpg)
Year 7 & 8 Curriculum Maps and Skills criteria 2015-2016
Skill 5 Colour Theory
Can identify primary and secondary colours
Can mix secondary colours and tertiary colours.
Can mix and use colours appropriately. Can understand tints, tones and hues.
Can confidently apply knowledge of colour theory to own work.
Can use the correct terminology when discussing colour.
‐ + ‐ + ‐ +
Skill 6 Respond and
Present
Basic realisation of intentions and obvious and predictable connections. Work is presented in a minimal way
with no or little creativity.
Responds showing good understanding and effective connections to intentions.
Sound ability to present work with some creativity.
Responds showing purposeful connections to intentions.
Can display work in a creative and well‐presented way that is suitable to its
purpose. �
Shows an informed, meaningful and personal response and able to discuss
concepts. Can present work in an expressive,
imaginative way showing sophisticated intentions and connections.
‐ + ‐ + ‐ +
Skill 7 Evaluation
Can discuss own work and identify areas of success and areas to improve.
Can complete an evaluation questionnaire, using explanation,
strengths and targets.
Can complete a written evaluation. Can identify strengths and set targets in
own and others work.
Can complete a written evaluation giving evidence of self‐reflection.
Can set thoughtful targets to implement development in own work.
‐ + ‐ + ‐ +
![Page 5: Yr 7 & 8 Skills to Success Criteria Subjects · PDF fileCan identify primary and secondary ... Choral speaking ... or short script.](https://reader033.fdocuments.in/reader033/viewer/2022051405/5a8556837f8b9ad30c8c561c/html5/thumbnails/5.jpg)
Year 7 & 8 Curriculum Maps and Skills criteria 2015-2016
Drama Module 1 Module 2 Module 3 Module 4 Module 5 Module 6
Year 7
Team Building Skills Creating tableaux Choral speaking Narration Physicality. Planning and Devising own work for first performance.
Ensemble work Exploring performance skills. Undertake basic character and explore texts through roleplay. Sustaining a role Audience awareness.
Doors Performance skills Examining scene openings Establishing context and character for an audience through improvisation and scripted scene openings.
Context and Stimulus Devising from different types of stimulus and learning different approaches to devising work.
Paired Performance Work from text to create a polished paired performance. Methods of rehearsal
Group Performance Building a performance of a group piece from an extract or short script.
AssessmentPeer assessment/ group discussion. Self‐assessment – class work + homework against skills criteria. Self‐review/evaluation – target setting. Teacher assessment based on performance and project criteria.
Year 8
Building a character Understand the key elements of good voice projection & articulation, pace, pitch, tone and volume. Subtext, motivation and objective for character
Expressive Unit Exploration of Expression. Mime, facial expression Playwright study: Samuel Beckett. Characterisation, movement, communication and physicality
Ghetto/ staging concepts Performance conventions, use of performance space actor and audience configuration and spatial relationships on stage Devising drama on a range of challenging issues/themes.
The Tempest Study of playwright and language of Shakespeare Conveying dramatic narrative, interpreting and rehearsing extracts from a Shakespeare play. Theatrical convention
Paired Performance Skills into practice Work from text, devising or scripted. Rehearse, refine and amend work in progress Analyse and evaluate own process
Group performance. Devising from a commission, looking towards GCSE style Drama. Researching Developing Performing.
AssessmentPeer assessment/ group discussion. Self‐assessment – class work + homework against skills criteria. Self‐review/evaluation – target setting. Teacher assessment based on performance and project criteria.
![Page 6: Yr 7 & 8 Skills to Success Criteria Subjects · PDF fileCan identify primary and secondary ... Choral speaking ... or short script.](https://reader033.fdocuments.in/reader033/viewer/2022051405/5a8556837f8b9ad30c8c561c/html5/thumbnails/6.jpg)
Year 7 & 8 Curriculum Maps and Skills criteria 2015-2016
Drama
Foundation Intermediate Higher Advanced
Skill 1 Creating/ Rehearsal
1.Is able to create a basic character 2. Is more comfortable being led by others in group situations. 3.Will put forth some creative ideas 4.Is brave and receptive in their practice
1.Uses vocal and/or physical techniques to create character 2.Makes a positive contribution and works well within a team 3.Likes to direct some aspects of performance 4.Pushes themselves out of their comfort zone
1.Considers the affect of their character on the audience 2.Will look to help other group members to reach their best level 3.Will work cooperatively, leading without dictating 4.Can integrate various directorial practices into their own work
1.Has the ability to form effective and accurate characters 2.Ensures excellent group performance by creating a productive work environment 3. Is comfortable with all parts of the creative process 4.Has a fully formed and almost professional personal practice
‐ + ‐ + ‐ + ‐ +
Skill 2 Analysing
1.Can follow instruction to collect pertinent research 2.Will comment on the success of a performance 3.Will be able to self‐assess their work at a basic level 4. Will be able to highlight similarities and differences between performances.
1.Will collect research from more than one source 2.Can highlight the most/least effective parts of a performance 3.Can suggest ways in which they can improve their performance 4.Can compare and contrast elements of performance
1.Can research to form a strong context for performance 2.Will be able to suggest ways of improving the performance 3.Will be able to explain the strengths of their performance 4.Can use technical language to further their response
1.Can use research to directly influence the final performance 2. Can break down the work into its constituent parts and comment on its effectiveness using appropriate language. 3. Shows a deep level of understanding via self‐analysis, leading to constantly improving work. 4. Has a consummate knowledge of a wide range of styles, genres and performances and is able to place them within a broad theatrical context.
‐ + ‐ + ‐ +
Skill 3 Performing
1. Is able to sustain a role for most
of a performance 2. Reacts to other characters to
establish relationships 3. Uses voice expressively
1. Can sustain a role for the majority of a performance
2. Creates clear relationships with other characters
3. Uses tone and volume to express character
1. Is comfortable within role and can improvise to overcome problems.
2. Creates accurate and well‐constructed relationships with other characters.
1. Totally professional performance which shows a high level of commitment.
2. Believably constructed relationships that enhance the overall performance.
![Page 7: Yr 7 & 8 Skills to Success Criteria Subjects · PDF fileCan identify primary and secondary ... Choral speaking ... or short script.](https://reader033.fdocuments.in/reader033/viewer/2022051405/5a8556837f8b9ad30c8c561c/html5/thumbnails/7.jpg)
Year 7 & 8 Curriculum Maps and Skills criteria 2015-2016
Basic physicalisation of the character. 4. Clear physicalisation of the character in a broad manner
3. Uses tone, volume, pitch and pace to express character.
4. Accurate use of physical skills to create a precise and appropriate character.
3. Complete control of all vocal skills to create a unique and appropriate vocal timbre.
4. A thorough and successful physical portrayal of character that shows control and engages an audience throughout.
‐ + ‐ + ‐ +
Skill 4 Evaluating
Can respond to questions with simple statements and makes simple suggestions for improvement.
Can respond to questions with comments that show reflective thought. Makes suggestions using explanation,
strengths and targets.
Responds to questions and feedback intelligently and without encouragement. Identifies strengths and sets targets in own and others work. Uses subject specific
language.
Evaluates giving evidence of self‐reflection.
Can set thoughtful targets to implement development. Shows use of sophisticated
theatre vocabulary.
