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

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.

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)

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 in-depth 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 in-depth 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.

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.

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.

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 extra-curricular 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 extra-curricular 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.

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