Year 7 & 8 Curriculum Maps and Skills criteria 2015-2016 The curriculum maps and Skills criteria below provide an overview of the topics being taught to your child this year and the criteria used for assessing their progress. Each subject specifies the topics and assessment used for the KS3 course. This is for your information so you can support your child in their learning. You will also see the amount of time that is spent on each subject below. Please note the topics may not be taught in the order specified in these curriculum maps due to resources and teacher judgement. In some subjects there are optional topics, such as with English where the class and teacher select the texts to be studied, so your child may not cover every single topic. We are also always seeking to update the curriculum to make sure it supports the pupils’ needs as fully as possible so this map may be subject to alterations throughout the year. Structure:
KS3 Yr 7 & 8 Subjects Periods Maths English Science French / German Technology Art Drama Geography History Music ICT Physical Education (PE) Religious Education (RE) Trivium
3 3 3 3 2 1 1 1 / 2* 2 / 1* 1 1 2 1 1
*In Year 7 History deliver two lessons and in Year 8, one lesson. The reverse in Geography.
Skills to Success Criteria You will also find under each curriculum map the Skills criteria for each subject. This is the new system we are using for Years 7 and 8 to assess the progress of each student. The GCSE grading system of A*‐G is being phased out and National Curriculum Levels have been discontinued. Therefore we have developed our Skills to Success system which will prepare pupils to be GCSE ready for when they start options in Year 9. We are confident that the Skills criteria offered below gives an accurate picture of the requirements of each of the courses that we offer. However there has been a great deal of educational change over the last few years and we foresee that this is likely to continue, so please be aware that any Skill assessment or grade is a prediction of where your child is according to the information we have at present. We will be updating and communicating the updates on a regular basis. Parents will continue to receive a module grade each half term. This will be in the form of a predicted GCSE grade based on current performance. The Skills to Success criteria along with other in class assessments will inform the module grade prediction.
Year 7 & 8 Curriculum Maps and Skills criteria 2015-2016 Art & Design Module 1
Year 7
Year 8
Module 2
Module 3
Module 4
Module 5
Module 6
Exploring Craft Drawing skills Design development Perspective Multi media work Drawing Skills Research‐ Designers – Mark making Pattern work Landscapes Experimental work Still life drawing William Morris Colour theory Artist Aerial perspective 2D + 3D design Shape and Form Drawing from observation Painting skills Research – Impressionist Evaluation Space and distance Evaluation Painting and Colour Mixing Working with a range of artists ,Van Gogh, Claude Artist research – Lowry, Personal response drawing materials Printing Techniques Monet . Kurt Jackson Tessellating and repeat pattern Assessment Peer assessment/group discussion – project skills criteria. Self‐assessment – class work + homework against project criteria. Self review/evaluation – target setting. Teacher assessment – verbal and written against project targets and criteria. Observational drawing Personal outcome – Painting/ colour mixing Personal outcome – Artist study – Cubism Recording visual Still life drawing Abstraction. Observational drawing 3D/2D Painting information Exploring Portraits Responding to contextual Experimenting with 2D + Evaluation Colour theory Collage – pattern Self portrait understanding. 3D materials Abstraction Printing Craft people/designers Distortion/Abstraction Evaluation and review. Textile/texture Exploring elements of Artist study – Henri development – exploring Cubism Rousseau/ Frida Karlo surface. Assessment Peer assessment/group discussion – project skills criteria. Self‐assessment – class work + homework against project criteria. Self review/evaluation – target setting. Teacher assessment – verbal and written against project targets and criteria.
Year 7 & 8 Curriculum Maps and Skills criteria 2015-2016
Art & Design
Foundation
Skill 1 Contextual studies
Can research basic facts about given artists. Present findings in a basic mind map.
Intermediate
Higher
Advanced
Shows some understanding of artists and culture. Can use more than one source material for research.
Demonstrate a good understanding of cultural and artist research with some analysis. Research provides relevant links to own work.
‐
Skill 2 Development of ideas
+
Can show some ability to use a range of media and techniques with some accuracy. ‐
Skill 4 Drawing and Recording
+
Limited ideas showing a starting point for the project/topic.
