• Pride

• Persistence

• Patience

• Preparation

• Progress

"Success for All through Hard Work and Harmony"

# Year 9 Pathways

## Year 9 Art & Design Pathway Descriptors – Assessment Success Criteria – Benchmark Test

 Mastery Secure Developing Emerging Understands and uses proportion with precision Pays some attention to proportion but the drawing lacks some accuracy Has attempted to show proportion in their drawing Lacks any understanding of proportion Successfully applies the principle of the ellipse at both ends of the cylindrical shape Understands the principle of using ellipses but not confident in their use Has made some attempt at drawing an ellipse but has not fully understood the concept Very poor use or no use of ellipses within the drawing Effectively uses the ‘wrap around’ method to distort text on a curved surface Lettering is confidently drawn and some attempt at distortion has been made but isn’t applied effectively Lettering has been carefully drawn but lacks the distortion needed to give the appearance of three-dimensions No use of distortion of text to show the three-dimensions of the cylinder Skilfully and confidently uses shading or colour to include reflective surfaces in order to create a three-dimensional effect A good understanding of different tones but the technique does not enhance the cylindrical shape Some understanding of how to use shading but only a limited range of tones have been used and the drawing lacks some detail Shading or colour lacks depth, dimension and accuracy and the drawing is poorly presented

## Emerging, Developing, Secure and Mastery

 Question Criteria 39 Emerging One Correct (1) 39. Explain the errors in the lines of code below: (a) speech marks and bracket missing, upper case ‘P’ (1) (b) brackets and speech marks missing (1) (c) print spelt incorrectly (1) Developing Two Correct (2) Secure Mastery All Correct (3) 40 Emerging One Correct (1) 40.Identify the data type, below.  Choose from: String/Boolean/Integer/Float. (5) (a)           78            Integer (1) (b)           22.5         Float (1) (c)            FALSE      Boolean (1) (d)           BR3ad      String (1) (e)           Salute      String (1) Developing Two Correct (2) Developing Three Correct (3) Secure Four Correct (4) Mastery All Correct (5) 43 Emerging Attempted, but too vague (0) 43.Explain why you might use ‘float’ in a program. (2)   Float can be used when numbers being calculated are decimals (1) and not just whole numbers (2) Developing A valid awardable point (1) Secure Mastery A valid point and strand of development (2) 44 Emerging Attempted, but too vague (0) 44. Explain why it is better for programs to use iteration? (2)   This is when the program repeats a certain step or steps (1)   Iteration is useful because the lines of code do not need to be written out over and over again. (1)   This reduces the number of lines of code to be written into the program and makes it easier and quicker to read. (2) Developing A valid awardable point (1) Secure Mastery A valid point and strand of development (2) 47 Emerging Inputs 1 number (1) 47. Write a program that: (a) Inputs two numbers (b) Multiplies two numbers together and stores the answer as a variable (c) Displays the answer.                         (5)   1 mark for each variable (each number) (2) Correct use of multiplication operator (1) Correctly stores the answer as a variable (1) Displaying the answer using print function (1) Developing Inputs 2 numbers (2) Developing Multiplies the numbers together (3) Secure Stores the answer as a variable (4) Mastery Print correct answer (5)

#### Literature

 Emerging = ● Relevant comments that are linked to the main focus of the question. ● Relevant supporting quotes/textual details. ● Identification of the writer’s methods ● Uses some subject specific terms ● Some awareness of the links between ideas and context. Emerging - ● Provides a narrative of the text. ● Possible references/quotes (not always appropriate). ● May identify the writer’s methods ● May use some subject specific terms. ● Simple links made between ideas and context.

