KEY STAGE 3 ASSESSMENT SYSTEM

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K ^{EY STAGE} 3 A ^SSESSMENT S ^YSTEM 2014-2015

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Welcome to the Key Stage Assessment System for 2014-15

Our year 7 and 8 programmes of study aim to make the transition from primary to secondary learning as smooth as possible. We value an academic grounding as well as the development of key skills such as oracy, literacy, thinking skills, team working and independent learning. In Year 7 our students are assessed using Knutsford Steps which allow for progress from Grade 1 to Grade 9. The steps are designed to assist with the transition from primary school assessments to the new GCSE grading system.

Students in Year 8 will continue to follow the national curriculum levels for secondary schools which are in a national process of being phased out.

The subject content for Year 8 has been modernised to prepare our students in the best possible way during this transition period. At the end of Year 8, students can opt to specialise in some subject areas and this allows for a broader curriculum offer. The options in Year 9, allow students to gather experience of more subjects prior to making the important choice at the end of Year 9 about their GCSE courses.

The National Curriculum guidance is available from - https://www.gov.uk/government/collections/national-curriculum

The level descriptors which are being phased out are still available from - http://dera.ioe.ac.uk/10747/1/1849623848.pdf

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C ^ONTENTS

Key Stage 3 Assessment System 2014-2015 ... 1

Business Studies... 4

Computing ... 7

Dance ... 12

Design and Technology ... 19

Drama ... 26

English ... 31

Enterprise ... 42

French ... 47

Geography ... 52

German ... 57

History... 62

Mathematics ... 67

Music ... 71

Performance Pathway (Studio Taster) ... 76

Physical Education ... 78

Religious Studies ... 85

Science ... 90

Spanish ... 97

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B ^USINESS S ^TUDIES (Y ^EAR 9 O ^PTION )

KS3 Coordinator – Miss Nicola Martin ([email protected])

Year 9

Term 1

Project 1: Gap in the Market

The students will perform research and a SWOT analysis about a business of their choice to identify a new product/service to add to their portfolio. They will then create a promotional campaign for their new

product/service to raise awareness and encourage early sales. This is all undertaken using a Project Based Learning style enabling students to undertake a drafting process on their work and receive critiques to improve them.

Assessment 1:

The promotional campaign will be displayed for parents to see at parents evening. Students will be assessed on the market research they carried out to find a gap in the market and what they did to help them devise the campaign. They will also be assessed on the marketing objectives they selected as well as their final promotional campaign.

Students will submit a justification document where they will have to explain the reasons behind their design. This will be complimented by the assessment of their ‘key skills’ in terms of employability skills they have demonstrated in the process

Term 2

Project 2: www.business.co.uk

Students create a GCSE revision website for the Year 10 Business class. They will learn about sole traders, partnerships, LTDs, PLCs, franchises, multi nationals and charities. This will enable them to include the key information needed for GCSE Business studies and also develop quizzes to test knowledge. This is all undertaken using a Project Based Learning style enabling students to undertake a drafting process on their work and receive critiques to improve them.

Assessment 1:

GCSE students will try out the website and provide feedback for the students on the content of the website and ease of use.

Assessment 2:

Students will be assessed on their design process and also the features of their website.

Term 3

Project 3: My own boss

Students will apply for jobs to enable them to specialise within this project. Once in their groups, students will work on developing a new business idea for Knutsford.

This will involve research to help make their decision and carry out all the preparations needed for opening.

Assessment 1:

Each group will have to produce a detailed business plan.

This will include; business idea, who is working there, market research, finance, production and marketing mix.

Assessment 2:

They will also perform a presentation to convince the Dragons to convince them to invest in the new business.

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1 2 3 4 5 6 7 8 9 Project 1

Aims &

Objectives

Identify a limited number of aims

& objectives

Identify a range of aims &

objectives

State an aim for the business

State a range of aims for the business

State & explain an aim for the business with an objective to support

State & explain the aims &

objectives for the business

Analyse how the aims may change over time

Justify why these objectives are appropriate

Evaluate why they may change over time & why some may conflict each other Project 1

SWOT

Identify general strengths

Identify general strengths &

weaknesses

Identify strengths &

weaknesses show some linkage to the business through examples

Identify strengths, weaknesses, opportunities &

threats – all are internal

threats – some opportunities &

threats are internal

threats – some are general

threats –all are well linked to the business

Explain strengths, weaknesses, opportunities &

threats – evidence of research

Explain strengths, weaknesses, opportunities &

threats (well researched) &

analyse how will impact the business Project 1

Promotion

Identify methods to be used

Identify appropriate methods to be used and created – no evidence of design phase

Two basic methods produced with some evidence of the design work

Two methods developed although no linkage between the two

Some thought has gone into engaging the target market.

The campaign planning is detailed and clear evidence of using critique to develop final product.

Both methods fit in with other promotions that have been done and are suitable for the target market.

Both promotions look professional and clearly show a corporate image

The campaign planning is extremely detailed with clear thought into engaging the target market.

