KS3 assessment at The John of Gaunt School

Assessment criteria

Our KS3 assessment system focuses on developing the skills required when studying at Key Stage

4 (KS4). The assessment grids for each subject can be found at the back of this booklet.*4

Each set of subject skills statements are specific to each subject, they describe the skills that students need to gain.

Each grade boundary is also specific to each subject for instance Spanish grades start on 0 as students have very little experience of being taught languages before Yr 7. The Spanish target grades are based around the students’ verbal CAT scores that show their potential for languages. We will use this score to translate to a JoG grade for their first report, however please do not be

concerned, as they will have moved forward in their learning since the September. The other

subjects use teacher baseline assessments with the starting points varying dependant on the skills

students can demonstrate with some prior learning from their primary schools.

Expected progress

Every child in the country is set target grades to reach by the end of year 11. At The John of Gaunt

School (JoG) we strive to meet and exceed these targets. However, we also understand that the

progress a child makes in each of their subjects does not necessarily improve by the same amount

each year. Learning and understanding develops at different rates and at different times for every

child.

We supplement your child’s Key Stage Two (KS2) results by conducting Cognitive Ability Tests (CAT) and Faculty base line assessments. These allow us to fully understand each individual student and set appropriate and personal progress targets throughout years 7 & 8.

Subject assessment grids

Literacy competency and SMSC (spiritual, moral, social and cultural) development are

imbedded into all our lessons where appropriate. The first grid provides an overview

of these skills at each level of complexity.

JoG Literacy competency SMSC

Grade

Capital letters and full stops used; most simple Differences between right and wrong

1 sentences make sense on their own; common understood; awareness of beliefs, values

words often spelled correctly. and opinions of others.

Capital letters and full stops used correctly; Consequences of actions considered;

2 simple sentences make sense on their own; interest in beliefs from global

common words usually spelled correctly. communities, values and opinions of

others; own opinions formed.

Commas and apostrophes mostly used Different consequences appreciated;

3 accurately; correct use of connectives to create fascination for learning religious and non-

compound sentences; spelling rules generally religious values, beliefs and opinions of

applied for more complex words. others; own opinions described.

Wider range of punctuation marks used Moral and ethical issues linked to religious

4 accurately (? ! “); correct use of complex and non-religious values and beliefs

sentences; spelling rules consistently applied for recognised; own opinions explained

more complex words.

Full range of punctuation used accurately and to Moral and ethical issues linked to religious

5 create impact on the reader (: ;); simple, and non-religious values and beliefs

compound and complex sentences used respected; reasoned opinions explained

confidently; spelling of irregular words is secure. using investigated sources

Punctuation and sentence structure used Moral and ethical issues linked to religious

6 critically to create the appropriate text type (e.g. and non-religious values and beliefs

article, letter, report) and reader response; understood; reflection upon own opinion

spelling is highly accurate. through knowledgeable reasoning.

Punctuation and sentence structure manipulated Appreciation of the intangible; respects

7 sensitively to create a highly effective text types the unconditional rights of others; uses

and a range of reader responses; spelling is near appropriate knowledge, values, beliefs

perfect. and opinions to resolve disagreement

ART KS3 ASSESSMENT GRID

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LEARNING FROM ARTWORKS EXPLORING MATERIALS DEVELOPING IDEAS REVIEWING YOUR WORK

Students make artwork In response to Students use different materials and Students make artwork that shows Students are aware that there are

1 artworks they are studying. techniques to make artworks with. emerging ideas. similarities and differences between their

own and others work.

Students make work that has similarities Students investigate visual and tactile Pupils explore ideas and make use of Students notice similarities and

2 to artworks they are studying. qualities in materials and processes, and visual and other information for their differences between their own and others

design and make images and artefacts for work. work,

different purposes.

Students learn about techniques from by Students investigate visual and tactile Pupils explore ideas and collect visual and Students comment on similarities and

making work based on artworks. qualities in materials and processes, other information for their work. differences between their own and others

3 communicate their ideas and meanings, work, and adapt and improve their work.

and design and make images and

artefacts for different purposes.

Students compare and comment on Students investigate and develop a range Pupils use a variety of approaches to They discuss their own work and that of

differing ideas, methods and approaches of practical skills and use the qualities of explore and experiment with ideas, others and consider how they might adapt

4 used by artists, craftspeople and materials and processes purposefully to information and resources in order to and refine their ideas, skills and

designers, relating these to the contexts suit their intentions when designing and develop their intentions. processes.

in which the work was made. making.

5 Students consider and discuss the ideas, When designing and making, they develop Pupils take some creative risks when They evaluate their own work and that of

methods and approaches that are used by and use their technical knowledge and exploring, experimenting and responding others, reflecting on their own view of its

artists, craftspeople and designers, skills to manipulate the qualities of to ideas and selecting information and purpose and meaning.

relating these to both context and materials, processes and the formal resources in order to develop their work. They are able to adapt and refine their

purpose. elements appropriately ideas, processes and intentions.

6 Students interpret and explain how ideas Students apply their technical knowledge Pupils accept creative risks, exploring and They provide a reasoned evaluation of

and meanings are conveyed by artists, and skills to realise their intentions, using experimenting with ideas independently the purpose and meaning of their own

craftspeople and designers, recognising the qualities of materials processes and and inventively and using a range of work and that of others.

the varied characteristics of different the formal elements effectively. appropriate resources imaginatively to They use their critical understanding to

historical, social and cultural context. develop, design and make work. develop their own views and practice.

Students provide a reasoned evaluation

of the purpose and meaning of their own

work and that of others.

7 Students analyse and comment on their Students demonstrate confident Pupils learn from taking creative risks They analyse and comment on their own

own and others work, appreciating how understanding and use of materials, that help them to form and develop their and others work, appreciating how codes

codes and conventions are used to processes and the formal elements, ideas and to create purposeful, and conventions are used to express ideas

express ideas in different, genres, styles combining these thoughtfully to realise imaginative work with some originality. in different, genres, styles and traditions.

and traditions. their intentions. They explain how and why their

Students explain how and why their understanding of the work of others

understanding of the work of others affects their own ideas, values and

affects their own ideas, values and practice.

practice.

