Wilson's School

Key Stage 3 Core Concepts

and Level Descriptors

Each department at Wilson’s has determined three to five Core Concepts or skill areas that underpin the subject (usually reflected in the assessment areas at GCSE). Against each of these, each department has prepared statements that would suggest exceeding, secure or developing grasp of these concepts at Key Stage 3 level for a Wilson’s pupil. Reports to parents in Years 7 and 8 reflect pupils’ progress against these concepts or skills.

Art
Stacks Image 50976
1
SOURCES
Critically investigate and develop ideas from sources

EXCEEDING: Development of a diverse range of independent ideas through sequential thinking and imaginative leaps. An exceptional critical understanding of the context of own ideas and the sources that have informed them.

SECURE: Development of a range of ideas through sequential thinking. A good critical understanding of the context of own ideas and the sources that have informed them.

DEVELOPING: Ideas consolidated too early with some appreciation of sequential development. A limited critical understanding of the context of own ideas and the sources that have informed them.
2
MATERIALS
Refine techniques through experimentation with materials

EXCEEDING: Recognises the full potential and limitations of processes with an insightful review and refinement of materials. Demonstrates refined technical ability.

SECURE: Demonstrates an understanding of the potential and limitations of processes with some review and refinement of materials. Demonstrates a good technical ability.

DEVELOPING: Materials used in an obvious and limited way. Development restricted as a result of experimentation being abandoned too early.
3
FORMAL ELEMENTS
Realise outcomes and observations using the formal elements

EXCEEDING: Outcomes demonstrate sophistication from conception/observation to realisation. Work is intuitive, original and shows a full command of the formal elements and concepts.

SECURE: Outcomes are well constructed and work has developed a personal identity. Outcomes and observations show a good command of the formal elements and concepts.

DEVELOPING: Outcomes show an emerging sense of own style, but tend to be methodical. Outcomes and observations show a limited command of the formal elements and concepts.
Close
Stacks Image 50646
1
MANUFACTURE
EXCEEDING: Solution displays a high level of making and accuracy. Makes accurate use of tools and manufacture processes. Works independently to produce a rigorous and demanding outcome. Outcome is of a high standard with few or no inaccuracies.

SECURE: Solution displays a good level of making and accuracy. Makes good use of tools and manufacture processes. Shows good understanding of material properties and design is appropriate. Outcome is of a good standard with few or no inaccuracies.

DEVELOPING: Solution displays some inaccuracies in manufacture of finish. Fair use of tools and manufacture processes. Fair understanding of material properties & design is appropriate.
2
MATERIAL THEORY
EXCEEDING: Demonstrates creativity, flair and originality in presentation with accurate and rigorous notes. Displays a high level of independent research around topics. Considers scale, layout and aesthetics when designing theory pages.

SECURE: Demonstrates some creativity, flair and originality in presentation. Accurate and rigorous notes. Displays a good level of
independent research around topics. Considers scale, layout and aesthetics when designing theory pages

DEVELOPING: Demonstrates minimal creativity, flair and originality in presentation. Notes have minimal development and no evidence of further independent research. Some consideration of scale, layout and aesthetics when designing theory pages

3
DESIGN
EXCEEDING: Imaginative and innovative idea demonstrating creativity, flair and originality. Accurate use of CAD tools. Works independently to produce a rigorous and demanding outcome. Considers scale, layout and aesthetics when designing.

SECURE: Imaginative and innovative idea demonstrating a degree of creativity, flair and originality. Accurate use of CAD tools. Considers some aspects of scale, layout, composition and aesthetics when designing.

DEVELOPING: Idea demonstrates a degree of creativity, flair and originality, but still requires development. Some use of CAD tools. Considers one aspect of scale, layout, composition and aesthetics when designing.
4
RESEARCH
EXCEEDING: Shows discrimination when selecting and acquiring relevant research. Excellent understanding of design task. High level of presentation skills. Comprehensive and relevant research undertaken.