Project 2 Market Research

Identify a limited number of good points

Identify a limited number of good

& bad points

Identify range of good & bad points

Identify limited number of features with good/bad points

Identify range of features with good/bad points

Identify range of features with good/bad points for limited no. of websites

Identify range of features with good/bad points for a range of websites

The research carried out helps develop a basic success criteria

The research carried out helps develop an extensive success criteria Project 2

Types of Ownership

Identify main points about ownership type

Briefly explained ownership type but lacks detail

Identify an advantage &

disadvantage to go with explanation

Explanation covers key points and limited range of advantages &

disadvantages covered

Explanation covers key points and advantages &

disadvantages briefly described

Describe the ownership type.

Identify &

explain main advantages &

disadvantages for each ownership type

Fully describe the ownership type with all the key points.

Identify &

explain main advantages &

disadvantages for each ownership type

Fully describe type ensuring key words have been included.

Most significant advantages &

disadvantages have been identified and explained

Fully describe type and key words. Most significant advantages &

disadvantages have been identified and explained fully

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1 2 3 4 5 6 7 8 9 Project 3

Market Research

Carry out basic research for some potential ideas

Carry out basic research for all potential ideas

Both primary and secondary research has been carried out

The research has helped guide decisions

Clear evidence of research to guide decisions

Research carried out to guide decisions and contribute to business plan

Detailed research carried out to guide decisions and contribute to business plan

Extensive research using wide range of resources that help prepare for business opening

The research carried out helps develop every area of their new business Project 3

Business Plan

Identifies limited areas of plan

Identifies key areas of business plan

Identifies all areas of business plan

State & explain key areas of the business plan

State & explain most areas of the business plan

State & explain all areas of the business plan

Explain areas of business plan – limited research

Explain areas of business plan – extensive research

Evaluate how successful planning can aid decisions Project 3

Segmentation

Identify a limited number of segments

Identify a range of segments

State & explain limited number of segments (&

how businesses appeal to them)

State & explain a range of methods (& how businesses appeal to them)

State & explain which segment business appeals to

Analyse the benefits of appealing to that segment

Analyse the benefits &

limitations of appealing to that segment

Evaluate how effective your product is in appealing to that segment

Suggest

improvements to help be more appealing to the segment Project 3

Promotion

Identify methods to be used

Identify appropriate methods to be used and created – no evidence of design phase

Basic methods produced with some evidence of the design work

Methods developed although no linkage between the two

Some thought has gone into engaging the target market and raising awareness of the new business

The campaign planning is detailed and clear evidence of using critique to develop an method with clear brand image

All methods have a clear brand image and are suitable for the target market.

All promotions look professional and clearly show a corporate image

The campaign planning is extremely detailed with clear thought into engaging the target market.

Expected Rates of Progression

GCSE Grade E

GCSE Grade D

GCSE Grade C

GCSE Grade B

GCSE Grade A

GCSE Grade A*

Year 9 Level 4 5 6 7 8 9

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C ^OMPUTING

KS3 Coordinator – Mr David Pownall ([email protected])

Year 7:

Term 1:

Module 7.1: Key Figures in Computing - Cover how to use a search engine - Look at how we can decide on the

trustworthiness of information websites - Students will develop a suitable presentation on

a chosen key figure in computing

- The presentation will combine media and information from a range of appropriate sources Assessment 1 The primary assessment will be the content and quality of the presentation with students being assessed on the features they have used and the cohesiveness of it.

Assessment 2 Students will carry out an end of module test based upon the learning from this module. The test result will form part of the overall assessment for this module

Module 7.2: Computing/ICT careers

- Research different ICT & computing jobs.

- Students will present information on the jobs, create media.

- A wide range of video editing features will be covered.

- Students will clearly focus the video to a target audience

Assessment 1 The primary assessment will be the content and quality of the video with students being assessed on the features they have used and how they have understood the differences between ICT and Computing.

Assessment 2 Students will carry out an end of module test based upon the learning from this module. The test result will form part of the overall assessment for this module

Term 2:

Module 7.3: Typing

- Students will practice typing using typing web - Develop typing skills

Assessment 1 The primary assessment will be the students’ performance on typing tutor as observed by their teacher. The speed, accuracy and technique will all be observed and a grade awarded.

Module 7.4: Sequencing

- Students will sequence instructions using Scratch - They will look at variables and how they are used

in programming

- Students will cover small basic programming - Students will input & output on the command

line

- Students will look at conditionals

- Students will look at loops and repeating parts of the code

Assessment 1 The primary assessment will be of the completed tasks throughout the module and the students’

explanation of their code. An end of module programming task will be used to further test their understanding of programming concepts

Term 3:

Module 7.5: Yearbook

- Students will create a year book using a combination of software packages

- They will investigate the suitable software and how it is to be used to solved the problem they have been set

- Students will combine the features of different software packages to produce a suitable end product

Assessment 1 The finished yearbook will be used to assess students’ performance along with a write-up of the processes they have used.

Assessment 2 Students will carry out an end of year test based upon the learning throughout the year. The test result will form part of the overall assessment for this module

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Year 8:

Term 1:

Module 8.1: Photoshop editing

- Students will use Photoshop to create an image for a defined purpose and audience.