COMPUTING KS3 ASSESSMENT GRID

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Grad

e Programming, Development &

Data & Data Representation Hardware and Processing Communication & Networks E- Digital Literacy

Algorithms

1 Understands what an algorithm is and Recognises that digital content Understands that computers, Uses and searches for content from Creates, stores and edits digital

is able to show one working. can be represented in many software and digital devices have no the world wide web using a web content using appropriate file and

forms. intelligence and need us to program browser. folder names.

Understands that computers and them

programs need instructions. Explains the different ways that Understands the importance of Knows the use of Information

we can communicate information. communicating safely and technology beyond the classroom.

Creates a simple program with no respectfully online.

errors.

2 Uses arithmetic operators, if Recognises different types of Recognises that a range of digital Navigates the web and carries out Uses a variety of software to

statements, and loops, in programmes. data: text, and numbers. devices can be considered a simple web searches to collect manipulate and present digital

computer. digital content. content: data and information.

Detects and correct simple coding Appreciates that programs can

errors i.e. debugging, in programs. work with different types of data. Recognises the range of input and Demonstrates and uses computers Makes improvements to work based

output devices. safely and responsibly, knowing a on feedback received.

Recognises that data can be range of ways to report

structured in tables to make it unacceptable content and contact

useful. when online.

Designs and creates programs that: Understands the difference Knows that computers collect data Understands the difference between Makes appropriate improvements to

implement algorithms between data and information. from various input devices, including the internet and the world wide work based on feedback received, and

declare and assign variables sensors and application software. web. comments on the success of the

and I use loop Knows why sorting data in a flat solution.

3 I use if, then, until and else file can improve searching for Shows an awareness of internet

statements information.

services e.g. VOIP.

Uses filters or can perform single Recognises what is acceptable and

criteria searches for information. unacceptable behaviour when using

technologies and online services.

Designs solutions by decomposing a Performs more complex searches Understands why and when Understands how to effectively use Makes judgements about whether

problem and creating a sub-solution for information e.g. using Boolean computers are used. search engines and internet digital content is fit for purpose when

for each of these parts and relational operators. services evaluating it for a given audience.

(decomposition). Understands the main functions of

Analyses and evaluates data and the operating system. Knows how search results are Recognises the audience when

Recognises that different solutions information selected, including that search designing and creating digital content.

exist for the same problem. Knows the difference between engines use ‘web crawler programs’.

4 Recognises that poor quality data physical, wireless and mobile Understands the potential of

Understands the difference between, leads to unreliable results and networks. Demonstrates the responsible use of information technology for

and appropriately uses ‘if and if’,’ then’ inaccurate conclusions. technologies and online services and collaboration when computers are

and ‘else’ statements. knows a range of ways to report networked.

concerns.

Uses variable and relational operators Uses criteria to evaluate the quality of

within a loop to govern termination. solutions and then make

Designs, write and debug modular improvements / refinements to the

programs using procedures. solution.

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Programming, Development & Data & Data Representation Hardware and Processing Communication & Networks Digital Literacy

Algorithms J o G

5 Understands that iteration is the Knows that digital computers use Knows that there is a range of Understands how search engines Evaluates the appropriateness of

repetition of a process such as a loop. binary to represent all data. operating systems and application rank search results. digital devices, internet services and

software for the same hardware. application software to achieve given

Identifies similarities and differences in Understands how bit patterns Understands how to construct static goals.

situations and can use these to solve represent numbers and images. web pages using HTML and CSS.

problems Recognises the ethical issues

Knows that computers transfer surrounding the application of

Has practical experience of a high-level data in binary. information technology beyond

textual language, including using school.

standard libraries when programming. Understands the relationship

between binary and file size Designs criteria to critically evaluate

Uses a range of operators and (uncompressed). the quality of solutions. Uses the

expressions and applies them in the criteria to identify improvements and

context of program control. Defines data types: real numbers makes appropriate refinements to the

and Boolean. solution.

Selects the appropriate data types.

Queries data on one table using a

typical query language.

Recognises that some problems share Understands how numbers, Recognises and understands the Understands data transmission Selects and justifies the choice of

the same characteristics and use the images, sounds and character sets function of the main internal parts between digital computers over digital devices, internet services and

same algorithm to solve both use the same bit patterns. of basic computer architecture. networks, including the internet i.e. software to achieve given goals.

(generalisation). IP addresses and packet switching.

Performs simple operations using Understands the concepts behind Designs criteria for users to evaluate

6 Uses nested selection statements. bit patterns e.g. binary addition. the fetch-execute cycle. the quality of solutions,

Understands and uses negation with Uses the feedback from the users to

operators. Uses and manipulates one identify improvements and can make

dimensional data structures. appropriate refinements to the

solution.

Detects and corrects syntactical errors.

Understands a recursive solution to a Understands the relationship Understands the von Neumann Knows the names of network Evaluates the trustworthiness of

problem, repeatedly applies the same between resolution and colour architecture in relation to how data hardware and key protocols digital content

solution to smaller instances of the depth, including the effect on file is stored in memory.

problem. size. Uses technologies and online Considers the usability of visual design

Understands the basic function and services securely, and knows how to features when designing and creating

7 Appreciates the need for (and writes) Distinguishes between data used operation of location addressable identify and report inappropriate digital artefacts for a known audience.

custom functions including use of in a simple program (a variable) memory. conduct.

parameters. and the storage structure for that Identifies and explains how the use of

data. technology can impact on society.

Knows the difference between, and

uses appropriately, procedures and

functions.

DRAMA KS3 ASSESSMENT GRID

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Discussion Skills Application of Dramatic Devices Performance and Awareness of Audience Appreciation and Evaluation Skills

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1 Explain drama ideas to the group; listen Convey meanings, using some dramatic Act in front of an audience, attempting to Occasionally make comments about

carefully and build on the ideas of others. techniques and attempt characterisation. stay in role. performance and be able to discuss these

in a group.

2 Accept drama ideas, and attempt to Convey meaning to an audience, Stay in role throughout drama exercises Make comments about and assess

develop them as a result of discussion. exploring your use of acting skills to and most of the time in performances performers using some drama

communicate to an audience. showing some awareness of audience. terminology.