#### Maths

Autumn

Learning Focus - Numbers

 Emerging Developing Secure Mastery Add and subtract negative Numbers Round numbers to one significant figure Estimates answers to calculations involving division. Find the lowest common multiple (LCM) of two numbers (Venn diagrams) Use the terms square, positive and negative square root, cube and cube root Find the lowest common multiple (HCF) of two numbers (Venn diagrams) Round numbers to given powers of 10  and to a given number of decimal places Multiply and divide negative numbers Recall integer squares from 2x2 to 15x15 and the corresponding square roots Write a number as a product of its prime factors. Write down the place value of a digit, for example what is the value of 3 in 0.23 Add and subtract decimals Find the reciprocal of a number of a number Recall the cubes 2,3,4,5 and 10 Order decimals, for example which is bigger 0.23 or 0.3 Find one number as a fraction of another Estimate answers to calculations Multiply two decimals such as 2.4 x 0.7 Multiply any three digit number by any two digit numbers without a calculator Perform calculations with simple fractions involving addition Solve numerical problems involving multiplication and division with numbers of any size Convert decimals to fractions and fractions to decimals Divide any three digit number by any two digit number without a calculator Perform calculations with simple fractions involving multiplication Use a calculator efficiently and appropriately. Perform calculations with simple fractions involving subtraction, addition, division and division Find minimum and maximum values. Multiply whole numbers and decimals by 10, 100 and 1000 Calculate cubes and cube roots (with and without the use of a calculator) Divide whole numbers and decimals by 10, 100 and 1000 Increase or decrease a quantity by a given percentage (introduce decimal multipliers as well) Understand the effect of multiplying by numbers between 0 and 1 Use function keys on a calculator for powers and roots Add and subtract decimals to two places. Divide a number by a decimal such as 1 ÷ 0.4 and 2.8 ÷ 0.4 Multiply and divide decimals to two places. Compare fractions, decimals and percentages Simplify fractions such as 24/56 Work out a percentage increase or decrease Arrange fractions in order of size Express one quantity as a percentage of another Work out fractions as quantities, such as 3/5 of 20 Perform calculations with simple fractions involving division Estimate square roots Solve more complex ratio and proportion problems such as sharing out money between two groups in the ratio of their numbers Calculate squares and square roots (with and without the use of calculator) Solve ratio and proportion problems using the unitary method Understand that percentage means "out of one hundred" Write numbers in standard form and write standard from back into ordinary numbers Change a percentage to a fraction or a decimal or fraction to percentage Rationalise the denominator of a surd Work out a percentage of a given quantity Use index notation and index laws from simple fractional powers Solve simple ratio and direct proportion problems Use index laws for simple negative powers

Spring

Learning Focus- Algebra

 Emerging Developing Secure Mastery Work out the range for a set of numbers Compare two distributions, using the range and one of the mode, median or mean Find the mean for grouped data Choose appropriate diagrams to display data. Calculate the mean for  a set of data Interpret pie chart charts Find the median class for grouped data Recognise misleading graphs. Find the median Interpret a stem and leaf diagram Find the modal class for grouped data Write down the mode from a graph Construct a stem and leaf diagram (ordered) Calculate the mean for a frequency distribution Design and use two way tables for discrete data Interpret time series graphs Draw a scatter graph by plotting points on a graph Interpret a scatter graph - correlations, using a line of best fit

Learning Focus- Data Handling and Probability

 Emerging Developing Secure Mastery Work out the range for a set of numbers Compare two distributions, using the range and one of the mode, median or mean Find the mean for grouped data Choose appropriate diagrams to display data. Calculate the mean for  a set of data Interpret pie chart charts Find the median class for grouped data Recognise misleading graphs. Find the median Interpret a stem and leaf diagram Find the modal class for grouped data Write down the mode from a graph Construct a stem and leaf diagram (ordered) Calculate the mean for a frequency distribution Design and use two way tables for discrete data Interpret time series graphs Draw a scatter graph by plotting points on a graph Interpret a scatter graph - correlations, using a line of best fit

