Burford School
Year 7 Review Assessment Criteria
2016-17
‘Outstanding educational opportunities within and beyond the classroom.’
‘Unlocking potential Inspiring futures’
Contents
Subject Assessment Criteria
Page
Art
Drama
Design Technology
Design Technology – Food and Nutrition
English
Geography
History
ICT
Mathematics
Modern Foreign Languages
Music
Physical Education
Religious Education
Science
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Page 6
Page 10
Page 11
Page 15
Page 17
Page 19
Page 23
Page 37
Page 40
Page 42
Page 45
Page 47
BAND
In Year 7 Art
Drawing/Painting/Mixed Media
 Good control of shape & proportion
 Developing accuracy with perspective
 Attempts at recording texture and/or details have been made
 Quality of line is showing good control of weight (thick/thin) and clarity (faint/bold)
 Good graduation/understanding of tone (typically use of 5 tones, e.g. darkest tones, highlights & 3 mid tones)
 Marks are well controlled
 Developing direction and/or placement of tones/hues
 Good development of form (3d-ness)
 Developing understanding of colour theory & colour mixing
 Good blending/layering of media showing a growing confidence in graduation of tone/hue
 Good representation of Cezanne/Franz Marc style (‘block tone’)
 Often tackling the challenge task and/or homework
Clay / 3D
 Developing confidence in design/planning of their 3d outcome
 Developing a confident ability to manipulate clay and realise their intentions
 Developing independent research (cultural context)
 Developing confidence in their understanding/use of slip & decoration techniques
 Developing confidence in appropriate use of colour/ colour theory
Drawing/Painting/Mixed Media
 Fairly accurate control of shape and proportion
 Growing control of media, staying inside the lines at all times
 Growing control of line weight, some lines may too heavy/smudgy/faint, etc.
 Growing understanding of graduation/ use of tone (typically use of 3-5 tones, but sometimes missing out darkest tones/highlights).
 Marks are fairly well controlled
 Growing direction/placement of tones/hues
 Fairly accurate development of form (3d-ness)
 Reasonable understanding of colour theory & colour mixing
 Some attempts may be made to blend colours & change tones/hues
 Fair representation of Cezanne/Franz Marc style (‘block tone’)
Clay / 3D
 Growing confidence in design/planning of their 3d outcome
 Growing a confident ability to manipulate clay, but sometimes not fully realising their intentions
 Growing some independence with their cultural research
 Growing ability to understand/use slip & decoration techniques
 Growing confidence in appropriate use of colour/ colour theory
1
Drawing/Painting/Mixed Media
 Some control of shape and proportion
 Marks show some control, often marks go outside the outlines of shapes
 Some attempts may be made to control line weight, but often outlines are too heavy/smudgy or too faint/thin
 Some understanding of tone (typically use of 2-3 tones, often missing out darkest tones/highlights)
 Limited development of form (3d-ness), often appearing ‘flat’
 Limited but growing understanding of colour theory & colour mixing
Clay / 3D
 Some ability to design/plan for 3d outcome
 Some ability to manipulate clay, but sometimes not fully realising their intentions
 Some ability to research independently
 Some ability to understand/use slip & decoration techniques
 Some ability to use appropriate colours
Drawing/Painting/Mixed Media
 From direct observation or aided with light box
 Limited control of shape and proportion
 Marks are unsure/show little understanding of pressure
 Often marks are ‘messy’ or ignore outlines of shape
 Limited understanding of tone (typically use of 2 tones)
 Limited control/ application of media
 Limited change in tone/hues
 Limited understanding of colour theory & colour mixing
 Limited understanding of form (3d-ness), often appearing ‘flat’
Clay / 3D
 Limited ability to design/plan for 3d outcome
 Limited ability to manipulate clay, often not realising their intentions
 Limited ability to understand/use slip & decoration techniques
 Limited ability to use appropriate colours
Drawing/Painting/Mixed Media
 Attempts the task, however it lacks control of shape
Clay / 3D
 Attempts the task, but unable to form a solid shape using clay
2
BAND
In Year 7 Drama
I know...
 All of the meanings of the Drama key words and phrases on my vocabulary list.
 How to use space/staging for intended effect.
 Health & Safety rules/procedures and follow them.
I understand and can describe and explain...
 Coherent plots and characters.
 A range of theatrical styles and genres.
 Character relationships and impact on audience.
 A variety of explorative strategies.
 How genre/period influence dramatic intentions in folder work and performance.
I can...
 Stay focused throughout rehearsal and suggest positive/creative ideas to develop the group piece.
 Research SCHP in depth to produce historically accurate work.
 Shape work into a recognisable dramatic structure.
 Apply some features of a style and its theatrical conventions to create interesting drama.
 Refine my work effectively.
 Create a developed character with a viewpoint different from my own.
 Perform a role with good control, showing confidence, commitment and flashes of originality.
 Show good awareness of impact on audience.
 Use correct drama vocabulary when discussing work and giving feedback.
I know...
 Most of the meanings of the Drama key words and phrases on my vocabulary list.
 How to use space/staging for intended effect.
 Health & Safety rules/procedures and follow them.
I understand and can describe in detail...
 Meaningful plots and characters
 A variety of theatrical styles and genres.
 Character relationships.
 Some explorative strategies.
 The key features of genre/period in folder work and performance.
I can...
 Stay focused throughout rehearsal and suggest positive/creative ideas to develop the group piece.
 Research SCHP to produce historically accurate work.
 Apply some features of a style and its theatrical conventions to create interesting drama.
 Make an effort to refine and improve my work.
 Speak clearly and use physicality and voice to show a clear, well-developed character.
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 Stay in role while performing and interact positively with other actors others in performance.
 Convey a message/storyline to an audience through my performance.
 Use correct drama vocabulary when discussing work and giving feedback.
I know...
 Some of the meanings of the Drama key words and phrases on my vocabulary list.
 How to use space/staging for intended effect.
 Health & Safety rules/procedures and follow them.
I understand and can start to describe...
 Coherent plots and characters
 A variety of theatrical styles and genres.
 Character relationships.
 Some explorative strategies.
 How genre/period influence dramatic intentions in folder work and performance.
I can with help...
 Stay focused for almost all of the rehearsal time.
 Suggest useful ideas to develop the piece and/or roles.
 Research SCHP to produce work that shows the genre/period.
 Apply a few features of a style and/or its theatrical conventions to create interesting drama.
 Make an effort to refine and improve my work.
 Speak clearly and use physicality and voice to show a clear, well-developed character.
 Stay in role while performing and interact positively with other actors in performance.
 Convey a message/storyline to an audience through my performance.
 Use correct drama vocabulary when discussing work and giving feedback.
I know...
 A few of the meanings of the Drama key words and phrases on my vocabulary list.
 Basic use of space/staging for intended effect.
 Simple Health & Safety rules/procedures and follow them.
I understand and can start to describe...
 Simple plots and characters.
 Simple character relationships
 A few explorative strategies
 The key features of genre/period in folder work and performance.
I can with help...
 Stay focused for most of the rehearsal time.
 Suggest a few useful ideas to develop the piece and/or roles.
 Do simple research into SCHP to produce work that shows some aspects of the genre/period.
 Apply at least one feature of a style and/or its theatrical conventions to create interesting drama.
 Make some effort to refine and improve my work.
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 Attempt to use physicality and/or voice to show a character different from myself.
 Try to stay in role while performing and interact positively others in performance.
 Convey a simple message/storyline to an audience through my performance.
 Use some correct drama vocabulary when discussing work and giving feedback.
I know...
 Very few of the meanings of the Drama key words and phrases on my vocabulary list.
 Basic use of space/staging for intended effect.
 Limited Health & Safety rules/procedures and follow them.
I understand and can state...
 Simple plots and characters.
 Simple character relationships
 A few explorative strategies
 A few key features of genre/period in folder work and performance.
I can with significant help...
 Stay focused for most of the rehearsal time.
 Suggest a few useful ideas to develop the piece and/or roles.
 Do simple research into SCHP to produce work that shows some aspects of the genre/period.
 Apply at least one feature of a style and/or its theatrical conventions to create interesting drama.
 Make some effort to refine and improve my work.
 Attempt to use physicality and/or voice to show a character different from myself.
 Try to stay in role while performing and interact positively others in performance.
 Convey a simple message/storyline to an audience through my performance.
 Use some correct drama vocabulary when discussing work and giving feedback.
5
BAND
In Year 7 Design Technology
Designing (understanding contexts, users & purposes, generating, developing, modelling and communicating ideas)
 I can consider the influence of a range of lifestyle factors and consumer choices when designing products.
 I can work confidently within a range of relevant domestic, local and industrial contexts such as the home, health, leisure, culture, engineering,
manufacturing, construction, energy, agriculture and fashion.
 I can use mathematical modelling to indicate likely performance before using physical materials and components, for instance when
developing circuits or gearing systems.
 I can use CAD and related software to validate my designs in advance of manufacture and produce models of my ideas using CAM to test out
my ideas.
 I can take creative risks when making design decisions.
Making (planning, technical skills & techniques)
 I can select from a wider, more complex range of materials and components, taking into account their properties such as water resistance and
stiffness.
 I can create production schedules that inform my own and others’ roles in the manufacturing of products I design.
 I can adapt my methods of manufacture to changing circumstances.
 I can exploit the use of CAD/CAM equipment to manufacture products, increasing standards of quality, scale of production and precision.
Evaluating (own ideas & products, existing products, key events & individuals)
 I can test, evaluate and refine my ideas and products against a specification, taking into account the views of intended users and other
interested groups.
 I can select appropriate methods to evaluate my products in use and modify them to improve performance.
 I can evaluate products considering life cycle analysis.
 I can evaluate the concept of circular economy approaches in relation to product development and consumption.
Technical Knowledge (making products work)
 I can understand the performance of structural elements to achieve functioning solutions.
 I know how to use software and hardware to develop programmes and transfer these to programmable components for example,
microcontrollers.
 I can use learning from science to help design and make products that work.
 I can use learning from mathematics to help design and make products that work.
Designing (understanding contexts, users & purposes, generating, developing, modelling and communicating ideas)
 I can develop Design Specifications that include a wider range of requirements such as environmental, aesthetic, cost, maintenance, quality
and safety.
 I can research the cultural, religious and socio-economic contexts of users.
 I can analyse where human values may conflict and compromise has to be achieved.