Explain and combine own and other Convey different meanings to an Stay in role throughout drama exercises Assess your own and others

students ideas with some success. audience using some dramatic devices and performances and explore performances and back up ideas with at

3 and different styles of drama. communicating ideas to an audience. least one practical example.

Accept, and at time delegate, Attempt to convey some meaning, Perform improvisation confidently to a Assess yours and others performances,

4 responsibility for the development of atmospheres and feelings to an audience range of audiences and show a solid using key drama terminology and back up

drama. using dramatic techniques. awareness of audience. ideas with specific examples.

5 Accept, and at time delegate, Use dramatic devices with creativity and Improvise with imagination and Assess yours and others performances

responsibility for the development of explore original ideas. confidence. A good understanding of how with understanding, key drama

drama and at times set tasks for others in to interpret a script. Imaginative terminology and evaluate in detail all

a supportive way. treatment of material to maintain aspects of practical work.

audience interest.

Consistently accept and delegate Use dramatic devices with skill and Improvise with imagination, flair and Advise other students with subtlety and

6 responsibility for developing drama, precision and use different styles of confidence. Interpret scripts with help them make progress.

setting tasks for others in a supportive drama with considerable skill. creativity and perform to an audience

way. with skill.

In discussion accept, share and delegate Organise, use and train others to use Perform improvisation and scripts with Evaluate and analyse at all stages of the

7 responsibility for developing original and dramatic devices with considerable skill. expertise and precision. Acting is exciting, dramatic process informing the

inspirational drama.

innovative and technically excellent and development of drama.

well communicated to the audience.

ENGLISH KS3 ASSESSMENT GRID (Reading)

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Identify and interpret explicit and Analyse how writers use language and

Evaluate texts critically with appropriate

structure to achieve effects and Compare writers’ ideas and perspectives

implicit information in different texts references to texts and contexts

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influence readers

1 Texts are described with some accuracy; Some broad patterns of language or Comment made about how the texts are Opinion given about a text and something

the main viewpoint of a text is known. structure are recognised within a text similar or different. about its context known (e.g. It sounds

(e.g. ‘paragraphs split the text up’, ‘the horrible. It was written during World War

words make it sound bad’). 1).

2 Texts are described and summarised with Relevant comments are made about what Straightforward links between texts Comments and opinions are supported

some accuracy; explicit information and language and structure features have (about broad things such as topic or text with some general references to text and

viewpoints are responded to. been used. type) are made. context.

Texts are summarised and explained, with Identification of language and structure Straightforward links between texts Understanding and opinions are

accuracy and clarity and some features is accurate their effects on the (about features such as language or supported with clear references to text

3 understanding; responses to the most reader have started to be explained. structure) linked to purpose are made. and context.

explicit information and viewpoints are

confident and there is some inference of

less obvious meanings.

Texts are confidently explained and Exploration and analysis of aspects of Links and comparison about specific Understanding and opinions are

summarised with clear understanding; language, grammar and structure is linked details, between texts are made and supported with sustained references to

4 explicit and implicit information and to why a writer has chosen to use them. supported. texts and contexts.

viewpoints in the texts are beginning to

be interpreted.

5 Texts are summarised and evaluate with Relevant aspects of language, grammar Credible links and comparisons between Understanding and opinions are

accuracy and clear understanding; valid and structure are analysed and evaluated. texts are made. supported with apt references to texts,

responses about explicit and implicit informed by wider reading.

meanings and viewpoints are made.

Texts are summarised and evaluated with Well-chosen aspects of language, Well-supported, credible links and Understanding and views are supported

precise understanding; explicit and grammar and structure are analysed and comparison between texts are made. confidently, with precise references to

6 implicit meanings and viewpoints are well evaluated. texts, informed by wider reading.

explained.

Texts are critically evaluated, with The writer’s use of language, grammar Detailed, well-supported links and Views are supported convincingly, with a

detailed understanding; explicit and and structure is analysed and critically comparison within and between texts are range of well-chosen references from

7 implicit meanings and viewpoints are evaluated. made. across texts and contexts, informed by

explored. wider reading.

English KS3 ASSESSMENT GRID (Writing)

(a) Communicate clearly, effectively and

(b) Communicate clearly, effectively and (a) Write with technical accuracy, for

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imaginatively. clarity, purpose and effect. (b) Write with technical accuracy, for

Organise information and ideas, using

Select and adapt tone, style and register for Use a range of vocabulary and sentence clarity, purpose and effect.

structural and grammatical features to

J o G

different forms, purposes and audiences. structures for clarity, purpose and effect. Use accurate spelling and punctuation.

support coherence and cohesion of texts.

1 Suitable ideas are communicated simply to the Texts have a clear beginning and end; texts The most familiar, high frequency words are Some words are spelled correctly some of the

reader; there is sometimes a main purpose to have occasional features of cohesion (tense, used; most sentences are simple sentences, time; some punctuation is used occasionally.

writing. verb agreement, pronouns) with some compound sentences.

2 Ideas are communicated clearly with some Texts have a basic structure including some Simple and compound sentences are used High frequency words are mostly spelled

clarity for the reader; texts are produced with accurate use of paragraphs and some accurately with some use of complex correctly; basic punctuation is used,

some awareness of their purpose. cohesion features like clear tense agreement, sentences; simple vocabulary is used to some sometimes accurately (capital letters, full

verb agreement and correct pronouns. effect. stops, question marks)

Ideas are communicated clearly and with Writing is structured with a clear order and Simple, compound and complex sentences are High frequency words are spelled correctly;

detail for the reader; texts are produced with sequence and paragraphs are used generally used accurately; some challenging basic punctuation (full stops, exclamation

3 clear awareness of their purpose. appropriately; cohesion features such as vocabulary is used appropriately. marks, question marks, capitals and commas)

connectives are used to signpost and link parts are all used accurately.

of texts.

The reader is interested and engaged through Texts have been structured using varied, Different sentence types and structures are Most words are spelled correctly and any

choices of detail and communication; texts are linked paragraphs; a wider variety of cohesion used accurately; a wide-ranging vocabulary is mistakes are only with unusual spellings; most

4 produced which have a sustained awareness features appropriately. used appropriately. punctuation is used accurately (including

of purpose throughout. speech marks brackets, ellipsis and

apostrophes).

