Assessment in Year 7 & 8 at Tonbridge Grammar Schoolstatic.squarespace.com/static... · • Each subject has assessment criteria • Each criterion has levels of achievement • The

Assessment in Year 7 & 8 at Tonbridge Grammar

School

Assessment in Year 7 & 8 at Tonbridge Grammar School ...................................................................... 1

Introduction ....................................................................................................................................... 2

Summary grade descriptors for all subjects .......................................................................................... 3

Overview of subject criteria ................................................................................................................ 4

Subject summary grade boundaries .................................................................................................... 5

Subject Level descriptors .................................................................................................................... 6

English .............................................................................................................................................. 7

Mathematics ...................................................................................................................................... 8

Drama, Music and Visual Arts (Arts) .................................................................................................... 9

Religious Studies (Humanities) .......................................................................................................... 10

Geography & History (Humanities) .................................................................................................... 12

Design Technology & ICT (Technology) ............................................................................................. 14

Physical Education ........................................................................................................................... 15

Sciences .......................................................................................................................................... 17

French and Spanish (Languages) ...................................................................................................... 19

Latin (Languages) ............................................................................................................................ 21

Introduction

Assessment in the Middle Years Programme is based upon criteria.

This method of assessment allows students and teachers to measure

progress, celebrate achievement and highlight areas for

improvement; we report to parents and carers twice a year.

There are four key features:

• Each subject has assessment criteria

• Each criterion has levels of achievement

• The total score of these levels of achievement gives a

summary grade

• Each summary grade has a grade descriptor

Assessment criteria

The number of assessment criteria and the maximum levels in these assessment criteria vary from one

subject to another. The reasons for these differences lie in the nature of different subjects. For example:

In Technology, all elements of the design cycle are judged to be of equal importance so all six

technology criteria are assessed out of 6.

In Mathematics, Criterion A ‘Knowledge and Understanding’ (maximum level of 8) has a greater

weighting than Criterion D ‘Reflection In Mathematics’ (maximum level of 6).

Levels of achievement

Teachers use their professional judgement to determine a student’s level of achievement for each

assessment criterion; this is based on trends in assessment data (for example tests, projects, and

homework tasks), the development of the student and the context in which the work was completed.

Summary Grades

Summary grades are arrived at by adding together the achievement levels of a subject and then applying

the grade boundaries to the total.

Grade Descriptors

In general terms, the grades equate to these descriptors across all subjects. As your daughter progresses

through the Middle Years Programme, challenge is increased, both in terms of content and skills. This

means that it becomes more challenging to achieve the same grades in Year 8 as in Year 7.

Maintaining high grades throughout indicates continued expected progress; it does not indicate lower

than expected or no progress at all. An increase in overall grade indicates outstanding progress.

Summary grade descriptors for all subjects

Grade Descriptor

1 Minimal achievement in terms of the objectives.

2

Very limited achievement against all the objectives. The student has difficulty in understanding

the required knowledge and skills and is unable to apply them fully in normal situations, even

with support.

3

Limited achievement against most of the objectives, or clear difficulties in some areas. The

student demonstrates a limited understanding of the required knowledge and skills and is only

able to apply them fully in normal situations with support.

4

A good general understanding of the required knowledge and skills, and the ability to apply them

effectively in normal situations. There is occasional evidence of the skills of analysis, synthesis

and evaluation.

5

A consistent and thorough understanding of the required knowledge and skills, and the ability to

apply them in a variety of situations. The student generally shows evidence of analysis, synthesis

and evaluation where appropriate and occasionally demonstrates originality and insight.

6


apply them in a wide variety of situations. Consistent evidence of analysis, synthesis and

evaluation is shown where appropriate. The student generally demonstrates originality and

insight.

7


apply them almost faultlessly in a wide variety of situations. Consistent evidence of analysis,

synthesis and evaluation is shown where appropriate. The student consistently demonstrates

originality and insight and always produces work of high quality.