 I can develop and communicate design ideas using annotated sketches.
 I can use 3D CAD to model, develop and present my ideas.
 I can use a variety of approaches, for example biomimicry and user-centred design to generate creative ideas and avoid stereotypical
responses.
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Making (planning, technical skills & techniques)
 I can select appropriately from specialist tools, techniques, processes, equipment and machinery, including CAM.
 I can explain my choice of materials and components according to functional properties and aesthetic qualities.
 I can produce ordered sequences and schedules for manufacturing products I design, detailing resources required.
 I can use a broad range of material joining techniques including stitching, mechanical fastenings, heat processes and adhesives.
 I can use CAD/CAM to produce and apply surface finishing techniques, for example using dye sublimation.
 I can use a broad range of manufacturing techniques including handcraft skills and machinery to manufacture products precisely.
 I know how to make adjustments to the settings of equipment and machinery such as sewing machines and drilling machines.
Evaluating (own ideas & products, existing products, key events & individuals)
 I can evaluate my products against my original specification and identify ways of improving them.
 I can evaluate how products can be developed considering the concept of ‘cradle to grave’.
 I know about a range of designers, engineers, technologists and manufacturers and I am able to relate their products to my own designing.
Technical Knowledge (making products work)
 I know about the physical properties of materials e.g. grain, brittleness, flexibility, elasticity, malleability, and thermal.
 I know how to make use of microcontrollers in products I design and manufacture myself.
Designing (understanding contexts, users & purposes, generating, developing, modelling and communicating ideas)
 I can develop a detailed Design Specification to guide my thinking.
 I can use research including the study of different cultures, to identify and understand user needs.
 I can understand how to reformulate design problems given to me.
 I can use annotated sketches.
 I can use 2D and begin to use 3D CAD packages to model my ideas.
 I can combine ideas from a variety of sources.
Making (planning, technical skills & techniques)
 I can explain my choice of tools and equipment in relation to the skills and techniques I will be using.
 I can match and select suitable materials considering their fitness for purpose.
 I can communicate my plans clearly so that others can implement them.
 I can produce costings using spreadsheets for products I design and make.
 I can accurately assemble, join and combine materials and components.
 I can accurately apply a range of finishing techniques to a broad range of materials including textiles, metals, polymers and woods.
 I can use a range of manufacturing techniques including handcraft skills and machinery to manufacture products precisely.
Evaluating (own ideas & products, existing products, key events & individuals)
 I can actively involve others in the testing of my products.
 I can evaluate products through disassembly to determine how they are constructed and function.
 I can evaluate the positive and negative impact that products can have in the wider world.
Technical Knowledge (making products work)
 I can investigate and analyse new and emerging technologies.
 I know how more advanced electrical and electronic systems can be powered and used in my products.
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Designing (understanding contexts, users & purposes, generating, developing, modelling and communicating ideas)
 I can develop a simple Design Specification to guide my thinking
 I can gather information about the needs and wants of particular individuals and groups.
 I can identify and solve my own design problems.
 I can develop and communicate ideas by talking and drawing.
 I can produce 3D models to develop and communicate ideas.
Making (planning, technical skills & techniques)
 I can select tools and equipment suitable for the task.
 I can select from a range of materials and components according to their characteristics
 I can accurately measure, mark out, cut and shape materials and components
 I can assemble, join and combine materials and components with some accuracy
 I can apply a range of finishing techniques with some accuracy.
 I can use a range of manufacturing techniques including handcraft skills and machinery to manufacture products with some accuracy.
 I can follow procedures for safety and hygiene and understand the process of risk assessment.
Evaluating (own ideas & products, existing products, key events & individuals)
 I can identify the strengths and areas for development in my ideas and products.
 I can critically evaluate the quality of the design, manufacture and fitness for purpose of my products as I design and make.
 I can investigate what methods of construction have been used in products.
Technical Knowledge (making products work)
 I know how to classify materials by structure e.g. hard woods, soft woods, ferrous and non-ferrous, thermoplastic and thermosetting plastics.
 I know how mechanical systems such as cams or pulleys or gears create movement.
 I know the correct technical vocabulary for the projects I am undertaking.
Designing (understanding contexts, users & purposes, generating, developing, modelling and communicating ideas)
 I can develop my own design criteria and use these to inform my thinking.
 I can use research to generate innovative ideas.
 I can model and test my ideas by making templates and mock-ups.
Making (planning, technical skills & techniques)
 I can produce appropriate lists of tools, equipment and materials that I need.
 I can measure, mark out, cut and shape materials and components.
 I can assemble, join and combine materials and components.
 I can use finishing techniques.
 I can select from a range of tools and equipment and explain my choice.
 I can use a range of manufacturing techniques including handcraft skills.
 I can follow procedures for safety and hygiene.
Evaluating (own ideas & products, existing products, key events & individuals)
 I can talk about my ideas and what I am making.
 I can evaluate my products and ideas against design criteria.
 I can explore how products work and how they are used.
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 I can explore what materials products are made from.
Technical Knowledge (making products work)
 I know about a range of designers, engineers, technologists and manufacturers.
 I know how simple electrical circuits and components can be used to create functional products.
9
BAND
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In Year 7 Design Technology - Cooking and Nutrition
I can explain important principles of kitchen and personal hygiene, explain the difference between them and how to prevent cross
contamination.
I know how to use the hob and the oven on a cooker safely, independently and with confidence.
I can clearly explain the importance of a healthy, varied diet as shown in the Eatwell Guide and have an awareness of the Eight Tips for
Healthy Eating.
I have a growing understanding of the importance of vital vitamins and minerals in the diet and some foods that contain them.
I can talk about the functions of ingredients and suggest several ways a dish can be modified to make it healthier and interesting.
I can explain a wide range of methods and techniques to prepare and cook food.
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I can name and apply essential personal hygiene rules and why they are important.
I can explain some principles of kitchen hygiene and cross contamination.
I know how to use the hob and the oven on a cooker safely and with confidence.
I have an understanding of the importance of a healthy, varied diet as shown in the Eatwell Guide and have an awareness of the Eight Tips for
Healthy Eating.
I can talk about the functions of basic ingredients and show how a dish can be modified to make it healthier.
I can explain a range of methods and techniques to prepare and cook food.
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I can name several personal hygiene rules and understand the principles of cleaning and cross contamination.
I know how to use the hob and the oven on a cooker safely.
I have an understanding of the importance of a healthy, varied diet as shown in the Eatwell Guide.
I can talk about some functions of basic ingredients and show how a dish can be modified to make it healthier.
I understand that there is a range of ways of preparing and cooking food.
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I can name at least two personal hygiene rules and at least two kitchen safety rules.
I know how to use the hob and the oven on a cooker.
I have a basic understanding of why I should eat a healthy diet and know at least two rules of healthy eating.
I understand that there is more than one way of preparing and cooking food.
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I can name at least one personal hygiene rule.
I know how to use the hob on a cooker.
I have a basic understanding of why I should eat a healthy diet.
I understand that there is more than one way of preparing and cooking food.
10
BAND
In Year 7 English
Summarising
 Identify and interpret explicit and implicit information.
 Offer skilful, informed overview of one or more texts.
Using Textual Detail/Retrieving Information
 Selects judicious range of quotations to support ideas and analysis.
Analysing Structure
 Shows detailed and perceptive understanding of structure.
 Analyses the effects of the writer’s choices of structure e.g. dialogue or narrative perspective.
 Selects a thoughtful and deliberate range of textual detail.
 Makes accurate use of a range of subject terminology.
Analysing Language
 Shows detailed and perceptive understanding of language across a whole text (extract).
 Analyses the effects of the writer’s choices of language.
 Selects a thoughtful and deliberate range of textual detail. Makes accurate use of a range of subject terminology.
Interpreting and Inferring (Using SQUID)
 Exploratory stance, supported by increasingly confident referencing. Using SQID confidently.
 Specific meaning of quotations is unpicked and often developed.
 Confident with explicit meanings and probing implicit meaning.
Comparing Texts
 Compares ideas and perspectives in a perceptive and increasingly embedded way.
 Analyses how writers’ methods are used in both texts.
 Selects a range of judicious supporting detail from both texts.
 Shows a detailed understanding of the different ideas and perspectives in both texts.
Writing from a Critical Perspective
 Critically evaluates the text in a detailed way.
 Offers examples from the text to explain views convincingly.
 Analyses effects of a range of writer’s choices.
 Selects a range of relevant quotations to validate views.
Summarising
 Shows clear synthesis and interpretation of two texts.
 Makes clear inferences from both texts.
 Selects clear references/textual detail relevant to the focus of a tas/question.
 Makes statements which show clear differences between texts.
Using Textual Detail/Retrieving Information
 Selects considered range of textual examples including some direct quotations to support ideas and analysis.
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Analysing Structure
 Explains clearly the effects of the writer’s choices of structure.
 Selects a range of relevant textual detail.
 Makes clear and accurate use of subject terminology.
Analysing Language
 Explains clearly the effects of the writer’s choices of language at sentence level.
 Selects a range of relevant textual detail.
 Makes clear and accurate use of subject terminology.
Interpreting and Inferring (Using SQUID)
 Clear modelling of analytical writing on SQID.
 A willingness to unpick implicit, as well as explicit, meanings with some success.
 A willingness to develop ideas e.g. writer’s intentions or another method the writer has used in the ref.
Comparing Texts
 Compares ideas and perspectives in a clear and confident way
 Explains clearly how several writers’ methods are used.
 Selects relevant detail to support from both texts.
 Shows an increasingly understanding of the different ideas and perspectives in both texts.
Writing from a Critical Perspective
 Confidently evaluates the text.
 Offers several examples from the text to explain views. Confidently explains the effect of writer’s choices
 Selects some relevant quotations to support views
Summarising
 Think about what is implied in whole text as well as what is clearly stated.
 Identifying a range of differences between two texts including some implicit meanings.
 Make statements linking the writers’ main ideas in two sources.
Using Textual Detail/Retrieving Information
 Selects clear range of textual examples and occasional quotations to support ideas and analysis.
Analysing Structure
 Comments on the effect of structure with increasing success.
 Selects some appropriate textual detail.
 Makes appropriate use of subject terminology.
Analysing Language
 Comments on the effect of language at sentence level with increasing success.
 Selects some appropriate textual detail.
 Makes appropriate use of subject terminology,
Interpreting and Inferring (Using SQUID)
 Deliberate use of SQID, although not always fully successful.