Writing communicates effectively, engaging Writing is mainly coherent, fluent and clear; Sentence types are varied confidently, Spelling is accurate with occasional errors

and sustaining the reader’s interest; texts are consistent structural devices achieve this. sometimes for a specific impact; a range of where more complex vocabulary is used; a

5 produced which have a confident purpose vocabulary is confidently used for different range of punctuation is used with only

throughout.

purposes. occasional errors.

Choices of detail and communication are Writing is always fluent, clear and coherent Sentences are varied for specific effect or Spelling, even of complex vocabulary is almost

adapted to suit different purposes and achieve and a range of structural devices achieve this. specific impact; ambitious vocabulary is always accurate; the full range of punctuation

6 different effects. deliberately chosen for different purposes. is with only occasional errors, for precise

purposes.

Choices of detail and communication surprise Writing is always fluent, clear and coherent Sentences are deliberately crafted in a range All spelling is accurate; the full range of

7 and delight the reader and a range of effects and a wide-range of structural devices guide of ways, for convincing effect. Ambitious, punctuation is used accurately, for deliberate

and purposes are achieved. the reader in imaginative ways through the wide-ranging vocabulary choices are made for and varied effects and purposes.

text. specific reasons.

GEOGRAPHY KS3 ASSESSMENT GRID

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Location Knowledge Understanding People & the Data Presentation & Map &

& Case studies Environment Stimulus Interpretation Fieldwork Skills

1 Basic place knowledge of the local area, UK, Identifies the difference between human and Identifies simple facts from a passage, table, Makes simple observations about our (human

continents and oceans. natural geography. graph, map or image. and natural) environment.

Some knowledge of the European Union and Identifies a range of ways people interact their Begins to identify simple patterns from Able to use a compass rose compass.

countries in the media including basic key environment. stimulus.

features (natural and human). Able to use the contents and index of an Atlas.

Begins to describe simple geographical Adds simple labels to describe images.

Asks questions. processes (changes) and patterns. Asks questions.

Asks questions.

Asks questions.

2 Identifies and begins to describe the location Describes geographical processes and Uses a range of stimulus material (passage, Knows the 5 key features of a good map.

and key features (geographical patterns. table, graph, map or image) to identify key

characteristics) of some physical (natural) facts, patterns and anomalies. Able to use a complex key and give clear

and human environments in the UK and Recognises and briefly describes different compass directions.

overseas. views on geographical issues. Adds labels and brief captions (annotations)

to describe images. Collects accurate primary (raw) data during

Uses some geographical key terms. fieldwork.

Identifies and constructs a limited range of

graphs. Collects accurate secondary data from at least

once source (research) using books or the

internet.

Clearly describes the location and features of Begins to explain geographical processes and Identifies and accurately constructs a limited Able to use 4 figure grid references

some key physical and human environments their impact on people and environments over range of graphs.

at different scales (Local, National, Global). time. Able to use latitude and longitude.

Uses a range of stimulus material to clearly

3 Uses appropriate geography key terms and describe patterns supported with evidence. Collects accurate and detailed primary

supporting evidence. (fieldwork) and secondary (research) data

Makes simple inferences from stimulus using geographical techniques.

Clearly contrasts two (different) viewpoints. material (sources) supported by evidence.

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Location Knowledge Understanding People & the Data Presentation & Map &

Jo G

& Case studies Environment Stimulus Interpretation Fieldwork Skills

Explains and compares a range of places and Explains how human and physical processes Chooses appropriate methods of presenting Able to use scale (line & ratio).

their physical and human features (using and patterns change over time. data.

some examples - case studies) at different Able to use maps to make basic inferences

scales (Local, National, Global). Clearly compares different viewpoints. Accurately constructs a wider range of graphs. about geographical issues.

Asks questions to consolidate and extend Makes some connections to previous learning Makes clear inferences from stimulus material Begins to explain geography theories, models

4 their understanding of geography concepts and wider knowledge. supported by evidence. and fieldwork methods.

and issues.

Regularly uses appropriate geography Begins to compare issues from stimulus Uses simple techniques to present and analyse

specific terminology and supporting evidence. material to wider (relevant) concepts and data accurately -explaining patterns and

understanding. anomalies.

Uses GIS to interpret data patterns.

5 Uses a range of detailed knowledge of Uses detailed explanations which links Accurately uses a wide range of appropriate Use 6 figure grid references and contour

specific places (case studies) at a variety of learning to wider ideas, models and theories. (some complex) data presentation techniques. lines.

scales to show awareness of physical and

human geography issues (social, economic, Begins to critically evaluate issues and Uses a range of stimulus material to reach a Communicates clear directions using a range

political and environmental). viewpoints to reach conclusions supported by conclusion which is supported with evidence. of map skills.

evidence.

Evidence of independent study (original Clearly identifies and explains links between Uses a range of maps (GIS) to clearly support

ideas). stimulus material and comparative real world and extend the analysis of geographical issues.

examples (case studies).

Fieldwork reports are clearly organised.

Uses GIS to identify geographical issues and

predict outcomes. Clearly justifies fieldwork conclusions using

evidence (referring to accuracy and reliability).

Evidence of independent investigation skills.

6 Demonstrates a wide range of detailed place Analyses issues in detail (describes, compares Evaluates stimulus material and reaches clear Uses the full range of map skills to plan and

knowledge (L,N,G) using case studies. and explains using evidence. conclusions (judgements) supported by explain walking routes on OS maps.

detailed evidence.

Able to assess new geographical information Creates well-argued summaries and reaches Clearly critically evaluates fieldwork (theories,

and predict outcomes using a range of clearly justified conclusions methods, presentation, results and

evidence. conclusions).

Clear evidence of wider independent learning

of geography issues and the ability to evaluate

the potential impacts.

Exceptional Performance Exceptional Performance Exceptional Performance Exceptional Performance

7

HISTORY KS3 ASSESSMENT GRID

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Knowledge and Understanding Analysing Sources Causes, Consequences, Changes and

Understanding Interpretations of History

Importance

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1 Basic facts can be recalled. Sources can be described or copied down. A single cause or consequence of a basic event may Different views are recognised about historical

be remembered. events or people.