Overview of subject criteria

Subject /

Criteria A B C D E F Total

English Content (10) Organisation

(10)

Style & Language

Mechanics (10) 30

Mathematics Knowledge & Understanding

(8)

Investigating Patterns (8)

Communication in Mathematics

(6)

Reflection in Mathematics (6)

28

Sciences One World (6) Communication in Science (6)

Knowledge and Understanding

(6)

Scientific Enquiry (6)

Processing Data (6)

Attitudes in Science (6)

36

Drama Knowledge & Understanding

(8) Application (10)

Reflection & Evaluation (8)

Personal Engagement (8)

34

Music Knowledge & Understanding




34

Visual Arts Knowledge & Understanding




34

RS Knowledge (10) Concepts (10) Skills (10) Organisation & Presentation (8)

38

Geography Knowledge & Understanding

(8) Investigating (8)

Thinking Critically (8)

Communication (8)

32

History Knowledge & Understanding

(8) Investigating (8)

Thinking Critically (8)

Communication (8)

32

D&T Investigate (6) Design (6) Plan (6) Create (6) Evaluate (6) Attitudes in

Technology (6) 36

ICT Investigate (6) Design (6) Plan (6) Create (6) Evaluate (6) Attitudes in

Technology (6) 36

PE Use of

Knowledge (8) Movement

Composition (6) Performance

(10)

Social Skills and Personal

Engagement (8) 32

French &

Spanish

Oral Communication

(8)

Visual Interpretation

(8)

Reading comprehension

(8) Writing (8) 32

Latin Translation skills

(10)

Knowledge & Understanding

(10)

Paralinguistic understanding

(6) 26

Subject summary grade boundaries

Subject / Summary Grade

1 2 3 4 5 6 7

English 0-4 5-9 10-14 15-19 20-23 24-27 28-30

Mathematics 0-4 5-8 9-12 13-17 18-21 22-25 26-28

Sciences 0-5 6-11 12-18 19-24 25-28 29-32 33-36

Drama 0-3 4-8 9-13 14-20 21-25 26-30 31-34

Music 0-3 4-8 9-13 14-20 21-25 26-30 31-34

Visual Arts 0-3 4-8 9-13 14-20 21-25 26-30 31-34

RS 0-7 8-12 13-18 19-23 24-28 29-33 34-38

Geography 0-3 4-7 8-12 13-17 18-22 23-27 28-32

History 0-3 4-7 8-12 13-17 18-22 23-27 28-32

D&T 0-5 6-9 10-15 16-21 22-26 27-31 32-36

ICT 0-5 6-9 10-15 16-21 22-26 27-31 32-36

PE 0-5 6-10 11-15 16-20 21-24 25-28 29-32

French & Spanish 0-5 6-10 11-15 16-20 21-24 25-28 29-32

Latin 0-3 4-7 8-11 12-15 16-19 20-23 24-26

Subject Level descriptors

English

Criterion A: Content

1–2 The student demonstrates very limited understanding of the text and topic, and little or no awareness of the author’s choices.

There is little or no detail, development or support. In creative work, pieces show very limited imagination or sensitivity; the

student rarely employs literary features, or employs literary and/or non- literary features that do not serve the context or

intention. The use of terminology is missing, inconsistent and/or incorrect.

3-4 The student demonstrates only basic understanding of the text and topic, and sometimes shows an awareness of the author’s

choices, although detail, development and/or support are insufficient. In creative work, pieces show very limited imagination

or sensitivity; the student makes some attempt to employ literary and/or non- literary features that sometimes serve the

context and intention. The use of terminology is sometimes accurate and appropriate.

5-6 The student demonstrates sufficient understanding of the text and topic, and shows some awareness of the author’s choices,

although detail, development and/or support may lack detail. In creative work, pieces show some imagination or sensitivity;

the student attempts to employ literary and/or non-literary features these sometimes serve the context and intention.

Terminology is usually accurate and appropriate.

7-8 The student demonstrates a reasonable understanding of the text, topic and the author’s choices, using helpful detail,

development and support. In creative work, pieces reflect some imagination and sensitivity; the student generally employs

literary and/or non-literary features that serve the context and intention. Relevant terminology is usually used accurately and

appropriately.

9-10

The student demonstrates a good understanding of the text, topic and the author’s choices, consistently using helpful and

important detail, development and support. In creative work, pieces reflect imagination and sensitivity; the student employs

literary and/or non- literary features that serve the context and intention. The student shows a good command of relevant

terminology, and uses it appropriately.

Criterion B: Organisation

1–2 The student rarely employs organisational structures and/or language-specific conventions, or uses those that do not serve

the context and intention. The work is generally disorganized, unclear and/or incoherent. The student employs critical

apparatus inappropriately or not at all.

3-4 The student attempts to employ basic organisational structures and/or language- specific conventions that serve the context

and intention. The work shows some attempt at organisation, but is generally disorganized, unclear and/or incoherent. The

student attempts to employ critical apparatus.