 A willingness to unpick explicit meanings occasional unpicking of implicit meaning.
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 Sometimes develops ideas.
Comparing Texts
 Compares ideas and perspectives in a clear and relevant way.
 Explains clearly how writers’ methods are used.
 Selects relevant detail to support, sometimes more confident with one text than the other.
 Shows an increasingly understanding of the different ideas and perspectives in both texts.
Writing from a Critical Perspective
 Clearly evaluates the text.
 Offers examples from the text to explain views clearly. Clearly explains the effect of writer’s choices
 Selects some relevant quotations to support views
Summarising
 Shows some interpretation from one/both texts.
 Attempts some inference(s) from one/both texts.
 Selects some appropriate references/textual detail from one/both texts. Statements show some difference(s) between texts.
Using Textual Detail/Retrieving Information
 Selects relevant textual examples to support ideas and analysis. At top end of band these will be increasingly appropriate. At the bottom of the
band these will be generalised.
Analysing Structure
 Offers simple comment on the effect of structure.
 Selects simple references or textual details.
 Makes simple use of subject terminology, not always appropriately.
Analysing Language
 Offers simple comment on the effect of language at sentence level.
 Selects simple references or textual details.
 Makes simple use of subject terminology, not always appropriately.
Interpreting and Inferring (Using SQUID)
 Some use of SQID or part of it. Unpicks explicit meanings with some accuracy at the top of the band.
 Engages with writer’s intentions at a basic level.
Comparing Texts
At the top of the band:
 Attempts to compare ideas and perspectives Makes some comment on how writers’ methods are used.
 Selects some appropriate textual detail/references, not always supporting from one or both texts.
 Identifies some different ideas and perspectives.
At the lower end of the band:
 Makes simple cross reference of ideas and perspectives.
 Makes simple identification of writers’ methods. Some references.
Writing from a Critical Perspective
 Simple evaluative comment on the text.
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 Offers simple examples from the text which sometimes explain view.
 Simple mention of writer’s methods.
 Simple references or textual details
Summarising
 Makes a simple, general comment summing up what one text is about.
Using Textual Detail/Retrieving Information
 Makes reference to a part of a text.
Analysing Structure
 Makes simple distinguishing comment on structure in general.
Analysing Language
 Makes simple distinguishing comment on language in general.
Interpreting and Inferring (Using SQUID)
 Making statements about a text with some textual reference.
Comparing Texts
 Work towards making one or two linking comments.
Writing from a Critical Perspective
 Simple response to critical statement about a text.
14
BAND
In Year 7 Geography
I Know...
 A variety of places and their features in the UK and the world.
 How some patterns may vary depending on scale (local, national and global).
 How some topical issues occur in a variety of places.
I Understand and Can Describe and Start to Explain...
 Various human and physical processes which create and change the world around us.
 Why some places are linked and the impact that this has on people and environments.
 My own views and different viewpoints about geographical issues.
 How connections can be made between geographical ideas and places, e.g. sustainability issues.
I Can...
 Apply fieldwork and research techniques to investigate geographical issues.
 Choose relevant data to investigate geographical questions.
 Use suitable techniques to present and describe my data.
 Use a range of relevant evidence from sources.
 Make valid and supported conclusions.
 Communicate clearly with excellent SPAG and use key geographical terms adeptly.
I Know...
 Some places and their features in the UK and the world.
 Some geographical patterns and why they exist.
 How some topical issues occur in a variety of places.
I Understand and Can Describe in Detail...
 Some human and physical processes which create and change the world around us.
 How some places are linked and the impact that this might have.
 My own views and some different viewpoints about geographical issues.
 How connections can be made between geographical ideas and places, e.g. sustainability issues.
I Can, With Some Help...
 Carry out fieldwork and research techniques to investigate geographical issues.
 Choose some data to investigate geographical questions.
 Present and describe my data.
 Use some evidence from sources.
 Make valid conclusions.
 Communicate clearly with very good SPAG and use suitable key geographical terms.
I Know...
 Some places and their features in the UK and the world.
 Some geographical patterns and suggest why they exist.
 How some topical issues occur in a variety of places.
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I Understand and Can Start to Describe...
 A range of processes which create and change the world around us.
 How some places are linked.
 My own views and may recognise that other people may not have the same view as me.
I Can, With Help...
 Carry out fieldwork and research techniques to investigate geographical issues.
 Choose some data to investigate geographical questions.
 Present and describe my data.
 Occasionally use evidence from sources.
 Make a conclusion.
 Communicate clearly with good SPAG and use some key geographical terms.
I Know...
 About some places and features in the world.
 Some geographical patterns and can state them.
 How some issues occur in a variety of places.
I Understand and Can Start to Describe...
 Some processes which create and change the world around us.
 Similarities and differences between places.
 My own views and may recognise that other people may not have the same view as me.
I can, With Help...
 Carry out fieldwork and research techniques to investigate geographical issues.
 Collect and record some data to investigate geographical questions.
 Present and start to describe my data.
 Rarely use evidence.
 Attempt a simple conclusion.
 Communicate my ideas. SPAG shows some mistakes.
I Know...
 About some places in the world.
 Some geographical patterns.
I Understand and Can State...
 Some processes which create and change the world around us.
 My own views.
I can, With Significant Help...
 Carry out fieldwork to investigate geographical issues.
 Collect some data to investigate geographical questions.
 Present my data.
 Communicate my ideas, however SPAG requires improvement.
16
BAND
In Year 7 History
I can…
 Understand and appropriately use a wide range of chronological terms like era, dynasty and reign.
 Independently construct a detailed timeline of periods that I have studied.
 Remember and appropriately use a wide range of historical terms.
 Identify and categorise causes for why events have taken place and begin to explain some links between them.
 Identify and categorise consequences of events that have taken place.
 Identify and explain historical changes.
 Use sources to make simple inferences about the past and question their usefulness.
I can…
 Understand and use a range of chronological terms like decade or century.
 Construct timeline of periods that I have studied.
 Remember and appropriately use a range of key historical terms such as feudalism and peasants.
 Construct an organised narrative about the past which is supported by a range of evidence.
 Identify and begin to categorise causes for why events have taken place.
 Identify and begin to categorise consequences of events that have taken place.
 Identify and explain some historical changes.
 Understand and question the usefulness of the range of sources that historians use to learn about the past.
I can…
 Understand and use terms like decade or century.
 Construct a simple timeline of periods that I have studied.
 Remember and use key historical terms such as feudalism.
 Construct an organised narrative about the past which is supported by some evidence.
 Identify and suggest simple causes for why events have taken place.
 Identify and suggest simple consequences of events that have taken place.
 Identify and describe some historical changes.
 Understand and start to question the usefulness of the range of sources that historians use to learn about the past.
I can…
 Understand basic terms like decade or century.
 Construct, with help, a simple timeline of periods that I have studied.
 Understand simple historical terms in the topic currently being studied.
 Construct a basic narrative about the past.
 Identify simple causes for why events have taken place.
 Understand that events have consequences.
 Identify basic changes over time.
 Understand that historians use a range of sources to learn about the past.
17
I can…
 Place some events in time order.
 Understand some historical words.
 With significant help I can write a basic story about the past.
 Identify reasons why events happen.
 Understand that there may be results of events.
 Understand that change takes place over time.
 Understand that historians use information to describe the past.
18
BAND
In Year 7 ICT
Health and Safety
 I can suggest solutions to stay safe in a computer room.
 I can suggest way of reducing health problems in a computer room.
Presentation
 I can create a consistent and age appropriate presentation and explain how I meet these requirements.
 I understand that devices that connect to a computer fit into 3 groups and I can place the devices into these groups.
 I can save my work in the correct place(s).
 I understand that I can store my work in different places and the advantages and disadvantages of the places/drives.
E-Safety
 I can use computer safely both inside and outside of school.
 I understand what personal information is, how to keep it safe and not to give it out on the internet.
 I can create a poster on an e-safety topic that explains what the topic is and ways of deal with it.
 I know not everything on the internet is real/true and how to check if might be.
 I know who to report problems to.
Letter
 I can draft and create a persuasive letter aimed at the correct target audience.
 My letter is in the correct format.
 I have found a number of relevant items from the internet and have included them in my letter.
Spreadsheets
 I can create a graph and add all required parts (axis, title, formatting).
 I understand that if I change one part of a spreadsheet this can affect other parts.
 I can use most of the skills listed.
 I understand the advantages of formulas
Programming
 I can create a program based on the users requirements
 I can use the correct terms when talking about programming
 I can debug programs and make them run more efficiently
 I can use more than one programming language
Health and Safety
 I understand what I need to do to stay safe in a computer room.
 I understand what health issues can happen in a computer room.
Presentation
 I can create a consistent and age appropriate presentation.
 I understand that devices that connect to a computer fit into 3 groups and I can place the devices into these groups.
 I can save my work in the correct place(s).
19
E-Safety
 I can use computer safely both inside and outside of school.
 I understand what personal information is, how to keep it safe and not to give it out on the internet.
 I can create a poster on an e-safety topic.
 I know not everything on the internet is real/true and how to check if could be.
 I know who to report problems to.
Letter
 I can draft and create a persuasive letter aimed at the correct target audience.
 I understand the letter needs to be laid out in the correct format.
 I can create a map and key that contains the correct play equipment.
 My questionnaire contents both open and closed questions.
 I can find items relevant for my park on the internet.
Spreadsheets
 I can create a graph to show data.
 I can use the Auto functions in my spreadsheet.
 I can use at least 2 of the skill listed.
 I understand what replication is and how it saves me time.
Programming
 I can create my own programs using block programming
 I can spot errors in programs and correct them
 I can develop programs to include extra requirements
 I can create a loop and explain how it works
Health and Safety
 I Understand that health and safety is there to protect me and keep me safe.
 I know who to ask for help if I’m worried.
Presentation
 I can create a presentation based around the devices that connect to the computer that is consistent and appropriate.
 I can insert images that are appropriate into a presentation.
 I can save and edit my work.
 I can evaluate my work showing what is good about the presentation.
E-Safety
 I can use computers safely both inside and outside of school.
 I understand what personal information is and not to give it out on the internet.
 I can create a poster on an e-safety topic.
 I know not everything on the internet is real/true.
 I know who to report problems to.
Letter
 I can create a persuasive letter on the computer.
20
 I can create a map with a key on the computer.