- They will make a second image that takes into account differences in audience needs

- They will use a wide range of facilities offered by Photoshop in their creation of images

Assessment 1 The primary assessment will be the quality of the images produced and the tools they have used to produce them. Concepts such as layering and feathering will allow students to attain a higher level.

Module 8.2: Website Development

- Students will develop a website on computer components.

- Students will make decision on the

trustworthiness of information and its relevance to the task that they are undertaking.

- They will recognise the needs of their audience when making decisions about the information they present.

- Students will combine graphic and web development software packages to create a finished product.

Assessment 1 The primary assessment will be the content and quality of the website with students being assessed on the features they have used.

Term 2:

Module 8.3: Security and Safety

- We will look at security issues when using computer systems such as passwords and keeping private on websites

- We will look at staying safe online when using a range of social networks.

- We will look at some of the legal issues around the internet and the impact of file sharing etc.

Module 8.4: Binary Mathematics

- Students will look at how computers store data as numbers using the binary methodology - Students will convert between decimal and

binary numbers

- Students will add and delete binary numbers - Students will recognise how binary numbers are

used to store text/images/sound

Term 3:

Module 8.4: Programming

- Students will look at using either Small basic or Python to program a range of tasks.

- They will use a range of operators in their code to ensure that it is able to solve a more complex problem.

- Students will begin to use functions - Students will recognise the concepts of

programming algorithms such as stacks and queues and sorting/searching algorithms.

Students will present this information.

Assessment 1 The primary assessment will be the quality of the programming code and how efficiently students have made use of the different programming concepts.

Assessment 2 Students will carry out an end of year test based upon the learning from this year. The test result will form part of the overall assessment for this module

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Year 9:

Term 1:

Module 9.1: Internet safety and legal framework - Students will look again at how to stay safe

online, what information to share and the consequences.

- We will look at some of the legal frameworks around the Internet and business on the Internet. Students will present this information in a suitable way combining different packages such as graphics, word, web etc.

Assessment 1 The primary assessment will be the content and quality of the materials being used, its suitability for the target audience and how well software has been combined together

Module 9.2: Binary Mathematics

- Students will look at Binary mathematics here again, this time covering more advanced ideas.

- Students will look at floating point numbers and will look at the use of Hex and why we make use of it instead of binary.

Term 2:

Module 9.3: Presenting information

- Students will carry out research into a topic and will use different software to analyse and present their results.

- Students will create their own survey and will present the findings appropriately to more than one target audience.

Assessment 1 The primary assessment will be the content and quality of the materials being used, its suitability for the target audience and how well software has been combined together

Term 3: PowerPoint MOS Examination

- Students will undertake work towards their Microsoft PowerPoint MOS examination that they will sit at the end of year 9 in order to allow students to cover all of the modules required for the MOS specialist qualification.

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I can… ^{Step 1} ^{Step 2} ^{Step 3} ^{Step 4} ^{Step 5} ^{Step 6} ^{Step 7} ^{Step 8} ^{Step 9} Algorithms Outline what

the output of an algorithm would be

Identify and fix an error in an algorithm

Write/structure a simple algorithm

Be able to program a simple algorithm

Recognise the difference between Stack and queue

Understand the differences between searching algorithms

Understand the differences between sorting algorithms

Make correct use of algorithms in programming

Explain the differences between algorithms and their impact on efficiency

Programming ^Recognise

what the output from a sequence of

instructions would be

Be able to write out a sequence of instructions to solve a problem

Use a graphical language to create a program to solve a problem

Use a text based language to create a program to solve a problem requiring user input and variables

Use loops and conditionals in a text based language

Understand the difference between for &

while loops

Make use of lists/arrays for storing data

Use

functions/sub- routines to make coding more efficient

Use a

combination of programming techniques to solve a problem

Boolean Logic ^Recognise

that we can ask questions that have a Boolean answer (yes/no)

Structure simple yes/no questions

Understand the differences between the words AND, OR, NOT

Recognise that Boolean logic operators can be used to combine questions

Plan code that will make use of AND, OR operators

Write code that uses AND, OR operators

Plan code that will make use of the NOT operator and recognise its importance

Write code that uses the NOT operator and use it effectively

Combine Boolean operators consistently in programming code showing a clear

understanding of them

Computer components

Recognise that computers are made up of different parts

Differentiate between input and output devices

Understand and categorise Input, Process, Output, storage devices

Recognise some internal components of computer systems

Understand how computer systems store data and the difference between temporary and permanent storage

Understand how data is passed between different components

Recognise how different computer components can increase or limit computer performance

Understand how different hardware components function

Be able to describe the CPU fetch- execute cycle

Binary ^Recognise

that Binary means only 2 values

Understand why computers use binary

Recognise that we use a sequence of 0s and 1s to represent numbers

Understand how to convert from decimal to binary

& binary to decimal

Recognise how binary numbers used to store text/images/sound

Understand how to add binary numbers

Understand and use

Hexadecimal numbers and explain why they are used in preference to binary

Understand how to represent negative binary numbers and subtract them

Understand how to represent decimal numbers using fixed point notation

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I can… ^{Step 1} ^{Step 2} ^{Step 3} ^{Step 4} ^{Step 5} ^{Step 6} ^{Step 7} ^{Step 8} ^{Step 9}