SECURE: Shows some discrimination when selecting and acquiring relevant research. Excellent understanding of design task. High level of presentation skills. Comprehensive and relevant research undertaken.

DEVELOPING: Shows limited discrimination when selecting and acquiring relevant research. Good understanding of design task. Fair level of presentation skills. Not all research is relevant or research is not comprehensive.
Close
Stacks Image 50621
1
WRITING
Write interesting texts which are accurate and well-structured

EXCEEDING: Uses a range of sophisticated methods to produce a well-structured, coherent and interesting text. Uses a range of sophisticated methods to produce a text which is subtly targeted to audience and purpose and writes in entirely accurate Standard English.

SECURE: Uses a range of methods to produce a well-structured, coherent and interesting text. Uses a range of methods to produce a text which is accurately targeted to audience and purpose and writes in accurate Standard English.

DEVELOPING: Uses some methods to produce a clearly structured and interesting text. Uses some methods to produce a text which is broadly targeted to audience and purpose and writes in generally accurate Standard English.
2
ANALYSING
Understand and analyse a range of text types

EXCEEDING: Understands subtle literal and metaphorical meanings in texts and refers precisely to aptly selected evidence to support his view. Analyses precisely a wide range of aspects of an author’s craft, including structure and language and they critically analyses the significance of the purpose, audience and context of a text.

SECURE: Understands literal and metaphorical meanings in texts and refers to evidence to support all views. Analyses aspects of an author’s craft and analyses the significance of the purpose, audience and context of a text

DEVELOPING: Understands some literal and metaphorical meanings in texts and refers to some evidence to support most views. Comments on some aspects of an author’s craft and comments on the significance of the purpose, audience and context of a text.
3
SPEAKING
Speak confidently in a range of contexts

EXCEEDING: Gives compelling short speeches and presentations. Makes compelling contributions  and manages others’ contributions in formal debates and discussions. Devises and performs compelling drama and poetry

SECURE: Gives engaging short speeches and presentations, participates fully in formal debates and discussions and devises and performs engaging drama and poetry

DEVELOPING: Gives short speeches and presentations broadly suited to audience and purpose, makes a sustained contribution in formal debates and discussions and devises and performs appropriate drama and poetry

Close
Stacks Image 50596
1
MAP AND SOURCE SKILLS
Demonstrate the effective use of knowledge of locations, places and environments using different scales and media

EXCEEDING: Knowledge is wide ranging (UK and all around the world) and is deployed with confidence.

SECURE: Knowledge is good and is accurately deployed.

DEVELOPING: Knowledge is very narrow and is deployed inaccurately.
2
CASE STUDY DETAIL
Demonstrate understanding of the inter relationship between places, people and processes

EXCEEDING: Understanding is shown via the deployment of knowledge in a way that links processes and correctly uses geographical language.

SECURE: Understanding is shown via the accurate selection of relevant content for each circumstance.

DEVELOPING: Limited understanding.
3
ANALYSIS
Communicate knowledge and understanding to interpret, analyse and evaluate geographical information and issues to make judgements

EXCEEDING: Demonstrates an ability to link concepts, critically analyse the concepts and draw substantiated conclusions. This is done fluently and logically.

SECURE: Shows an ability to explain how and why certain events happen or the impact of individual actions, often with a balanced conclusion and an emerging ability to link/prioritise in reaching a final judgement.

DEVELOPING: Shows an understanding of processes and how events have happened – but answers lack a thorough explanation as to why they have happened in that way.

4
NUMERACY
Select, adapt and use a variety of numerical skills and techniques to answer questions and communicate findings

EXCEEDING: Able to evaluate critically a wide range of different geographical data and reach substantiated conclusions independently. Accurately constructs a range of maps and graphs to present data.

SECURE: Shows a limited understanding of the impact of findings. Constructs a range of maps and graphs to present data.