5-6 The student sometimes employs basic organisational structures and/or language- specific conventions that serve the context

and intention. The work shows basic organisation but lacks coherence. The student employs critical apparatus with some

success.

7-8 The student usually employs organisational structures and language-specific conventions that serve the context and intention.

The work is generally organized, clear and coherent. The student usually employs critical apparatus correctly.

9-10 The student consistently employs organisational structures and language-specific conventions that serve the context and

intention. The work is generally organized, clear and coherent. The student frequently employs critical apparatus correctly.

Examples of critical apparatus include quotations, citations, references, footnotes, bibliographies, table of contents, outlines, appendices, tables, graphs,

labels, headings, italicizing, and underlining.

Criterion C: Style and language mechanics

1–2 The student employs a very limited and repetitive range of appropriate vocabulary, idiom and sentence structure. There are

very frequent errors in grammar and syntax, which persistently hinder communication. There is very little or no evidence of a

register and style that serve the context and intention. There are very frequent errors in punctuation and spelling/writing,

which persistently hinder communication. In oral/presentation work there is little or no competence in oratory technique.

3-4 The student employs a limited range of occasionally appropriate vocabulary, idiom and sentence structure. There are frequent

errors and/or a lack of variety in grammar and syntax, which hinder communication. The student makes an attempt to use

register and style that serve context and intention. There are regular errors in punctuation and spelling/writing, which hinder

communication. In oral/presentation work there is limited competence in oratory technique.

5-6 The student sometimes employs a range of appropriate and somewhat varied vocabulary, idiom and sentence structure.

Grammar and syntax are usually varied and correct; some errors may sometimes hinder communication. The student

sometimes uses a register and style that serve the context and intention. Punctuation and spelling/writing are largely correct,

but contain some errors, which sometimes hinder communication. In oral/presentation work there is adequate competence

in oratory technique.

7-8 The student employs a range of generally appropriate use of vocabulary, idiom and sentence structure. Grammar and syntax

are generally accurate; occasional errors rarely hinder communication. The student uses a generally appropriate register

and style that serve the context and intention. Punctuation and spelling/writing are largely correct; infrequent errors rarely

hinder communication. In oral/presentation work there is a good level of competence in oratory technique.

9-10 The student employs an appropriate and effective range of vocabulary, idiom and sentence structure. Grammar and syntax

are accurate; very infrequent errors do not hinder communication. The student demonstrates excellent choice of a

register and style that serve the context and intention. Punctuation and spelling/writing are accurate; very infrequent errors

do not hinder communication. In oral/presentation work there is a high level of competence in oratory technique.

Oratory technique refers to a combination of pronunciation, intonation, tone, pitch, inflection, pace, pausing, voice control, volume, projection, body

language, gesture, eye contact. Pronunciation: clarity must be considered here, rather than issues of accent.

Mathematics

Criterion A: Knowledge & Understanding

1–2 The student generally makes appropriate deductions when solving simple grade appropriate problems in

familiar contexts.

3-4 The student generally makes appropriate deductions when solving more-complex grade appropriate problems

in familiar contexts.

5-6 The student generally makes appropriate deductions when solving challenging grade appropriate problems in a variety

of familiar contexts.

7-8 The student consistently makes appropriate deductions when solving challenging grade appropriate problems in

a variety of contexts including unfamiliar situations.

Criterion B: Investigating patterns

1–2 The student applies, with some guidance, grade appropriate mathematical problem-solving techniques to recognize

simple patterns.

3-4 The student applies grade appropriate mathematical problem-solving techniques to recognize patterns, and suggests

relationships or general rules.

5-6 The student selects and applies grade appropriate mathematical problem-solving techniques to recognize

patterns, describes them as relationships or general rules, and draws conclusions consistent with findings.

7-8 The student selects and applies grade appropriate mathematical problem-solving techniques to recognize

patterns, describes them as relationships or general rules, draws correct conclusions consistent with correct findings,

and provides justifications

Criterion C: Communicating in mathematics

1–2 The student shows a basic use of mathematical language and/or forms of mathematical representation with guidance

from the teacher. States the steps followed in solving simple problems even though they are difficult to follow.

3-4 With guidance, the student shows sufficient use of mathematical language and forms of mathematical

representation. The lines of reasoning are clear though not always logical or complete.

5-6 With guidance, the student shows good use of mathematical language and forms of mathematical representation.

The lines of reasoning are logical and complete. The student moves effectively between different forms

of representation.