Summer

Learning Focus- Shape, Space & Measure

 Emerging Developing Secure Mastery Understand the terms "perpendicular lines" and "parallel lines" Show that angles of a triangle add up to 180° and use this to find angles Find angles of elevation  and depression Know the exact values of the sine, cosine and tangent of some angles Know angles on a straight line add up to 180° Use angle properties of equilateral, isosceles and right angled triangles Use trignometric ratios to solve problems. Know angles around a point add up to 360° Calculate interior and exterior angles of polygons Know that opposite angles are equal Identify congruent shapes Know angles in a triangle add up to 180° Understand and use the angle properties of parallel lines Solve geometric problems, using side and angle properties of quadrilaterals Find missing angles using corresponding and alternate angles Solve angle problems in triangles Calculate the length of the hypotenuse and shorter sides in a right angled, isosceles and equilateral triangle Use trigonometric ratios to calculate an angle in a right angled triangle Use trigonometric ratios to calculate a length in a right angled triangle

#### MFL

 Emerging   (indicative of GCSE 1-3) Students use some verbs correctly particularly in the ‘I’ form. Students can read and write in one tense confidently, and can listen and understand a small quantity of authentic Spanish. Speaking skills are emerging gradually using verbs, opinion phrases and one or two time phrases. Developing (indicative of GCSE 4-5) Students use most verbs in the ‘I’ form correctly and some in the ‘we’ form. Two time frames are successfully used most of the time. Students can read and write in two tenses and speaking skills are confident in one tense and use a range of opinions, time phrases and connectives. Secure (indicative of GCSE 6) Students use most verbs in the ‘I’ form correctly and the ‘we’ form correctly. Three time frames are successfully used most of the time. Students can read and write in three tenses and speaking skills are confident in two tense whilst using a range of opinions, time phrases and connectives. Mastery (indicative of GCSE 7-9) Students can confidently use most verbs in three persons. Three time frames are successful most of the time. Students can read and write in three tenses and speaking skills are confident in up to three tenses and using a range of opinions, time phrases and connectives, as well as idioms and sparkle phrases.

#### Music

 Emerging- To create a simple piece of music using a simple two part structure (Verse/Chorus or A/B) with a simplistic or lack of harmonic sequence, and a melody consisting of more basic rhythm or only stepwise movement. Sound choice has been considered but might not be appropriate. Developing- To create a simple piece of music a simple two part structure (Verse/Chorus or A/B) with a harmonic sequence and a melody that is appropriate for their chosen genre. Sound choice has been considered but may not fully match appropriately. Secure- To create a piece of music using an appropriate structure, harmonic sequence, and a high quality melody that matches their chosen genre well. They have good sound choice which contributes to a successful piece of music being created. Mastery- To create a fully realised piece of music, including structure, harmonic sequences, and a strong melody which is highly produced to create a high quality sound, as well as a high quality piece of music.

#### RE

Mastery

Two points, showing different sides, with detailed explanations and examples embedded.

Secure

Two points, showing different sides, with detailed explanations

Or

Two points, showing different sides, with simple explanations and examples embedded.

Developing

Two points, showing different sides, with simple explanations.

Emerging

Two simple points.