DEVELOPING: Shows an understanding of the context, but does not effectively evaluate the impact. Inaccurately constructs a range of maps and graphs to present data.
Close
Stacks Image 50652
1
KNOWLEDGE AND UNDERSTANDING
Demonstrate knowledge and understanding of the key features and characteristics of the periods studied

EXCEEDING: Knowledge is wide ranging and is deployed with confidence. Understanding is shown via the deployment of factual knowledge in a way that belies an acute sense of period and significance.

SECURE: Knowledge is good and is accurately deployed. Understanding is shown via the accurate selection of relevant content for each circumstance.

DEVELOPING: Knowledge is very narrow and is deployed inaccurately, or with limited understanding. On occasion, deployment of knowledge belies anachronistic thinking.
2
EXPLANATION AND ANALYSIS
Demonstrate an ability to explain, analyse and reach substantiated judgments about periods using historical skills such as using evidence, or historical concepts change and continuity, interpretations, causation and significance

EXCEEDING: Considerable insight is shown when making analytical judgements. Views are re-thought in light of new knowledge and arguments are re-framed their argument on the basis of what others say if appropriate. Complex ideas do not faze pupils and they enjoy the multiplicity of causes and explanations. They often seek to identify the complexities within an issue that seems to have an 'obvious' explanation on the surface.

SECURE: Shows an ability to explain how and why certain events happen or the impact of individual actions, often with a balanced conclusion and an emerging ability to link/prioritise in reaching a final judgement.

DEVELOPING: Shows an understanding of chronology and how events have happened – but answers lack a thorough explanation as to why they have happened in that way.
3
EVIDENTIAL UNDERSTANDING
Demonstrate evidential understanding by using sources (contemporary and modern) to describe, explain and make judgments about the periods you have studied

EXCEEDING: Able to evaluate critically a wide range of different sources and reach substantiated conclusions independently.
SECURE: Shows a limited understanding of how origin and purpose can impact on source content.

DEVELOPING: Shows an understanding of what origin and purpose are, but does not effectively evaluate the impact of these upon the content of a source.
Close
Stacks Image 50627
1
KNOWLEDGE AND UNDERSTANDING
EXCEEDING: Knowledge is very good with strong understanding of facts, procedures and ideas to complete well-defined tasks and address straightforward problems. Able to apply the above to a wide range of problems and a wide range of difficulty.

SECURE: Knowledge is good. Able to apply the above to set problems and interpret relevant information and ideas.

DEVELOPING: Knowledge is satisfactory. Able to apply most of the above to a number of set problems.
2
APPLICATION AND ACTION
EXCEEDING: Excellent ability to gather information; independently analyses the appropriate skills required to perform the task set.

SECURE: Good ability to gather information and is able to identify and use the skills necessary to perform the task set, selecting and using relevant skills and procedures.

DEVELOPING: Ability to gather information is good – but needs guidance in identifying and using the correct skills to apply when performing a set task.
3
AUTONOMY AND ACCOUNTABILITY
EXCEEDING: Independent learning and initiative clearly shown; is able to identify problems with his own work.

SECURE: Is able to carry out his work with little guidance, taking responsibility for completing tasks and procedures.

DEVELOPING: Makes progress with suitable guidance; may need help when he encounters errors.
4
PROGRAMMING AND LOGIC (COMPUTING)
EXCEEDING: Has ability to solve logic problems without any guidance and has a flair for this. Able to debug his code and deal with any errors. Is able to design, use and evaluate computational abstractions that model the state and behaviour of real-world problems and physical systems using flowcharts and basic programming structures.

SECURE: Is able to apply basic logic to solve problems. Has a good understanding of the basic programming structures.

DEVELOPING: Is able to identify the basic program structures and apply some of these to solve problems.
Close
Stacks Image 50602
1
VOCABULARY
EXCEEDING: An exceptionally strong command of vocabulary at this level.

SECURE: A strong command of vocabulary at this level.