2 Basic facts are remembered and key events are Sources can be described or copied down in detail. Causes and consequences of some simple events Different views are described about historical events

beginning to be understood. are starting to be identified. or people.

Details are sometimes remembered.

Some grasp of key events is shown. The basic message of a Source is starting to be Causes and consequences for some historical events Different views are described in some detail about

Details are occasionally recalled. understood. are identified. historical events or people.

3

Details are sometimes chosen from the Source to Aspects that have changed or stayed the same over

support their understanding. time are identified.

A solid grasp of key events is shown. The message of the Source is usually understood. Causes and consequences are identified and some Descriptions are given showing how the past has

Some important details to support their Understanding is illustrated by referring to a Source details provided about them. been shown differently.

4 understanding are recalled. or using quotes. Aspects of change and continuity over time are Reasons are given why the past has been shown

Some basic reasons are identified why a Source may recognised and some details provided. differently.

/ may not be reliable. Judgments on importance are made but not backed

up with evidence.

5 A good understanding of key events is shown. Inferences can be made (saying what a Source Causes and consequences are beginning to be Detailed descriptions are given showing how the

Many important details are recalled to support their suggests). explained and some specific details provided about past has been shown differently.

understanding. Some skill shown in selecting details or quotes to them. Explanations are begun as to why the past has been

support their understanding. Aspects of change and continuity over time are shown differently.

Explanations starting to be given about reasons a beginning to be explained and some specific details Unsupported judgements are made about how

Source may / may not be reliable. provided about them. accurate the interpretations are.

Judgements are made about importance, which are

given some support.

A very good understanding of key events is shown. Inferences are confidently made supported by Causes and consequences are confidently explained Detailed explanations are given as to why and how

A range of accurate, relevant and detailed precisely selected quotes. and supported with some specific details. the past has been interpreted differently.

knowledge is recalled. Some judgements are made on how reliable and Aspects of change and continuity are confidently Supported judgements are made about how

6 Evidence of some independent study and revision is useful sources are based on content and/or origin. explained and supported with some specific details. accurate the interpretations are.

shown. Judgements are made on importance and given

some support.

A wide range of accurate, relevant and detailed Skilful judgements are made on how reliable and Detailed and relevant links are made between a Skilful and detailed judgements are made on

knowledge is applied. useful sources are, based on their content and range of causes and consequences. different interpretations, supported with relevant

Evidence is shown of considerable independent origin. Excellent understanding of change and continuity wider knowledge.

7 study and revision. Sources are judged based on detailed knowledge of over time.

the time in question. Well-supported judgements made on the

importance of factors; some of these may be

unexpected.

MATHS KS3 ASSESSMENT GRID

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Numeracy Mathematical Communication

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1 Not yet competent with number bonds and adding/subtracting numbers mentally or Stages of working are not being given. These are needed in order to gain method

with workings. Next steps must entail practising and increasing their confidence with marks in exams, to demonstrate understanding and to improve accuracy.

this. Using the mental maths games on the MyMaths website would be beneficial.

2 Competent with number bonds and basic addition/subtraction. Consolidating this and Some stages of working are being given, but not consistently. These are needed in

practising key multiplication facts should be the next step. Using the mental maths order to gain method marks in exams, to demonstrate understanding and to improve

activities on the MyMaths website is recommended. accuracy.

Able to use basic addition and subtraction methods confidently and can calculate key Stages of working are generally being given, however these are not written

multiplication facts. Advisable next steps are to improve recall of times tables and to methodically, which can mean errors go undetected. These are needed in order to

3 practise/challenge their written methods of addition and subtraction. Using the gain method marks in exams, to demonstrate understanding and to improve accuracy.

mental maths activities on the MyMaths website is recommended.

Competent at adding and subtracting values using a written method and generally Workings are generally being given and are clear and methodical. These are needed in

knows their key times tables. Practising using written multiplication techniques of order to gain method marks in exams, to demonstrate understanding and to improve

4 larger numbers and improving recall of times tables facts would be beneficial, as accuracy. Getting into the habit of checking the stages of working would further

would to consider ways to solve probLems in less familiar contexts. Using the mental reduce errors.

maths activities on the MyMaths website is recommended.

5 Competent at adding, subtracting and multiplying values using a written method and Clear and methodical workings are consistently given. These are needed in order to

knows their key times tables. For GCSE, students need to know and be able to identify gain method marks in exams, to demonstrate understanding and to improve accuracy.

the multiplication of numbers up to 15 times 15. They also need to be able to Getting into the habit of checking the stages of working would further reduce errors.

accurately use division. These should be their next steps. Using the mental maths

activities on the MyMaths website is recommended.

Has demonstrated both competency and confidence when using written /mental Clear and methodical workings are consistently given, with key answers identified.

approaches for addition, subtraction, multiplication and division. Extending these to This includes for the lengthier problem solving questions. These are needed in order

6 encompass fractions, decimals and percentages should be their next step. There are to gain method marks in exams, to demonstrate understanding and to improve

relevant tasks on the MyMaths website that practise these. accuracy. Getting into the habit of checking the stages of working would further

reduce errors.

Has demonstrated a good level of competency with written methods across all four Clear and methodical workings are consistently given, with key answers identified.

key operations with regards to fractions, decimals and percentages. Recommended This includes for the lengthier problem solving questions. They also check their stages

7 next steps would be to practise expressing answers using alternative forms, such as of working at times, which further reduces errors. Workings are needed in order to

standard form, indices and surds, and to fine tune their problem solving skills. There gain method marks in exams, to demonstrate understanding and to improve accuracy.

are relevant tasks and investigations on the MyMaths website that practise these.

MFL KS3 ASSESSMENT GRID

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e LISTENING READING SPEAKING WRITING

1 Some simple, short phrases are Single everyday words are understood. Single words or short phrases are said Single words are written correctly from

understood. correctly from memory. memory.

2 A variety of short commands, Short phrases are understood. Vocabulary A variety of short phrases are said Short phrases are written correctly from

statements and questions are lists or dictionaries are used to check correctly from memory, including simple memory, including simple verb forms.

understood. meanings. verb forms.

