Year 9 Pathways
Art
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 threedimensions 
No use of distortion of text to show the threedimensions of the cylinder 
Skilfully and confidently uses shading or colour to include reflective surfaces in order to create a threedimensional 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 
Geography
History
Mastery 
Secure 
Developing 
Emerging 
Shows a clear understanding of the ‘Making of America’ – this includes the development of the American West, the division between North & South and the Civil Rights Movement. You give specific evidence for all of these, helping to write a convincing answer.
You have used evidence to support your points clearly and you have very clear links back to the question. The ‘explanation’ structure is used very well. In particular, you make clear links back to the question in each paragraph.
You have identified specific reasons why the Civil Rights Movement happened and have shown how these link together to bring an end to the Jim Crow Era. 
You show that you understand more than one of the following; the Making of America’ – this includes the development of the American West, the division between North & South and the Civil Rights Movement.
You have used paragraphs to structure your answer and you have chosen key factors to write about. You use some evidence to back up the points you make in each paragraph. You have made links back to the question in the majority of your paragraphs and there is a developing XXX structure evident.
You have identified at least 3 reasons why the Civil Rights Movement happened and shown how these helped bring an end to the Jim Crow Era. 
You have shown some knowledge of the Making of America’. You may refer to the development of the American West, the division between North & South and the Civil Rights Movement. but in a generalised way. Overall, your information is quite accurate.
You have clearly tried to answer the question. Your answer is mostly a description of events but uses some good knowledge. You don’t explain how your evidence links back to the question.
You have identified some reasons why the Civil Rights Movement happened but not always clearly explained how these helped bring an end to the Jim Crow Era.

You make limited reference to specific details or you use details in a generic way. There may be inaccuracies in your knowledge.
You have written briefly about some relevant things and have described some of the information that you have.
You have not really explained why the Jim Crow Era came to an end.

IT
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
Level 
Descriptors 
Mastery 
● Makes a range of perceptive comments which are explained in depth. ● Makes perceptive concepts about a range of key concepts and explores how those concepts are developed throughout the whole text. ● Uses a range of linked and grouped quotes together to support explanation. Grouping of quotes will be less obvious pairings. ● An indepth explanation of the writer’s methods. Will complete word level analysis and explore a range of different interesting ideas. Able to say a lot about a little. ● An indepth consideration and explanation of alternative viewpoints based on the different perspectives of the reader. ● Exploration of and detailed links made between the ideas in the text and the context. 
Securing 
● Clear explanation with ideas that are explored in depth. ● May identify a key concept and explore how that concept is developed throughout the whole text. ● A careful consideration of ideas. ● A wide range of linked and grouped quotes and textual references used to support explanation. ● Consideration of alternative interpretations of the writer’s method. Being able to say a lot about a little. ● Consideration of alternative viewpoints based on the different perspectives of the reader. ● Thoughtful consideration of links between ideas in the text and the context. 
Developing 
● Clear explained response that is linked to the main focus of the question. ● Inferences will link to the overall big idea of a text. ● A range of quotes/textual references to support clear explanations ● Clear explained comments with accurate integrated subject terminology. ● Clear understanding of the effects on the reader, explaining what the reader thinks/feels/understands/imagines. ● Clear understanding of links between ideas in the text and the context. 
Emerging + 
● Some explained relevant comments that are linked to the main focus of the question. ● Relevant quotes/textual references are used to support their explained comments. ● Explained comments on the writer’s method that are integrated with subject specific terms. ● Begins to explore the effects on the reader making comments about what the reader thinks/feels/understands/imagines. ● Some understanding of the links between ideas and the context. 
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 13) 
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 45) 
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 79) 
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. 
PE

Emerging 6 – 9 points 
Developing 10 – 15 points 
Secure 16 – 20 points 
Mastery 21 – 24 points 
Physical

I apply some limited skills into isolated drills, although I fail to maintain the appropriate technique in progressive drills.
When faced with competitive situations, my technique shows limited consistency over a range of both individual and team activities. 
I apply basic and simple skills into both isolated and progressive drills. My technique is inconsistent when faced with more advanced competitive situations. Some skills are starting to be applied with fluency, control, and confidence.
I am starting to demonstrate consistent basic technique and application of skill in competitive activities over a range of both individual and team sports. 
I can mostly apply a range of advanced skills into both isolated and progressive drills. My technique is mostly maintained throughout many activities when faced with more advanced competitive situations. My skills are mostly applied with fluency, control, and confidence.
I mostly demonstrate good technique and application of skill in competitive activities over a range of both individual and team sports. 
I can consistently apply a range of advanced skills into both isolated and progressive drills. My technique is maintained throughout many activities when faced with more advanced competitive situations. My skills are almost always applied with fluency, control, and confidence.
I consistently demonstrate good technique and application of skill in competitive activities over a range of both individual and team sports.

Knowledge

I can recall limited benefits of leading a healthy active lifestyle and its implications on anatomy and physiological principles.
I am beginning to understand how limited tactical knowledge is applied appropriately to many activities to outwit opponents. 
I can identify the basic benefits of leading a healthy active lifestyle and its implications on some anatomy and physiological principles.
I can identify and apply basic decisions in tactical knowledge and I am beginning to adapt in some activities to outwit opponents. 
I understand most of the benefits of leading a healthy active lifestyle and its implications on anatomy and physiological principles.
Tactical knowledge is applied accordingly to some activities to mostly outwit opponents. 
I have a developed knowledge and understanding of the benefits of leading a healthy active lifestyle and its implications on anatomy and physiological principles.
Tactical knowledge is advanced and well applied to many activities to consistently outwit opponents.

Attitudes

I make limited effort in the curriculum activities I like, although this is inconsistent across the range undertaken.
I use limited terminology to describe my own and other performances in team and individual activities. I can offer vague feedback to recognise strengths and areas in need of future development. 
I apply a basic level of effort in most aspects of the Physical Education curriculum. I have shown some interest in extracurricular sport activities I like, although this has been inconsistent across the year.
I can use basic terminology to describe my own and other performances in team and individual activities. I can identify some accurate strengths and areas in need of future development for a partner’s performance. 
I demonstrate a good level of effort in most aspects of curriculum and the extracurricular activities that I attend. On occasion, I have demonstrated outstanding work ethic and determination in the activities I like the best.
I can mostly use a sound level of terminology to precisely analyse both my own and other performances in team and individual activities. Providing thorough and appropriate feedback to identify strengths and areas in need of future development 
I consistently strive to apply maximum effort in all curriculum and extracurricular activities regardless of their nature. I act as a role model to my class peers, representing a determination and aspiration to succeed.
I can use consistently ambitious terminology to correctly analyse both my own and others performances in team and individual activities. Providing detailed and applicable feedback identifying strengths and areas in need of future development. 
RE
(How to answer)
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.
Science
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 