‐
Skill 3 Skills and Application
+
Can use a pencil to draw with some control ‐
+
‐
+
A variety of ideas that display a theme and present new areas for development. ‐
+
Can make connections between concept and skills/media/techniques used. ‐
+
Some ability to draw showing an understanding of form, tone + shade ‐
+
‐
+
A strong range of ideas presented in a range of ways/methods. Sustained ability to discuss development points.
Can experiment appropriately with a range of skills. Can select media and refine work when working with a variety of techniques.
A consistent approach to drawing. Drawing is showing accurate use of shade and tone.
A strong and consistent use of a wide variety of source materials with appropriate analysis. Artist/cultural research provide links to own work. ‐
+
Evidence of a confident concept recorded through a strong range of possible ideas showing refined use of materials, processes and techniques. ‐
+
Refines work with confidence through selecting and experimenting with appropriate resources media, materials, techniques and processes. ‐
+
A confident approach demonstrating a high ability to draw and record with accuracy. ‐
+
Year 7 & 8 Curriculum Maps and Skills criteria 2015-2016 Skill 5 Colour Theory
Can identify primary and secondary colours
‐
Skill 6 Respond and Present
Basic realisation of intentions and obvious and predictable connections. Work is presented in a minimal way with no or little creativity.
‐
Skill 7 Evaluation
+
Can discuss own work and identify areas of success and areas to improve.
‐
+
+
Can mix secondary colours and tertiary colours.
‐
+
Responds showing purposeful connections to intentions. Can display work in a creative and well‐ presented way that is suitable to its purpose.
+
Can complete an evaluation questionnaire, using explanation, strengths and targets. ‐
+
Responds showing good understanding and effective connections to intentions. Sound ability to present work with some creativity. ‐
Can mix and use colours appropriately. Can understand tints, tones and hues.
Can complete a written evaluation. Can identify strengths and set targets in own and others work.
Can confidently apply knowledge of colour theory to own work. Can use the correct terminology when discussing colour. ‐
+
Shows an informed, meaningful and personal response and able to discuss concepts. Can present work in an expressive, imaginative way showing sophisticated intentions and connections. ‐
+
Can complete a written evaluation giving evidence of self‐reflection. Can set thoughtful targets to implement development in own work. ‐
+
Year 7 & 8 Curriculum Maps and Skills criteria 2015-2016 Drama
Module 1
Year 7
Year 8
Module 2
Module 3
Module 4
Module 5
Team Building Skills Context and Stimulus Paired Performance Ensemble work Doors Creating tableaux Devising from different Work from text to create a Exploring performance Performance skills Choral speaking polished paired skills. Examining scene openings types of stimulus and Narration learning different performance. Undertake basic character Establishing context and Physicality. approaches to devising Methods of rehearsal and explore texts through character for an audience Planning and Devising own roleplay. through improvisation and work. scripted scene openings. work for first performance. Sustaining a role Audience awareness. Assessment Peer assessment/ group discussion. Self‐assessment – class work + homework against skills criteria. Self‐review/evaluation – target setting. Teacher assessment based on performance and project criteria. Building a character The Tempest Paired Performance Expressive Unit Ghetto/ staging concepts Understand the key Skills into practice Exploration of Expression. Performance conventions, Study of playwright and elements of good voice Work from text, devising Mime, facial expression use of performance space language of Shakespeare actor and audience projection & articulation, Conveying dramatic or scripted. Playwright study: Samuel configuration and spatial pace, pitch, tone and narrative, interpreting and Rehearse, refine and Beckett. relationships on stage volume. rehearsing extracts from a amend work in progress Characterisation, Analyse and evaluate own Devising drama on a range Shakespeare play. Subtext, motivation and movement, process of challenging objective for character Theatrical convention communication and issues/themes. physicality Assessment Peer assessment/ group discussion. Self‐assessment – class work + homework against skills criteria. Self‐review/evaluation – target setting. Teacher assessment based on performance and project criteria.
Module 6 Group Performance Building a performance of a group piece from an extract or short script.
Group performance. Devising from a commission, looking towards GCSE style Drama. Researching Developing Performing.
