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Highdown School
and Sixth Form Centre

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WHAT DOES EXCELLENCE LOOK LIKE IN EACH SUBJECT IN YEAR 7?

Art 

Students who are exceeding the expectations in Art and Design will typically be providing evidence of achievement which consistently extends their learning beyond the confines of the task. They are working in ways which show deeper understanding and mastery and which are above the norm for their peer group. There are four keys areas in which students will demonstrate excellence:

Knowledge [AO1]

  • Research the work of other artists, designers and craftspeople
  • Learn about materials and techniques by studying the work of others
  • Understand and explain how different artists use their work to convey mood
  • Analyse and select ideas from their study of other artists to use in their own work
  • Use keywords when describing the work of others 

Making [AO2]

  • Develop original ideas
  • Use sketchbooks to experiment and comment on the work
  • Use different materials, techniques and processes with confidence

Generating Ideas [AO3]

  • Experiment with drawing
  • Use a wide range of tone
  • Understand and apply the visual elements
  • Skilfully record from observation

Completion and Evaluation [AO4]

  • Evaluate their own work and that of others
  • Realise intentions; produce a high quality and original final piece
  • Present final ideas

COMPUTING AND ICT 

Computer Science

  • Identify internal and external components within a computer system and describe their purpose.
  • Explain the similarities and differences between computerised everyday devices.
  • Explain how computers connect to the internet.
  • Identify benefits and limitations of using IT both inside and outside school.
  • Use IT safely and responsibly.
  • Describe people and events in the history of computing and make links between them

Programming

  • Pupils describe more complex algorithms, for example, sorting or searching algorithms.
  • Pupils can describe systems and their components using diagrams.
  • Pupils can fully decompose a problem into its sub-problems and can make use of a notation to represent it.
  • Pupils can recognise similarities in given simple problems and able to produce a model which fits some aspects of these problems.
  • Pupils use programming interfaces to make predictions and vary the rules within the programs. Pupils assess the validity of their programs by considering or comparing alternative solutions.
  • Pupils are capable of independently writing a short program.
  • Pupils make use of procedures with parameters and functions returning values in their programs and are also able to manipulate 1-dimensional arrays.

DESIGN AND TECHNOLOGY 

Developing

  • 4 well drawn design ideas with use of 3D techniques (isometric).
  • Annotation refers to ACCESSFM but lacks detail or points

Evaluation

  • Fully evaluate, reflecting on most aspects of project
  • Include basic modifications to improve designs

Spinning Top

  • Able to evaluate the suitability of different woods for different purposes, justifying choices
  • Use of isometric drawing
  • Handle shows shaping in more than one plane. High quality finish – no imperfections. Spinner has been personalized
  • All coloured questions; self & peer assess; realistic level chosen
  • Modifications suggested

DRAMA 

Making

  • Students are able to listen to members of their group and consistently contribute ideas to group rehearsal.
  • Students can participate with increasing confidence to help develop performance work.
  • Students can offer creative ideas to group rehearsal and make a consistently positive contribution.
  • Students are able to work with their group in order to use space and positioning effectively.
  • Students can suggest drama techniques to use in performance.

Performing

  • Students are able to experiment with voice, body language, facial expression and movement in order to create comic or tragic performance.
  • Students are able to develop a more rounded character in a performance
  • Students can perform confidently and know how to use the performance space.
  • Students are aware of the audience.

Responding

  • Students can provide a critical response to performance, which is also self-reflective.
  • Students can pick out effective drama techniques and identify what their contribution or impact has been in a performance.
  • Students written evaluation uses drama vocabulary correctly.