‐ + ‐ + ‐ +
![Page 8: Yr 7 & 8 Skills to Success Criteria Subjects · PDF fileCan identify primary and secondary ... Choral speaking ... or short script.](https://reader033.fdocuments.in/reader033/viewer/2022051405/5a8556837f8b9ad30c8c561c/html5/thumbnails/8.jpg)
Year 7 & 8 Curriculum Maps and Skills criteria 2015-2016
English Module 1 Module 2 Module 3 Module 4 Module 5 Module 6
Year 7
19th Century Literature – extract booklet Literature focus on: – critical style which develops response with textual reference – analyse writers’ use of structure and form to create meaning/effect – understand relationships between texts and contexts
Travel Writing Language focus on: ‐ compare writers’ ideas and perspectives ‐ evaluate texts critically and support with textual reference – range of vocabulary, sentences, spelling and punctuation
Modern novel Literature focus on: – critical style which develops response with textual reference – analyse writers’ use of structure and form to create meaning/effect
My Language Language focus on: ‐ clear, effective and imaginative tone, style and grammar – range of vocabulary, sentences, spelling and punctuation
Media 'What is Media?' English language focus on: ‐ identify, interpret and synthesis ‐ comment, explain and analyse language/structure use terminology ‐ clear, effective and imaginative tone, style and grammar
Shakespeare introduction and poetry Literature focus on: – analyse writers’ use of structure and form to create meaning/effect – understand relationships between texts and contexts Language focus on: – S&L
AssessmentThere are six assessment objective areas in English, these are to identify, interpret and synthesise information – to comment, explain and analyse language/structure by using specific terminology, to compare writers’ ideas and perspectives ‐ to evaluate texts critically and support with textual reference – to use a clear, effective and imaginative tone, style and grammar and to employ a range of vocabulary, sentences, spelling and punctuation. There are 4 assessment objectives in Literature, these are to use a critical style which develops response with textual reference ‐ to analyse writers’ use of structure and form to create meaning/effect ‐ to understand relationships between texts and contexts and to use a range of vocabulary and sentences, spelling and punctuation
Year 8
19th Century Literature ‐ ‘Passion and Mystery’ Literature focus on: – critical style which develops response with textual reference – analyse writers’ use of structure and form to create meaning/effect
War and Conflict poetry Literature focus on: – critical style which develops response with textual reference – analyse writers’ use of structure and form to create meaning/effect
Modern novel Literature focus on: – critical style which develops response with textual reference – analyse writers’ use of structure and form to create meaning/effect
Language Change Language focus on: ‐ identify, interpret and synthesis ‐ comment, explain and analyse language/structure use terminology ‐ evaluate texts critically and support with textual reference
Media'How do film companies promote new films?' Language focus on: S&L
Shakespeare Literature focus on: ‘The Tempest’ – analyse writers’ use of structure and form to create meaning/effect – understand relationships between texts and contexts Language focus on: ‐ compare writers’ ideas and perspectives ‐ evaluate texts critically and support with textual reference
AssessmentThere are six assessment objective areas in English, these are to identify, interpret and synthesise information – to comment, explain and analyse language/structure by using specific terminology, to compare writers’ ideas and perspectives ‐ to evaluate texts critically and support with textual reference – to use a clear, effective and imaginative tone, style and grammar and to employ a range of vocabulary, sentences, spelling and punctuation. There are 4 assessment objectives in Literature, these are to use a critical style which develops response with textual reference ‐ to analyse writers’ use of structure and form to create meaning/effect ‐ to understand relationships between texts and contexts and to use a range of vocabulary and sentences, spelling and punctuation
![Page 9: Yr 7 & 8 Skills to Success Criteria Subjects · PDF fileCan identify primary and secondary ... Choral speaking ... or short script.](https://reader033.fdocuments.in/reader033/viewer/2022051405/5a8556837f8b9ad30c8c561c/html5/thumbnails/9.jpg)
Year 7 & 8 Curriculum Maps and Skills criteria 2015-2016
English Lang
Foundation Intermediate Higher Advanced
Identify, interpret and synthesise information
Make straightforward comments about explicit meanings of texts
Begin to develop an interpretation of the text, teasing out meanings or weighing up evidence
Developing a generally coherent and engaged response to explicit and implicit meanings of texts
Sustain a convincing, informed personal response to explicit and implicit meanings of texts
‐ + ‐ + ‐ + ‐ +
Explain and analyse language/structure by using specific terminology
Describe straightforward aspects of language, form or structure
Comments begin to develop precise analysis of language, form and structure
Developing a clear understanding of the ways in which writers use language, form and structure
Sustain a perceptive critical analysis of the ways in which writers use language, form and structure
‐ + ‐ + ‐ +
To evaluate texts critically and support with
textual reference
Make general references to obvious details of texts Show awareness that texts are related to contexts
Increased precision in selection and application of textual reference to the point being made
Using apt textual references to support responses Understanding of contexts to inform responses to texts
Using judicious and well‐integrated textual references to develop personal responses
‐ + ‐ + ‐ +
![Page 10: Yr 7 & 8 Skills to Success Criteria Subjects · PDF fileCan identify primary and secondary ... Choral speaking ... or short script.](https://reader033.fdocuments.in/reader033/viewer/2022051405/5a8556837f8b9ad30c8c561c/html5/thumbnails/10.jpg)
Year 7 & 8 Curriculum Maps and Skills criteria 2015-2016
To use a clear, effective and imaginative tone, style and grammar and to employ a range of vocabulary, sentences, spelling and punctuation.
Communicates simply with some clarity for the reader Produces texts with basic structures and some awareness of purpose Shows some control over sentence type and structure and use familiar vocabulary to some effect Spelling, punctuation and grammar used with limited accuracy
Communicates developed ideas into a coherent piece of writing Produces structure to sequence
ideas for impact Shows control over sentence types
to support purpose Spelling, punctuation and grammar used accurately most of the time
Communicates effectively, sustaining the reader’s interestProduces coherent, well‐structured and purposeful texts Varies sentence types and structures and uses vocabulary appropriate to purpose and effect Spelling, punctuation and grammar used accurately with occasional errors
Communicates with impact and influence Produces ambitious, accomplished and effectively‐structured texts Uses a wide range of well‐selected sentence types and structures and precise vocabulary to enhance impact Spelling, punctuation and grammar used accurately so that writing is virtually error‐free
‐ + ‐ + ‐ +
![Page 11: Yr 7 & 8 Skills to Success Criteria Subjects · PDF fileCan identify primary and secondary ... Choral speaking ... or short script.](https://reader033.fdocuments.in/reader033/viewer/2022051405/5a8556837f8b9ad30c8c561c/html5/thumbnails/11.jpg)
Year 7 & 8 Curriculum Maps and Skills criteria 2015-2016
English Lit
Foundation Intermediate Higher Advanced
Use a critical style which develops response with
textual reference
Makes straightforward comments about explicit meanings of texts
Beginning to develop some evaluative and analytical comments to explicit and implicit meanings Some precision in selection of textual reference
Developing a generally coherent and engaged response to explicit and implicit meanings of texts Using apt textual references to support responses
Sustains a convincing, informed personal response to explicit and implicit meanings of texts Using judicious and well‐integrated textual references to develop personal responses
‐ + _ + ‐ + ‐ +
Analyse writers’ use of structure and form to create
meaning
Describes straightforward aspects of language, form or structure
Some appreciation of how structure contributes to the overall
effect
Developing a clear understanding of the ways in which writers use language, form and structure
Sustains a perceptive critical analysis of the ways in which writers use language, form and structure
‐ + ‐ + ‐ +
To understand relationships
between texts and contexts
Makes general references to obvious details of texts Makes basic links between texts
Some analysis of how different meanings and interpretations relate
to the context Makes some links between texts
with an attempt to explain
Understanding of contexts to inform responses to texts Makes credible comparisons between texts
Shows perceptive understanding of how contexts shape texts and responses to texts Makes illuminating comparisons between texts
‐ + ‐ + ‐ +
Use a range of vocabulary and sentences, spelling and punctuation
Communicates simply with some clarity for the reader Produces texts with basic structures and some awareness of purpose
Communicates developed ideas into a coherent piece of writing Produces structure to sequence
ideas for impact Shows control over sentence types
to support purpose
Communicates effectively, sustaining the reader’s interestProduces coherent, well‐structured and purposeful texts
Communicate with impact and influence Produces ambitious, accomplished and effectively‐structured texts
![Page 12: Yr 7 & 8 Skills to Success Criteria Subjects · PDF fileCan identify primary and secondary ... Choral speaking ... or short script.](https://reader033.fdocuments.in/reader033/viewer/2022051405/5a8556837f8b9ad30c8c561c/html5/thumbnails/12.jpg)
Year 7 & 8 Curriculum Maps and Skills criteria 2015-2016
Shows some control over sentence type and structure and use familiar vocabulary to some effect Spelling, punctuation and grammar used with limited accuracy
Spelling, punctuation and grammar used accurately most of the time
Varies sentence types and structures and use vocabulary appropriate to purpose and effect Spelling, punctuation and grammar used accurately with occasional errors
Uses a wide range of well‐selected sentence types and structures and precise vocabulary to enhance impact Spelling, punctuation and grammar used accurately so that writing is virtually error‐free
‐ + ‐ + ‐ +
![Page 13: Yr 7 & 8 Skills to Success Criteria Subjects · PDF fileCan identify primary and secondary ... Choral speaking ... or short script.](https://reader033.fdocuments.in/reader033/viewer/2022051405/5a8556837f8b9ad30c8c561c/html5/thumbnails/13.jpg)
Year 7 & 8 Curriculum Maps and Skills criteria 2015-2016
Geography Module 1 Module 2 Module 3 Module 4 Module 5 Module 6
Year 7
Map Skills
Rivers
Flooding Looking at Less Economically Developed
Countries
Urban Change
Tourism in Coastal areas
Assessment Assessment will consist of a range of major pieces of work related to each of the units studied. The assessments will be varied and draw upon a range of different geographical skills. Pupils will use mapskills in describing routes and learn how to create and evaluate the sustainable of communities when looking at urban change in Lincoln. Comparisons will be developed and reasons for differences explored when looking at flooding in two contexts. Processes relating to landforms will be examined and pupils will create rivers and suggest future changes. On a global scale LEDC will be assessed by looking at how we can improve their level of development. In year 7 Geography students will have the opportunity via a wide range of assessments to show their knowledge and skills development.
Year 8
Brazil
Tropical Rainforests Issues Surrounding Antarctica
Population/Migration Weather and climate
Dangerous world
AssessmentAssessment will build upon and develop the work studied in year 7. In year 8 pupils will look at Global issues such as Antarctica and Tropical rainforests and will be assessed on their ability to look at the future management of these areas and look at contrasting stakeholders in these locations. Their skills will be assessed in carrying out a microclimate enquiry and the processing of primary data whilst in Dangerous world they will undertake an independent enquiry looking at a global health issue. The skills developed in these assessments will help them master the demands of GCSE geography.
![Page 14: Yr 7 & 8 Skills to Success Criteria Subjects · PDF fileCan identify primary and secondary ... Choral speaking ... or short script.](https://reader033.fdocuments.in/reader033/viewer/2022051405/5a8556837f8b9ad30c8c561c/html5/thumbnails/14.jpg)
Year 7 & 8 Curriculum Maps and Skills criteria 2015-2016
Geography
Foundation Intermediate Higher Advanced
Processes
Begin to identify what gives an area character.
Begin to understand simple human and physical processes
Distinguish between human and physical processes Briefly explain human and physical processes which lead to change in places.
Analyse differences in physical and human interactions to produce characteristics of places.
Understand how physical and human processes lead to change in places
Evaluate and analyse processes to independently and critically show how they create diversity, interdependence and change.
Show and apply knowledge of a wide range of geographical processes and apply this to different contexts.