Year 7 & 8 Curriculum Maps and Skills criteria 2015-2016 Drama
Foundation
Skill 1 Creating/ Rehearsal
Skill 2 Analysing
Intermediate
1.Is able to create a basic character 2. Is more comfortable being led by others in group situations. 3.Will put forth some creative ideas 4.Is brave and receptive in their practice ‐
+
1.Can follow instruction to collect pertinent research 2.Will comment on the success of a performance 3.Will be able to self‐assess their work at a basic level 4. Will be able to highlight similarities and differences between performances.
‐
+
Skill 3 Performing
2. 3.
Is able to sustain a role for most of a performance Reacts to other characters to establish relationships Uses voice expressively
Higher
Advanced
1.Uses vocal and/or physical techniques 1.Considers the affect of their character on to create character the audience 2.Makes a positive contribution and 2.Will look to help other group members works well within a team to reach their best level 3.Likes to direct some aspects of 3.Will work cooperatively, leading without performance dictating 4.Pushes themselves out of their comfort 4.Can integrate various directorial zone practices into their own work ‐
+
1.Will collect research from more than one source 2.Can highlight the most/least effective parts of a performance 3.Can suggest ways in which they can improve their performance 4.Can compare and contrast elements of performance
‐ 1.
1.
2. 3.
+
Can sustain a role for the majority of a performance Creates clear relationships with other characters Uses tone and volume to express character
‐
+
1.Can research to form a strong context for performance 2.Will be able to suggest ways of improving the performance 3.Will be able to explain the strengths of their performance 4.Can use technical language to further their response
1. 2.
Is comfortable within role and can improvise to overcome problems. Creates accurate and well‐ constructed relationships with other characters.
1.Has the ability to form effective and accurate characters 2.Ensures excellent group performance by creating a productive work environment 3. Is comfortable with all parts of the creative process 4.Has a fully formed and almost professional personal practice ‐
+
1.Can use research to directly influence the final performance 2. Can break down the work into its constituent parts and comment on its effectiveness using appropriate language. 3. Shows a deep level of understanding via self‐analysis, leading to constantly improving work. 4. Has a consummate knowledge of a wide range of styles, genres and performances and is able to place them within a broad theatrical context. ‐ 1.
2.
+
Totally professional performance which shows a high level of commitment. Believably constructed relationships that enhance the overall performance.
Year 7 & 8 Curriculum Maps and Skills criteria 2015-2016 Basic physicalisation of the character.
4.
Clear physicalisation of the character in a broad manner
3.
4.
Uses tone, volume, pitch and pace to express character. Accurate use of physical skills to create a precise and appropriate character.
3.
4.
‐
Skill 4 Evaluating
Can respond to questions with simple statements and makes simple suggestions for improvement.
‐
+
+
‐
+
Can respond to questions with comments that show reflective thought. Makes suggestions using explanation, strengths and targets. ‐
+
‐
Complete control of all vocal skills to create a unique and appropriate vocal timbre. A thorough and successful physical portrayal of character that shows control and engages an audience throughout.
+
Evaluates giving evidence of self‐ Responds to questions and feedback reflection. intelligently and without encouragement. Can set thoughtful targets to implement Identifies strengths and sets targets in own development. Shows use of sophisticated and others work. Uses subject specific theatre vocabulary. language.