ENGLISH 

Reading

  • precise use of source material to draw out inferences
  • evaluation of language and structure
  • analysis of writer’s viewpoint and the effect of this
  • analysis of how contexts shape meaning

Writing

  • imaginative use of writing conventions to develop an individual style and voice
  • skilful use of structural devices for effect
  • consistent and confident use of paragraph construction for effect and whole text cohesion
  • judicious use of sentence structures and styles for effect
  • full range of punctuation used accurately and for effect
  • accurate spelling throughout, including that of low frequency complex vocabulary

Speaking and Listening

  • express complex ideas and feelings to a range of audiences and in a range of contexts
  • maintain controlled style of talk in a range of contexts by adapting vocabulary, grammar and non-verbal communication methods according to the demands of the situation
  • show awareness of other people’s ideas and opinions
  • demonstrate empathy and understanding through flexible choices of speech, gesture, and movement, adapting roles convincingly to explore ideas and issues

ETHICS [RELIGIOUS STUDIES] 

  • Use a wide religious vocabulary.                                    
  • Explain why people belong to religions.
  • Explain that similarities and differences show uniqueness within and between religions and suggest possible reasons for this.
  • Explain the impact of beliefs on individuals and communities.                                                                                                     
  • Explain how religious sources are used to provide answers to ultimate questions and ethical issues.
  • Explain different forms of religious, spiritual and moral symbolism within and between religions.                            
  • Ask, and suggest answers to, questions of identity and belonging relating them to their own and others’ lives.
  • Explain what inspires and influences them, expressing their own and others’ views on the challenges of belonging to a religion.
  • Ask, and suggest answers to, questions of meaning, purpose and truth relating them to their own and others’ lives.
  • Ask, and suggest answers to, questions about moral values and commitments relating them to their own and others’ lives.                                        

FRENCH 

Reading

  • Answer comprehension questions in English and TL which includes unpredictable and unknown language.
  • Translate longer texts from TL-English with little ambiguity.
  • Use context/strategies to work out meaning of a text accurately.
  • Recognise at least two tenses with a range of pronouns.
  • Understand where distracters are used.

Writing

  • Translate longer passages into TL.
  • Little ambiguity/isolated errors.
  • Write longer, extended passages.
  • Wide range of language features, e.g. two tenses with a range of pronouns.
  • Very accurate spelling.
  • Use of more complex language features, e.g. range of negatives, complex opinions, comparatives, range of justifications.
  • Coherent, relevant, sequenced ideas.

Speaking

  • Take part in a longer/ extended conversation with little ambiguity.
  • Accurate pronunciation and intonation.
  • Respond to unpredictable questions with spontaneity and accuracy.
  • Ask a range of questions accurately.
  • Use a range of vocabulary/language features, e.g. negatives, range of pronouns, more than one tense, opinions, justifications, comparatives.
  • Apply grammatical knowledge to new contexts/manipulate language successfully.
  • Take initiative in a conversation.

Listening

  • Answer comprehension questions in English and TL which includes unpredictable and unknown language.
  • Use context/strategies to work out meaning of language accurately.
  • Recognise at least two tenses.
  • Understand where distracters are used.

GEOGRAPHY 

Geographical enquiry

  • Demonstrate independence in identifying appropriate questions, issues and hypotheses 
  • Explain the purpose of, or pattern shown in a source/ piece of evidence. 
  • Select and demonstrate a range of appropriate skills and techniques (e.g. graphical) 
  • Gather and begin to analyse information in order to draw substantiated conclusions 
  • Identify cause, impacts, and responses

Geographical Skills and application

  • Identify a wide range of symbols using a key.
  • Interpret map symbols to explain what a place is like.
  • Identify & use an 8 point compass
  • Read 4 & 6 figure grid references
  • Identify, measure & use scale on maps
  • Explain how relief is shown on maps
  • Plot a simple range of data onto maps

Interdependence

  • Can understand the relationships between people and the environment and show knowledge of how people’s attitudes influence decisions about the environment. 
  • Can explain how things are considered sustainable (economic, social and environmental) at a limited scale (local, national or global).