DEVELOPING: A growing (but not yet strong) command of vocabulary at this level.
2
NOUNS, ADJECTIVES AND CASES
EXCEEDING: Is able to use and explain the use of all five cases in translation both Latin to English and English to Latin. Is able to use the concept of noun and adjective agreement in both directions (restricted to first and second declension adjectives when translating into Latin).

SECURE: Is able to use and explain all five cases in translation, more fluently into English than into Latin. They will show some knowledge of noun and adjective agreement, but knowledge of the correct declensions of nouns may be sketchy.

DEVELOPING: Shows a basic knowledge of the function of changing noun endings. Knowledge of noun and adjective tables is not complete or secure. Composition into Latin induces fear.
3
VERBS AND TENSES
EXCEEDING: Is able to identify and analyse all six persons indicative active of the present, perfect, imperfect and pluperfect tenses of all regular verbs on the word list. They will understand and correctly explain the four conjugations and how to tell them apart. They will be able to compose into Latin using the present, perfect and imperfect tenses. They will also show outstanding knowledge of the present and imperfect tenses of the following irregular verbs, sum, possum, nolo, volo. He will recognise and translate correctly the present infinitive active.

SECURE: As above with good accuracy.

DEVELOPING: As above with growing (but not yet good) accuracy.
4
RELATIONSHIP BETWEEN LATIN AND ENGLISH
EXCEEDING: Is able to identify appropriate English derivations of Latin words on all occasions. Will achieve properly structured, idiomatic English translations of Latin. Will also show awareness of such Latin features, when composing into Latin, of verbs at the end of sentences and adjectives coming after nouns. The very highest level composition will seek to combine several words for their sound effect, as a Latin author would. Comprehension answers will be in full sentences in the third person, giving the information requested in a concise fashion. The style of English in written work will be outstanding and engaging. He will display a style and elegance that is to be demanded and indeed expected from a Wilson’s boy.

SECURE: Will achieve idiomatic English translations when reminded and prompted. Will usually be able to find English derivatives of Latin words and will write in a style which is not penalised by exam marking grids, but does not display style or elegance. Composition into Latin will be technically accurate most of the time, but will not normally include refinements such as verbs at the end of sentences. Comprehension answers may sometimes be simple translations of a passage.

DEVELOPING: Will show an awareness of some differences between Latin and English. Will be able to compose simple Latin sentences, but these will often be technically inaccurate and will be Latin put into an English word order. Comprehension answers will not always give the required information and will not directly answer the question. English translations will be unimproved English, such as, for example, “Quintus, because he was rich, gave money to the poor shopkeeper,” rather than “Quintus gave money to the poor shopkeeper because he was rich.”
5
AWARENESS OF CULTURE
EXCEEDING: Will have a thorough knowledge of the social, political, archaeological and literary background of set texts. They will be able to translate the set texts faultlessly, without assistance. Their ability to select and translate and comment on Latin stylistic features will be matched only by the skill with which they express these comments and the clarity which their written work shows in its organisation. Students will recall any narrative detail from a text in English without reference to the text itself. They will be able to express an opinion verbally, or in writing which is supported by evidence and relevant to the task in hand.

SECURE: Will have a good knowledge of the Latin texts. They will be able to explain the context of the text. They will express an opinion with evidence and will organise their written work competently. However, there will be only fleeting glimpses of style, grace and elegance in their written work. Their knowledge will be functional.

DEVELOPING: Will show knowledge (some of the time) of the textual contexts. They will be able to select and comment upon stylistic features, but often without a clear or supported opinion. Written work will lack precision or clarity. Organisation of knowledge will lack conviction. There will be a sense that the student is not quite at ease with the task in hand and has not yet achieved a thorough knowledge of the Latin. The whole text will be recalled without details and there will be a sense of the student “going through the motions.”
Close
Stacks Image 50658
1
NUMBER
EXCEEDING: Confident with expressing numbers in different ways and will choose the most appropriate form in a given scenario. They are highly accurate in their calculations and strive for perfection in their answers.