Criterion D: Reflection in mathematics

1–2 The student attempts to consider the reasonableness of their results in the context of the problem and attempts to

describe the importance of their findings, with guidance from the teacher, in connection to real life. The student

attempts to consider the reasonableness of their results in the context of the problem and attempts to explain

whether they make sense.

3-4 The student correctly but briefly considers the reasonableness of their results in the context of the problem and

describes the importance of their findings, with guidance from the teacher, in connection to real life. The student

distinguishes between measurement and counting, and sometimes the difference between the degree of error on

measuring and mistakes in counting, measuring and calculating.

5-6 The student, in detail, considers the reasonableness of their results in the context of the problem and the importance

of their findings, with guidance from the teacher, in connection to real life. The student distinguishes between

measurement and counting, and sometimes the difference between the degree of error on measuring and mistakes

in counting, measuring and calculating. The student considers alternatives to the method when appropriate,

with guidance from the teacher.

Drama, Music and Visual Arts (Arts) Criterion A: Knowledge & Understanding

0 The student does not reach a standard described by any of the descriptors below.

1–2 Student shows limited knowledge and understanding of the art form studied in relation to societal or cultural or

historical or personal contexts.

3-4 The student is able to demonstrate satisfactory knowledge and understanding of the art form studied in relation

to societal or cultural or historical or personal contexts.

5-6 The student is able to demonstrate good knowledge and understanding of the art form studied in relation to

societal or cultural or historical or personal contexts.

7-8 The student is able to demonstrate excellent knowledge and understanding of the art form studied in relation to

societal or cultural or historical or personal contexts.

Criterion B: Application


1–2 There is very limited expression and communication of artistic intentions in the student’s work, which may not

have reached a point of realization.

3-4 There is limited expression and communication of artistic intentions in the student’s work, which has reached a

point or partial point of realization.

5-6 The student is able to elaborate an idea, a theme or a personal interpretation to a point of realization. There is

satisfactory expression and communication of artistic intentions. Skills and techniques are applied at a satisfactory

level of proficiency.


evidence of good expression and communication of artistic intentions.


evidence of purposeful expression and effective communication of artistic intentions.

Criterion C: Reflection & Evaluation


1–2 The student shows limited commitment in using his or her own artistic processes.

The student demonstrates limited curiosity, self-motivation, initiative and a willingness to take informed risks.

3-4 The student shows satisfactory commitment in using his or her own artistic processes.

The student demonstrates satisfactory curiosity, self-motivation, initiative and a willingness to take informed risks

5-6 The student shows good commitment in using his or her own artistic processes.

The student generally demonstrates curiosity, self-motivation, initiative and a willingness to take informed risks.

7-8 The student shows excellent commitment in using his or her own artistic processes. The student actively

demonstrates curiosity, self-motivation, initiative and a willingness to take informed risks.

Criterion D: Personal Engagement


1–2 Student records his or her artistic development and processes with little reflection.

3-4 The student reflects on his or her artistic development and processes.

The student carries out a satisfactory evaluation of his or her work. Some aspects of the evaluation may be

unrealistic or incomplete.

5-6 The student reflects critically on his or her artistic development and processes at different stages of his or her

work.

7-8 The student reflects critically and in depth on his or her artistic development and processes at different stages of

his or her work.

Religious Studies (Humanities) Criterion A: Knowledge

1–2

The use of terminology is inconsistent or incorrect. Facts and examples are either absent, or those used are

irrelevant, or do not show understanding. Descriptions provided are inaccurate or have insufficient

detail; explanations are absent or superficial.

3-4 The use of basic terminology is minimally accurate or appropriate. Facts and/or examples used are few and only

partly relevant. However, the student does show the beginning of some understanding. Even the simplest

descriptions need more basic detail. Descriptions and explanations are simplistic and lacking in detail.

5-6 Basic terminology is used with a degree of accuracy and appropriateness. Relevant, simple facts and examples

show a basic level of understanding. The student provides simple, accurate, basic descriptions. Basic explanations

are simple and adequate but not very developed.

7-8 A range of basic terminology is used accurately and appropriately. A range of relevant simple facts and examples

are used to show understanding. Basic descriptions are accurate and detailed, but at a simple level. Explanations

of simple, basic facts, systems or situations are clear.

9-10 The student shows a good command of some simple basic terminology, and uses it appropriately. A range

of simple relevant facts and examples to demonstrate understanding of subject content and knowledge are used.