‐ = + ‐ = + ‐ = + ‐ = +
Geographical skills and enquiry
Carry out simple tasks
Use some of the resources given to me
Use a limited range of geographic skills
Use simple geographical words
Carry out a basic investigation Accurately use a range of geographical skills Use primary and secondary information in work Use a variety of geographical words
Ask relevant geographical questions
Suggest an appropriate sequence of investigation
Select information and evidence identifying potential bias present my findings clearly and based my conclusions on evidence
Use a wide range of geographic words accurately
Develop an enquiry using a range of relevant and critically evaluated sources of evidence.
Justify my findings with well‐reasoned conclusions and link them to wider contexts and issues
Confidently use modern technology in a complex and relevant way to support my study Extensive use of geographical vocabulary, with links made to the wider geography curriculum
‐ = + ‐ = + ‐ = + ‐ = +
Place and Space
Begin to simply describe what places are like
Begin to locate geographic features.
Begin to understand scale
Describe differences in places
Distinguish between places
Analyse differences between a range of places in the UK and in the wider world
Analyse physical and human characteristics of places in a range of locations, contexts and scales
Use detailed independent knowledge of a range of global locations.
Accurately explain how the characteristics of places change over time.
Suggest reasons why stakeholders might perceive places differently
‐ + ‐ + ‐ +
![Page 15: Yr 7 & 8 Skills to Success Criteria Subjects · PDF fileCan identify primary and secondary ... Choral speaking ... or short script.](https://reader033.fdocuments.in/reader033/viewer/2022051405/5a8556837f8b9ad30c8c561c/html5/thumbnails/15.jpg)
Year 7 & 8 Curriculum Maps and Skills criteria 2015-2016
Values and attitudes
Identify attitudes held by different groups of people
Be able to summarise the values/attitudes held by different groups/individuals regarding events
Explain the attitudes held by a wide range of groups/individuals regarding events
Assess the influence of that values and attitudes has on events
To be able to predict how values and attitudes might alter regarding events.
‐ + ‐ + ‐ +
Geographical patterns
Identify Geographical patterns To be able to offer simple descriptions
To offer detailed descriptions of Geographical patterns with simple explanations
To be able to write thorough descriptions with detailed explanations of geographical patterns noting anomalies.
Identify geographical patterns at a range of scales
To assess the relationship between geographical patterns. To explain the patterns in an in depth fashion To justify future Geographical patterns
‐ + ‐ + ‐ +
Change and response
Begin to identify how a place has changed over time
Begin to express my views on places
To give explanations as to how areas change over time To describe management approaches to change.
Analyse differences in the way places change over time.
Compare sustainable and other approaches to managing environments
Accurately explain in depth how complex physical and human processes interact and cause change in different contexts, including unfamiliar locations.
Evaluate the sustainability of management choices and provide further suggestions independently that are realistic and consider all elements of sustainability.
‐ + ‐ + ‐ +
![Page 16: Yr 7 & 8 Skills to Success Criteria Subjects · PDF fileCan identify primary and secondary ... Choral speaking ... or short script.](https://reader033.fdocuments.in/reader033/viewer/2022051405/5a8556837f8b9ad30c8c561c/html5/thumbnails/16.jpg)
Year 7 & 8 Curriculum Maps and Skills criteria 2015-2016
History Module 1 Module 2 Module 3 Module 4 Module 5 Module 6
Year 7
Claiming the Crown
Medieval England: The Battle of Hastings and Norman Conquest
Keeping the Crown!
Medieval England: The Murder of
Thomas Becket, King John and Magna
Carta, Black Death and Peasants' Revolt
The Crown and Mitre
Tudor England: The Reformation and foundation of Modern
Britain
The Crown and the Commons
Stuart England:
King, Parliament and Civil War, Oliver Cromwell and the
Restoration
Crown, Conquest and Colonisation
18th and 19th Century Britain: The British Empire and transatlantic
slave trade
Crown, Commerce and Capitalism
18th and 19th Century Britain: The Industrial Revolution
AssessmentProgress will be regularly assessed through class work and pieces of extended written work in particular. In addition there will be a common History assessment at the end of
Modules 2, 4 and 6 which tests a pupil's knowledge and understanding of each period studied, as well as continuity and change over all of the subject content covered in Year 7.
Year 8
Tudor England: The Reformation and foundation of Modern
Britain
Stuart England:
King, Parliament and Civil War, Oliver Cromwell and the
Restoration
18th and 19th Century Britain: The causes and
consequences of the Industrial Revolution
Life in Victorian Britain:
Victorian education, the Great Exhibition,
Jack the Ripper
The 20th Century: The Great War and its
impact
The 20th Century: The rise of the dictators, World War II, and the Cold
War
Please Note: The current Year 8 followed a different Year 7 Curriculum to the one outlined above.Assessment
Progress will be regularly assessed through class work and pieces of extended written work in particular. In addition there will be a common History assessment at the end of Modules 2, 4 and 6 which tests a pupil's knowledge and understanding of each period studied, as well as continuity and change over all of the subject content covered in Year 7
and Year 8.
![Page 17: Yr 7 & 8 Skills to Success Criteria Subjects · PDF fileCan identify primary and secondary ... Choral speaking ... or short script.](https://reader033.fdocuments.in/reader033/viewer/2022051405/5a8556837f8b9ad30c8c561c/html5/thumbnails/17.jpg)
Year 7 & 8 Curriculum Maps and Skills criteria 2015-2016
History
Foundation Intermediate Higher Advanced
Written Communication
Can recall and list some basic facts about a period, event, individual or
concept.
Uses specific and accurate detail to describe important features of a
period, event, individual or concept.
�Writes in coherent paragraphs and explains important features of a period, event, individual or concept using precise and appropriate supporting evidence.
Writes in coherent and well supported paragraphs that offer precise analysis
of a period, event, individual or concept, effectively evaluating and
linking ideas.
‐ + ‐ + ‐ + ‐ +
Cause and Consequence
Can identify and list some basic causes or consequences of an
historical event.
Accurately describes a range of causes and/or consequences of an historical event, with some relevant supporting
detail.
Offers well reasoned explanations of the causes and/or consequences of an
historical event, with some attempt to assess their relative significance.
Offers a precise analysis of the causes and/or consequences of events,
and effectively evaluates their relative significance.
‐ + ‐ + ‐ +
Change and Continuity
Can identify and list some basic examples of change and continuity within and across historical periods.
Accurately describes ways in which change and continuity are evident
within and across different periods of history.
�Offers well reasoned explanations of ways in which change and continuity are evident within and across different periods of history, with some attempt to assess
their relative significance.
Offers a precise analysis of the ways in which change and continuity are evident within and across different periods of history, and effectively evaluates their relative significance.
‐ + ‐ + ‐ +
Source Analysis Uses some detail from a source to describe it.
Selects appropriate details from the content of a source to help support a
conclusion.
Uses the content, provenance, tone and purpose of a source to explain its message, and begin to evaluate its reliability and
usefulness.
Effectively evaluates the reliability and utility of source material by examining
content, provenance, tone and purpose, or cross‐referencing with other evidence, and uses this to
support conclusions.
‐ + ‐ + ‐ +
Interpretation
Understands that people have different views on historical periods, events or individuals and can identify
an opinion.
Can identify and describe the opinion expressed in modern or contemporary
accounts of the past.
�Able to outline the argument presented in a given interpretation, and explain some
reasons why this view is similar or different to others.
Demonstrates precise understanding of complex arguments, and effectively
evaluates their validity by cross‐referencing with alternative
interpretations and own knowledge.