SECURE: Completely confident with using the four operations on rational numbers and uses BIDMAS to carry these out in the correct order. They can confidently convert between fractions, decimals and percentages and can solve problems involving these. Students use the concepts and vocabulary of special types of numbers and can find the prime factorisation of large numbers. Students understand the meaning of integer and fractional indices and can use the index laws to manipulate numbers expressed in this form, including numbers in standard form. Students understand how two variables can change in relation to one another and can use ratio or proportion to express this. They are confident at solving worded problems that involve ratio or proportion. When doing calculations, students can round numbers to a given degree of accuracy, as well as using approximation or a calculator when needed.

DEVELOPING: Has an understanding of the importance of BIDMAS, but need to practise working with brackets, indices and negative numbers to develop knowledge of these further and improve accuracy in numerical calculations including with fractions, decimals, ratio and proportion.

2
ALGEBRA
EXCEEDING: Very confident at applying skills of algebraic manipulation and are able to select an appropriate method to solve an abstract problem. Their understanding of the rules of algebra is so strongly embedded that it can be used with ease. They are able to link the different areas of algebra with confidence, as well as linking algebra to the other key concepts of Mathematics.

SECURE: Confident at forming and manipulating algebraic expressions, equations and inequalities and express these graphically. These should include the use of brackets, negatives and fractions. They have a good understanding of the rules of algebra. They are able to spot patterns and describe them algebraically. They are confident with solving equations using a numerical method. Students can interpret real life graphs including quadratic, exponential and reciprocal, and can use them to make approximations for the value of x or y.

DEVELOPING: Has an understanding of the rules of algebra, but needs to develop skills in manipulating more advanced algebraic expressions and equations, they also need to practise showing all appropriate algebraic working correctly when solving equations or rearranging formulae.
3
SPACE, SHAPE AND MEASURE
EXCEEDING: Has excellent spatial awareness and are able to visualise shape and space problems to help them to tackle them with confidence. They are able to solve a complex problem by using their knowledge of key geometrical facts to break it down into manageable steps.

SECURE: Able to find out unknown measurements of a range of 2D shapes including area, perimeter, side length and angles. They are able to recall and apply key geometrical facts including the properties of 2D shapes, angle rules and Pythagoras’ Theorem. Students know the names of 3D shapes, can find their volumes and surface areas and are able to represent them visually using a range of methods. Students can draw key constructions using a compass and straight edge and use this to solve loci problems. They are able to carry out and identify the four transformations and have a good understanding of reflective and rotational symmetry.

DEVELOPING: Has the ability to recall key geometrical facts, but needs to practise applying these to more advanced shape and space problems for 2D and 3D shapes. Students understand the four transformations, but need to practise applying these to more advanced examples.
4
DATA HANDLING
EXCEEDING: Has a natural understanding of the concept of probability and can apply the rules with ease to complex worded problems. Their diagrams display a high level of accuracy and clarity so that any analysis from the diagram is also highly accurate.

SECURE: Can represent discrete and continuous data using a range of graphs and charts. They are able to analyse data given in a range of formats and compare sets of data using key values. Students can calculate key values to represent both discrete and continuous data including the mean, mode and median, and measures of spread. They understand the significance of these key values and when it is appropriate to use each one, and can use their understanding of averages to solve reverse problems. Students understand and can calculate the probability of one or two events occurring. They are able to use a range of diagrams to help simplify probability problems including tree diagrams, sample space diagrams and Venn diagrams.

DEVELOPING: Has the ability to draw a range of graphs and charts, but needs to practise drawing diagrams to increase the accuracy and clarity of these. Students understand the rules of probability, but need to practise applying these to more advanced problems.
Close
Stacks Image 50633
1
LISTENING
EXCEEDING: Can understand and respond appropriately to extended passages or dialogues spoken clearly at near-normal speed which contain some unpredictable and unfamiliar elements. Can transcribe words and short sentences that they hear with almost complete accuracy.