Basic description and explanations are accurate. Explanations show some depth of knowledge and understanding

of concepts. There may be evidence of higher level knowledge and thinking.

Criterion B: Concepts

1–2 Application of basic concepts is inappropriate. The student demonstrates limited basic conceptual awareness by

recognizing a few connections to the subject matter but little understanding is shown.

3-4 Application of concepts is not always appropriate. The student demonstrates conceptual awareness

and understanding by describing basic connections to the subject matter.

5-6 Application of concepts is appropriate. The student demonstrates limited conceptual awareness and understanding.

The student makes little attempts to apply concepts to other situations, but is not always successful.

7-8 Application of concepts is appropriate. The student demonstrates the ability to make a connection of concept to

subject matter. There are some attempts to apply concepts to other situation.

9-10 The student applies concepts correctly. The student explains connection of concepts to subject matter. The

student applies basic concepts to other situations.

Criterion C: Skills

1–2 The student can select and use limited relevant information. The student displays minimal analytical skills. The

student’s arguments, decisions are not always relevant, or may be absent. The student attempts investigations,

but demonstrates few skills.

3-4 The student selects and uses mostly relevant information. The student’s work lacks the required depth in analysis.

The student makes some relevant arguments, decisions or judgments though these are unsupported. The

student demonstrates basic investigative skills.

5-6 The student selects and uses relevant information. Work shows some attempt at critical analysis. Arguments or

decisions are supported. The student demonstrates adequate investigative skills.

7-8 The student selects and uses some relevant information. Work shows some evidence of critical analysis. Arguments

and decisions are supported. The student demonstrates good investigative skills.

9-10 The student selects and uses relevant information. Work shows evidence of critical analysis. Arguments and

decisions are supported. The student demonstrates very good investigative skills.

Criterion D: Organisation and presentation

1–2 The student communicates simple information but it is not very relevant. The student attempts to structure the

work in a simple way, but the result may be unclear and / or inappropriate to the format required. Presentation /

expression of simple material is unclear and imprecise. There is little evidence of documentation of sources.

3-4 The student communicates simple information that is to some extent relevant. The student attempts to use

a simple structure and sequence to organize the work but is not always successful. Even simple presentation and

expression qualities are occasionally unclear. Sources of information are documented in a simple way, though

there are omissions or consistent errors in adhering to school practice.

5-6 The student communicates simple information that is mainly relevant. The student uses a structure appropriate to

the task and sequences the content simply, in relation to the expectations of a Grade 6 student. Presentation

and expression of simple material are reasonably clear. Some attention is paid to the audience and purpose

in terms of appropriate language, style and visual representation. Sources of information are documented, but with

some errors in adhering to the way it should be done.

7-8 The student communicates simple information that is relevant. The student organizes simple information into a

developed and logical sequence that is appropriate to the format required. Presentation and expression of simple

content are clear, concise and effective, and the language, style and visual representation used are largely

appropriate to the audience and purpose at a simple level. Sources of information are documented simply and

clearly. The student may have exceeded some of the expectations stated above.

Geography & History (Humanities) Criterion A: Knowledge & Understanding

1–2

• recognizes some humanities vocabulary

• shows basic knowledge and understanding of facts and ideas through some descriptions and/or examples.

3-4

• uses some humanities vocabulary

• shows knowledge and understanding of facts and ideas through simple descriptions, explanations and

examples.

5-6

• uses relevant humanities vocabulary often accurately

• shows good knowledge and understanding of facts and ideas through descriptions, explanations and examples.

7-8

• uses relevant humanities terminology accurately

• shows detailed knowledge and understanding of facts and ideas through descriptions, explanations and

examples.

Criterion B: Investigating

1–2

• chooses a question to research

• makes a limited attempt to follow a simple plan to answer a research question

• makes a limited attempt to collect and record information

• makes a limited attempt to answer the research question.

3-4


• partially follows a simple plan to answer a research question

• uses a method or methods to collect and record some information in line with the question

• partially answers the question.

5-6


• satisfactorily follows a simple plan to answer a research question

• uses methods to collect and record appropriate information in line with the research question

• satisfactorily answers the question.

7-8


• follows a simple plan completely to answer a research question

• uses methods accurately to collect and record appropriate information in line with the research question

• completely answers the question.

Criterion C: Thinking Critically

1–2

• makes a limited attempt to identify the main points of ideas, events, issues or arguments

• identifies the origin and purpose of some sources

• identifies some different views

• makes connections between information to give limited opinions.