‐ + ‐ + ‐ +
![Page 18: Yr 7 & 8 Skills to Success Criteria Subjects · PDF fileCan identify primary and secondary ... Choral speaking ... or short script.](https://reader033.fdocuments.in/reader033/viewer/2022051405/5a8556837f8b9ad30c8c561c/html5/thumbnails/18.jpg)
Year 7 & 8 Curriculum Maps and Skills criteria 2015-2016
ICT Module 1 Module 2 Module 3 Module 4 Module 5 Module 6
Year 7
Introduction to the School Network
E‐Safety
E‐Safety
Business Documents
Business Documents
Control Programming
in Flowol
Control Programming
in Flowol
Spreadsheets
Spreadsheets
AssessmentSelf‐assessment against a Skills Grid for each Strand Online Doddle Quizzes
Year 8
Web Development
using DreamWeaver & Flash
Web Development
using DreamWeaver & Flash
Introduction to
Programming using Python
Spreadsheets
Spreadsheets
Databases
Databases
AssessmentSelf‐assessment against a Skills Grid for each Strand Online Doddle Quizzes
![Page 19: Yr 7 & 8 Skills to Success Criteria Subjects · PDF fileCan identify primary and secondary ... Choral speaking ... or short script.](https://reader033.fdocuments.in/reader033/viewer/2022051405/5a8556837f8b9ad30c8c561c/html5/thumbnails/19.jpg)
Year 7 & 8 Curriculum Maps and Skills criteria 2015-2016
ICT
Foundation Intermediate Higher Advanced
Business Documents
Created basic business documents Sourced basic information Spell‐checked documents Brief evaluation of target audience
& purpose
Created documents suitable for target audience using some standard conventions
Sourced and referenced information
Spell & grammar checked documents
Good evaluation of target audience & purpose assessing the effectiveness of the documents created
Created effective documents suitable for target audience in line with standard conventions combining elements created in other software
Sourced and referenced information from a range of sources
Spell & grammar checked and proof‐read documents
Detailed evaluation of target audience & purpose assessing the effectiveness of documents, identifying valid improvements
Created near‐professional documents effectively combining elements created in other software
Sourced and detailed referencing information from a range of sources
Spell & grammar checked, proof‐read and used feedback from others to improve documents
Thorough evaluation of target audience & purpose assessing the effectiveness of documents, identifying & implementing a number of valid improvements
‐ + ‐ + ‐ + ‐ +
Control Programming
Sequence traffic lights in the correct order
Use an input to turn lights on/off
Sequence multiple sets of traffic lights in the correct order
Use inputs and values to control lights/motors
Some use of subroutines
Create multiple routines using multiple inputs, values and variables to control multiple outputs & set motor speeds using variables
Good use of subroutines to break program down into smaller tasks
Independently create complex control systems using multiple inputs, outputs, variable speed motors and variables
Extensive and appropriate use of subroutines
‐ + ‐ + ‐ +
![Page 20: Yr 7 & 8 Skills to Success Criteria Subjects · PDF fileCan identify primary and secondary ... Choral speaking ... or short script.](https://reader033.fdocuments.in/reader033/viewer/2022051405/5a8556837f8b9ad30c8c561c/html5/thumbnails/20.jpg)
Year 7 & 8 Curriculum Maps and Skills criteria 2015-2016
Spreadsheets
Added basic formatting to a Spreadsheet
Used simple arithmetic formulae Create a simple Sort/Filter Create a basic graph/chart
Added useful formatting to a Spreadsheet
Used simple arithmetic formulae & simple functions appropriately
Use Custom Sort and Filters to select the appropriate information
Create graphs/charts using the correct graph types
Create a simple Pivot Table to summarise information
I have used modelling to predict results
Added effective formatting to a Spreadsheet using a variety of tools
Used a variety of formulae & functions appropriately including IF & VLOOKUP
Use a number of Custom Sorts and Filters using multiple/advance criteria
Create effective graphs/charts formatted with titles, labels & legends
Created Pivot Tables/Charts to effectively summarise information
I have added formulae to a model to predict results for multiple scenarios
Added near‐professional formatting to a Spreadsheet using a large number of the tools available
Independently used a variety of formulae & functions including IF & VLOOKUP
Devised appropriate Custom Sorts and Filters using multiple/advanced criteria
Devised effective graphs/charts formatted with titles, labels & legends
Independently created Pivot Tables/Charts using some advanced features
I have allowed for user input in a model to predict results for multiple scenarios. Used Goal Seek
‐ + ‐ + ‐ +
Web Development
Create a basic table based multi‐page website including text, images and text hyperlinks
Spell‐checked the webpages Brief evaluation of target audience
& purpose
Create a table based multi‐page website with appropriate formatting and including a static banner, navigation buttons & appropriately sized images
Create a simple feedback form Spell & grammar checked the
webpages Good evaluation of target audience
& purpose assessing the effectiveness of the website
Create an effective multi‐page website with consistent formatting of text and including a simple animated banner and rollover navigation buttons
Create a feedback form with appropriate data entry fields
Spell & grammar checked and proof‐read the webpages
Detailed evaluation of target audience & purpose assessing the effectiveness of the website, identifying valid improvements
Create a near‐professional website using CSS rules for the formatting & positioning of elements
Create a suitable interactive animated banner and rollover navigation buttons
Create a near‐professional feedback form
Include suitable additional interactive elements such as video, games written in Scratch/Flash, etc.
Spell & grammar checked, proof‐read and used feedback from others to improve the website
Thorough evaluation assessing the effectiveness of the website, identifying & implementing a number of valid improvements
‐ + ‐ + ‐ +
![Page 21: Yr 7 & 8 Skills to Success Criteria Subjects · PDF fileCan identify primary and secondary ... Choral speaking ... or short script.](https://reader033.fdocuments.in/reader033/viewer/2022051405/5a8556837f8b9ad30c8c561c/html5/thumbnails/21.jpg)
Year 7 & 8 Curriculum Maps and Skills criteria 2015-2016
Introduction to
Programming
Create a simple program to output 1 line
Create a simple program to ask for user input and output a suitable response
Create simple programs to output multiple lines and ask for multiple user inputs to combine to output a suitable response
Create programs to perform simple arithmetic and output the results
Be able to convert numeric data into strings and vice versa for input/output
Use selection programming construct using an IF statement
Use loop programming construct to perform tasks multiple times
Use conditional loops to perform tasks multiple times until a condition is met
Use subroutines and functions Use lists or arrays Use Files to store and read data
‐ + ‐ + ‐ +
Databases
Can understand some key Database terms
Can amend the Data Type and set Required Entry on a field
Create a simple data entry form Create a simple query to select data Create a basic report using the
Report Wizard
Create a single table database and import data from a file
Add new fields & set appropriate Data Types and Field Sizes
Add Required Entry and Limited Lists to the appropriate fields
Create a suitable data entry form with a Title and useful formatting
Create queries that use a single field criteria
Create a suitable list report adding appropriate formatting including displaying all of the data
Create a suitable menu to access the form & reports created with appropriate formatting
Independently create a single table database and import data from a file
Independently add fields, set Data Types, Field Sizes and a Primary Key
Add all of the validation rules to the database table including required entry, limited lists & range checks
Create an effective data entry form including appropriate formatting and navigation buttons
Create queries that use multiple criteria including logical operators (>, <)
Create effective reports, including a grouped report with consistent formatting
Create an effective menu system allowing the user to return to the menu from form/reports
Independently create additional table(s) and link to the main table to create a relational database
Create a near‐professional data entry form including navigation & record operation buttons
Independently create queries using calculated fields, OR logical operator and sub‐queries
Create near‐professional reports, including grouped and summary reports
Create an near‐professional menu system with navigation buttons that use Macros to open/close forms/reports
‐ + ‐ + ‐ +
![Page 22: Yr 7 & 8 Skills to Success Criteria Subjects · PDF fileCan identify primary and secondary ... Choral speaking ... or short script.](https://reader033.fdocuments.in/reader033/viewer/2022051405/5a8556837f8b9ad30c8c561c/html5/thumbnails/22.jpg)
Year 7 & 8 Curriculum Maps and Skills criteria 2015-2016
Mathematics Module 1 Module 2 Module 3 Module 4 Module 5 Module 6
Year 7
Assessment There are eight subject‐specific skills assessed in Mathematics. These are Fluency, Reasoning (including Literacy), Problem Solving, Representing, Number ‐ Computation and place value, Number – Fractions, Ratio and proportion, Algebra ‐ Use of notation and manipulation. Skills such as Fluency, Reasoning and Problem Solving are assessed continuously however some units are very specific to the topic. Spelling, punctuation and grammar are assessed within the Quality of Written Communication (QWC) of specific questions. Graph drawing and interpretation is assessed within the Representing skill criteria.
Year 8
AssessmentThere are eight subject‐specific skills assessed in Mathematics. These are Fluency, Reasoning (including Literacy), Problem Solving, Representing, Number ‐ Computation and place value, Number – Fractions, Ratio and proportion, Algebra ‐ Use of notation and manipulation. Skills such as Fluency, Reasoning and Problem Solving are assessed continuously however some units are very specific to the topic. Spelling, punctuation and grammar are assessed within the Quality of Written Communication (QWC) of specific questions. Graph drawing and interpretation is assessed within the Representing skill criteria.
Module 3 and 4 introduce algebra, working with fractions, angles, coordinates, graphs, percentages and probability. During these two modules pupils will be faced with mathematical challenges and real life scenarios based around financial planning and global warming.
The final two modules start to prepare the pupils for their end of year assessment. They will learn about symmetry, equations, interpreting data, 3D shapes and ratio. There will be a lot of problem solving and reasoning incorporated into lessons and extended tasks and challenges based around real life such as land marks and 3D design.
Mathematics encompasses four broad areas; algebra, number, geometry and statistics. During KS3 the pupils will learn topics which cover the broad areas. The order of units studied may vary but all units will be taken before the end of Year 8. Modules 1 and 2 cover the use of number and decimals, sequences, perimeter, area and volume, statistics and problem solving.
Modules 3 and 4 start to look more in depth at graphs, number including significant figures, interpretation of data, algebra including expanding brackets, shapes and ratio. Pupils will look at the maths in sport and transport and also look at map reading and how mathematical skills are involved in this.
The first two modules of Year 8 cover and initially consolidate working with number. They will then progress on to geometry, probability, percentages, congruent shapes and surface area and volume of prisms. Pupils will get the opportunity to do investigations and look at the maths involved in finances.
The final two modules at KS3 prepare students for their end of year exams. They will cover fractions and decimals, proportion, circles, equations, formulae and comparing data. The pupils will be given an investigation based around why we need so much ICT nowadays and how to plan a tip.
![Page 23: Yr 7 & 8 Skills to Success Criteria Subjects · PDF fileCan identify primary and secondary ... Choral speaking ... or short script.](https://reader033.fdocuments.in/reader033/viewer/2022051405/5a8556837f8b9ad30c8c561c/html5/thumbnails/23.jpg)
Year 7 & 8 Curriculum Maps and Skills criteria 2015-2016
Mathematics
Foundation Intermediate Higher Advanced Fluency Can recall basic mathematical facts
needed to complete simple tasks. Can follow a taught process regardless of alternatives and the most efficient approach.
Can quickly recall and utilise number relationships and facts but do not always utilise the most efficient approach.
Can utilise a range of strategies in response to a problem. They make connections across areas of mathematics.
‐ + ‐ + ‐ + ‐ +
Reasoning (including Literacy)
Can explain their thinking with scaffolds and prompts from a teacher. They are beginning to verbalise their thinking.