Security and Privacy

Students understand the use of passwords and user names

Students recognise the importance of keeping passwords safe

Students recognise what sort of information should be kept private

Students understand the dangers of sharing data and social media

Recognise the impact that sharing inappropriate information can have and that data theft can have

Understand how to protect yourself and your system

Understand the legal framework covering security and privacy within the UK

Recognise that businesses have a legal

responsibility to protect your information

Understand some of the key security features as applied by businesses

Digital Artifacts Students will recognise of filename and folder structure

Students will be able to find information using a search engine

Students will be able to effectively search the internet

Students will recognise that not all information is trustworthy and will create basic documents that acknowledge sources

Students will make clear decisions on the trustworthiness of information and will use it

appropriately creating a good quality document.

Students will create documents on a single topic for different audiences

Students will clearly recognise the differences in the information depending upon the audience

Students will recognise the importance of copyright when creating digital artefacts

Students will make a range of complex documents for a range of different users.

Projects Students will use a single application creatively on a project to present to an audience

Students will select an application to tackle a stated goal for a given project and present this to an audience

Students will combine applications on more than one device for a single stated goal on a given project that involves the collection of original data and presentation.

Students combine multiple

applications to complete a stated project involving the collection and basic analysis and presentation of original data

Students select applications to complete a creative project on a selected goal that includes the collection and analysis of data.

Students will combine applications across a range of devices to meet a selected goal including the analysis of a range of data.

Students will use applications across a range of devices to meet a challenging goal where the analysis of data appropriately meets the requirements

Students will select applications across a range of devices to meet a challenging goal on a creative project where the data analysis fully meets the needs of the user

Students will combine applications across a range of devices to meet a challenging goal on a project with the complete and

appropriate use of data

Expected Rates of Progression

GCSE Grade E

GCSE Grade D

GCSE Grade C

GCSE Grade B

GCSE Grade A

GCSE Grade A*

Year 7 Level 2 3 4 5 6 7

Year 8 Level 3 4 5 6 7 8

Year 9 Level 4 5 6 7 8 9

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D ^ANCE

KS3 Coordinator – Mrs Lisa Scott (Mr Matthew Sheldon) ([email protected])

Year 7

Dance is taught once a week in Year 7. Students are expected to bring their indoor PE Kit to every lesson. Students will work in a range of groups, using different stimuli to create and perform dances in different styles.

Term 1

Module 1: Introduction to Dance - Key Skills

The students learn the five whole body actions, transitions and use of levels through guided exploration. Exploration of dynamics to understand ‘colouring’ of movement. Students then develop this through duet exploration using a visual stimulus. Students and will learn to employ the choreographic devices of canon, unison and simple contrasts. Presentations of duets are refined and consideration is made to strength and timing.

Module 2: Virtual Reality

Introduction to working from a stimulus using the Super Mario game series. Students explore characterisation and develop their ideas from solos, duets and into finally into larger ensemble choreography. The introduction of learning a technical sequence is embedded into the dance to develop technical skill and to extend choreographic understanding of how to manipulate existing material.

Assessment 1:

Performance of duet phrase focusing on projection, physical skill, the ability to recall and memorise movements and overall sensitivity in performance. Understanding of skills and the ability to comment on their own and each other’s work will be assessed in lessons throughout the unit

Term 2

Module 1: Texan Kangaroo Rat

Students work from a professional dance resource ‘The Texan Kangaroo Rat’ from ‘Still Life at the Penguin Café’. This unit develops skills in characterisation by combining animalistic qualities with the learning of a hoe-down dance sequence. The resulting piece of work focusing of the students’ understanding of creating in ternary form (ABA) and the ability to respond creatively within a narrative structure.

Module 2: Space

In this unit the students will experience developing a whole class dance in conjunction with their teacher using the theme of space as a stimulus. The students will learn how to perform sensitively in a range of ensemble situations including the mastering of a set routine as a class in unison. Creative work explores ways to devise and develop dance movement using motif development and the exploration of a range of dance relationships. Students are provided with a guided structure to consider beginnings, conclusions, appropriate transitions and use of spatial interest in accordance to given theme.

Assessment 1:

Performance within a group and ability to portray characterisation. Understanding of the application of choreographic devices will be revealed in final product

Term 3

Module 1: High School Musical:

Students are introduced to the genre of musical theatre in preparation for the Year 8 curriculum. In this extended project students will learn sequences from the musical whilst participating in creative work within a range of ensemble situations. The final piece of work will be structured into a whole class dance routine. In preparation for performance students will learn how to develop sense of musicality and expression in the communication of the artistic intent.