‐
+
Year 7 & 8 Curriculum Maps and Skills criteria 2015-2016 English
Year 7
Module 1
Module 2
Module 3
Module 4
19th Century Literature – extract booklet Literature focus on: – critical style which develops response with textual reference – analyse writers’ use of structure and form to create meaning/effect – understand relationships between texts and contexts
Travel Writing Language focus on: ‐ compare writers’ ideas and perspectives ‐ evaluate texts critically and support with textual reference – range of vocabulary, sentences, spelling and punctuation
Modern novel Literature focus on: – critical style which develops response with textual reference – analyse writers’ use of structure and form to create meaning/effect
My Language Language focus on: ‐ clear, effective and imaginative tone, style and grammar – range of vocabulary, sentences, spelling and punctuation
Assessment
Module 5 Media 'What is Media?' English language focus on: ‐ identify, interpret and synthesis ‐ comment, explain and analyse language/structure use terminology ‐ clear, effective and imaginative tone, style and grammar
Module 6 Shakespeare introduction and poetry Literature focus on: – analyse writers’ use of structure and form to create meaning/effect – understand relationships between texts and contexts Language focus on: – S&L
There are six assessment objective areas in English, these are to identify, interpret and synthesise information – to comment, explain and analyse language/structure by using specific terminology, to compare writers’ ideas and perspectives ‐ to evaluate texts critically and support with textual reference – to use a clear, effective and imaginative tone, style and grammar and to employ a range of vocabulary, sentences, spelling and punctuation. There are 4 assessment objectives in Literature, these are to use a critical style which develops response with textual reference ‐ to analyse writers’ use of structure and form to create meaning/effect ‐ to understand relationships between texts and contexts and to use a range of vocabulary and sentences, spelling and punctuation 19th Century Literature ‐ ‘Passion and Mystery’ Literature focus on: – critical style which develops response with textual reference – analyse writers’ use of structure and form to create meaning/effect
Year 8
War and Conflict poetry Literature focus on: – critical style which develops response with textual reference – analyse writers’ use of structure and form to create meaning/effect
Modern novel Literature focus on: – critical style which develops response with textual reference – analyse writers’ use of structure and form to create meaning/effect
Language Change Language focus on: ‐ identify, interpret and synthesis ‐ comment, explain and analyse language/structure use terminology ‐ evaluate texts critically and support with textual reference
Media 'How do film companies promote new films?' Language focus on: S&L
Shakespeare Literature focus on: ‘The Tempest’ – analyse writers’ use of structure and form to create meaning/effect – understand relationships between texts and contexts Language focus on: ‐ compare writers’ ideas and perspectives ‐ evaluate texts critically and support with textual reference
Assessment There are six assessment objective areas in English, these are to identify, interpret and synthesise information – to comment, explain and analyse language/structure by using specific terminology, to compare writers’ ideas and perspectives ‐ to evaluate texts critically and support with textual reference – to use a clear, effective and imaginative tone, style and grammar and to employ a range of vocabulary, sentences, spelling and punctuation. There are 4 assessment objectives in Literature, these are to use a critical style which develops response with textual reference ‐ to analyse writers’ use of structure and form to create meaning/effect ‐ to understand relationships between texts and contexts and to use a range of vocabulary and sentences, spelling and punctuation
Year 7 & 8 Curriculum Maps and Skills criteria 2015-2016
English Lang
Foundation
Intermediate
‐
+
Describe straightforward aspects of language, form or structure
Explain and analyse language/structure by using specific terminology
‐
+
‐
+
Comments begin to develop precise analysis of language, form and structure ‐
+
Advanced
Sustain a convincing, informed personal response to explicit and implicit meanings of texts
+
+
‐
+
+
Sustain a perceptive critical analysis of the ways in which writers use language, form and structure
‐
Using apt textual references to support responses Understanding of contexts to inform responses to texts
+
Using judicious and well‐ integrated textual references to develop personal responses
‐
Developing a clear understanding of the ways in which writers use language, form and structure
‐
Developing a generally coherent and engaged response to explicit and implicit meanings of texts
‐
Make general references to Increased precision in selection and obvious details of texts Show awareness that texts application of textual reference to the point being made are related to contexts
To evaluate texts critically and support with textual reference
Higher
Begin to develop an interpretation of the text, teasing out meanings or weighing up evidence
Make straightforward comments about explicit meanings of texts
Identify, interpret and synthesise information
‐
+
Year 7 & 8 Curriculum Maps and Skills criteria 2015-2016 Communicates simply with some clarity for the reader Produces texts with basic structures and some awareness of purpose Shows some control over sentence type and structure and use familiar vocabulary to some effect Spelling, punctuation and grammar used with limited accuracy
To use a clear, effective and imaginative tone, style and grammar and to employ a range of vocabulary, sentences, spelling and punctuation.