Can describe what they have done but lack reasons or clear explanation. Some good terminology is used but the audience is unclear.
Can present coherent explanations based on a chain of reasoning. Can explain their ideas in written form and are beginning to change their explanation based on the audience or format required. (Inductive reasoning).
Can predict and generalise. Justifications are logical and reflect a clear understanding. Can write clear and concise explanations for different audiences. (Deductive Reasoning).
‐ + ‐ + ‐ +
Problem Solving
Can tackle contextual, abstract and practical problems providing simplistic working with support from a teacher.
Show resilience and engagement with tasks. They persevere to make progress with teacher scaffolding and support.
Can confidently tackle the content involved in problems, as a result they can focus on understanding a problem with minimum support. They make progress with tasks without always reaching a solution.
Can demonstrate independence, initiative, resilience and can evaluate their work.
‐ + ‐ + ‐ +
Representing
Can utilise pictorial representations to explain and understand a problem.
Can translate problems into a mathematical format and begin to solve problems.
Can use algebra to explain how they have pictorially represented a problem.
Can fluently switch between pictorial and algebraic representations in order to make sense of problems.
![Page 24: Yr 7 & 8 Skills to Success Criteria Subjects · PDF fileCan identify primary and secondary ... Choral speaking ... or short script.](https://reader033.fdocuments.in/reader033/viewer/2022051405/5a8556837f8b9ad30c8c561c/html5/thumbnails/24.jpg)
Year 7 & 8 Curriculum Maps and Skills criteria 2015-2016
‐ + ‐ + ‐ +
Number ‐ Computation and place value
Can use a single approach for calculations. Are more confident using manipulatives or inefficient methods. Can utilise place value to explain the size of some numbers.
Can use place value to support calculation and to change representation between fractions and decimals. Can use efficient calculation methods accurately.
Can apply appropriate methods without prompting to solve calculations and can explain why these are most efficient. Can recognise when place value is part of a solution and confidently manipulates numbers using the ideas.
Can use a range of efficient strategies in response to the calculation required. Can explain the conceptual understanding that underpins computation methods. Can use place value to reason and solve problems involving fractions and decimals.
‐ + ‐ + ‐ +
Number ‐ Fractions
Can represent fractions pictorially and through manipulatives. Can combine and divide fractions pictorially and through manipulatives.
Can use fraction notation to find equivalent fractions and explain how to combine and divide fractions.
Can relate fractions to decimals through a clear understanding of place value.
Can generalise the observed patterns between fractions to formalise processes for operations.
‐ + ‐ + ‐ +
Ratio and proportion
Can express quantities through their relative sizes.
Can express quantities as ratios and solve problems through proportional reasoning.
Can use multiplicative relationships to solve problems and represent in different forms.
Can understand the concept of ratio and proportion and knowingly utilise to solve problems graphically and algebraically.
‐ + ‐ + ‐ +
Algebra ‐ Use of notation
and manipulation.
Can use some algebraic notation and perform some operations algebraically.
Will engage with and use algebraic notation to perform calculations accurately despite finding it difficult.
Can confidently manipulate algebraic expressions and see the value of using algebra.
Can fluently carry out calculations with algebra. Are comfortable using algebraic notation to explain, reason and generalise.
‐ + ‐ + ‐ +
![Page 25: Yr 7 & 8 Skills to Success Criteria Subjects · PDF fileCan identify primary and secondary ... Choral speaking ... or short script.](https://reader033.fdocuments.in/reader033/viewer/2022051405/5a8556837f8b9ad30c8c561c/html5/thumbnails/25.jpg)
Year 7 & 8 Curriculum Maps and Skills criteria 2015-2016
Algebra ‐ Equations and the
concept of equality
Can solve simplistic equations by following a process or using trial and error.
Can create simple pictorial representations for equations that
support them to solve them.
Can confidently solve equations. Can form simple equations using the concept of equality and solve.
Can use the concept of equality to
reason and solve problems.
‐ + ‐ + ‐ +
![Page 26: Yr 7 & 8 Skills to Success Criteria Subjects · PDF fileCan identify primary and secondary ... Choral speaking ... or short script.](https://reader033.fdocuments.in/reader033/viewer/2022051405/5a8556837f8b9ad30c8c561c/html5/thumbnails/26.jpg)
Year 7 & 8 Curriculum Maps and Skills criteria 2015-2016
Modern Foreign Languages Module 1 Module 2 Module 3 Module 4 Module 5 Module 6
Year 7/8 (French)
Me and my world
Introducing myself
My survival kit Describing my
personality Talking about
other people
My school
My subjects What I like and
dislike My timetable School in France
Food at school
My free time
My computer and phone
Sports My activities My favourite
hobby Describing other
people’s activities
Where I live
My town Activities in
town Using and giving
directions At the weekend Going out
My holidays
My vacation Making plans for
excursions Buying food and
drinks Saying where I
will go in the future
Saying what I would like to do
Discovering French culture
Study of Literature Paintings Monuments History
AssessmentThe four core skills of Listening, Reading, Speaking and Writing will each be assessed twice over the six modules. Additional assessments for grammar will feature throughout the year.
Year 7/8 (German)
Me and my world
Introducing myself
Counting Saying where I
live Describing my
personality Talking about my
belongings
My family and my pets
Describing pets Talking about
unusual pets Describing my
family members and giving their age
Birthdays
My free time
Sports Hobbies My activities My laptop and
my phone
My school
My subjects My timetable My teachers In the classroom
Describing my favourite day
My town
Places in town Buying souvenirs Food and drinks
Summer holidays and plans
Discovering German culture
Study of Literature Paintings Monuments History
AssessmentThe four core skills of Listening, Reading, Speaking and Writing will each be assessed twice over the six modules. Additional assessments for grammar will feature throughout the year.
![Page 27: Yr 7 & 8 Skills to Success Criteria Subjects · PDF fileCan identify primary and secondary ... Choral speaking ... or short script.](https://reader033.fdocuments.in/reader033/viewer/2022051405/5a8556837f8b9ad30c8c561c/html5/thumbnails/27.jpg)
Year 7 & 8 Curriculum Maps and Skills criteria 2015-2016
Modern Foreign Languages
Foundation Intermediate Higher Advanced
Speaking Can take part in simple conversations, ask and answer basic questions using
language seen in class.
Can express opinions and give reasons in role‐play tasks and spontaneous speaking
tasks.
Can initiate and develop conversations on a range of different topics. Can refer to
events in the present, past and future with good intonation and accent.
Can discuss personal and topical matters confidently. Can articulate answers with a wide range of language and grammar. Intonation and accent are excellent.
‐ + ‐ + ‐ + ‐ +
Writing
Can write short sentences using simple opinions following a model.
Can translate familiar words and short phrases into the target language.
Can write short texts with increasing accuracy. Can give opinions and simple reasons in the present and future or the past and present tenses. Can translate short paragraphs with a dictionary.
Can write paragraphs using a good range of language including opinions, reasons, connectives and at least three tenses. Can
apply knowledge of grammar and vocabulary to new contexts.
Can write extensively about personal and global issues. Can express ideas confidently with a wide range of
language, and translate longer passages using mostly accurate grammar/spelling.
‐ + ‐ + ‐ +
Listening Can understand main points and opinions from short passages. Can transcribe in English familiar words and sentences.
Can understand several points and opinions, in passages referring to events in the present or the future. Transcribe
with confidence short sentences.
Can understand longer dialogues and passages which include complex opinions and at least three tenses. Can transcribe sentences using past, present and future.
Can understand authentic materials containing a variety of tenses, complex opinions and unfamiliar language. Can
transcribe passages accurately.
‐ + ‐ + ‐ +
Reading
Can understand a range of familiar written phrases and opinions in short texts. Can translate words and short
phrases.
Can understand texts which include opinions and two tenses. Can use the context to work out the meaning of unknown words and sentences.
Can understand a range of longer authentic texts on familiar and unfamiliar topics. Can answer questions confidently
about the texts.
Can understand authentic texts in a variety of genres. Can identify the finer details and explain answers in the target
language.
‐ + ‐ + ‐ +
Grammar
Can identify different grammatical elements in a sentences (nouns, verbs, adjectives). Can understand the gender
and plural of nouns.
Can conjugate verbs in at least two tenses and form sentences using
different subject pronouns and negatives; and use comparatives and superlatives.
Can form at least three tenses. Can use complex grammatical elements with
accuracy (modal verbs, modes of address, direct object pronouns.)�
Can use a wide range of tenses and grammatical structures with ease,
demonstrating complexity and fluency in the manipulation of language.
‐ + ‐ + ‐ +
![Page 28: Yr 7 & 8 Skills to Success Criteria Subjects · PDF fileCan identify primary and secondary ... Choral speaking ... or short script.](https://reader033.fdocuments.in/reader033/viewer/2022051405/5a8556837f8b9ad30c8c561c/html5/thumbnails/28.jpg)
Year 7 & 8 Curriculum Maps and Skills criteria 2015-2016
Music Module 1 Module 2 Module 3 Module 4 Module 5 Module 6
Year 7
Getting to Know You (Pitch and Duration) Singing and vocal warm‐ups with aural and theory links. Introduction to Performance (using own instruments or keyboards) Basic musical notation (Pitch and Rhythm)
Riffs and Ostinato (Rhythm and Metre) Introduction to Music Technology ‐ Using REASON to understand and create basic drum patterns. Using bass riffs, bass clef and exploring timbre. Dictation of crotchets and quavers + theory test.
Japanese Music (Texture and Timbre) Discovering Texture and Timbre through Japanese music. In and Yo scales. Pitch dictation – Using the In scale. Singing – Sakura Timbre – instrumental families and the orchestra. Using key terminology + test.