Assessment 1:

Performance within character and as a part of the ensemble performance. Written appreciation of their own work and that of others in a terminal evaluati

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13 Assessment 2:

Students assessed throughout the unit on their contribution towards creative work, effectiveness in improving their work and creativity of individual solo phrases. Characterisation in performance will be assessed in the final group performance at the end of the unit

Assessment 2:

Performance within an ensemble in terms of technical, expressive skills (whole class performance).

Understanding/appreciation will be assessed in lessons throughout the unit

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Year 8

Students are taught for one lesson per fortnight in Year 8. Students are expected to wear indoor PE kit for each lesson. Students investigate and experience a varied range of dance styles and forms perform in different sized groups throughout the year.

Term 1

Module 1: Rock N Roll

Introduction to the style through teacher introduction and Grease ‘Hand jive’ scene. In pairs students learn a set phrase incorporating key elements of Rock n Roll (twist, turns, and basic holds) to provide the opening and closing section of the routine. Students create their own section using additional stimuli and guided developments of the set movements using a range of spatial relationships; the safety and performance of basic lifts will be introduced. Their own choreography will extend the compositional devices covered in Year 7 The final dance will result in a duet in Ternary Form (ABA).

Assessment 1:

Performance in a duet and choreographic content of section B. The students will be assessed on the mastery of skills based on Rock and Roll style and their ability to express and work sensitively in a duet situation.

Term 2

Module 1: Street Dance

Introduction to the street dance style through professional dance works and current music videos from the commercial sector. Students learn a set routine in the style to develop whole body and isolated body skills whilst extending their musical and rhythmic skills in performance. Creatively the students will learn how to manipulate and stage the routine in an ensemble to create interest using a range of compositional devices.

The students will then create and stage their own section devising their own movement whilst focusing on the development of spatial relationships and musicality.

Group rehearsal and peer feedback sessions are used to refine final pieces of work which will be in Binary form (AB).

Assessment 1:

Performance within an ensemble, demonstration and application of choreographic devices. Contribution to the improvement of their own and others work will be assessed throughout the unit to ascertain students’ level of understanding of the skills learned.

Term 3

Module 1: African Dance

In this scheme students are introduced to African Dance in order to broaden their experience of dances from other cultures. Movements learned will draw from South African and tribal styles. Students extend their understanding of whole body movement and isolation through the introduction of rhythmic variation. Online resources/tutorials are used to enhance students learning and creative response to tasks. Choreography will demand the creation of solos to form the basis for duet developments and larger group manipulation.

Students will be expected to apply the compositional and performance skills learned to produce a dance in their own chosen structure

Assessment 1:

Performance focusing on mastery of the African style within a range of group situations. Ongoing collaborative contribution to creative work. Terminal written evaluation drawing together and referencing skills learned in Year 8.

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Year 9

Term 1

Module 1: Investigating Key Skills

Students investigate and consolidate what makes a good performer, using this as a focus to develop their physical and expressive skills. Students learn a contemporary driven set study context of set dance. Choreographic exploration in duets then extends and develops the set dance using GCSE equivalent compositional tasks to learn the importance of motif development as an essential structuring device. The set dance and choreographic development will result in a final duet in Binary form (AB).

Module 2: Interrogation (Swansong)

Students watch extract from the professional work Swansong by Christopher Bruce and will though dance learn values of citizenship. Students establish the structure of a trio through the introduction of Rondo form. Section A introduces and when recurs develops the central theme of interrogation using various choreographic techniques;

this will focus on Question and Answer, rhythm, use of space, dynamics, characterisation (use of authority/status). For Section B the students learn two sequences (Guards, prisoners) which are combined and staged as part of their work. They focus on action/reaction techniques and devising contact work. Section C develops ideas by introducing a prop, a chair, as a weapon/shield/trap/safe haven. Throughout the process the piece will be refined using appreciation tasks and independent rehearsal to develop physical skills and expressive use of characterisation to convey the choreographic intention.

Term 2

Module 1: Bollywood

Students will extend their knowledge of cultural dance styles through learning Bollywood and Bhangra techniques. Throughout the project the students will learn and stage teacher-led sequences and well as creatively responding to tasks ranging from solo work to quartet groupings. Classical Indian language such as Kathak hand gestures, foot movements, and Bhangra body isolations will be blended with western commercial dance styles. The resulting piece will be a whole class routine which will be directed by both the teachers and by the students. Students will be assessed throughout and at the end of the unit

Module 2: Set Study GCSE Taster

In this short unit the students will learn an abridged version of a GCSE set dance to provide them with an experience of assessment at GCSE level. This is a performance based unit which will challenge and develop students’ technical and physical skills in contemporary dance. The students will be encouraged to work independently out of lesson time to refine and improve their work and will produce a short working diary to record evaluations of their own practise. The final performance will be either presented as a solo or as a duet in accordance to the students’ preference.

Term 3

Module 1: Urban Dance

This extended dance project focuses on a contemporary response to the musical West Side Story through the medium of urban dance styles. The students will review of a range of Urban Dance videos and film extracts to facilitate their ideas for their own choreography. The piece will focus on gang rivalry and will be facilitated by the teacher. Taught sequences provide students with essential vocabulary to springboard their work. The students will engage in a collaborative project showing understanding of synchronisation, formation, balance and musicality. The students in this project will be responsible for setting their own aims for each lesson as well as managing their lesson by lesson schedule. The final performance will also be staged by the students considering appropriate costume to enhance the overall impact of the piece.