Communicates with impact and influence Produces ambitious, accomplished and effectively‐structured texts Uses a wide range of well‐ selected sentence types and structures and precise vocabulary to enhance impact Spelling, punctuation and grammar used accurately so that writing is virtually error‐ free
Communicates effectively, sustaining the reader’s interest Produces coherent, well‐ structured and purposeful texts Varies sentence types and structures and uses vocabulary appropriate to purpose and effect Spelling, punctuation and grammar used accurately with occasional errors
Communicates developed ideas into a coherent piece of writing Produces structure to sequence ideas for impact Shows control over sentence types to support purpose Spelling, punctuation and grammar used accurately most of the time
‐
+
‐
+
‐
+
Year 7 & 8 Curriculum Maps and Skills criteria 2015-2016 English Lit
Foundation
Intermediate
Makes straightforward comments about explicit meanings of texts
Use a critical style which develops response with textual reference
Higher
Advanced Sustains a convincing, informed personal response to explicit and implicit meanings of texts Using judicious and well‐ integrated textual references to develop personal responses
Developing a generally coherent and engaged response to explicit and implicit meanings of texts Using apt textual references to support responses
Beginning to develop some evaluative and analytical comments to explicit and implicit meanings Some precision in selection of textual reference
‐
+
Describes straightforward aspects of language, form or structure
Analyse writers’ use of structure and form to create meaning
‐
+
Makes general references to obvious details of texts Makes basic links between texts
To understand relationships between texts and contexts
_
+
Some appreciation of how structure contributes to the overall effect ‐
+
‐
Some analysis of how different meanings and interpretations relate to the context Makes some links between texts with an attempt to explain
+
‐
+
Developing a clear understanding of the ways in which writers use language, form and structure
Sustains a perceptive critical analysis of the ways in which writers use language, form and structure
‐
+
Shows perceptive understanding of how contexts shape texts and responses to texts Makes illuminating comparisons between texts
Understanding of contexts to inform responses to texts Makes credible comparisons between texts
‐ Use a range of vocabulary and sentences, spelling and punctuation
+
Communicates simply with some clarity for the reader Produces texts with basic structures and some awareness of purpose
‐
+
Communicates developed ideas into a coherent piece of writing Produces structure to sequence ideas for impact Shows control over sentence types to support purpose
Communicates effectively, sustaining the reader’s interest Produces coherent, well‐ structured and purposeful texts
‐
+
Communicate with impact and influence Produces ambitious, accomplished and effectively‐structured texts
Year 7 & 8 Curriculum Maps and Skills criteria 2015-2016 Shows some control over sentence type and structure and use familiar vocabulary to some effect Spelling, punctuation and grammar used with limited accuracy
Spelling, punctuation and grammar used accurately most of the time
Varies sentence types and structures and use vocabulary appropriate to purpose and effect Spelling, punctuation and grammar used accurately with occasional errors
Uses a wide range of well‐ selected sentence types and structures and precise vocabulary to enhance impact Spelling, punctuation and grammar used accurately so that writing is virtually error‐ free
‐
+
‐
+
‐
+
Year 7 & 8 Curriculum Maps and Skills criteria 2015-2016 Geography Module 1 Map Skills
Year 7
Year 8
Module 2
Module 3
Module 4
Module 5
Rivers
Flooding
Looking at Less Economically Developed Countries
Urban Change
Module 6 Tourism in Coastal areas
Assessment Assessment will consist of a range of major pieces of work related to each of the units studied. The assessments will be varied and draw upon a range of different geographical skills. Pupils will use mapskills in describing routes and learn how to create and evaluate the sustainable of communities when looking at urban change in Lincoln. Comparisons will be developed and reasons for differences explored when looking at flooding in two contexts. Processes relating to landforms will be examined and pupils will create rivers and suggest future changes. On a global scale LEDC will be assessed by looking at how we can improve their level of development. In year 7 Geography students will have the opportunity via a wide range of assessments to show their knowledge and skills development. Brazil Tropical Rainforests Issues Surrounding Population/Migration Weather and climate Dangerous world Antarctica Assessment Assessment will build upon and develop the work studied in year 7. In year 8 pupils will look at Global issues such as Antarctica and Tropical rainforests and will be assessed on their ability to look at the future management of these areas and look at contrasting stakeholders in these locations. Their skills will be assessed in carrying out a microclimate enquiry and the processing of primary data whilst in Dangerous world they will undertake an independent enquiry looking at a global health issue. The skills developed in these assessments will help them master the demands of GCSE geography.
Year 7 & 8 Curriculum Maps and Skills criteria 2015-2016 Geography
Processes
Foundation
Intermediate
Higher
Distinguish between human and physical processes Briefly explain human and physical Begin to understand simple human and processes which lead to change in physical processes places. Begin to identify what gives an area character.