SECURE: Can understand longer passages or dialogues, which may contain a few unpredictable and unfamiliar elements, at little slower than normal native speaker speed and passages of familiar language at near-normal speed. Can transcribe words and short sentences that they hear with a good level of accuracy.

DEVELOPING: Can understand and extract essential information from shorter passages (delivered clearly at slower than normal native speaker speed) containing familiar and predictable elements. Can transcribe words and short sentences that they hear with a limited level of accuracy.
2
SPEAKING
EXCEEDING: Can engage in longer stretches of unplanned conversation on familiar topics, showing strong ability to cope with unexpected questions or responses. Can ask an extended range of questions confidently and spontaneously, including more complex questions involving different time frames, and using the correct mode of address. Can speak coherently and confidently, with an excellent standard of pronunciation and intonation.

SECURE: Can give and understand some more developed responses on a range of topics (which may involve some abstract language) with some ability to cope with unexpected questions. Can initiate and ask a range of questions confidently and appropriately to extend conversations. Can speak coherently with occasional hesitation, with a good standard of pronunciation and intonation. The message may be compromised but he makes himself understood.

DEVELOPING: Can give and understand some developed responses on a limited range of topics. Can ask a limited range of questions to extend conversations beyond the minimum. Can speak with occasional hesitation, with a basic standard of pronunciation and intonation. The message may often be compromised and at times, he does not make himself understood.
3
READING
EXCEEDING: Can understand extended texts, which contain unpredictable elements. Can understand unfamiliar language, including that embedded in a range of complex structures, inferring meaning from context and surrounding language. Can translate suitable extracts into English with an excellent level of accuracy.

SECURE: Can understand longer texts, which contain a few unpredictable elements. Can understand some unfamiliar language, including that embedded in a range of complex structures, inferring meaning from context and surrounding language. Can translate suitable extracts into English with a good level of accuracy.

DEVELOPING: Can understand the main details of texts, which contain familiar and predictable elements. Can understand some familiar language, which is embedded in simple structures. Can translate suitable words or short sentences into English with a limited level of accuracy.
4
WRITING
EXCEEDING: Can write, from memory or creatively, a coherent extended piece of prose, using a wide range of vocabulary and structures, achieving an excellent level of accuracy. Can translate suitable extracts into the target language with an excellent level of accuracy.

SECURE: Can write, from memory or creatively, a coherent piece of prose, using a range of vocabulary and structures, achieving a good level of accuracy. Can translate suitable extracts into the target language with a good level of accuracy.

DEVELOPING: Can write, with support and direction, a short piece of prose, using basic vocabulary and structures, achieving a limited level of accuracy. Can translate suitable words or short sentences into the target language with a limited level of accuracy.
5
GRAMMAR
EXCEEDING: Can research and use verbs in the present, past and future with an excellent level of accuracy. Can use and manipulate with consistent success a range of more complex grammatical features such as: conjunctions, direct object pronouns, voices and moods, demonstrative adjectives and pronouns, and relative pronouns.

SECURE: Can research and use verbs in the present, past and future with a good level of accuracy. Can use and manipulate with occasional success a range of complex grammatical features such as: conjunctions, direct object pronouns, voices and moods, demonstrative adjectives and pronouns, and relative pronouns. Can use spelling and punctuation with a good level of accuracy.

DEVELOPING: Can research and use verbs, with support and direction, verbs in the present, past and future with a limited level of accuracy. Can use and manipulate a basic range of grammatical features such as: conjunctions, high frequency verbs, basic word order. Can use spelling and punctuation with a limited level of accuracy.
Close
Stacks Image 50608
1
PERFORMING
Perform confidently in a range of musical contexts, using their voice and instruments to play musically, with fluency, accuracy and expression, using notation where appropriate

EXCEEDING: Performance is assured in a range of musical contexts. Students’ performances have clear and convincing expressive intent. Students in this band will often show an unusual flair for leading musical performance of others.