 My questionnaire contents both open and closed questions.
 I can find items on the internet.
Spreadsheets
 I can enter correct data into a spreadsheet.
 I can ensure the data is shown in the correct format.
 I can replicate data where possible.
Programming
 I can create my own program using block programming
 I can spot errors in programs
 I can create a loop in my program
Health and Safety
 I understand that there are things that I should and should not do in a computer room
Presentation
 I can create a presentation based around the devices that connect to the computer.
 I can insert images into a presentation.
 I can save my work
 I can evaluate my work.
E-Safety
 I can use computers safely.
 I understand what personal information is.
 I can make a poster about e-safety.
 I know who to report problems to.
Letter
 I can create a letter on the computer.
 I can create a map on the computer
 I can create a questionnaire on the computer.
Spreadsheets
 I can enter data into a spreadsheet.
 I can change the layout of a spreadsheet to show all information required.
 I can show what a spreadsheet can be used for.
Programming
 I can follow instructions to create a program using block programming.
 I understand that things need to happen in the correct sequence for the program to run.
Health and Safety
 I will not mess around with the computers.
Presentation
 I can create a presentation with help.
21
E-Safety
 I can ask for help when using the internet.
Letter
 I can use a writing frame to create a letter.
 I can create a poster with help.
Spreadsheets
 I can enter information into a spreadsheet with help.
Programming
 I can make a basic program with help.
22
BAND
In Year 7 Mathematics
Whole Numbers and Decimals
 order decimals and negative numbers.
 add, subtract, multiply and divide negative numbers
 multiply and divide by powers of 10
 Interpret and use a calculator effectively
 know and understand place value in decimal in decimal numbers
 know the order of operations
Measures, Perimeter, Area and Volume
 calculate the area of triangles and parallelograms.
 calculate the volume of cuboids.
 convert between metric and imperial units of measure
 calculate the area of trapeziums.
 calculate the area and circumference of circles.
 calculate the volume and surface area of prisms
 convert between metric units of volume and area.
 know the formulae for area of triangles and parallelograms
 know the formula for volume of a cuboid
 know conversions for key imperial/metric units
 know the formulae for area and circumference of circles
 know the formula for area of a trapezium
 know the formula for volume of a prism
Expressions and Formulae
 substitute positive integers into formulae/expressions
 rearrange basic formulae e.g. a = bc to c = a/b
 factorise an expression by finding HCF
 simplify expressions that involve brackets, powers and division
 substitute positive and negative integers into a formula or expression
 rearrange more complex formulae including powers and roots
 know the rules of BIDMAS apply to algebra
 know that - x - = +, and negative squared = positive
Fractions, Decimals and Percentages
 use mixed numbers
 compare and order fractions
 multiply pairs of fractions in simple cases
 write a fraction in its lowest terms by cancelling common factors
 add and subtract fractions and mixed numbers with different denominators
23
 find one number as a percentage of another
 find 17½% by doing 10%, 5%, etc.
 order fractions, decimals, percentages including negative numbers to 3 decimal places
 know percentage and decimal equivalents for fractions with a denominator of 2,3,4,5,8,10
Angles and Shapes
 describe the properties of different quadrilaterals
 use bearings to describe direction.
 find missing angles on parallel lines
 know the symbols for describing same length lines, parallel lines, right angle, equal size angles, reflection lines
 know the angles in a triangle sum to 180°
 know that the angles in a quadrilateral sum to 360°
 know the exterior angles of a shape add up to 360°
 know how to recognise alternate and corresponding angles
Graphs
 plot the graph of a linear equation
 work out the gradient of a line
 interpret distance/ time and other real life graphs
Whole Number Calculations
 use written methods of division – 3 digits by 2 digits.(long division)
 use the order of operations
 round to a given number of decimal places
 mentally multiply and divide by decimals
 use calculator methods, powers and roots
 interpret a calculator display
 know BIDMAS including powers and roots
Statistics
 construct a frequency diagram for continuous data
 use two way tables to record and interpret data
 plot a scatter diagram
 calculate a mean, median and mode from a frequency table
 estimate the mean, median and modal class from a grouped frequency table containing discrete data
 draw a frequency polygons
 interpret and compare pie charts
 use and interpret scatter graphs to recognise correlation, draw line of best fit and make predictions.
 understand outliers and make decisions whether or not to include them when drawing the line of best fit
 know definitions – continuous, discrete data, correlation, mean median
 know that the mean = sum of data  number of pieces of data
 know definitions - qualitative, quantitative data, primary and secondary data, grouped and ungrouped data and outliers
24
Transformations and Symmetry
 enlarge a shape when given a positive integer scale factor
 recognise the order of rotational symmetry of a shape
 rotate and translate a shape
 enlarge a shape from a given point
 reflect shapes in the lines y=x and y=-x
 use vectors to describe translation
 know that order 1 means no rotational symmetry
 the information required to describe each type of transformation
Equations
 solve 2 step equations e.g. 2x+4=10
 solve equations with unknowns on both sides
 show inequalities on a number line
 know inverse operations
 the meaning of a filled or non-filled circle on a number line
Factors and Multiples
 find HCF and LCM of 2 integers
 use prime factor decomposition
 use index notation for small integer powers.
 use the index laws.
 write large and small numbers in standard form
 fluent knowledge of tables
 know cubes and cube roots to 53
 know the term - square number
 know HCF and LCM
 know the index laws
Constructions and 3D Shapes
 recognise and sketch nets of prisms and pyramids.
 use Isometric paper to draw simple 3D objects
 construct SSS triangles
 construct ASA triangles
 draw standard compass constructions
 construct SAS triangles
 know that there can be more than one correct net
 know which way the isometric paper goes
Sequences
 generate terms of a sequence from a position- to- term rule
 deduce expressions to calculate the nth term
25
 recognise and use Fibonacci sequences
 find a rule for the nth term of a sequence
 know how to find the common difference
Decimal Calculations
 use written methods of division – 3 digits by 2 digits.(long division)
 mentally multiply and divide by decimals
 use calculator methods, powers and roots
 Interpret a calculator display
Whole Numbers and Decimals
 add and subtract decimals
 order decimals and negative numbers.
 add, subtract, multiply and divide negative numbers
 multiply and divide by powers of 10
 know decimal place value
 understand decimal place value
 know and understand place value in decimal in decimal numbers
 the order of operations
Measures, Perimeter, Area and Volume
 calculate area of squares and rectangles
 convert between metric units of measurement
 find volume by counting cubes
 calculate the area of triangles and parallelograms
 calculate the volume of cuboids
 know metric units of measure for length, weight and capacity
 know the formula for area of a rectangle
 know the formulae for area of triangles and parallelograms
 know the formula for volume of a cuboid
Expressions and Formulae
 Simplify expressions involving negative terms and where there is more than 1 unknown
 Write/use formulae using algebra
 Substitute positive integers into formulae/expressions
 Rearrange basic formulae e.g. a = bc to c = a/b
 know how to recognise like terms
 know that the rules of BIDMAS apply to algebra
Fractions, Decimals and Percentages
 write fractions as mixed numbers
 add and subtract fractions with denominators that are multiples of the same number
 express one number as a fraction of another
26
 simplify fractions
 multiply a fraction by an integer
 find a percentage of a quantity
 find a fraction of a quantity
 find families of equivalent fractions
 write decimals as fractions
 use mixed numbers
 compare and order fractions
 multiply pairs of fractions in simple cases
 write a fraction in its lowest terms by cancelling common factors
 know what an improper fraction is
 know the % symbol
 know that percent relates to the number of parts per hundred
 know percentage and decimal equivalents for ½, ¼, 1/5, 2/5, 4/5
 know percentage and decimal equivalents for fractions with a denominator of 2,3,4,5,8,10
Angles and Shapes
 measure angles using a protractor.
 calculate missing angles on a straight line and at a point.
 describe the properties of different triangles
 describe the properties of different quadrilaterals.
 know that angles on a line sum to 180 degrees and angle around a point sum to 360 degrees.
 know that vertically opposite angles are equal
 know how to estimate an angle size
 know the terms for parts of a circle
 know the triangles that are equilateral, isosceles, scalene, right angled
 know symbols for describing same length lines, parallel lines, right angle, equal size angles, reflection lines
 know the angles in a triangle sum to 180°
 know that the angles in a quadrilateral sum to 360°
Graphs
 work out the equation of a vertical or horizontal lines
 plot the graph of a linear equation
 interpret and use simple real life graphs
 know the graphs of y=x and y=-x
Whole Number Calculations
 use written and mental methods of division (bus stop)
 round whole numbers and decimals
 use written methods of division – 3 digits by 2 digits (long division)
 use the order of operations
27
 round to a given number of decimal places
 know BIDMAS
Statistics
 draw a pie chart
 calculate the range and mode from a frequency table
 construct a frequency diagram for continuous data
 use two way tables to record and interpret data
 plot a scatter diagram
 calculate a mean, median and mode from a frequency table
 know the definitions - mode, range and frequency
 know basic circle angle facts
 know definitions – continuous, discrete data, correlation, mean median
 know that the mean = sum of data  number of pieces of data
Transformations and Symmetry
 reflect in the co-ordinate axes
 understand and use simple scales (e.g. 1cm : 5km)
 enlarge a shape when given a positive integer scale factor
 recognise the order of rotational symmetry of a shape
 rotate and translate a shape
 know which axis is x
 know which axis is y
 know that order 1 means no rotational symmetry
Equations
 solve one step equations e.g. x+5=11
 solve 2 step equations e.g. 2x+4=10
 know >,<,≤,≥ symbols
 know inverse operations
Factors and Multiples
 find HCF and LCM of 2 integers
 use prime factor decomposition
 know square roots of square numbers 1 – 100
 fluent knowledge of tables
 know cubes and cube roots to 53
Constructions and 3D Shapes
 recognise and sketch nets of cuboids.