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16 Assessment 1:

Performance in a duet in which students are assessed on the level of their physical and expressive skills within a duet ensemble. Choreographic investigation, application and structuring of motif development in the context of a duet

Assessment 2:

Students are assessment on their ability the convey character through movement whilst retaining strength of physical skill and sensitivity in performance. Their collaborative response to choreographic tasks and their ability to communicate, respond and refine their work will be assessed throughout the unit.

Assessment 1:

Performance and mastery of the Bollywood style within a large ensemble and within a range of changing relationships. The students are marked on technique, expression, projection and sensitivity to others

Assessment 2:

Performance of the set dance. Assessment will focus on the accuracy of the action, space and dynamics of the dance as well as students’ musicality and expression of the dance style. The working diaries will be assessed at the end of the unit and can be presented in a medium of the students’ choice.

Assessment 1:

Formative assessment of engagement in the process of creating and refining the piece. Performance of the dance in terms of style, energy, characterisation and sensitivity to others.

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Step 1 Step 2 Step 3 Step 4 Step 5 Step 6 Step 7 Step 8 Step 9

Strand 1 Performing

There is some strength in my movements. I can perform some of the movements accurately. My movement is sometimes in time with the music

I can perform most of the movements accurately, using space well I can perform in time with the music.

Some of my movements have energy. My performance is becoming more confident

I can perform all of the actions accurately. There is energy in my movement. I can perform in time with the music and other dancers. I can use dynamics in some of my movements to add light and shade.

My movements are controlled and well coordinated. My performance is confident and full of energy. I can dance showing accents and rhythm in the music. I can use dynamics consistently to add interest to my movements. I am aware of other dancers around me when performing and have good spatial awareness.

My movements are accurate and demonstrate strength, flexibility, co-ordination and control I can perform with a wide range of dynamics appropriate to the style of the dance.

I use my eyes and project my movements with energy and extension I interact effectively with other dancers and can use contact and lifting safely.

I can perform complex movements with high levels of technical skill I can manipulate dynamics to add interest to my performance. My stage presence and focus is consistently high during the performance. I can communicate the theme of the dance through my performance

Strand 2 Creating

I can change the order of the actions in taught movement sequences My dance only uses limited space I use some of the 5 actions of dance in my movement

I can vary and manipulate taught movement sequences using a range of techniques My dance uses more than one pathway / direction My dance uses more complex actions that use more than one body part and communicate the theme My dance has simple relationships, (e.g.

over, under, around.)and unison

I have added some unusual movements into my dance. My dance changes level and space.

My dance uses relationships such as canon, unison, and Q&A.

There are changes in dynamics that are linked to the music.

My dance includes original movements that have been put in a logical order.

My dance has motifs that have been repeated with changes (or developed).

There are contrasting dynamics in the dance. A variety of space and levels have been used

All of the above.

My dance material is original and demonstrates good creativity. My dance uses more complex motif development techniques such as retrograde &

instrumentation Dynamics are used to communicate the theme of the dance A wide range of pathways, directions and levels are used in my dance

All of the above.

My dance has fluid transitions.

My dance is original with creative flair.

My dance has contrasting sections and complex responses to show my idea. My dance has a climax and clear form. My dance uses a wide range of

relationships including counterpoint, simultaneous canon and accumulative canon

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Strand 3 Appreciating

I can identify simple body actions. I can comment on the whole dance and give simple reasons for these comments. I can set targets to improve my own performance.

I can identify a range of body actions in dances seen and performed. I can identify sections that were successful in my own and others work. I can set targets to improve my own and others work.

I can identify specific skills of myself and others, e.g.

strength, flexibility, balance. I can comment on the style and mood of the dance. I can evaluate by commenting on a specific part of the performance and give constructive feedback for areas of improvement.

I can comment on choreographic devices and performance skills. I can make judgements about the contribution of these elements and devices. I can use a variety of dance

terminology.

All of the above. I can create targets explaining how I will improve I can monitor points for improvements through feedback and observation of my work and others.

All of the above. I am able to evaluate my work and the work of others independently. I am able to devise a list of key features to improve my work and others.

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D ^{ESIGN AND} T ^ECHNOLOGY

KS3 Coordinator – Miss Nicola Newell ([email protected])

Year 7

All students will study Art and Design for the whole year, and have half a year each of Food Technology and Textiles Art:

Record their own ideas, observations and experiences with increased proficiency and execution

Understand how art reflects and shapes our history

Know about great artists, craft makers, architects and designers, and understand the historical and cultural development of their art form throughout history

Critically analyse the work of a range of artists, craft makers and designers, describing the differences and similarities between different practices and disciplines, and making links to their own work.

Explore and share their ideas

Create their own works of art, craft and design

Develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space Evaluate and analyse creative works using the language of art, craft and design

Design:

Research and demonstrate understanding of the needs of particular individuals or groups.