SECURE: Performance is confident in a range of musical contexts. Students’ performances are accurate (including secure intonation), fluent and demonstrate clear understanding of the expressive potential of dynamics, tempo, articulation and phrasing.

DEVELOPING: Performance is confident at best in some contexts, but less so in others. Students demonstrate some understanding of the expressive potential of dynamics, tempo, articulation and phrasing.
2
COMPOSING
Compose and improvise, creating and developing musical ideas by:
A. Drawing on a wide range of musical styles, structures, genres and traditions
B. Using the inter-related elements of music expressively and with increasing sophistication


EXCEEDING: Compositions have clear and convincing expressive intent. Composers use an increasingly varied harmonic vocabulary and develop ideas imaginatively into musical structures of increasing sophistication.

SECURE: Composers demonstrate a secure understanding of musical devices from a range of traditions, including: major and minor tonality; simple Western classical harmony using primary triads; a range of scales; rhythmic devices including ostinati and syncopation. Students achieve an appropriate balance between repetition and contrast to create coherent musical structures.

DEVELOPING: Compositions demonstrate a (sometimes insecure) understanding of musical devices, some understanding of the principles of memorable melodic writing and the importance of a balance between repetition and contrast.
3
LISTENING
Listen to a wide range of music from great composers and musicians, identifying the inter-related elements of music with increasing sophistication

EXCEEDING: Students use a secure and varied musical vocabulary to create more sophisticated explanations of the expressive effect a composer has achieved, making connections where appropriate with other pieces and/or musical genres.

SECURE: Students can use musical vocabulary to create simple explanations of the expressive effect a composer has achieved with a piece of music, combining observations about several music elements into a coherent view.

DEVELOPING: Students’ grasp of musical vocabulary is occasionally insecure. They begin to be able to explain how the expressive effect of a piece has been achieved using musical vocabulary.
Close
Stacks Image 50639
1
KNOWLEDGE
Display knowledge of the key features and characteristics of the religions and ethical/ philosophical theories studied

EXCEEDING: Knowledge is impressively detailed, secure and deployed with confidence in response to questions.

SECURE: Knowledge is good and accurately deployed in response to questions.

DEVELOPING: Knowledge is limited and deployed inaccurately. There may be some areas of confusion between different religions or ethical/ philosophical theories.
2
EXPLANATION AND INTERPRETATION
Display understanding of these key features through explanation and interpretation of their significance and impact

EXCEEDING: Factual knowledge is used in such a way that indicates detailed understanding of the religion or ethical/ philosophical theory in question. Considerable insight is demonstrated when accounting for the significance and impact of each viewpoint.

SECURE: Relevant content is accurately selected to show understanding in each circumstance. There is evidence of an emerging ability to explain the impact a particular viewpoint might have on the thoughts and behaviour of people from a range of different traditions.

DEVELOPING: Explanations may contain areas of inaccuracy or display limited understanding of the religion or ethical/ philosophical viewpoint. There is little or no attempt to engage with the impact particular viewpoints may have on the thoughts and behaviour of people from a range of different traditions.
3
EVIDENCE AND JUDGEMENTS
Display an ability to explain, analyse and come to a reasoned judgement about religious and ethical/ philosophical viewpoints using relevant evidence

EXCEEDING: Analytical judgements are nuanced and display considerable insight, often drawing links with other areas of learning. Arguments for and against a viewpoint are not simply juxtaposed but arise out of each other to form a coherent argument from start to finish with a convincing and well-supported conclusion.

SECURE: Shows an ability to provide arguments for and against a religious/ ethical/philosophical viewpoint, to display balance in the range of viewpoints discussed and to reach a firm conclusion.