Performance – Vocal and Instrumental
Importance of Singing, and developing warm‐up techniques. Practical keyboard/own instrument skills continued. Aural and theory tests. Dictation, building on previous modules.
Musical Contexts Exploring the value of music in society through different cultures. Musical cultures: (African / Indian / Jewish and British.)
Music and Mood Manipulating key musical elements to create a mood in music. Listening to examples of music and mood in traditional Western Classical music. Scales – Major and Minor End of year test.
Assessment Self and teacher assessed performances. Listening tests, musical analysis and pitch/rhythm dictation. Theory and vocabulary tests.
![Page 29: Yr 7 & 8 Skills to Success Criteria Subjects · PDF fileCan identify primary and secondary ... Choral speaking ... or short script.](https://reader033.fdocuments.in/reader033/viewer/2022051405/5a8556837f8b9ad30c8c561c/html5/thumbnails/29.jpg)
Year 7 & 8 Curriculum Maps and Skills criteria 2015-2016
Year 8
Scales, Modes and Improvisation
Exploring modes (scales) and improvisation. Focus on Aeolian, Dorian modes and Blues scale. Improvisation techniques developed, using both voice and instruments. Revision of basic note reading. Theory of scales and chords, including 12 bar blues chord pattern.
Performance
Developing vocal and instrumental performance, using voice, keyboards or own instruments. Exploring further musical theory – note reading. Aural Tests/Dictation
What is Music?
Experimental Music Graphic Scores Exploring elements of music through developing own notational systems.
Revision of musical timbres. Extended instrumental techniques.
Pop Decades
Exploring a variety of popular music genres through the decades – including Reggae, Disco and Brit Pop.
Listening tests and analysis of unfamiliar music. Rhythm and syncopation. Dictation of more complex rhythms.
Musical Structures
Binary Form (AB) Ternary Form (ABA) Ground Bass Variations Theory – Texture and musical layers. Contrasting the use of musical elements in each section.
Film Music
Exploring the use of music in films. Creating music to accompany a short film clip. End of year test.
Assessment Self and teacher assessed performances. Listening tests, musical analysis and pitch/rhythm dictation. Theory and vocabulary tests.
![Page 30: Yr 7 & 8 Skills to Success Criteria Subjects · PDF fileCan identify primary and secondary ... Choral speaking ... or short script.](https://reader033.fdocuments.in/reader033/viewer/2022051405/5a8556837f8b9ad30c8c561c/html5/thumbnails/30.jpg)
Year 7 & 8 Curriculum Maps and Skills criteria 2015-2016
Music
Foundation Intermediate Higher Advanced
KNOWLEDGE: Musical elements. Music
notation. Placing music in context
Some awareness of musical elements and their definitions.
Some attempt to understand and apply musical notation including treble and bass clef pitch and rhythmic note values.
Limited attempt to place music in context; referring to one or more of intention, purpose, time, place or audience.
Basic knowledge and application of musical elements and their definitions.
A basic knowledge and application of musical notation including treble and bass clef pitch and rhythmic note values.
A basic knowledge of musical context; referring to intention, purpose, time, place or audience.
A good knowledge and application of musical elements and their definitions.
A good knowledge and application of musical notation including treble and bass clef pitch and rhythmic note values.
A developed knowledge of musical context; referring to intention, purpose, time, place or audience.
A thorough and consistent knowledge and application of musical elements and their definitions.
A secure knowledge and application of musical notation including treble and bass clef pitch and rhythmic note values.
A sophisticated knowledge of musical context; referring to intention, purpose, time, place or audience.
‐ � + ‐ � + ‐ � + ‐ � +
PERFORMING: Playing or singing with accuracy. Improvising around a
given source. Using Music Technology to ‘realise’ a piece.
Some limited evidence of accurate playing or singing.
An attempt to improvise,
though may lack awareness of or relevance to the source.
Limited evidence of accurately realising music using technology.
Usually accurate performance of both pitch and rhythm, but with errors.
Occasional stylistic features are evident.
A developing use of improvising techniques using a given source.
Some basic use of technology, realising some aspects of the music.
Mostly accurate performance of both pitch and rhythm, with few errors.
Performing with some sense of style and awareness of interpretation.
Confident improvisation of a given source, with occasional misjudgements.
Confident realisation through technology, accurate in pitch and rhythm.
Very accurate performance of both pitch and rhythm.
Performing with a sense of style and sophisticated interpretation.
Sophisticated improvisation of a given source.
Sophisticated realisation, using technology to create an expressive outcome.
‐ � + ‐ � + � � � ‐ � +
![Page 31: Yr 7 & 8 Skills to Success Criteria Subjects · PDF fileCan identify primary and secondary ... Choral speaking ... or short script.](https://reader033.fdocuments.in/reader033/viewer/2022051405/5a8556837f8b9ad30c8c561c/html5/thumbnails/31.jpg)
Year 7 & 8 Curriculum Maps and Skills criteria 2015-2016
COMPOSING: Responding to
a brief, developing musical ideas
using appropriate conventions. Exploring musical
structures and
resources.
Limited awareness of the brief with limited evidence of ideas being developed.
Musical conventions used are not appropriate to the genre.
Limited sense of structure or exploitation of resources.
Some basic development of musical ideas, perhaps misinterpreting some aspects of the brief.
Some appropriate musical conventions are used.
Some awareness of sections within the structure. Some basic exploitation of resources.
Confident response to the brief, with consistent development of musical ideas.
Confident use of most typical conventions within the genre.
Confident use of structural devices, and exploiting resources to good effect.
Sophisticated response to the brief, showing maturity, variety and some originality in development of ideas.
Thorough use of appropriate musical conventions within the genre.
Sophisticated use of structural devices, with a clear sense of proportion. Excellent exploitation of the resources.
‐ � + ‐ � + � � � ‐ � +
LISTENING and
APPRAISING: Analysing and evaluating familiar or unfamiliar music.
Using genre specific
terminology. Dictating
basic rhythm and pitch.
Some response but with limited evidence of any musical terminology.
Limited use or awareness of genre specific terminology.
Able to dictate very simple rhythm or pitch.
Basic response showing a sufficient use of musical terminology.
Some basic use of genre specific terminology.
Basic accuracy in dictating rhythm and pitch.
Confident response using musical terminology with only occasional errors.
Confident use of musical terminology relevant to the genre.
Confident dictation of rhythm and pitch, with some errors.
Sophisticated and accurate response using musical terminology freely.
Excellent use of musical terminology relevant to the genre.
Accurate dictation of more complex rhythm and pitch.
‐ � + ‐ � + � � � ‐ � +
![Page 32: Yr 7 & 8 Skills to Success Criteria Subjects · PDF fileCan identify primary and secondary ... Choral speaking ... or short script.](https://reader033.fdocuments.in/reader033/viewer/2022051405/5a8556837f8b9ad30c8c561c/html5/thumbnails/32.jpg)
Year 7 & 8 Curriculum Maps and Skills criteria 2015-2016
PE Module 1 Module 2 Module 3 Module 4 Module 5 Module 6
Year 7
Rugby (boys only)Netball (girls only) Indoor Climbing Aquatics Badminton Dance
Rugby (boys only)Netball (girls only) Indoor Climbing Aquatics Badminton Dance
GymnasticsOAA Netball (girls only) Indoor Climbing Aquatics
GymnasticsOAA Indoor Climbing Aquatics Badminton
Athletics Cricket (boys only) Rounders (girls only) Softball (boys only) Stoolball (girls only)
Physical Development (Psychomotor)Develop expert technique to improve performance. Perform dances using advanced dance techniques in a range of dance styles and forms.
Cognitive Development (Cognitive) Apply techniques across different sports and physical activities. Apply principles of effective performance to their own and others’ work. Use a range of tactics and strategies to overcome opponents. Develop skills to solve problems. Analyse and improve performances compared to previous ones.
Social/Emotional Development (Affective) Participate in exercise, sports and activities (out of school). Understand and apply the long‐term health benefits of physical activity. Build trust. Develop skills to solve problems.
Assessment Outdoor and adventurous activities (team, individual, group); direct competition through team and individual games; increased participation in extra‐curricular opportunities (e.g. house activities, community links, sports clubs; other competitive events)
Year 8
Rugby (boys only)Netball (girls only) Indoor Climbing Aquatics Badminton Dance
Rugby (boys only)Netball (girls only) Indoor Climbing Aquatics Badminton Dance
GymnasticsOAA Netball (girls only) Indoor Climbing Aquatics
GymnasticsOAA Indoor Climbing Aquatics Badminton
Athletics Cricket (boys only) Rounders (girls only) Softball (boys only) Stoolball (girls only)
Physical Development (Psychomotor)Develop expert technique to improve performance. Perform dances using advanced dance techniques in a range of dance styles and forms.
Cognitive Development (Cognitive) Apply techniques across different sports and physical activities. Apply principles of effective performance to their own and others’ work. Use a range of tactics and strategies to overcome opponents. Develop skills to solve problems Analyse and improve performances compared to previous ones.
Social/Emotional Development (Affective) Participate in exercise, sports and activities (out of school). Understand and apply the long‐term health benefits of physical activity. Build trust. Develop skills to solve problems.