Generate, develop, model and communicate their ideas through discussion, annotated sketches and diagrams produce prototypes and final solutions.

Select from and use a wider range of tools and equipment to perform practical tasks Evaluate their ideas and products against their own design criteria and respond to critique from peers and continue to develop and improve their work.

Show skill in manipulating a range of modern materials.

Develop skill and knowledge in visual communication including typography.

Food Technology:

Health and Safety in Food Technology, including safe knife skills

Using an oven and hob

Names and uses of common equipment, both handheld and electronic

Preparing fruits and vegetables Preparation of a range of sweet and savoury snacks, including: savoury and sweet muffins, savoury scones, homemade pizza, flapjacks

Textiles:

Collecting and investigating images, objects and artefacts

Studies developed in the style of artists, designers and crafts people Observational drawing, illustration and design techniques

Colour and pattern studies

Hand drawn, collaged and digitally manipulated fashion designs Hand embroidery techniques Machine sewing techniques

Throughout Year 7, all students will be completing a Project Based Learning unit of work- The Secret Life of Bee’s. This will encompass all of the Art, Design and Technology (Creativity Faculty) subjects and will take place in the first term of the year.

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Year 8

All students will study Art and Design for the whole year, and have half a year each of Food Technology and Textiles Art:

- Invent their own ideas using their imagination

- Think critically

- Understand how art contributes to our culture, creativity and wealth of the nation

- Know about the history of art, craft, design and architecture, including periods, styles and major

movements from ancient times up to the present day.

- Express reasoned judgements about the work of a range of artists, craft makers and designers that can inform their own work.

- Explore and share their ideas - Create their own works of art, craft

and design

- Develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space

- Evaluate and analyse creative works using the language of art, craft and design

Design:

- Use research and exploration to identify and understand user needs.

- Develop and communicate design ideas using annotated sketches, detailed plans and computer- based tools

- Select from and use specialist tools, techniques, processes, equipment and machinery precisely, including computer- aided manufacture.

- Gest, evaluate and refine their ideas and products against a specification, taking into account the views of intended users and other interested groups

- Show skill in manipulating a broad range of modern materials - Develop skill and knowledge in

visual communication including graphic design and typography.

Food Technology:

- Principles of healthy eating including the Eatwell Plate and The Guidelines for Good Health - Adapting recipes to improve

their nutritional contribution - Sensory testing- gaining an

awareness of taste, texture, smell and appearance of products

- Preparation of a range of healthy meals including: tomato based sauce, all in one white sauce, flavoured bread, sweet and sour chicken, Thai green or red curry - Adapting and using their own

recipes through ‘free choice’

practical lessons

Textiles:

- Collecting and investigating images, objects and artefacts - Studies developed in the style

of artists, designers and crafts people

- Observational drawing, illustration and design techniques

- Colour and pattern studies - Hand drawn, collaged and

digitally manipulated fashion designs

- Hand embroidery techniques - Machine sewing techniques

Throughout Year 8, all students will be completing a Project Based Learning unit of work- Mad Hatter’s Tea Party. This will encompass all of the Art, Design and Technology (Creativity Faculty) subjects and will take place in the first term of the year.

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Record observations

Work from a variety of

sources including observation, photographs and digital

images

Work in a sustained and independent way

to create a detailed drawing

from my observations

Develop close observational skills

using a variety of view finders

Use a sketchbook to collect and develop

my work

Review and revisit my ideas

through the work I have documented in my sketchbook

Record my observations in a

variety of different media

e.g.

sketchbooks, journals, digital

portfolio’s

Annotate my work in a way that is reflective

and makes suggestions for

improvement

Produce a portfolio of my

work that includes a wide

range of techniques and

media

Produce a detailed and varied portfolio that documents

my artistic journey

Use a range of techniques including painting

Produce simple line

drawings

Add colour to my work to communicate my

ideas in a range of different media

e.g. drawing, painting and

sculpture

Use pattern to further develop

my work in a range of different

media e.g.

drawing, painting and sculpture

Consider the shape and form of my work and select appropriate techniques to communicate my work in different

media

Confidently use a range of techniques and

demonstrate them through a range of media

Paint, draw and sculpt using a

range of materials to achieve effective work e.g. pencil, charcoal, paint

and clay

Confidently demonstrate a

range of different skills and techniques

and be able to select the most appropriate for a

given task or brief

Handle a range of different materials when

completing my work with skill and accuracy

Demonstrate proficiency in my use of materials and

selection of techniques

Analyse and evaluate own

work

Review what I have done and state what I think and feel

about it

Make simple suggestions about what I could change about my work

Identify how my work can be developed further

Compare my work to others in terms of ideas, method and approach and

say what I think and feel about it

Adapt my work according to others opinions

and describe how I could further develop

it

Analyse my own work critically

and make suggestions on how to improve

it

Analyse and evaluate my own

work in order to strengthen its

visual impact

Analyse and evaluate the work of others

in order to strengthen the visual impact of

my own work

Critically assess my work and

the work of others to improve my own practice

History of Art

Through the completion of the above levels students will also develop their knowledge of Art History:

 about the work of a range of artists, craft makers and designers, describing the differences and similarities between different practices and disciplines, and making links to their own work

 about great artists, architects and designers in history

 about the history of art, craft, design and architecture, including periods, styles and major movements from ancient times up to the present day