DEVELOPING: Shows some evidence of an ability to give points for and against a viewpoint but they may not always be fully relevant to the topic, or their relevance may not be explained. There will be a lack of sustained argument or reasoned conclusion.
Close
Stacks Image 50614
1
KNOWLEDGE AND RECALL
Ability to recall knowledge of scientific terms and key principles with understanding

EXCEEDING: Pupils can recall more advanced key terms and use them correctly and with confidence. The recall of facts and principles is very strong and a sound understanding of these is shown.

SECURE: Pupils recall the key principles, scientific terms and definitions well and with a generally good understanding of these.

DEVELOPING: Pupils’ recall of information is inconsistent and some key terms are absent or not always used with understanding.
2
APPLICATION AND EXPLANATION
Application and explanation of scientific principles learnt and communication of ideas

EXCEEDING: Pupils can successfully apply the theory to a range of contexts, including unfamiliar and more abstract examples. Explanations are thorough in detail, making reference to all key points and are sequenced logically. Pupils can make connections between scientific principles across the course.

SECURE: Pupils can successfully apply the theory to different contexts the majority of the time. They express their ideas clearly and scientifically, showing good understanding.

DEVELOPING: Pupils require scaffolding in order to apply or explain the theory. They are able to describe observations, trends and patterns, but may be unable to explain the scientific theory behind these.
3
SCIENTIFIC INVESTIGATIONS
Planning and carrying out scientific investigations

EXCEEDING: Pupils can form testable questions to investigate and form sensible hypotheses based on scientific reasoning (note: the predictions don’t have to correct). Plans highlight what results would be expected if the hypothesis is correct. They recognise that different approaches are required to investigate different types of scientific questions. They are able to identify all significant variables that affect the dependent variable and select the ones that need to be kept constant stating how they will be controlled and/or monitored. Values for variables are carefully chosen to ensure the best quality of results. Pupils are able to design experimental controls where appropriate and use them effectively; they are able to fully explain their purpose. Practicals are carried out methodically and with skill. Attention is paid to how variables can be recorded accurately, both in the planning and execution stages.

SECURE: Pupils can form testable questions and suggest a hypothesis based on scientific understanding. They are able to identify the most significant variables that need to be controlled and detail how they will be kept constant. There is an understanding of a control variable as more than just something that remains the same. The role of a control is understood and can be applied to investigations. Practicals are carried out safely and effectively (an appreciation of the finer techniques for accuracy might be lacking). There is consideration of how to improve the quality of the results through the choice of variable values and techniques used.

DEVELOPING: Pupils can come up with a testable question and make a prediction, but there may be limited or no scientific reasoning explained. One or more control variables can be identified, but significant ones may have been overlooked. How the control variables will be kept constant or monitored is missing or underdeveloped. Practicals are carried out safely but poor experimental technique introduces errors that are not present with more skilled practitioners. Some attempt is made to make the experiment accurate, but further improvements could be made.
4
ANALYSIS AND EVALUATION
Handling, analysing and evaluating data

EXCEEDING: Pupils can propose scientific explanations for unexpected observations. They can identify complex relationships between variables and express quantitative relationships where appropriate. They can critically interpret, evaluate and synthesis evidence, even if it is conflicting. They suggest and justify improvements to experimental procedures using detailed scientific knowledge.

SECURE: Pupils can present data clearly using appropriate graphing and tabulating techniques. They confidently select and analyse data to draw conclusions that are consistent with the data and based on their scientific understanding. They suggest reasons, based on scientific understanding, for any limitations or inconsistencies in evidence collected. They make valid comments on the quality of their data and how experimental procedures could be improved.

DEVELOPING: Pupils are able to tabulate results and present them in graphical formats, but there is often at least one mistake in the presentation of data. They can draw conclusions from data that show understanding of the underlying theory even though this isn’t fully explained in their answer. They provide straight forward explanations for differences in repeat observations and can suggest improvements to a procedure that are valid, but a little superficial or missing the most important factors.
Close