# Year 9 Science Descriptors

 Pathway Scientific Knowledge and Understanding Scientific descriptions and explanations Scientific Investigations Mathematical Skills Mastery (70% +) ·          Accurate, relevant and comprehensive knowledge and understanding applied to familiar and unfamiliar contexts. ·          Accurate use of scientific terminology ·          Accurate logical and detailed descriptions ·          Complex explanations and arguments using scientific knowledge to support ·          Make complex predictions and use scientific knowledge and evidence to support ·          To state all control variables and explain with science knowledge what would happen if the variable wasn’t controlled and to state and identify the independent and dependent variable in a range of investigations ·          To produce a detailed risk assessment identifying Hazard, Risk and precautions ·          To follow and write complex methods in the procedural genre using complex lab equipment and terminology ·          Critically analyse qualitative and quantitative data# ·          Write logical, well evidenced conclusions ·          Make more complex judgements on the accuracy and validity of scientific conclusions ·          Critically evaluate and refine practical methods and make more complex judgements on the accuracy and validity of scientific conclusions ·          To plot all points on any graph correctly ·          To calculate means and recognise that anomalous results need to be excluded. ·          To calculate modes and medians ·          To input data into scientific formulas and rearrange and complete multi step calculations ·          To record results to 3 significant figures ·          To calculate gradients and identify and describe relationships on graphs Secure (Below 70%) ·          Mostly accurate knowledge and understanding applied to most familiar and unfamiliar contexts. ·          Mostly accurate use of scientific terminology ·          Mostly accurate and logical descriptions which include some relevant and accurate scientific detail ·          Some explanations but lacking complexity ·          Make complex predictions and use some scientific knowledge and evidence to support ·          To state several control variables and explain with science knowledge what would happen if the variable wasn’t controlled and to state and identify the independent and dependent variable in a range of investigations with limited teacher support ·          To produce a risk assessment identifying Hazard, Risk and precautions ·          To be able to follow and construct complex methods in the procedural genre using complex lab equipment and terminology with some teacher assistance ·          Critically analyse qualitative and quantitative data with support of the teacher ·          Write logical, well evidenced conclusions with support ·          Critically evaluate and refine practical methods and make more complex judgements on the accuracy and validity of scientific conclusions with teacher support ·          To plot all points on any graph correctly ·          To calculate means and recognise that anomalous results need to be excluded with assistance ·          To calculate modes and medians with assistance ·          To input data into scientific formulas and rearrange and complete multi step calculations with assistance ·          To record results to 3 significant figures ·          To calculate gradients and identify and describe relationships on graphs with assistance Developing (Below 50%) ·          Some accurate knowledge and understanding applied to some familiar and unfamiliar contexts ·          Some accurate use of scientific terminology ·          Some logical descriptions which include some scientific detail ·          Occasional explanations but often confused and lacking detail ·          Make predictions and use some scientific knowledge to support with guidance of the teacher ·          To state a couple of control variables and suggest what would happen if the variable wasn’t controlled and to state the independent and dependent variable in an investigation ·          To produce a risk assessment with assistance of the teacher identifying Hazard and precaution ·          To be able to construct and follow methods in the procedural genre stating more complex lab equipment ·          Critically analyse qualitative and quantitative data with lots of support of the teacher ·          Write logical, well evidenced conclusions with lots of support ·          Suggest improvements to experimental methods and comment on accuracy of scientific conclusion. ·          To plot all points on any graph correctly ·          To calculate means and recognise that anomalous results need to be excluded with assistance ·          To input data into scientific formulas and rearrange and complete multi step calculations with assistance ·          To record results to 3 significant figures with assistance ·          To identify and describe simple relationships on graphs with assistance Emerging (Below 20%) ·          Some relevant scientific knowledge and understanding in familiar contexts ·          Scientific terminology used rarely ·          Descriptions are often missing or partial and lack scientific detail ·          Explanations rarely attempted ·          Make predictions with a simple supporting comment with the help of the teacher ·          To state a couple of control variables and suggest what would happen if the variable wasn’t controlled and to state the independent and dependent variable in an investigation with support of the teacher ·          To identify Hazards and state simple precautions with guidance of teacher ·          To construct and follow methods in the procedural genre with teacher assistance ·          Analyse qualitative and quantitative data with the support of the teacher ·          Write logical conclusions with some supporting evidence and support of the teacher ·          Suggest improvements to experimental methods and comment on accuracy of scientific conclusions with teacher support. ·          To plot all points on any graph correctly ·          To calculate means and recognise that anomalous results need to be excluded with assistance ·          To input data into scientific formulas and rearrange and complete multi step calculations with assistance ·          To record results to 3 significant figures with assistance ·          To identify and describe simple relationships on graphs with significant assistance