Assessment Outdoor and adventurous activities (team, individual, group); direct competition through team and individual games; increased participation in extra‐curricular opportunities (e.g. house activities, community links, sports clubs; other competitive events)
![Page 33: Yr 7 & 8 Skills to Success Criteria Subjects · PDF fileCan identify primary and secondary ... Choral speaking ... or short script.](https://reader033.fdocuments.in/reader033/viewer/2022051405/5a8556837f8b9ad30c8c561c/html5/thumbnails/33.jpg)
Year 7 & 8 Curriculum Maps and Skills criteria 2015-2016
PE
Grade 1-3 Grade 4-6 Grade 5-8 Grade 7-9
Skill 1 Physical
Development (psychomotor)
Imitate Pupils observe, copy and pattern
movement after the teacher, a video or watching another pupil
Manipulate Pupils perform actions following instructions and practice, often
developing actions using their own ideas
Develop precision Pupils will refine movement so errors are rare – they develop fine motor skills, in particular sport‐specific technique
Naturalise High level performance becomes likely, and skills are performed naturally.
Articulate
Pupils’ refined actions are performed as a series with flow, in varying combinations in varying contexts for performance
‐ + ‐ + ‐ + ‐ +
Skill 2 Cognitive
Development (cognitive)
Remember Pupils recall information
Understand Pupils explain ideas or concepts
Apply Pupils use information in another
familiar situation
Analyse Pupils break information into parts to
explore understandings and relationships
Create Generate new ideas, products or ways of
viewing things
Evaluate Pupils justify a decision or course of
action
‐ + ‐ + ‐ +
Skill 3 Social/Emotional
Development (affective)
Receive Pupils listen attentively to the teacher
introducing rules of a game, the introduction of a skill or movement
pattern
Respond Pupils volunteer to do things, to help,
to contribute individually or in a team
Value Pupils’ increase their participation in opportunities offered and develop
values that they constantly question�
Characterise Individuals participate regularly in
sporting opportunities; they become active members
Organise Pupils are able to access and effectively use specialist equipment/clothing for
activities, and pupils include participation in activities or clubs in their weekly
schedule; they develop or modify their values
‐ + ‐ + ‐ +
![Page 34: Yr 7 & 8 Skills to Success Criteria Subjects · PDF fileCan identify primary and secondary ... Choral speaking ... or short script.](https://reader033.fdocuments.in/reader033/viewer/2022051405/5a8556837f8b9ad30c8c561c/html5/thumbnails/34.jpg)
Year 7 & 8 Curriculum Maps and Skills criteria 2015-2016
RE Module 1 Module 2 Module 3 Module 4 Module 5 Module 6
Year 7
Judaism: What do Jews believe? Where do Jews come from? Where do Jewish beliefs come from? Belonging to the Jewish faith Jewish beliefs in action.
Christianity:What do Christians believe? Where do Christians come from? Where do Christian beliefs come from? Belonging to the Christian faith Christian beliefs in action.
Islam:What do Muslims believe? Where do Muslims come from? Where do Islamic beliefs come from? Belonging to the Islamic faith Islamic beliefs in action.
AssessmentAssessment will be through a variety of activities. These will take place once a module and will be used to judge a student’s progress. These will include an extended written piece in module 2, 4 and 6. This extended piece of writing will judge their understanding of the religion studied.
Year 8
Hinduism: What do Hindus believe? Where do Hindus come from? Where do Hindu beliefs come from? Belonging to the Hindu faith Hindu beliefs in action.
Buddhism: What do Buddhists believe? Where do Buddhists come from? Where do Buddhist beliefs come from? Belonging to the Buddhist faith Buddhist beliefs in action.
Sikhism:What do Sikhs believe? Where do Sikhs come from? Where do Sikh beliefs come from? Belonging to the Sikh faith Sikh beliefs in action.
AssessmentAssessment will be through a variety of activities. These will take place once a module and will be used to judge a student’s progress. These will include an extended written piece in module 2, 4 and 6. This extended piece of writing will judge their understanding of the religion studied.
![Page 35: Yr 7 & 8 Skills to Success Criteria Subjects · PDF fileCan identify primary and secondary ... Choral speaking ... or short script.](https://reader033.fdocuments.in/reader033/viewer/2022051405/5a8556837f8b9ad30c8c561c/html5/thumbnails/35.jpg)
Year 7 & 8 Curriculum Maps and Skills criteria 2015-2016
RE Foundation Intermediate Higher Advanced
AO
1: L
earn
ing
abou
t rel
igio
n an
d h
uman
exp
erie
nce Religious
language Use some religious words and
phrases. Use a developing religious
vocabulary. �Use an increasingly wide religious
vocabulary.
Use a wide religious and philosophical vocabulary
confidently.
‐ + ‐ + ‐ + ‐ +
Knowledge and understanding
Have a basic understanding of the key ideas regarding religion.
Use a developing understanding of religions and beliefs.
�Show a coherent understanding of a range of religions and beliefs; issues, values and questions of authority,
meaning and truth.
Show a coherent understanding of a range of religions and beliefs; issues, values and questions of authority, meaning and truth.
‐ + ‐ + ‐ +
AO
2: L
earn
ing
from
relig
ion
and
hum
an
expe
rienc
e
Reasoning Use simple and convincing
reasons and examples with some religious beliefs.
Use developing reasons for and against supported by examples, evidence and religious teachings.
Use developed reasons for and against supported by good examples,
evidence and religious teachings. �
Use developed reasons for and against supported by examples, evidence, religious teachings or
quotations.
‐ + ‐ + ‐ +
Evaluation Begin to identify strengths and weaknesses of religious ideas
and actions.
Identify important similarities, differences, strengths and
weaknesses of several opinions within and between religions.
Identify important similarities, differences, strengths and weaknesses
of several opinions within and between religions.
Begin to draw conclusions based on evidence.
Can evaluate the similarities, differences, strengths and
weaknesses of several opinions within and between religions and
denominations. Draw conclusions based on
reasoned evidence.
‐ + ‐ + ‐ +
My opinion Begin to talk about their own experiences and feelings.
Describe their ideas on religious, spiritual and ethical questions.
Express insight into their views about religious, spiritual and ethical
questions from evidence, arguments, reflections and examples.
Justify their views about religious, spiritual and ethical questions from evidence, arguments, reflections and examples.
‐ + ‐ + ‐ +
![Page 36: Yr 7 & 8 Skills to Success Criteria Subjects · PDF fileCan identify primary and secondary ... Choral speaking ... or short script.](https://reader033.fdocuments.in/reader033/viewer/2022051405/5a8556837f8b9ad30c8c561c/html5/thumbnails/36.jpg)
Year 7 & 8 Curriculum Maps and Skills criteria 2015-2016
Science Module 1 Module 2 Module 3 Module 4 Module 5 Module 6
Year 7
Cells Observing cells
Plant and animal cells Specialised cells
Movement of substances Unicellular organisms
Forces
Introduction to forces Squashing and stretching Drag forces and friction Forces at a distance
Balanced and unbalanced
Particles and their Behaviour
The Particle Model States of Matter
Boiling, melting and freezing Diffusion
Gas pressure
Sound Waves
vibrations and energy transfer
Loudness and pitch Detecting sound
Echoes and ultrasound
Structure and Function of Body
Systems Levels of organisation
Gas exchange Breathing
The skeleton Joints and muscles
Light Light
Reflection and refraction The camera and the eye
Colour
Reactions Elements, atoms and
compounds Chemical formulae Chemical reactions Word equations Burning fuels
Thermal decomposition Conservation of mass
Exothermic and endothermic reactions
Reproduction Adolescence
Reproductive systems Fertilisation and implantation
Development of a foetus The menstrual cycle
Flowers and pollination Fertilisation and germination Seed dispersal
Acids and Alkalis Acids and alkalis Indicators and pH
Neutralisation and making salts
Space The night sky
The Solar System The Earth The Moon
AssessmentProgress will be regularly assessed through class work, homework and pieces of extended written work. In addition there will be a common Science assessment at the end of each
topic which test knowledge and understanding of each area studied.
![Page 37: Yr 7 & 8 Skills to Success Criteria Subjects · PDF fileCan identify primary and secondary ... Choral speaking ... or short script.](https://reader033.fdocuments.in/reader033/viewer/2022051405/5a8556837f8b9ad30c8c561c/html5/thumbnails/37.jpg)
Year 7 & 8 Curriculum Maps and Skills criteria 2015-2016
Module 1 Module 2 Module 3 Module 4 Module 5 Module 6
Year 8
Health and Lifestyle Nutrients Food tests
Unhealthy diet Digestive system
Bacteria and enzymes Drugs Alcohol Smoking
The Periodic Table Metals and non‐metals Groups and periods
The elements of Group 1 The elements of Group 7 The elements of Group 0
Sound Waves
vibrations and energy transfer
Loudness and pitch Detecting sound
Echoes and ultrasound
Separation Techniques Mixtures Solutions Solubility Filtration
Evaporation and distillation
chromatography
Ecosystem Processes Photosynthesis
Leaves Plant minerals Chemosynthesis
Aerobic and anaerobic respiration
Food chains and webs Disruption to food chains
and webs Ecosystems
Metals and Acids Acids and metals Metals and oxygen Metals and water
Displacement reactions
Light Light
Reflection and refraction The camera and the eye
Colour
Metals and Acids Extracting metals
Ceramics Polymers Composites
Adaptation and Inheritance
Competition and adaptation
Adapting to change Variation Inheritance
Natural selection Extinction
The Earth
The Earth and its atmosphere
Sedimentary rocks Igneous and metamorphic
rocks The rock cycle
The carbon cycle Climate change
recycling
Space The night sky
The Solar System The Earth The Moon
Magnetism
Magnets and magnetic fields Electromagnets
Using electromagnets
Acids and Alkalis Acids and alkalis Indicators and pH
Neutralisation and making salts
AssessmentProgress will be regularly assessed through class work, homework and pieces of extended written work. In addition there will be a common Science assessment at the end of each
topic which test knowledge and understanding of each area studied.