 recognise and sketch nets of prisms and pyramids
 draw angles using a protractor
 construct SSS triangles
28
 construct ASA triangles
 know that cuboids have matching pairs of faces
 know that there can be more than one correct net
 know there are 360 degrees in a circle
Sequences
 generate terms of a sequence from a term- to-term rule
 recognise and use sequences of triangular, square and cube numbers and simple arithmetic progressions
 generate terms of a sequence from a position- to- term rule
 deduce expressions to calculate the nth term
 know how to find the common difference
Decimal Calculations
 written methods of division – 3 digits by 2 digits (long division)
 written and mental methods of division (bus stop)
Whole Numbers and Decimals
 complete written and mental calculations- adding and subtracting up to 3 digits
 multiply by 10 and 100
 add and subtract decimals
 understand decimal place value
Measures, Perimeter, Area and Volume
 find the perimeter of a shape by measuring
 find the area of a shape by counting squares
 calculate area of squares and rectangles
 convert between metric units of measurement
 know metric units of measure for length, weight and capacity
 know formula for area of a rectangle
Expressions and Formulae
 write/use formulae in words
 understand and use basic algebraic notation e.g. a + a = 2a
 simplify expressions involving negative terms and where there is more than 1 unknown
 write/use formulae using algebra
 know that letters can be used to represent unknown numbers
 know how to recognise like terms
Fractions, Decimals and Percentages
 find equivalent fractions
 convert simple fractions to decimals
 add and subtract fractions with the same denominator
 write and number of tenths or hundredths as a decimal
 write fractions as mixed numbers
29
 add and subtract fractions with denominators that are multiples of the same number
 express one number as a fraction of another
 simplify fractions
 multiply a fraction by an integer
 find a percentage of a quantity
 find a fraction of a quantity
 find families of equivalent fractions
 write decimals as fractions
 know what a numerator and denominator are
 know decimal equivalents of ½, ¼, 3/4
 know what an improper fraction is
 know the % symbol
 know percent relates to the number of parts per hundred
 know percentage and decimal equivalents for ½, ¼, 1/5, 2/5, 4/5
Angles and Shapes
 distinguish between regular and irregular polygons
 name special types of quadrilateral
 measure angles using a protractor
 calculate missing angles on a straight line and at a point.
 calculate the missing angle in a triangle
 describe the properties of different triangles
 know terms – degrees, regular, irregular, quadrilateral, polygon
 know there are 360°in a full turn and 180° in a half turn
 recognise and name acute, right, obtuse and reflex angles
 know that angles on a line sum to 180° and angle around a point sum to 360°
 know that vertically opposite angles are equal
 know how to estimate an angle size
 know the terms for parts of a circle
 know the triangles that are equilateral, isosceles, scalene, right angled
Graphs
 draw and label axes
 plot coordinates in all four quadrants
 work out the equation of a vertical or horizontal lines
 know the graphs of y=x and y=-x
Whole Number Calculations
 use written and mental methods of multiplication
 round to whole numbers
 use written and mental methods of division (bus stop)
30
 round whole numbers and decimals
 know times- tables up to 10
Statistics
 interpret and construct bar charts and time graphs
 calculate median and mean from a set of data
 draw a pie chart
 calculate the range and mode from a frequency table
 know the definitions of median and mean
 know the definitions - mode, range and frequency
 know basic circle angle facts
Transformations and Symmetry
 reflect horizontally and vertically
 tessellate shapes.
 reflect in the co-ordinate axes
 understand and use simple scales (e.g. 1cm : 5km)
 know the definition of object and image
 know which axis is x
 know which axis is y
Equations
 use functions machines
 solve one step equations e.g. x+5=11
 know the difference between ‘input’ and ‘output’
 know >,<,≤,≥ symbols
Factors and Multiples
 list factors and multiples
 identify square numbers
 know multiplication tables
 know square numbers to 100
Constructions and 3D Shapes
 recognise and sketch nets of cubes
 recognise and sketch nets of cuboids
 use a pair of compasses to draw a circle
 draw angles using a protractor
 know that a net of a cube has six identical squares
 know that cuboids have matching pairs of faces
 know there are 360 degrees in a circle
Sequences
 continue a number sequence
31
 generate the terms of a sequence from patterns and diagrams
 describe how a sequence continues in words
 generate terms of a sequence from a term- to-term rule
 recognise and use sequences of triangular, square and cube numbers and simple arithmetic progressions
 know the first few triangle numbers
 know square numbers up to 100
 know cube numbers up to 125
Decimal Calculations
 use written and mental methods of multiplication.
 multiply by 10 and 100
 use written and mental methods of division.(bus stop)
Whole Numbers and Decimals
 compare and order whole numbers
 round to 10,100 and 1000
 add and subtract using 3 digit numbers
 round to whole numbers
 estimate answers to calculations by rounding to whole numbers or sensible numbers to make the calculation easy
 use negative numbers in the context of temperature
 know place value up to 1000
 know the symbols > and <
Measures, Perimeter, Area and Volume
 read a scale
 convert between 12 and 24 hour time
 read money from a calculator and write it properly
 work out real life money and time and calendar problems
 find the perimeter of a shape by measuring
 find the area of a shape by counting squares
 know number of days in a year, months and days per month
Expressions and Formulae
 write/use formula in words
 understand and use basic algebraic notation e.g. a + a = 2a
 understand that letters can represent unknown numbers
Fractions, Decimals and Percentages
 recognise fractions up to 1/10 of a number up to 100
 add and subtract fractions with the same denominator to 1 whole
 find equivalent fractions
 convert simple fractions to decimals
 add and subtract fractions with the same denominator
32
 write and number of tenths or hundredths as a decimal
 know what a numerator and denominator are
 know the decimal equivalents of ½, ¼, 3/4
Angles and Shapes
 use the compass points to give directions
 identify if an angle is more or less than a right angle
 distinguish between regular and irregular polygons
 know the terms – parallel, perpendicular, vertical, horizontal
 know the points of the compass
 identify horizontal, vertical and parallel lines
 know the names of special types of quadrilateral
 name acute, right, obtuse and reflex angles
 know terms – degrees, regular, irregular, quadrilateral, polygon
 know there are 360 degrees in a full turn and 180 degrees in a half turn
Graphs
 plot coordinates in the first quadrant
 identify horizontal, vertical and parallel lines
 draw and label axes
 plot coordinates in all four quadrants
Whole Number Calculations
 add and subtract using 3 digit numbers
 use written and mental calculations- adding and subtracting up to 3 digits
Statistics
 construct and interpret bar charts
 construct and interpret pictograms (where one picture represents more than one item)
 read information from lists, diagrams and charts
 complete a tally chart and frequency table
 compare two or more diagrams or charts
 calculate the mode and range from a set of data
 interpret and construct bar charts and time graphs
 calculate median and mean from a set of data
Transformations and Symmetry
 draw lines of symmetry on shapes and pictures
 reflect horizontally and vertically
 tessellate shapes.
 know that a ruler is required to draw straight lines
 know the definition of object and image
33
Equations
 use inverse operations for addition, subtraction, multiplication and division
 use functions machines
 know the difference between ‘input’ and ‘output’
Factors and Multiples
 find multiples of 2,3,4,5,8
 list factors and multiples
 identify square numbers
 know my multiplication tables
 know square numbers to 100
Constructions and 3D Shapes
 recognise and name prisms, cylinders and cones
 recognise and sketch nets of cubes
 draw lines to the nearest mm
 use a pair of compasses to draw a circle
 know a net of a cube has six identical squares
 know abbreviation for millimetres
Sequences
 recognise and use multiples of 3,4,8,50,100
 continue a number sequence
 generate the terms of a sequence from patterns and diagrams
 describe how a sequence continues in words
 know the first few triangle numbers
Decimal Calculations
 multiply and divide two digit whole numbers by a single digit
 solve problems using x and ÷ in real life situations
 use written and mental methods of multiplication
 multiply by 10 and 100
 know that multiplying is the inverse of division
Whole Numbers and Decimals
 round to nearest 10
 add whole numbers with a total100
 subtract one number up to 100 from another
 round to 10,100 and 1000
 add and subtract using 3 digit numbers
 know place value up to 100
 know how to write a decimal number
 know place value up to 1000
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Measures, Perimeter, Area and Volume
 read time on an analogue clock
 measure lengths to the nearest cm
 use money to give correct change
 convert £ to pence
 read a scale
 convert between 12 and 24 hour time
 read money from a calculator and write it properly
 work out real life money and time and calendar problems
 know 1 week is 7 days, 1 day is 24 hours and 60 minutes is an hour
 know that 100 pence is a £
 know number of days in a year, months and days per month
Fractions, Decimals and Percentages
 find ⅓,¼ of a quantity up to 24
 find fractions that are equivalent to ½ and ¼
 recognise fractions up to 1/10 of a number up to 100
 add and subtract fractions with the same denominator to 1 whole
 know and recognise and name the fractions 1/3, ¼, 2/4. ¾
 know and recognise ⅓,¼,⅕,1/10
Angles and Shapes
 understand angles as a measure of turn in which there are two directions–clockwise and anticlockwise
 describe properties of 2D shapes (e.g. straight or curved edges, number of sides/vertices)
 recognise and name hexagons, pentagons and octagons
 use the compass points to give directions
 identify if an angle is more or less than a right angle
 Know the terms – parallel, perpendicular
 Know the points of the compass.
 Identify horizontal, vertical and parallel lines
Graphs
 plot coordinates in the first quadrant
Whole Number Calculations – Adding and Subtracting
 add whole numbers with a total100
 add 2 digit numbers
 subtract one number up to 100 from another.
 add and subtract using 3 digit numbers
Statistics
 collect information by survey
 record results in lists, tally charts and tables
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 find information from a table, diagram, list or graph
 construct and interpret bar charts
 construct and interpret pictograms (where one picture represents more than one item)
 read information from lists, diagrams and charts
 complete a tally chart and frequency table
 compare two or more diagrams or charts
 calculate the mode and range from a set of data
Transformations and Symmetry
 recognise shapes that look the same but are different sizes (similar)
 draw lines of symmetry on shapes and pictures.
 know that a ruler is required to draw straight lines
Equations
 use inverse operations for addition, subtraction, multiplication and division
Factors and Multiples
 order whole numbers up to 1000
 find multiples of 5 and 10
 find multiples of 2,3,4,5,8
 know place value
Constructions and 3D Shapes
 recognise and name cuboids, pyramids and spheres
 describe properties of solids (edges, vertices, and faces)
 recognise and name prisms, cylinders and cones
 draw lines to the nearest cm
 draw lines to the nearest mm
 know the meaning of edges, faces and vertices
 know the names and number of faces of 3D shapes
 know abbreviation for centimetres
 know abbreviation for millimetres
Sequences
 recognise and use multiples of 2,5,10
 recognise and use multiples of 3,4,8,50,100
Decimal Calculations
 multiply and divide using my multiplication tables
 multiply and divide two digit whole numbers by a single digit
 solve problems using x and÷ in real life situations
 know that multiplying is the inverse of division
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BAND
In Year 7 Modern Foreign Languages
Writing
 Write short texts giving and seeking information and opinions, referring to the future as well as the present.