Advanced Evaluate and analyse processes to independently and critically show how they create diversity, interdependence and change.
Analyse differences in physical and human interactions to produce characteristics of places. Understand how physical and human processes lead to change in places
‐
=
+
‐
=
+
‐
=
+
Ask relevant geographical questions Carry out simple tasks Use some of the resources given to me Geographical skills Use a limited range of geographic skills and enquiry Use simple geographical words
‐
=
+
Begin to simply describe what places are like Place and Space
Begin to locate geographic features.
Carry out a basic investigation Accurately use a range of geographical skills Use primary and secondary information in work Use a variety of geographical words
‐
=
+
+
Describe differences in places Distinguish between places
‐
Select information and evidence identifying potential bias present my findings clearly and based my conclusions on evidence Use a wide range of geographic words accurately ‐
=
+
Analyse differences between a range of places in the UK and in the wider world Analyse physical and human characteristics of places in a range of locations, contexts and scales
Begin to understand scale ‐
Suggest an appropriate sequence of investigation
+
Show and apply knowledge of a wide range of geographical processes and apply this to different contexts. ‐
=
+
Develop an enquiry using a range of relevant and critically evaluated sources of evidence. Justify my findings with well‐reasoned conclusions and link them to wider contexts and issues Confidently use modern technology in a complex and relevant way to support my study Extensive use of geographical vocabulary, with links made to the wider geography curriculum ‐
=
+
Use detailed independent knowledge of a range of global locations. Accurately explain how the characteristics of places change over time. Suggest reasons why stakeholders might perceive places differently ‐
+
Year 7 & 8 Curriculum Maps and Skills criteria 2015-2016 Values and attitudes
Identify attitudes held by different groups of people
‐
+
Identify Geographical patterns
Geographical patterns To be able to offer simple descriptions
‐
Change and response
+
Begin to identify how a place has changed over time Begin to express my views on places
‐
+
Be able to summarise the values/attitudes held by different groups/individuals regarding events ‐
+
To offer detailed descriptions of Geographical patterns with simple explanations
‐
+
Explain the attitudes held by a wide range of groups/individuals regarding events
To be able to write thorough descriptions with detailed explanations of geographical patterns noting anomalies. Identify geographical patterns at a range of scales
Analyse differences in the way places To give explanations as to how areas change over time. change over time Compare sustainable and other To describe management approaches to managing environments approaches to change.
‐
+
Assess the influence of that values and attitudes has on events To be able to predict how values and attitudes might alter regarding events. ‐
+
To assess the relationship between geographical patterns. To explain the patterns in an in depth fashion To justify future Geographical patterns
‐
+
Accurately explain in depth how complex physical and human processes interact and cause change in different contexts, including unfamiliar locations. Evaluate the sustainability of management choices and provide further suggestions independently that are realistic and consider all elements of sustainability. ‐
+
Year 7 & 8 Curriculum Maps and Skills criteria 2015-2016 History
Module 1
Module 2
Module 3
Claiming the Crown
Year 7
Keeping the Crown! The Crown and Mitre Medieval England: The Murder of Tudor England: Medieval England: The Battle of Hastings Thomas Becket, King The Reformation and John and Magna foundation of Modern and Norman Conquest Carta, Black Death and Britain Peasants' Revolt
Module 4
Module 5
Module 6
The Crown and the Commons Stuart England: King, Parliament and Civil War, Oliver Cromwell and the Restoration
Crown, Conquest and Colonisation 18th and 19th Century Britain: The British Empire and transatlantic slave trade
Crown, Commerce and Capitalism 18th and 19th Century Britain: The Industrial Revolution
Assessment Progress will be regularly assessed through class work and pieces of extended written work in particular. In addition there will be a common History assessment at the end of Modules 2, 4 and 6 which tests a pupil's knowledge and understanding of each period studied, as well as continuity and change over all of the subject content covered in Year 7.