Place

  • Locates a place in relation to other places e.g. compass directions and distances 
  • Compares the distinctive physical and human characteristics in order to create a sense of place 
  • Is able to draw on a range of locations, contexts and scales in explanations of the characteristics of places

 

HISTORY 

Causation

  • You demonstrate that there are several reasons for an event
  • You give lots of examples and start to explain these
  • You have a very good sense of chronology
  • You judge the importance of each reason.
  • You show the significance of the different causes and make a supported judgement
  • You show links between the reasons, examples and explanations

Source evaluation

  • You have combined information from a range of sources in your answer. 
  • You have suggested reasons why the sources can be viewed in different ways.
  • You have evaluated the content, origin and purpose of the sources to answer the question.
  • You have successfully used own knowledge to evaluate the reliability of the sources (can you trust the information).
  • You have successfully used your own knowledge to assess the usefulness of the sources. 
  • Your conclusion should reach an overall judgement and be supported by evidence from the sources

Significance

  • You have shown excellent independent research to support your own knowledge
  • You use your own knowledge to evaluate the significance of a range of results
  • You make a supported judgement
  • You can identify the long and short term consequences of an event
  • You show links between the results

MANDARIN 

Reading

  • Answer comprehension questions in English and TL using single words.
  • Translate longer texts from TL-English with little ambiguity.
  • Use context/strategies to work out meaning of a text accurately.
  • Recognise a range of pronouns and opinions.
  • Understand where distracters are used.

Writing

  • Translate/ write sentences into TL with little ambiguity/isolated errors.
  • Very accurate spelling.
  • Use of more complex language features, e.g. basic opinions, negatives, range of sentence structures.
  • Evidence of using accurate stroke order with no ambiguity/errors.
  • Understanding and use of a wider range of radicals with no errors.

Speaking

  • Take part in a longer/ extended conversation with little ambiguity.
  • Accurate pronunciation and intonation.
  • Respond to unpredictable questions with spontaneity and accuracy.
  • Ask a range of questions accurately.
  • Apply grammatical knowledge to new contexts/manipulate language successfully.
  • Good variety of language features, e.g. change of pronoun, simple opinions.
  • Full grasp and accurate use of different tones.

Listening

  • Answer comprehension questions in English and TL using single words.
  • Use context/strategies to work out meaning of language accurately.
  • Understand where a range of pronouns and opinions are used.
  • Understand where distracters are used.
  • Distinguish between the four tones with words of multiple syllables.

MATHEMATICS 

Algebra and equations

  • Derive an equation (or two simultaneous equations), solve the equation(s) and interpret the solution
  • Solve two simultaneous equations in two variables (linear/linear) algebraically and graphically
  • Translate simple situations or procedures into algebraic expressions or formulae and by using graphs
  • Argue mathematically to show algebraic expressions are equivalent, and use algebra to support and construct arguments

FDP

  • Convert fractions into recurring decimals
  • Convert recurring decimals into fractions
  • Calculate reverse percentages
  • Solve problems involving percentage change, including percentage increase/decrease, original value problems, repeated percentage change, and simple interest including financial mathematics

Graphs

  • Use the form y=mx + c  to identify parallel lines
  • Reduce a given linear equation in two variables to the standard form y=mx + c; calculate and interpret gradients and intercepts of graphs of such linear equations numerically, graphically and algebraically

Measures

  • know the formulae:
    • circumference of a circle = 2πr = πd
    • area of a circle = πr2
  • calculate perimeters of 2D shapes, including circles
  • areas of circles and composite shapes
  • Interpret scale drawings

Number

  • use index laws for multiplication and division of positive, negative and fractional indices
  • calculate values using fractional indices
  • work with practical problems involving bounds including in statistics. For example, finding the midpoint of a class interval, such as 10 < t ⩽ 20, in order to estimate a mean.
  • combine upper or lower bounds appropriately to achieve an overall maximum or minimum for a situation
  • write down the maximum or minimum figure for a value rounded to a given accuracy
  • solve standard form problems with and without a calculator
  • use a calculator effectively for standard form calculations
  • solve simple equations where the numbers are written in standard form

Probability

  • Relate relative expected frequencies to theoretical probability, using appropriate language and the 0 to 1 probability scale
  • Apply ideas of randomness, fairness and equally likely events to calculate expected outcomes of multiple future experiments

Ratio and proportion

  • solve problems involving direct and inverse proportion, including graphical and algebraic representations
  • relate ratios to fractions and to linear functions

Sequences

  • Generate a sequence where the nth term is given
  • Work out the value of the nth term of a linear sequence