Short spoken passages are understood Sentences are understood and the main Participation in simple conversations Three or four sentences written from

3 and the main points picked out from points picked out from options provided. including two or three questions and memory. Spellings are generally accurate.

options provided. Dictionaries are used competently. replies.

Short spoken passages are understood Short written passages are understood Participation in simple conversations Three or four sentences, including use of

and the main points picked out. and the main points picked out. including two or three questions and connectives and opinions, written from

4 Unfamiliar words are worked out from Unfamiliar words are worked out from replies using appropriate connectives and memory. Spellings are generally

context and the use of cognates. context and the use of cognates. opinions. accurate.

Confident use of dictionary.

5 Longer spoken passages are understood Longer written passages are understood Participation in longer conversations Short paragraphs written from memory.

and the main points picked out. and the main points picked out as well as including at least four questions and Familiar phrases are adapted to create

some detail. Sometimes new words are replies, including connectives and new language.

worked out from previous knowledge. justified opinions. Familiar phrases are Spellings and simple verb formations are

adapted to create new language. generally accurate.

Spoken passages, containing words and Longer written passages, containing Participation in conversations giving Longer passages, giving information and

phrases from different topics, are words and phrases from different topics, information or opinions which include the opinions and including the present tense

understood. The present tense AND are understood. The present tense AND present tense AND either the past or the AND either the past or the future tense

6 either the past or future tense are either the past or future tense are future tense as well as a variety of as well as a variety of appropriate

understood. Opinions are understood. understood. Opinions are understood. appropriate connectives. connectives, are written from memory.

Spellings and simple verb formations are

accurate.

Spoken passages about past, present Longer written passages which include Participation in conversations about the Simple descriptions, in paragraphs, are

and future events are understood. past, present and future tenses are past, present and future. Use of written from memory, using the past,

Previously learnt words and phrases are understood. Comprehension of passages previously learnt words and phrases to present and future tenses. Previously

7 understood, even if they come up in a on new topics if they contain words and talk about a new topic. learnt phrases are adapted to write about

new topic. phrases learnt in other topics. The

a new topic. Few mistakes are made.

meanings of some new words are worked Able to translate short sentences into

out. Able to translate short sentences into Spanish with only minor errors.

English with only minor errors.

MUSIC KS3 ASSESSMENT GRID

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Performance Composition Listening & appraising Music theory

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1 Begins to use the voice and instruments Listens to and comments upon musical Begins to show an awareness of music

Uses instruments and voice to perform creatively. features within a variety of pieces of notation through reading graphic scores.

expressively and independently. music.

2 Plays in solo and ensemble settings with Experiments with ideas on different Listens to and comments upon how Starts to read and use graphic notations

some fluency. musical instruments. some of the musical elements are used when performing and composing music.

within pieces of music.

Performs a range of pieces of music with Improvises and composes short pieces of Listens to and comments upon how Starts to read the treble and bass clef

voice and/or on instruments with music that express ideas and feelings. musical elements are used within a wide staff notations when performing.

3 increasing accuracy. range of musical styles.

Performs with voice and/or on Improvises and composes short pieces of Describes a number of different styles of Reads and uses the treble and bass clef

instruments with accuracy and music using a number of musical devices. music using some musical vocabulary. when performing and composing.

4 appropriate tempo.

5 Performs with voice and/or on Composes and improvises pieces of Describes and explains a wide range of Starts to read and use various notations

instruments fluently and accurately with music with an awareness of structure music using a wide range of musical of different styles of music with some

control. Pieces of Grade 1-2 standard. and style. vocabulary. independence.

Plays music equivalent to Grade 3-4 Composes and improvises pieces of Describes and explains a wide range of Reads and notates various notations

6 standard with some awareness of music that show development within a music, making comparisons with other independently with some awareness of

dynamics and performance directions. clear structure. genres and show an understanding of performance directions.

the main characteristics of those styles.

Plays music equivalent to Grade 5 Composes and scores pieces of music in Describes, analyses, compares and Reads and uses a wide range of

7 standard and above with an awareness different styles that are well structured, contrasts pieces of music critically and notations and performance directions in

of dynamics, performance directions and develop and explore a wide variety of understands the historical influences a wide variety of musical styles.

with a sense of style and musicality. timbres. upon the music.

PE KS3 ASSESSMENT GRID

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Social Skills Personal skills Physical skills

1 Participate in team games, developing simple tactics for Manages time, self and equipment properly. Aims to use basic movements including running, jumping,

attacking and defending. throwing and catching, as well as developing balance,

Able to work independently while following all instructions agility and co-ordination, and begin to apply these in a

Engage in competitive (both against self and against from the teacher range of activities.

others) and co-operative physical activities

2 Enjoys communicating, collaborating and competing Develop an understanding of how to improve in different Uses running, jumping, throwing and catching in isolation

with others. physical activities and sports and learn how to evaluate and in combination.

and recognise their own success.

Plays competitive games, modified where appropriate Develops flexibility, strength, technique, control and

and applies basic principles suitable for attacking and Compares performances with previous ones and balance.

defending demonstrates improvement to achieve their personal best.

Works as part of a group. Works without distracting others. Replicates and completes basic technique with some

consistency.

Come up with 1 idea in the lesson. Tells a partner one Pushes oneself physically in the challenges set.

thing they have done well in the lesson. . Comes up with one idea in the lesson.

3 Responsible with equipment

Organises themself by being on time to the lesson and

Performs a range of actions with some control in front of

having the correct kit. Employ basic tactics and strategy. a partner.

Leads a partner in a practice. Reflects on positives and negatives of own performance. Performs within a group/team.

Be of value to a group by concentrating on the task. Works without being distracted throughout a lesson. Completes basic skills with at least 90% consistency.

Comes up with ways to make the group task more Keeps going even when the challenge is very physically Comes up with innovative ideas to put towards a routine

challenging. demanding. or performance.

4 Highlights strengths and areas for improvement in a Responsible with equipment that could be unsafe. Replicates basic technique with at least 90% accuracy.

partner’s performance.