Year 8
Tudor England: The Reformation and foundation of Modern Britain
Stuart England: King, Parliament and Civil War, Oliver Cromwell and the Restoration
18th and 19th Century Britain: The causes and consequences of the Industrial Revolution
Life in Victorian Britain: Victorian education, the Great Exhibition, Jack the Ripper
The 20th Century: The Great War and its impact
The 20th Century: The rise of the dictators, World War II, and the Cold War
Please Note: The current Year 8 followed a different Year 7 Curriculum to the one outlined above. Assessment Progress will be regularly assessed through class work and pieces of extended written work in particular. In addition there will be a common History assessment at the end of Modules 2, 4 and 6 which tests a pupil's knowledge and understanding of each period studied, as well as continuity and change over all of the subject content covered in Year 7 and Year 8.
Year 7 & 8 Curriculum Maps and Skills criteria 2015-2016 History Written Communication
Higher
Advanced
Can recall and list some basic facts about a period, event, individual or concept.
Uses specific and accurate detail to describe important features of a period, event, individual or concept.
Writes in coherent paragraphs and explains important features of a period, event, individual or concept using precise and appropriate supporting evidence.
Writes in coherent and well supported paragraphs that offer precise analysis of a period, event, individual or concept, effectively evaluating and linking ideas.
+
+
Can identify and list some basic examples of change and continuity within and across historical periods.
+
Uses some detail from a source to describe it.
‐
Interpretation
Can identify and list some basic causes or consequences of an historical event.
‐
Source Analysis
Intermediate
‐
Change and Continuity
Foundation
‐
Cause and Consequence
+
Understands that people have different views on historical periods, events or individuals and can identify an opinion. ‐
+
‐
+
Accurately describes a range of causes and/or consequences of an historical event, with some relevant supporting detail. ‐
+
Accurately describes ways in which change and continuity are evident within and across different periods of history. ‐
+
Selects appropriate details from the content of a source to help support a conclusion. ‐
+
Can identify and describe the opinion expressed in modern or contemporary accounts of the past. ‐
+
‐
+
Offers well reasoned explanations of the causes and/or consequences of an historical event, with some attempt to assess their relative significance.
‐
+
Offers a precise analysis of the causes and/or consequences of events, and effectively evaluates their relative significance. ‐
+
Offers well reasoned explanations of Offers a precise analysis of the ways in ways in which change and continuity are which change and continuity are evident within and across different periods evident within and across different of history, with some attempt to assess periods of history, and effectively their relative significance. evaluates their relative significance.
Uses the content, provenance, tone and purpose of a source to explain its message, and begin to evaluate its reliability and usefulness.
Able to outline the argument presented in a given interpretation, and explain some reasons why this view is similar or different to others.
‐
+
Effectively evaluates the reliability and utility of source material by examining content, provenance, tone and purpose, or cross‐referencing with other evidence, and uses this to support conclusions. ‐
+
Demonstrates precise understanding of complex arguments, and effectively evaluates their validity by cross‐ referencing with alternative interpretations and own knowledge. ‐
+
Year 7 & 8 Curriculum Maps and Skills criteria 2015-2016
ICT
Year 7
Module 1
Module 2
Module 3
Module 4
Module 5
Module 6
Introduction to the School Network E‐Safety
E‐Safety Business Documents
Business Documents
Control Programming in Flowol
Control Programming in Flowol Spreadsheets
Spreadsheets
Introduction to Programming using Python
Spreadsheets
Spreadsheets Databases
Databases
Assessment Self‐assessment against a Skills Grid for each Strand Online Doddle Quizzes
Year 8
Web Development Web Development using using DreamWeaver & Flash DreamWeaver & Flash Assessment Self‐assessment against a Skills Grid for each Strand Online Doddle Quizzes
Year 7 & 8 Curriculum Maps and Skills criteria 2015-2016 ICT
Foundation
Intermediate
Created basic business documents Sourced basic information Spell‐checked documents Brief evaluation of target audience & purpose
Business Documents
Control Programming
‐
+
Sequence traffic lights in the correct order Use an input to turn lights on/off
Higher
Created documents suitable for target audience using some standard conventions Sourced and referenced information Spell & grammar checked documents Good evaluation of target audience & purpose assessing the effectiveness of the documents created
‐
+
Sequence multiple sets of traffic lights in the correct order Use inputs and values to control lights/motors Some use of subroutines
‐
Advanced
Created effective documents suitable for target audience in line with standard conventions combining elements created in other software Sourced and referenced information from a range of sources Spell & grammar checked and proof‐ read documents Detailed evaluation of target audience & purpose assessing the effectiveness of documents, identifying valid improvements
+
Create multiple routines using multiple inputs, values and variables to control multiple outputs & set motor speeds using variables Good use of subroutines to break program down into smaller tasks