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Design

Design products that have a purpose are functional and appealing to me and others

Develop my ideas by talking, drawing and modelling them and use ICT where appropriate

Complete research and develop broad design criteria to make sure my designs are appealing to myself and others

Produce annotated sketches and cross sectional diagrams of my ideas to further develop my designs

Use my research to understand the needs of different user such as people from other cultures

Identify and solve problems with my designs and make

suggestions of how to

overcome them

Use a variety of different approaches to generate creative designs e.g.

biomimicry and user- centred design

Communicate my designs in a range of different ways including 3D and mathematical modelling and computer based tools

Communicate my ideas effectively, selecting the most appropriate form for the product user

Make

Use a range of tools to perform practical tasks e.g.

cutting, shaping, joining and finishing

Use a range of different materials and components including construction materials, textiles and ingredients

Confidently use a wide range of tools to complete tasks e.g. cutting, shaping, joining and finishing

Accurately use equipment and tools to complete tasks e.g.

cutting, joining, shaping and finishing

Select and use a wide range of materials according for different tasks

Select and use a wide range of materials according for different tasks according through the consideration of their functional properties

Consider the aesthetics of the materials I am selecting when making a wide range of products

Consider and implement the use of CAD when making my products

Use a complex range of materials and equipment to successfully make and develop products

Evaluate

State the successes and failures of a range of existing products

Test my products against my design criteria

Thoroughly analyse existing products and make

suggestions for how they could be improved

Take into account other people’s views about my products to thoroughly test my products against my design criteria

Analyse the work of past and present professionals to further develop my ideas

Explain how new and emerging technologies could help improve and develop my work

Produce a detailed analysis of my products that fully considers my views, the views of others and the impact of my product

Discuss the impact design and technology can have on individuals and society and the responsibilities of designers, engineers and technologists

Evaluate the impact design can have and can discuss how my products contribute to this

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Technical Knowledge

Build a simple structure and decide how to make it stronger

Use

mechanisms in my products e.g. levers, sliders, wheels and axles

Understand how to strengthen, stiffen and reinforce more complex structures

Use a range of mechanical and electrical systems when developing my products

Select and use appropriate materials to ensure successful and well performing structural elements to my products

Use advanced mechanical systems to change the movement and force of my products e.g.

gears, pulleys, gear trainers and linkages

Use electric and electronic systems that are powered e.g. circuits with heat, light, sound and movement

Apply computing and use

electronics in my products to embed intelligence in them e.g.

sensors, actuators and microcontrollers

Competently use a range of computing and

electronics to improve my products

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Cooking and Nutrition

Principles of nutrition and

health

State how many portions of fruit and vegetables should be eaten each day

State 2 important nutrients we get from fruits and

vegetables

Label the different sections of the Eatwell plate and suggest foods that fit into each category

Explain why each section of the Eatwell plate is important e.g.

what nutrients we get from each section and how our body uses them

Describe the 8 guidelines of healthy living

Make suggestions for how I could improve my lifestyle and eating habits to fit the guidelines

Design a meal that fits the Eatwell plate and the Guidelines for Healthy Living, and discuss my choices

Analyse a meal or menu and make

suggestions for how to improve its nutritional contribution

Produce a detailed an analytical assessment of a menu and make clear

recommendations for its improvement

Cook a repertoire of mainly savoury

dishes

Prepare simple food products for myself and others

Make a range of simple food products that combine different ingredients

Produce well flavoured and balanced savoury snacks e.g. savoury scones and savoury muffins

Prepare a tomato based sauce and use it in a range of dishes with different flavour profiles, and can use herbs and spices effectively

Competently make a successful all in one sauce and use it in a dish

Demonstrate the correct way to produce a roux sauce and can use this is different dishes

Produce a range of meals and snacks that can feed myself and others that are in line with the Eatwell Plate recommendations

Adapt my dishes to make them suitable for a range of different people taking into account personal preferences and socio-economic needs

Consider socio- economic needs in the selection and purchase of ingredients for all of my dishes, and can suggest alternative ingredients which could be used

Competence in a range of cooking

techniques

Make combine a number of cold ingredients to make a food product e.g.

sandwich, salad, fruit kebab

Use the hob and oven to make a hot food product e.g. Panini, pasta salad

Peel, chop, slice, grate, mix, spread, knead and bake

independently and confidently

Select the most appropriate ingredients to use in a dish to make it taste and smell good, and have a pleasing texture

Use a broad range of equipment safely e.g.

blender, electric whisk, grill

Modify a given recipe to make it a more successful product

Adapt and use my own recipe to make successful dishes, and work independently in doing so

Demonstrate a broad range of practical skills confidently and with skill using a range of different recipes and techniques

KEY STAGE 3 ASSESSMENT SYSTEM