 Translate longer sentences into the target language (for French - including some grammar up to and including the 5th Step).
 Mostly accurate and meaning is clear but some minor errors (e.g. spellings, genders, agreements) and some errors (e.g. with verbs and tenses).
Reading
 Demonstrate understanding of a range of short and longer texts which include opinions and refer to the past or future as well as the present.
 Use processes to work out meaning in short authentic texts (e.g. adapted adverts, poems and songs).
 Translate longer sentences into English, showing awareness of familiar grammar (for French - including some grammar up to and including
the 5th Step), especially tenses.
Speaking
 Take part in short conversations on a range of topics, describing, informing, expressing opinions and giving reasons.
 Demonstrate spontaneity by asking some unsolicited questions.
 Refer to the near future, as well as the present, using a range of familiar vocabulary and common grammatical structures (for French including some grammar up to and including the 5th Step).
 Use increasingly accurate pronunciation and intonation.
Listening
 Demonstrate understanding of a range of short passages which include opinions with basic reasons, details and reference to the present and
the future, spoken clearly (for French - including some grammar up to and including the 5th Step).
Writing
 Write short texts for different purposes using mainly memorised language, referring to the present.
 Express opinions and give simple reasons.
 Generally accurate in using straightforward language and meaning is clear, but there may be errors with verbs.
 Translate simple sentences into target language (for French - including some grammar up to and including the 4th Step) containing familiar
words and structures.
Reading
 Demonstrate understanding of main points, opinions, overall message and some detail in short written texts, referring to the present or
future.
 Understand short texts written for target-language learners of (e.g. menus, short adverts, songs, simple poems).
 Use a bilingual dictionary or glossary to look up unfamiliar words.
 Translate simple sentences containing familiar vocabulary and grammar (for French - including some grammar up to and including the 4th
Step) into English.
Speaking
 Take part in simple conversations, referring to the present or the future.
 Exchange opinions and give simple reasons.
 Describe and give information in short dialogues using familiar vocabulary and common grammatical structures (for French - including some
grammar up to and including the 4th Step).
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 Begin to speak spontaneously (e.g. by giving an unsolicited opinion).
Listening
 Demonstrate understanding of main points, opinions and some details in short passages with unfamiliar language, which include reference to
either the present or the future (for French - including some grammar up to and including the 4th step).
Writing
 Write several short sentences with support to give information and express simple opinions.
 Translate familiar words and short phrases into the target language.
 Generally accurate in using straightforward language and meaning is clear, but there may be major errors with verbs.
Reading
 Demonstrate understanding of main points and opinions in short texts using familiar language.
 Translate familiar words and short phrases into English.
Speaking
 Ask and answer simple questions.
 Exchange simple opinions.
 Take part in brief dialogues, using short phrases referring to the present.
Listening
 Demonstrate understanding of main points from short passages using familiar vocabulary, short phrases and common verbs in the present
tense, spoken clearly and repeated if necessary.
Writing
 Write a few short sentences with support, giving basic information.
 Write some familiar words from memory.
 Spellings and accents may not be accurate, but the meaning is clear.
Reading
 Demonstrate understanding of a range of familiar written phrases and opinions.
 Match sound to print by reading aloud words and phrases.
Speaking
 Answer simple questions.
 Give basic information and opinions, using familiar vocabulary.
 Begin to show awareness of sound patterns.
Listening
 Demonstrate understanding of a range of familiar phrases, spoken clearly.
Writing
 Write or copy simple words correctly.
 Label items.
 Complete short phrases.
Reading
 Demonstrate understanding of familiar words and phrases.
 Read familiar words and phrases aloud.
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Speaking
 Say single words and short phrases with support.
 Imitate a model of correct pronunciation and intonation.
Listening
 Demonstrate understanding of familiar words and phrases, spoken clearly and repeated if necessary, with support.
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BAND
In Year 7 Music
Performing
 Perform in time
 Perform by ear and from different forms of notation
 Combine a range of musical elements to achieve an intended effect/mood
 Use playing techniques appropriate to the style and instrument
 Perform rhythmically/melodically complex parts
 Sing in tune with some expression
 Maintain a more complex part in an ensemble
Listening
 Evaluate your own and others’ work, suggesting improvements
 Justify the musical devices and elements used in your own and others’ work
 Listen to and refine your work, taking into account its purposes and functions.
Composing
 Use a range of musical elements
 Use playing techniques appropriate to the style and instrument
 Use musical devices appropriate to the style of the music
 Compose music for a specific purpose, combining appropriate devices, techniques and elements.
Performing
 Maintain your part when performing as a group
 Perform simple parts in an ensemble with an awareness of others
 Perform by ear and from simple notation
Listening
 Identify elements of music
 Explain how elements of music are used
 Identify areas for improvement in your own and others’ work
Composing
 Compose simple rhythmic and melodic patterns which fit together
 Use simple structures
 Combine musical ideas
Performing
 Copy simple patterns
 Perform simple patterns with some sense of pulse
 Use symbols to represent and recall sounds
 Take part in a performance
 Respond to simple musical instructions
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Listening
 Recognise obvious changes and sounds
 Identify simple melodic/rhythmic patterns
 Identify changes in musical elements
 Identify good features of your own work and others’ work.
Composing
 Organise sounds into simple structures
 Make basic use of musical elements to demonstrate a simple effect or change of mood
 Compose simple rhythmical patterns
Performing
 Perform rhythmically simple parts with a limited range of notes
 Perform repeated patterns
 Copy simple patterns
 With encouragement, take part in a performance
 Show some awareness of other musicians
 Sing with some melodic shape
Listening
 Recognise how sounds can be organised
 Recognise obvious changes in music
 Identify good features in your own work
Composing
 Organise sounds into simple structures
 Make basic use of musical elements to demonstrate a simple effect or change of mood
 Compose a pattern that can be repeated as an ostinato
Performing
 Use the voice in different ways
 Perform repeated patterns with a limited range of notes
 With support, take part in a performance
 Show limited awareness of other musicians
 Follow instructions
Listening
 With support, recognise obvious changes in the music
 With support, identify good features in your own work
Composing
 Experiment with changing sounds and recognise that they are different
 With support, compose a pattern that can be repeated as an ostinato
 With support, organise sounds into simple structures
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BAND
In Year 7 Physical Education
Games
 I can consistently demonstrate some advanced skills and techniques in a variety of practices.
 I can effectively use some advanced skills and techniques in a game situations with control and accuracy relevant to my position.
 I can recognise and explain some of my opponent’s strengths / weaknesses, using tactics and strategies to successfully outwit them.
 I understand the importance of a warm-up and can lead a warm up for others, recognising the benefits.
Athletics
 I can consistently demonstrate some advanced skills and techniques in a variety of events.
 I can effectively use some advanced skills and techniques in competitive situations with precision, relevant to my event.
 I can evaluate my own and others performance and give feedback for improvement for some events.
 I have a high level of fitness. I understand the importance of a warm-up and can lead a warm up for others, recognising the benefits.
Gymnastics
 I can consistently apply some high quality skills and techniques on both floor and apparatus with fluency and control.
 I can effectively choreograph sequences including some advanced skills with imagination, originality and flair.
 I can observe, evaluate and provide feedback on the quality of performance using some specific terminology.
 I understand the importance of a warm-up and can lead a warm up for others, recognising the benefits.
Games
 I can demonstrate some of the advanced skills and techniques in a variety of practises.
 I can use some advanced skills and techniques in a game situations with control and accuracy relevant to my position.
 I have an understanding of some of my opponent’s strengths / weaknesses. I have an understanding of some of the tactics and strategies that
impact on performance.
 I can warm up effectively and recognise the benefits of a warm up.
Athletics
 I can demonstrate some advanced skills and techniques in a variety of events.
 I can effectively use some advanced skills and techniques in competitive situations, relevant to my event.
 I have an understanding of my own and others performance and give feedback for improvement for some events.
 I have a good level of fitness. I understand the importance of a warm-up and can lead a warm up for others, recognising the benefits.
Gymnastics
 I can apply some complex skills and techniques on both floor and apparatus with fluency and control.
 I can effectively choreograph sequences including some of the complex skills with imagination and flair.
 I can observe and provide some feedback on the quality of performance.
 I can warm up safely and effectively and recognise the benefits of a warm up.
Games
 I can demonstrate some skills and techniques in a variety of practises.
 I can use some skills and techniques in a game situation with control and accuracy relevant to my position.
 I have an understanding of some of my strengths / weaknesses.
 I can warm up effectively and recognise some benefits of a warm up.
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Athletics
 I can demonstrate some skills and techniques in a variety of events.
 I can effectively use some skills and techniques in competitive situations, relevant to my event.
 I have an understanding of my own performance and use feedback to improve in some events.
 I have a good level of fitness. I can warm up safely and effectively and recognise some benefits.
Gymnastics
 I can apply some core skills and techniques on both floor and apparatus with fluency and control.
 I can effectively choreograph sequences including some of the core skills with imagination and flair.
 I can recognise weaknesses in a gymnastic performance.
 I can warm up safely and effectively and recognise some benefits.
Games
 I can demonstrate some skills and techniques.
 I can use some skills and techniques in a game situation relevant to my position.
 I can identify one strength or one weakness in my performance.
 I can warm up effectively following teacher instruction and understand some benefits.
Athletics
 I can demonstrate a range of skills and techniques in my strongest event.
 I can effectively use my main skill and technique in competitive situations, relevant to my event.
 I have an understanding of my one main strength or one weakness for my event.
 I have a basic level of fitness. I can warm up effectively with teacher instruction and understand some benefits.
Gymnastics
 I can apply some core skills and techniques on the floor and basic apparatus with accurate repetition of movements.
 I can plan and perform a sequence of gymnastic movements from a task card.
 I can make some simple judgements on my own and others work.
 I can warm up safely and effectively following teacher instruction and understand some benefits.
Games
 I can identify and name some skills and techniques.
 I can demonstrate some of the basic skills required in a game situation
 I can recognise my main strength.
 I can warm up safely and effectively following teacher instructions.
Athletics
 I can identify and name some skills and techniques in one event.