![Page 38: Yr 7 & 8 Skills to Success Criteria Subjects · PDF fileCan identify primary and secondary ... Choral speaking ... or short script.](https://reader033.fdocuments.in/reader033/viewer/2022051405/5a8556837f8b9ad30c8c561c/html5/thumbnails/38.jpg)
Year 7 & 8 Curriculum Maps and Skills criteria 2015-2016
Science
Foundation Intermediate Higher Advanced Scientific Writing
Recall select and communicate a basic knowledge and understanding of Science
Recall select and communicate a broad range of knowledge and understanding of Science
Apply this in developing simple explanations
Recall select and communicate a broad and secure knowledge and understanding of Science
Use this to develop effective arguments and explanations
Recall select and communicate precise knowledge and detailed understanding of Science.
Evaluate information or models to develop complex arguments and explanations
‐ + ‐ + ‐ + ‐ + Data
Presentation Presents work or data as a
simple table or graph Correctly Identifies the pattern
shown
Chooses an appropriate graph or table to display data.
Is able to describe patterns in numerical or graphical data.
Can explain the pattern shown by numerical or graphical data.
Can identify anomalous results in numerical or graphical data
Can use an appropriate line of best fit
Interpolates and extrapolates with accuracy;
Explains and suggests reasons for anomalous results in their graphs.
‐ + ‐ + ‐ + Variables, reliability
and accuracy
Identifies a factor that can be changed, measured and controlled
Selects some appropriate equipment for a task
Measures a variety of quantities effectively.
Identifies independent, dependant and some control variables.
Makes appropriate measurements, observations and comparisons relevant for the task.
Identifies independent, dependant and most control variables.
Can explain the number and range of measurements taken
Plans for accuracy through the choice of equipment and technique.
Discusses reasons for controlling identified control variables. Recognises that some variables cannot be controlled
Justifies the range and number of measurements taken.
Plans for reliability through trial runs, repeat readings and accurate practical techniques.
‐ + ‐ + ‐ +
![Page 39: Yr 7 & 8 Skills to Success Criteria Subjects · PDF fileCan identify primary and secondary ... Choral speaking ... or short script.](https://reader033.fdocuments.in/reader033/viewer/2022051405/5a8556837f8b9ad30c8c561c/html5/thumbnails/39.jpg)
Year 7 & 8 Curriculum Maps and Skills criteria 2015-2016
Analysis and evaluation
Draws simple conclusions consistent with the evidence
Can suggest improvements to the method
Draws conclusions consistent with the evidence and describes them with support, using scientific ideas and explanations.
Can describe how planning and implementation could be improved
Draws conclusions consistent with evidence and, explains them using scientific ideas and explanations.
Evaluates their planning and implementation, describing how the quality of their evidence could be
improved.
Identifies and suggests reasons for anomalous results
Evaluates their planning and implementation and explain how this could account for errors and anomalies
Suggests what additional evidence could be collected to support the conclusions.
‐ + ‐ + ‐ +
![Page 40: Yr 7 & 8 Skills to Success Criteria Subjects · PDF fileCan identify primary and secondary ... Choral speaking ... or short script.](https://reader033.fdocuments.in/reader033/viewer/2022051405/5a8556837f8b9ad30c8c561c/html5/thumbnails/40.jpg)
Year 7 & 8 Curriculum Maps and Skills criteria 2015-2016
Technology Module 1 Module 2 Module 3 Module 4 Module 5 Module 6
Year 7
Assessment There are eight subject‐specific skills assessed in Technology. These are Researching, Designing Ideas, Developing Solutions, Planning, Manufacturing Skills, Evaluating, Communicating and Using Technical Knowledge. Most of these skills are assessed continuously however some units also include a summative assessment of the pupils’ manufactured outcomes. Spelling, punctuation and grammar are assessed within the Use of Technical Language skill criteria. Sketching and formal drawing is assessed within the Communicating skill criteria. The application of ICT is assessed within the first three skill criteria.
Year 8
Assessment There are eight subject‐specific skills assessed in Technology. These are Researching, Designing Ideas, Developing Solutions, Planning, Manufacturing Skills, Evaluating, Communicating and Using Technical Knowledge. Most of these skills are assessed continuously however some units also include a summative assessment of the pupils’ manufactured outcomes. Spelling, punctuation and grammar are assessed within the Use of Technical Language skill criteria. Sketching and formal drawing is assessed within the Communicating skill criteria. The application of ICT is assessed within the first three skill criteria.
Graphic Products: Pupils are given the task of designing and making a high quality mobile phone stand using acrylic plastic. All the development, testing and manufacturing is completed using computer aided design and manufacture. The development of creative design skills and ICT skills is a priority in this unit.
Food Preparation and Nutrition: : Pupils will be investigating food groups, nutrition, food storage, preparation and cooking techniques. This unit will give pupils the opportunity to develop vital life skills that will enable them to feed themselves and others affordably and nutritiously.
Technology is studied within a carousel system where a pupil spends sixteen weeks in five units over two years. The third unit begins in early June of Year 7 and finish at the end of October of Year 8. The order of units studied may vary but all units will be taken before the end of Year 8.
Textiles Design: Pupils will design and manufacture a bespoke pencil case using the latest smart‐textile materials. The development of practical sewing machine skills and decorative textiles techniques is a priority.
Electronic Products: Pupils are given the task of designing and manufacturing a dimmable night light for a chosen client. The development of technical knowledge, accurate practical circuit building skills and circuit testing is a priority.
Product Design: Pupils are given the task of designing and manufacturing a traditional child’s toy. The development of practical skills in woodwork and the technical knowledge of materials, structures and mechanical systems is a priority.
![Page 41: Yr 7 & 8 Skills to Success Criteria Subjects · PDF fileCan identify primary and secondary ... Choral speaking ... or short script.](https://reader033.fdocuments.in/reader033/viewer/2022051405/5a8556837f8b9ad30c8c561c/html5/thumbnails/41.jpg)
Year 7 & 8 Curriculum Maps and Skills criteria 2015-2016
Technology
Foundation Intermediate Higher Advanced
Skill 1
Produce some evidence of independent research skills that influences design ideas.
Produce research and a task analysis that studies different cultures, unfamiliar contexts or the well being of others to identify and understand user needs.
Produce detailed research and analysis that includes consideration of ergonomics, anthropometrics or dietary needs to develop a specification.�
Produce excellent research and analysis with evidence of wider reading and justified conclusions that includes an evaluation of existing products to support designing.
‐ + ‐ + ‐ + ‐ +
Skill 2
Use simple sketches or descriptions to communicate initial ideas to a basic standard.
Show good design skills exemplified by the use of labelled and annotated ideas that are evaluated against the design requirements.
Produce a range of creative non‐stereotypical designs, skilfully produced, that includes reference to the users’ needs and design specification. �
Show innovative thinking skills to produce several well annotated, labelled designs that fully reflect the research.
‐ + ‐ + ‐ +
Skill 3 Produce limited development so that the basic final solution is very similar to the initial idea.
Produce adequate development using 3D models, CAD and related software packages to validate the chosen designs in advance of manufacture.
Produce a feasible final solution that demonstrates a high degree of challenge.
Independently develop a feasible final solution that shows a high level of creative thinking, attention to detail, annotation and flair.
‐ + ‐ + ‐ +
Skill 4
Show some planning skills and be able to describe how to manufacture the final product.
Produce a simple plan of activities that are required to manufacture the final product successfully.
Produce a plan that includes details of time needed, materials required and some of the equipment required to manufacture the final product.
Independently produce a detailed plan of manufacture with all the justified modifications made during the design development.
‐ + ‐ + ‐ +
![Page 42: Yr 7 & 8 Skills to Success Criteria Subjects · PDF fileCan identify primary and secondary ... Choral speaking ... or short script.](https://reader033.fdocuments.in/reader033/viewer/2022051405/5a8556837f8b9ad30c8c561c/html5/thumbnails/42.jpg)
Year 7 & 8 Curriculum Maps and Skills criteria 2015-2016
Skill 5
Demonstrate basic manufacturing skills, including the use of hand tools, equipment and machinery, to produce a simple product.
Work safely and purposefully, with good organisation, to manufacture a final product that exhibits a good standard of accuracy or finish.
Independently develop a solution into an accurate, functioning product that shows a good level of challenge.
Make a well‐finished, fully functioning product that has a very high level of challenge and fully meets the needs of the end user.
‐ + ‐ + ‐ +
Skill 6
Carry out limited tests of the final outcome with some mention of possible improvements.
Test and evaluate aspects of the final outcome against the product specification and describe possible improvements to the final product.
Carry out tests on designs and products and evaluate them against initial requirements. Clearly identify and justify improvements.
Comprehensively discuss the success of the final product supported by relevant examples with clear reference back to the specification or initial requirements
‐ + ‐ + ‐ +
Skill 7
Communicate ideas and decisions at a simple level with a limited technical vocabulary.
Communicate ideas and decisions to a good standard with some use of technical terms.
Communicate ideas and decisions with clarity and skill with very good standard of technical language.
Present ideas in a clear and fluent manner with an excellent standard of technical language.
‐ + ‐ + ‐ +
Skill 8 Use some limited technical knowledge to develop the product.
Use good technical knowledge to develop and manufacture the product.
Use high level of technical knowledge in order to solve increasingly challenging problems.�
Apply an excellent level of technical knowledge to independently develop outstanding solutions.
‐ + ‐ + ‐ +