Recognises and applies appropriate skills & tactics. Demonstrates a sequence of actions with good control in

Organises a team into positions for a game. front of a small group.

Understands ways (using criteria) to judge performances

Leads a warm up with a small group. Participates in a specific role within a group performance.

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5 Works well in a group with people other than friends. Asks for assistance and challenges themselves during a Copies and completes some intermediate techniques,

lesson. with clear body tension and control.

Experiments with new practices within a group.

Reacts positively to group failure, without pointing blame. Experiments with new ideas for pair and group routines

Observes the performances of others and highlights or performances.

aspects that could improve their own performances. Independently carries out a warm up.

Contributes to group/team performance with positional

Organises a team into positions and gives basic Sometimes outwits opponents through good decisions. awareness.

information on what each player needs to do.

Sets criteria to judge own performances using specific Uses combinations of controlled skills that fit within a

Leads a sport specific warm up with a group. vocabulary. group performance.

Actively assists those in a group who find practices or Takes the initiative to make a task easier or more difficult. Copies and completes some intermediate techniques,

games more difficult. with clear body tension and control with at least 90%

Reacts positively to personal failure and continues to consistency.

Actively comes up with new ideas for group practices. perform in a difficult task.

Begins to link them together with tension, fluency and

Analyses the performance of a team and gives feedback Independently carries out an effective warm up. control.

6 on what they did well and what they could improve on.

Adjusts decisions quickly to consistently outwit opponents. Creates and executes new ideas for group routines and

Organises a team into positions and explains the tactics performances.

to be used and why. Sets criteria to judge and analyse own performances using

specific vocabulary. Remains in time whilst performing in a group.

Leads a sport specific warm up with a large group.

Directly contributes to the success of group/team

performance through effective positional play.

Solves problems considering the dynamics of the group Takes the initiative to create a practice that develops a Mainly completes advanced skills with good body tension,

through effective communication. particular skill. fluency and control.

Comes up with multiple uses for equipment and explains Maintains a performance even if the majority of others Comes up with multiple uses for equipment and explains

how they could be used in a lesson. around are giving up. how they could be used in a lesson.

Analyses a team’s performance and gives feedback to Independently carries out an effective specific warm up. Performs skills effectively in pressure situations and

7 individuals about how they could impact the team. improvises, when it does not go to plan.

Demonstrates anticipation, spatial awareness and higher

Organises a whole class into small sided games order tactics. Individual technical and tactical performances have a

significant effect on group/team performance.

Leads the whole class in a sport specific warm up and Critically analyses and evaluates the quality of

practice. performance, prioritising learning actions that will lead to

improvement.

RELIGIOUS EDUCATION KS3 ASSESSMENT GRID

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Understanding beliefs and actions Using beliefs, teachings and sources Analysing truth, meaning and purpose Discussing moral issues

Describe a link between one belief and an Use limited terms to show where beliefs Talk and write about issues that make Describe the link between a person’s

1 action. come from. people ask questions. experience of a moral problem and a

religious person’s experience.

Describe a link between one belief and an Choose a few important teachings or Ask important questions about meaning, Use key terms to write about my own

2 action in more detail. Describe a link resources to describe a religious belief purpose and truth. responses to moral issues.

between a religious story and an action

Explain how and why a person’s religious Use teachings and sources to explain the Suggest answers to questions about Express my own views on the challenges a

beliefs can change the way in which they similarities and differences between two meaning, purpose and truth. religious person faces in response to a

3 act. different beliefs. One of these beliefs moral issue.

must be religious.

Use a wider range of key terms and Use a wide range of teachings and Give a range of possible answers to Use a range of key terms, reasoning and

examples to show how different beliefs sources to give reasons why there are questions about meaning, purpose and examples to show the different response

4 have changed a community and how they alternative religious and non-religious truth. to moral issues in the world today

act. beliefs. Provide reasons why these belief

systems vary.

Use philosophical terms to give reasons Use a variety of teachings and sources to Analyse a wider range of responses to Use philosophical terms to give a

why religious beliefs change different show how belief systems have changed questions about meaning, purpose and personal critical response to the

5 communities in different ways. over time truth. significance of religious views towards

moral issues

Use philosophical terms to show Show how interpretations of teachings Use a wide range of interpretations to Refer to a range of arguments, evidence

6 historical and social ideas have changed and sources are affected by culture, evaluate and analyse questions about and examples to create a fully justified

religious practise over time. historical events, social and philosophical meaning, purpose and truth. response to moral issues.

ideas.

Evaluate the impact of historical events to Select and deploy sources and teachings Make independent well informed and Give a fully developed critical analysis of

demonstrate how religious, social and to give complete analysis of their reasoned judgement about the religious and ethical views on moral

7 philosophical ideas have impacted on significance and validity. significance of the different issues within a religious and philosophical

different communities and societies. interpretations of meaning, purpose and context

truth.

SCIENCE KS3 ASSESSMENT GRID

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Knowledge and recall Planning Observing, recording & data analysis Interpreting & evaluating

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1 Basic scientific content can be Hazards and associated risks in an Observations can be made during N/A

remembered and the correct key words experiment can be Identified along with practical investigations and data recorded

selected to use in simple sentences. some suitable equipment to answer a in a simple way.

question being investigated.

2 Scientific content can be stated and a A step-by-step set of instructions to carry Experiments are conducted carefully and Simple changes in data can be identified.

range of key words used accurately. out a practical procedure can be data recorded correctly in a given table.

constructed.

Describe data, reactions and events. Control variables, in an investigation, are A suitable results table can be draw to Tends in data can be identified and

Accurately use key words to construct identified along with how this will be collect data, with correct column discussed.

3 sentences. achieved. headings and units.

Describe scientific content and accurately Correct scientific equipment can be Results can be recorded in a correctly Trends in data can be identified and

use key words to construct sentences identified, in a given practical, and fully constructed table, repeat readings taken described. This is backed up by evidence.

4 consistently across all topics. justified. and averages calculated.

5 Data, reactions and events are explained Methods can be described so that others Averages can be calculated and plotted Trends in data can be explained using

using scientific ideas. Models can also be can follow it exactly, stating and on a suitable table with labelled axis. scientific knowledge and understanding

used to explain concepts. describing how to manage all control and backed up with evidence.

variables.