 I can demonstrate some of the basic skills required in my main event.
 I can recognise my main strength.
 I can warm up safely and effectively following teacher instructions.
Gymnastics
 I can apply some simple skills and techniques on the floor.
 I can perform a simple sequence of gymnastic movements from a task card.
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

I can make some simple judgements on my own and others work with prompts.
I can warm up safely and effectively following teacher instruction.
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BAND
In Year 7 Religious Education
I know and understand…
 Why RE is important in understanding the world around me
 A wide range of key teachings, beliefs and practices from the religions studied
 How and why these beliefs may impact on the lives on believers and how they view and interact the world
 Why some people are inspired to follow a particular religious or philosophical path
I can…
 Construct a clear and balanced written argument which includes supporting detail
 Research and present topics in a wide range of interesting ways
 Express and reflect on my own values and beliefs
 Communicate confidently in class discussions using a range of RE vocabulary accurately
I know and understand…
 A wide range of reasons for studying RE
 A range of key teachings and beliefs from the religions studied
 That faith may play a part in people’s identity and how they view the world
 That some people are inspired to follow a particular religious or philosophical path
I can…
 Construct a clear written argument which includes some supporting detail
 Research topics in different ways
 Reflect on my own values and beliefs
 Communicate clearly in class discussions and use a variety of RE vocabulary with increasing confidence
I know and understand…
 Different reasons for studying RE
 Key teachings from the religions studied
 That faith may play a part in people’s identity
I can…
 Construct a simple written argument
 Conduct basic research on a given topic
 Consider my own values and beliefs
 Communicate clearly in class discussions and use appropriate RE vocabulary e.g. belief, miracle, parable
I know and understand…
 Some reasons for studying RE
 Some of the key teachings from the religions studied
I can….
 With help, construct a simple written argument
 Find out basic information on a given topic
 Give my own point of view on topics
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 With encouragement, join in with class discussions and understand some key RE vocabulary e.g. belief, miracle
I know and understand…
 A reason for studying RE
 Basic information about some of the religions I have studied
I can…
 With significant help, write basic information on the religions I have studied
 Give my own point of view on a topic
 Recognise some key RE vocabulary e.g. Christian, belief, Sikhism
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BAND
In Year 7 Science
Energy and Electricity
 I can explain how energy transfer is related to voltage
 I can describe and explain how current is affected by resistance of components in parallel circuits
 I can explain voltage and energy changes in an electrical circuit using different models
 I can analyse the advantages and disadvantages of generating electricity using fossil fuels
 I can explain how current is affected by resistance of components in parallel circuits
 I can draw a graph of voltage against current and calculate the gradient
Forces and Speed
 I can relate the particle model of matter to explanations of resistance and drag
 I can explain how unbalanced forces cause an object to accelerate
 I can calculate the distance or time in problems using speed=distance/time, by changing the subject of the equation.
 I can use vectors to calculate resultant forces.
 I can draw a distance-time graph with labelled axis
 I can use a scatter diagram to identify correlation between two variables (area of parachute and speed of decent)
Reproduction
 I can label some of the parts of the male and female reproductive system
 I can describe some of the changes that occur during puberty
 I can describe the events of the menstrual cycle
 I can give an example of courtship behaviour
 I can identify the sperm and egg cell
 I can describe fertilisation
 I can recognise the different types of twin
 I can label a diagram of a foetus in the uterus
 I understand how birth happens
 I know why IVF would be used
 I can label some of the reproductive organs of a plant
 I know what pollination is
 I know why plant disperse seeds
 I can safely dissect organisms with guidance and recognise some structures
 I can identify and control all variables in an investigation
 I can use the average from my investigation to make a conclusion
 I can explain why the conclusion is valid in terms of the evidence
Cells
 I can explain how a cell is adapted to its role
 I can explain how problems caused by organ damage can be overcome using technology
 I can identify ways in which an organism shows each life process
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 I can compare life processes in a range of plants and animals
 I can provide examples of multicellular and unicellular organisms and discuss the differences
 I can explain how materials enter and leave organisms by diffusion
 I can select the appropriate objective lens of a microscope
 I can use a model to explain something and justify the model - is it good or bad?
 I can explain how scientific ideas become accepted or rejected
 I can explain how scientific discoveries can effect society
 I use a range of scientific words when presenting scientific ideas
 I can plan a detailed investigation from a range of resources
Safety in a Lab
 I can explain temperature rise in terms of the particle model
 I know that in neutralisation, hydrogen from acids reacts with hydroxide in alkalis
 I can distinguish between strong and concentrated, dilute and weak when talking about acids and alkalis
 I can explain combustion in terms of oxidation
 I can write and explain formulae equations for neutralisation
 I can give examples of exothermic and endothermic reactions
 I can select the most appropriate type of fire extinguisher depending on the fire
 I can use sources of information to minimise risk
 I can change my plan to control risk by using suitable resources and expert advice
 I can explain why alternative apparatus/equipment should be used to improve the investigation
 I can write a method for an investigation
 I can explain how to determine the range of data needed for an investigation (preliminary investigation)
 I can use detailed scientific ideas to explain a valid conclusion
 I can say why a conclusion is valid in terms of the evidence
 I can explain the difference between a safety flame and a roaring flame in a Bunsen burner
Particles
 I can apply the particle model to explain unfamiliar substances e.g. emulsion
 I can explain physical changes in terms of energy
 I can recognise examples of some unfamiliar chemical reactions e.g. precipitation
 I can explain rates of diffusion
 I can explain the tests for hydrogen, oxygen and carbon dioxide gases
 I can relate data from experiments to the conservation of mass
 I can use data from experiments to determine if a chemical reaction has occurred
 I can identify the strengths and weaknesses of a scientific model
 I can draw an appropriate labelled diagram for an unfamiliar scientific investigation.
 I can change my plan to control risk by using suitable resources and expert advice
 I can use detailed scientific ideas to explain a valid conclusion
 I can say why a conclusion is valid in terms of the evidence
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 I can calculate the change in mass during an experiment
ELBS (Environmental Land Based Science)
 I can explain the rules in the Acre
 I can create a complex food web for an environment
 I can explain the process of eutrophication
 I can evaluate biodiversity and the factors threatening it
 I can give plan a detailed investigation from a range of sources
 I can identify and control all variables in an investigation
 I can explain why the conclusion is valid in terms of the evidence
 I can use the average from my investigation to apply an average to the whole field
Energy and Electricity
 I can explain a variety of energy transfers
 I can draw Sankey diagrams
 I can use Sankey diagrams to explain energy conservation
 I can describe how current behaves in a parallel circuit
 I can explain problems associated with generating electricity by burning fossil fuels
 I can describe how current is affected by resistance of components in parallel circuits
 I can calculate the mean averages or values
Forces and Speed
 I can explain the link between the speed of an object and the forces on it
 I can describe the forces that are contact and non-contact forces
 I can explain the effect of balanced forces on an object
 I can explain the effect of unbalanced forces on an object
 I can explain how air and water resistance change with speed and begin to link these ideas to the particle model
 I can explain how the forces change on falling objects
 I can use the relationship between speed, distance and time
 I can draw a distance-time graph with labelled axis
 I can use a scatter diagram to identify correlation between two variables (area of parachute and speed of decent)
Reproduction
 I can label the parts of the male and female reproductive system
 I can describe the changes that occur during puberty in males and females
 I can describe the events that take place during the menstrual cycle and recognise their importance
 I can recognise and justify courtship behaviour
 I can draw and label a sperm and egg cell
 I can describe fertilisation and know the difference between external and internal fertilisation
 I can recognise the different types of twin and know the differences between them
 I can label a diagram of a foetus in the uterus and know the role of some of the structures
 I can describe the process of giving birth
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 I know what IVF stands for and why it would be used
 I can label the reproductive organs of a plant
 I know what pollination is and can give examples of strategies
 I know how different plants disperse seeds
 I can safely dissect organisms and recognise some structures
 I can plan an investigation with the most suitable variables identified
 I can calculate the mean average of times
 I can make a conclusion which is supported by the evidence (valid conclusion)
Cells
 I can explain what an organ is
 I can label and describe the role of each structure in a plant cell
 I can label and describe the role of each structure in an animal cell
 I know the differences between a plant cell and an animal cell
 I can explain the differences between tissues and organs
 I can explain how diffusion allows materials to enter and leave cells
 I can set up a microscope at high power
 I can draw a diagram of cells seen down a microscope
 I know how to prepare a microscope slide to look at cells
 I can explain something using a model
 I use a range of scientific words when presenting scientific ideas
Safety in a Lab
 I know how to use Hazcards
 I know the importance of oxygen in combustion
 I can spot errors (anomalies) in data on a bar graph
 I can choose the correct fire extinguisher for a fire
 I know how stings may be neutralised
 I know the colours produced by indicators such as litmus and red cabbage
 I know the difference between strong and weak acids and alkalis
 I know the importance of hazard signs on chemical tankers
 I can describe how a fire extinguisher works
 In an investigation I can show how to make risks as small as possible
 I can suggest alternative apparatus/equipment to improve the investigation
 I can write a method for an investigation
 I can give a reason for the range of data needed for an investigation
 I can make a conclusion which is supported by the evidence (a valid conclusion)
 I know the difference between a safety flame and a roaring flame in a Bunsen burner
Particles
 I can relate physical changes to the particle model
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 I can explain how mass changes during combustion
 I can describe some examples of chemical reactions
 I know why detergents are useful
 I know what is meant by an irreversible change
 I can use the particle model to explain the differences between a solid, a liquid and a gas
 I can describe physical changes in terms of energy
 I can explain diffusion in terms of the particle model
 I can describe the tests for hydrogen, oxygen and carbon dioxide gases
 I can explain why a chemical reaction has occurred
 I can explain something using a scientific model
 I can draw an appropriate labelled diagram for a scientific investigation.