Created near‐professional documents effectively combining elements created in other software Sourced and detailed referencing information from a range of sources Spell & grammar checked, proof‐ read and used feedback from others to improve documents Thorough evaluation of target audience & purpose assessing the effectiveness of documents, identifying & implementing a number of valid improvements ‐
+
Independently create complex control systems using multiple inputs, outputs, variable speed motors and variables Extensive and appropriate use of subroutines
‐
+
‐
+
‐
+
Year 7 & 8 Curriculum Maps and Skills criteria 2015-2016
Added basic formatting to a Spreadsheet Used simple arithmetic formulae Create a simple Sort/Filter Create a basic graph/chart
Spreadsheets
Added useful formatting to a Spreadsheet Used simple arithmetic formulae & simple functions appropriately Use Custom Sort and Filters to select the appropriate information Create graphs/charts using the correct graph types Create a simple Pivot Table to summarise information I have used modelling to predict results
Added effective formatting to a Spreadsheet using a variety of tools Used a variety of formulae & functions appropriately including IF & VLOOKUP Use a number of Custom Sorts and Filters using multiple/advance criteria Create effective graphs/charts formatted with titles, labels & legends Created Pivot Tables/Charts to effectively summarise information I have added formulae to a model to predict results for multiple scenarios
‐
+
‐
Create a basic table based multi‐ page website including text, images and text hyperlinks Spell‐checked the webpages Brief evaluation of target audience & purpose
Web Development
+
Create a table based multi‐page website with appropriate formatting and including a static banner, navigation buttons & appropriately sized images Create a simple feedback form Spell & grammar checked the webpages Good evaluation of target audience & purpose assessing the effectiveness of the website
Create an effective multi‐page website with consistent formatting of text and including a simple animated banner and rollover navigation buttons Create a feedback form with appropriate data entry fields Spell & grammar checked and proof‐ read the webpages Detailed evaluation of target audience & purpose assessing the effectiveness of the website, identifying valid improvements
‐
‐
+
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Added near‐professional formatting to a Spreadsheet using a large number of the tools available Independently used a variety of formulae & functions including IF & VLOOKUP Devised appropriate Custom Sorts and Filters using multiple/advanced criteria Devised effective graphs/charts formatted with titles, labels & legends Independently created Pivot Tables/Charts using some advanced features I have allowed for user input in a model to predict results for multiple scenarios. Used Goal Seek
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Create a near‐professional website using CSS rules for the formatting & positioning of elements Create a suitable interactive animated banner and rollover navigation buttons Create a near‐professional feedback form Include suitable additional interactive elements such as video, games written in Scratch/Flash, etc. Spell & grammar checked, proof‐ read and used feedback from others to improve the website Thorough evaluation assessing the effectiveness of the website, identifying & implementing a number of valid improvements ‐
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Year 7 & 8 Curriculum Maps and Skills criteria 2015-2016 Introduction to Programming
Create a simple program to output 1 line Create a simple program to ask for user input and output a suitable response
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Can understand some key Database terms Can amend the Data Type and set Required Entry on a field Create a simple data entry form Create a simple query to select data Create a basic report using the Report Wizard
Databases
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Create simple programs to output multiple lines and ask for multiple user inputs to combine to output a suitable response Create programs to perform simple arithmetic and output the results
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Be able to convert numeric data into strings and vice versa for input/output Use selection programming construct using an IF statement Use loop programming construct to perform tasks multiple times
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Create a single table database and import data from a file Add new fields & set appropriate Data Types and Field Sizes Add Required Entry and Limited Lists to the appropriate fields Create a suitable data entry form with a Title and useful formatting Create queries that use a single field criteria Create a suitable list report adding appropriate formatting including displaying all of the data Create a suitable menu to access the form & reports created with appropriate formatting
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Independently create a single table database and import data from a file Independently add fields, set Data Types, Field Sizes and a Primary Key Add all of the validation rules to the database table including required entry, limited lists & range checks Create an effective data entry form including appropriate formatting and navigation buttons Create queries that use multiple criteria including logical operators (>,