Use complex scientific ideas to explain A fully constructed method is written, Anomalous results in data can be Methods can be fully evaluated to include

the main concepts. Theories are along with all variables and an correctly identified and a graph can be strengths and weaknesses.

6 compared and outcomes evaluated. explanation of how the method will test drawn independently, to include a line of

the hypothesis given. best fit as appropriate.

A range of resources and ideas are used Scientific hypotheses can be written and Mathematical relationships can be Methods are fully evaluated alongside

7 to explain key concepts. Information and the theory behind explained using discovered and inclusion/exclusion of sources of error and suggestions for

data can be synthesised. scientific knowledge. data can be justified. improvements.

TECHNOLOGY KS3 ASSESSMENT GRID

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Research/Plan Design Manufacture Evaluate

Analyses similar items. Sketches some simple design ideas in 2 Works safely in practical lessons. Explains how final products could be

dimensions With help, uses the correct equipment for

improved.

Identifies what equipment is needed.

Designs have basic labels. each task. Gives personal opinions of the final

1 Identifies a target audience. Designs are partially coloured. Produces a partially finished product. product.

Explains any parts of a process that were

a struggle.

Research reflects the task. A simple design idea is generated in Identifies and uses correct PPE for each Gives two or three examples of how the

2Dand 3D. task. final product could be improved

Identifies a target audience and their Designs have some relevant labels. With some assistance, identifies and uses A few of the ACCESSFM headings have

2 needs.

the correct equipment for each task. been referenced (size, material, function)

Designs are mostly coloured.

Identifies what equipment and materials

when evaluating the process.

Produces a mostly finished product.

are needed

Researches from 2 sources. A range of simple design ideas are Manages time effectively throughout Suggested improvements are justified and

generated in 2D and 3D. manufacture. coherent.

Selects a user and writes a basic Designs have relevant labels, linked to With minimal assistance, identifies and Final outcome has been compared to the

specification.

research. uses the correct equipment for each task. work of others in the class.

3

Creates a step by step plan of making Designs are fully coloured. Identifies specific materials to be used. Some of the ACCESSFM headings have

with health and safety considerations.

been used in little detail when evaluating

Produces a finished product.

the process.

Uses research to inform/influence A range of detailed design ideas are Implements quality control assessment Final product is reviewed against others

design ideas. generated in 2D and 3D. into manufacturing. work and includes suggested alternate

Designs have relevant labels, linked to Selects and uses the correct tools or

approaches.

Produces a 5 specification points with

research (using ACCESS FM). equipment for each part of a task. Most of the ACCESSFM headings are used

clear justification.

in reviews.

4 Designs are fully rendered. Identifies groups of specific materials to

Creates a step by step plan of making

be used. Some improvements are given stating

with timings and health and safety Basic development is evident, and a

how a product could be better.

checks. prototype may be present to help explain Produces a good quality finished product.

an idea further.

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Research/Plan Design Manufacture Evaluate

5 Uses research to inform/influence design A range of detailed, creative and Works independently to form own Final product is reviewed including some

ideas and shows where/how it was used imaginative design ideas are generated in a designs/plans. feedback gathered from others in the class.

variety of drawing/modelling techniques. Selects and uses a range of tools or The ACCESSFM headings are used in reviews

Analysis covers some aspects that will

Designs are fully labelled with links to equipment with precision and accuracy. stating why materials may or may not be

change, influence or affect the product.

research (using ACCESS FM).

suitable.

Identifies and selects the correct

Produces a 5 point specification with

Designs are fully rendered with a good level techniques for a given task. A number of improvements are given at the

justifications referenced to ACCESSFM

of skill. end of the process explaining how the

Produces a high quality finished product.

product could be made better.

Plan of making includes detailed timings Development of designs is good and a

and health and safety checks prototype of the design has been used to

help explain the idea in further detail.

6 Analyses similar products and describes A wide range of innovative ideas are Works independently to form own designs Final product is reviewed considering and

how these might influence ideas. generated using a variety of appropriate and plans with accuracy and precision. commenting on some of the feedback

drawing and modelling techniques. Selects and uses a broad range of tools or

gathered from others in the class.

Analysis covers most aspects that will

Designs are all fully labelled with links to equipment with high skill. The ACCESSFM headings are used in

change, influence or affect the product.

planning and research, use of ACCESS FM is

detailed reviews explaining why alternative

Independently solves problems faced

Produces a specification justified by clear throughout materials, components may or may not be

during manufacturing.

suitable.

references to ACCESSFM and own

Designs are fully rendered with a high level

research. Produces an exceptionally high quality

of skill. Work is regularly reviewed and evaluated

finished product, using a range of high

throughout the making process.

Plan of making includes detailed timings, Prototypes of design have been used to skilled finishing techniques.

justification of modifications and health help explain ideas in a high level of detail.

and safety checks.

7 Analyses a range of similar products and A variety of accurate drawings are Works confidently and fully independently Consideration of ethical, social and

draws conclusions comparing to own generated to investigate a wide range of forming designs/plans that include environmental factors in the making of the

work. realistic, creative and innovative ideas. attention to the accuracy and precision of product is explained including how these

Ideas have been developed through a

the finished item. areas could be improved.

Analysis is thorough, well organised and

series of changes to show consideration of Selects and uses a broad range of tools or Final product is reviewed in detail against a

covers most aspects that will change,

the user/specification equipment with exceptional skill. specification using the ACCESS FM headings.

influence or effect the product.

Suggestions of alternative materials,

Annotations are specific, detailed and Works independently using quality control

Creates an extended and detailed personal components are justified.

includes feedback from the target audience checks to solve and correct any problems

specification justified by references to

and consideration of manufacturing faced during manufacturing. Personal opinions are justified thorough the

ACCESSFM and own research.

making process and detailed reflections of

Designs are fully rendered with a very high Produces a finished product using a range

areas to improve are acted on.

Plan of making includes detailed timings, level of skill and accuracy of refined finishing techniques that shows

justification of modifications, health and High quality prototypes explain ideas fully

and attention to detail. Feedback from others is considered and

safety checks and quality control checks. acted upon where appropriate.

in fine detail.