 In an investigation I can show how to make risks as small as possible
 I can make a conclusion which is supported by the evidence (a valid conclusion)
 I can calculate and describe the change in mass during an experiment
ELBS (Environmental Land Based Science)
 I can explain why the rules are in place for the Acre
 I can classify unfamiliar organisms
 I can explain why plant growers sow, thin, prick out and pot on plants
 I can explain the advantages of using cloches, greenhouses and polytunnels
 I can explain the need for different types of soil
 I can formulate a food web from a number of food chains
 I can explain adaptations of a range of plants and animals
 I can explain the importance for biodiversity
 I can explain why the apparatus is suitable for an investigation
 I can plan an investigation with the most suitable variables identified
 I can make a conclusion which is supported by the evidence (valid conclusion)
 I can calculate the mean average of areas
Energy and Electricity
 I can describe voltage, current and resistance
 I can describe how the current flows in series and parallel circuits
 I can describe the different types of potential energy (chemical, elastic and gravitational)
 I draw series and parallel circuits using symbols
 I can measure the voltage in a circuit
 I can describe the effect of changing the number of cells in a circuit
 I can measure current using a digital meter and use correct units
Forces and Speed
 I can identify the forces acting on an object and say which direction they are acting in
 I can identify and describe a few forces that are contact and non-contact forces
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 I can describe situations where forces are balanced or unbalanced
 I can describe how forces change an objects shape, speed or direction
 I can draw and use force diagrams with arrows to show the direction a force is acting in
 I can describe places where friction is useful and some ways of reducing it where it resists motion
 I know that air resistance is the force of friction of air on objects moving through it
 I can describe how streamlining reduces air and water resistance
 I can calculate speed using the equation (speed = distance/time) and use the correct units.
 I can draw a distance-time graph with labelled axis
Reproduction
 I can label the parts of the male and female reproductive system and explain their roles
 I can describe the changes that occur during puberty in males and females explaining why some of them occur
 I can describe and explain the events that take place during the menstrual cycle
 I can describe and justify courtship behaviour
 I can recognise adaptations of sex cells
 I can describe fertilisation and know the difference between external and internal fertilisation
 I know the difference between fertilisation and conception
 I can recognise the different types of twin and explain how they occur
 I can label a diagram of a foetus in the uterus and explain the role of different structures
 I can describe the process of giving birth and explain some of the events with some links to complications that may arise
 I can describe the use of IVF
 I know that plants can reproduce sexually and asexually
 I can label the reproductive organs of a plant and explain their role
 I know what pollination is and can give some examples of different strategies
 I can recognise the difference between pollination and fertilisation
 I can describe different strategies for seed dispersal
 I can safely dissect organisms and recognise structures
 I can choose suitable variables to investigate
 I can calculate mean average of times
 I can describe the pattern in the results and write a conclusion to show this
Cells
 Recall the life processes: movement, reproduction, sensitivity, growth, respiration, excretion, nutrition
 I know the position of the major organs in the body: the heart, lungs, liver, brain, kidney and stomach
 Describe the life processes
 Describe what the nucleus, cell membrane and cytoplasm do
 Describe what the cell wall, permanent vacuole and chloroplasts do
 Correctly use the word: organ
 Correctly use the word: tissue
 Recall the parts of plant and animal cells.
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 I can set up a microscope at low power
 I can describe something using a model
 I can draw a diagram of cells seen down a microscope. I can explain something using a model
Safety in a Lab
 I know the meaning of most safety signs
 I can explain the fire triangle in terms of combustion
 I can list different types of fire extinguishers
 I know that wasp stings are alkaline
 I know that bee stings are acidic
 I know the names of three mineral acids
 I know that indicators can identify acids and alkalis
 I know that indigestion medicines rely on neutralisation
 I can describe what happens if any one of the three sides of the fire triangle is removed
 I can interpret the data on a bar graph
 I can show that I am aware of specific risks
 I can explain why the apparatus/equipment is suitable for the investigation
 I can write a method for an investigation given an outline of the steps required
 I can collect a range of data for an investigation
 I can spot patterns in graphs and roughly say what the relationship is
 I know how to safely light a Bunsen burner
Particles
 I can identify physical changes
 I know that changes can accompany chemical reactions
 I can explain what effervescence means
 I describe what happens when magnesium burns in terms of particles
 I know about using adhesives
 I can describe some features of a solid, liquid and gas
 I can describe substances in terms of particles
 I know some everyday examples of chemical reactions
 I can describe how substances travel through liquids
 I can describe how smells travel through the air
 I know the part played by oxygen in burning/combustion.
 I can describe several ways I can tell if a chemical reaction has taken place
 I can recognise the tests for hydrogen, oxygen and carbon dioxide gases
 I can describe something using a scientific model
 I can label the equipment to be used in a scientific investigation given a diagram
 I can show that I am aware of specific risks
 I can spot patterns in graphs and roughly say what the relationship is
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 I can describe the change in mass during an experiment
 I can calculate the change in mass during an experiment with guidance
ELBS (Environmental Land Based Science)
 I can describe the rules of working down the Acre
 I can identify common insects in the UK and count them
 I can describe the characteristics of the 5 vertebrate animal groups
 I can describe how to sow, thin, prick out and pot on plants
 I can describe the use of using cloches, greenhouses and polytunnels
 I can describe the properties of different types of soil
 I can describe how plants absorb the things needed for a plant to grow
 I can describe the process of photosynthesis
 I can describe how energy flows through a food chain
 I can describe how organisms can affect each other in a food web
 I can describe plant/ animal adaptations to their environment for survival
 I can describe biodiversity
 I can describe the advantages and disadvantages of different farming techniques
 I can describe how apparatus will be used in the investigation
 I can choose suitable variables to investigate
 I can describe the pattern in the results and write a conclusion to show this
 I can calculate area
Energy and Electricity
 I can identify objects with kinetic, chemical and potential energy
 I can give examples of where energy is wasted
 I can describe energy transfers, including burning fuels
 I can build some simple circuits and draw them using circuit symbols
 I can describe an electric current
 I can measure current in a circuit
 I can state how bulb brightness changes in a series circuit
 I can measure current using a digital meter.
Forces and Speed
 I can measure the size of a force and use the right units
 I can identify some different forces
 I can describe how forces change movement
 I can describe how the sizes of forces change the speed
 I know that friction is a force that tries to stop movement
 I know that upthrust pushes upwards and weight pulls downwards
 I can compare the speeds of different things
 I can give some examples of streamlined objects
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 I know what can increase friction, air resistance and water resistance
 I know how to measure distance and time and what units to use
Reproduction
 I can label the parts of the male and female reproductive system, explain their role and makes links with infertility
 I can describe and explain the changes that occur during puberty in males and females
 I can describe and explain the events that take place during the menstrual cycle recognising the importance of hormones
 I can describe and explain courtship behaviour and predict behaviours based on information about the habitat and behaviours of an organism
 I can identify and explain the adaptations of the sex cells
 I can describe internal and external fertilisation giving examples of each
 I can state the difference between fertilisation and conception
 I can recognise the different types of twin and explain how they occur making reference to genetic information
 I can label a diagram of a foetus in the uterus and explain the role of different structures throughout foetal development
 I can describe and explain the birth process and can describe some of the complications that can arise
 I can describe the use of IVF and discuss advantages and disadvantages of using this technique
 I know that plants can reproduce sexually and asexually and can give examples
 I can label the reproductive organs of a plant and explain their role
 I know what pollination is and can give examples of a range of different strategies linking the strategy to pollen structures
 I can explain the difference between pollination and fertilisation
 I can describe different strategies for seed dispersal and predict the strategy based on seed adaptations
 I can safely dissect organisms and relate the structures founds to diagrammatic representations
 I can identify a control variable in an investigation
 I can calculate mean average of times
 I can spot patterns in data and state what happened
Cells
 Identify things as being alive or not
 State the meaning of and correctly use the word: organism
 Recall the life processes
 Identify a cell as an animal cell or a plant cell
 Identify the parts of plant and animal cells
 Identify the cell nucleus, cell membrane and cytoplasm on a diagram of a cell
 Identify the cell wall, permanent vacuole and chloroplasts on a diagram of a cell
 I can set up a microscope at low power
 I can describe something using a model
 I can explain something using a model
Safety in a Lab
 I know the meaning of some safety signs
 I know the meaning of combustion
 I know that wasps and bees inject chemicals when they sting
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 I know that there are natural acids and alkalis
 I can name commonly used lab equipment
 I can recall the three sides of the fire triangle
 I can draw a bar graph
 I can spot risks during an investigation
 I can say how apparatus/equipment will be used in the investigation
 I can collect data for an investigation
 I can spot patterns in data saying what happened and why
 I know how to light a Bunsen burner
 I can order the steps to create a method for an investigation
Particles
 I can give an example of a solid, liquid and a gas
 I can recognise physical changes with a prompt from my teacher
 I can recognise an everyday example of a chemical reaction
 I know that Seltzer tablets fizz in water
 I know what is meant by reversible
 I know that smells travel through the air
 I know that substances travel through liquids
 I know what happens when magnesium burns
 I can give an example of how I can tell if a chemical reaction has taken place
 I can recognise the test for at least one of the common gases (hydrogen, oxygen or carbon dioxide)
 I can give an example of a solid, liquid and a gas
 I can recognise physical changes with a prompt from my teacher
 I can recognise an everyday example of a chemical reaction
 I know that Seltzer tablets fizz in water
 I know what is meant by reversible
 I know that smells travel through the air
 I know that substances travel through liquids
 I know what happens when magnesium burns
 I can give an example of how I can tell if a chemical reaction has taken place
 I can recognise the test for at least one of the common gases (hydrogen, oxygen or carbon dioxide)
ELBS (Environmental Land Based Science)
 I can identify good and bad behaviour at the Acre
 I can identify common insects in the UK
 I can state the names of the 5 vertebrate animal groups
 I can name the things that are needed for a plant to grow
 I can identify different types of soil
 I can name some different uses of plants
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 I can describe the use of plants in a food chain
 I can identify the producer and consumer in the food chain
 I can identify a range of trees around the school range
 I can choose equipment or information to plan an investigation
 I can identify a control variable in an investigation
 I can spot patterns in data and state what happened
 I can measure distance
 I can use a tally for recording data
Energy and Electricity
 Works well as part of a team
 Some key words can be recalled
 Some key words can be explained
Forces and Speed
 Works well as part of a team
 Some key words can be recalled
 Some key words can be explained
Reproduction
 Works well as part of a team
 Some key words can be recalled
 Some key words can be explained
Cells
 Works well as part of a team
 Some key words can be recalled
 Some key words can be explained
Safety in a Lab
 Works well as part of a team
 Some key words can be recalled
 Some key words can be explained
Particles
 Works well as part of a team
 Some key words can be recalled
 Some key words can be explained
ELBS (Environmental Land Based Science)
 Works well as part of a team
 Some key words can be recalled
 Some key words can be explained
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