Shape and constructions

  • derive and illustrate properties of triangles, quadrilaterals, circles, and other plane figures

[for example, equal lengths and angles] using appropriate language and technologies

  • identify and construct congruent triangles, and construct similar shapes by enlargement,

with and without coordinate grids

Statistics

Describe, interpret and compare observed distributions of a single variable through: appropriate graphical representation involving discrete, continuous and grouped data; and appropriate measures of central tendency (mean, mode, median) and spread (range, consideration of outliers)

MUSIC 

Students produce developed composition work featuring extended melodies and appropriate harmonies within a given structure. Performance work demonstrates accurate pitch and rhythm, fluency, ensemble and leadership skills. Students are able to discern how the interrelated dimensions of music are used within the music studied using subject-specific terminology.

PHYSICAL EDUCATION 

  • Consistently use the correct techniques 
  • Confidently perform the correct skill when in direct competition
  • Gain success when performing skills and techniques 
  • Apply different skills at the correct time 
  • Effectively  work with others to succeed as a team
  • Say what is good about your own and others performance
  • Say what needs improving in your own and others performance
  • Explain how exercising improves your health and your performance
  • Take lead of a warm up or part of the lesson adapting to the activity

SCIENCE 

Practicals

Hypothesis: Statement which says how one variable will affect another

Variables: IV, DV and CV identified.  Quantities of CV given.

Risk assessment: Major hazards, risk and precaution given and justified.

Diagram: All equipment correctly named and set up and some justification of the choice of one piece of apparatus

Measurements: Detail of how both variables could be measured with high resolution and of how the control variables will be monitored

Fair Test: Specific detail of how 2 or more variables would be controlled and the effect on the investigation of not monitoring the control variables.

Results Table: Results or observations in a clear table with accurate headings and units and all numerical data given to a consistent number of decimal places or significant figures

Graph: Appropriate graph, both axes labelled with quantity/unit, line of best fit, title to include both IV and DV.

Calculations: Complex calculations are carried correctly with appropriate unit and significant figures.

Conclusion: There is a correct link between the IV and the DV and some examples of data to support the conclusion are given AND a link to the original context or hypothesis

Errors: Anomalous data are correctly identified as random error and a reason for the choice given with a qualitative statement to say how the random error may have been caused (e.g. temperature not constant, human judgement, etc.)

Validity and reproducibility: An explanation as to whether data were reproducible or not and how this was determined.  An evaluation of the control variables and qualitative discussion of how any variation may have affected the quality of results.

Evaluation of method: Critical statements about the method in relation to the evaluation of data.  Detailed improvements are described.

Development: Justifies a choice of extension by relating to the investigation carried out and to scientific knowledge or relevant context. 

SPANISH 

Reading

  • Answer comprehension questions in English and TL which includes unpredictable and unknown language.
  • Translate longer texts from TL-English with little ambiguity.
  • Use context/strategies to work out meaning of a text accurately.
  • Recognise at least two tenses with a range of pronouns.
  • Understand where distracters are used.

Writing

  • Translate longer passages into TL.
  • Little ambiguity/isolated errors.
  • Write longer, extended passages.
  • Wide range of language features, e.g. two tenses with a range of pronouns.
  • Very accurate spelling.
  • Use of more complex language features, e.g. range of negatives, complex opinions, comparatives, range of justifications.
  • Coherent, relevant, sequenced ideas.

Speaking

  • Take part in a longer/ extended conversation with little ambiguity.
  • Accurate pronunciation and intonation.
  • Respond to unpredictable questions with spontaneity and accuracy.
  • Ask a range of questions accurately.
  • Use a range of vocabulary/language features, e.g. negatives, range of pronouns, more than one tense, opinions, justifications, comparatives.
  • Apply grammatical knowledge to new contexts/manipulate language successfully.
  • Take initiative in a conversation.

Listening

  • Answer comprehension questions in English and TL which includes unpredictable and unknown language.
  • Use context/strategies to work out meaning of language accurately.
  • Recognise at least two tenses.
  • Understand where distracters are used.