3-4

identifies some main points of ideas, events, issues or arguments

• identifies the origin and purpose of sources

• identifies some different views and suggests some implications of these

• makes connections between information to give simple opinions.

5-6

• identifies the main points of ideas, events, issues or arguments

• recognizes the origin and purpose of sources

• identifies different views and their implications

• makes connections between information to give opinions.

7-8

• identifies in detail the main points of ideas, events, issues or arguments

• analyses a range of sources in terms of origin and purpose

• clearly identifies different views and their implications

• makes connections between information to give a relevant opinion.

Criterion D: Communication

1–2

• tries in a limited way to communicate information in a way that is clear to others

• tries in a limited way to organize information and ideas according to the task instructions

• makes a limited attempt to list sources of information following the task instructions

3-4

• communicates information and ideas in a way that is sometimes clear to others

• organizes information sometimes in the order needed for the task

• includes a list of sources of information that sometimes follows the task instructions.

5-6

• communicates information and ideas in a way that is often clear to others

• organizes information often in the order needed for the task

• creates a list of the sources of information that often follows the task instructions.

7-8

• communicates information and ideas in a way that is clear to others

• organizes information completely in the order needed for the task

• creates a list of sources of information that often follows the task instructions.

Design Technology & ICT (Technology) Criterion A: Investigate

1–2 The student considers the problem. The student investigates the problem.

3-4 The student considers the problem. The student investigates the problem, collecting information from sources. The

student lists some specifications.

5-6 The student considers the problem within a wider context. The student investigates the problem, and begins

questioning the value of information. The student lists specifications that must be met by their product. The

student, with guidance, designs some simple tests.

Criterion B: Design

1–2 The student attempts to generate an idea.

3-4 The student attempts to generate designs and attempts to explain how their designs meet the specification.

5-6 The student generates designs. The student explains how the design meets their specification. The student, with

guidance, selects one design over the others.

Criterion C: Plan

1–2 The student, with guidance, produces a plan that contains a few steps to create the product/solution.

3-4 The student, with guidance, produces a plan that contains some steps to create the product/solution, including

resources and/or time. The student considers the effectiveness of the plan.

5-6 The student, with guidance, produces a plan that contains steps to create the product/solution, including resources

and time. The student considers, in detail, the effectiveness of the plan and makes suitable modifications.

Criterion D: Create

1–2 The student attempts to create at least part of a product/solution that at least partly relates to their specification.

3-4 The student uses a limited range of appropriate techniques and equipment. The student considers the plan and

creates at least part of a product/solution that relates to their specification. The student shows some evidence of a

process journal.

5-6 The student uses techniques and equipment and ensures a safe working environment for themselves and others.

The student follows the plan to produce a product/solution of appropriate quality. The student documents the

process of creating the product/solution and notes any necessary changes in the process journal.

Criterion E: Evaluate

1–2 The student makes an attempt to test, with guidance, the product / solution or suggests ways to improve their

performance.

3-4 The student carries out or follows tests, with guidance, to compare the product / solution against the design

specification. The student, with guidance, reflects on their performance at each stage of the design cycle.

5-6 The student carries out or follows tests to compare the product / solution against the design specification and

suggests possible improvements. The student reflects on their performance at each stage of the design cycle and

identifies where their performance could be improved.

Criterion F: Attitudes in Technology

This criterion refers to students’ attitudes when working in technology. It focuses on an overall assessment of two aspects:

personal engagement (motivation, independence, general positive attitude)

attitudes towards safety, cooperation and respect for others.

1–2 The student occasionally displays a satisfactory standard in one of the aspects listed above.

3-4 The student frequently displays a satisfactory standard in both of the aspects listed above.

5-6 The student consistently displays a satisfactory standard in both of the aspects listed above.

Physical Education Criterion A: Use of knowledge

1–2 The use of terminology is consistently inappropriate or incorrect. The student demonstrates a lack of knowledge

of principles, concepts, strategies, techniques and rules related to the physical education topic or activity. The

student attempts to uses this knowledge to analyze and solve problems in very simple familiar situations.

3-4 The student uses rudimentary terminology that is inconsistent inaccurate or inappropriate. The student

demonstrates a rudimentary knowledge of principles, concepts, strategies, techniques and rules related to the

physical education topic or activity. The student uses this knowledge to analyze and solve problems in

very simple familiar situations.

5-6 The student uses a simple range of terminology in generally accurate and appropriate ways in few situations. The

student demonstrates a basic knowledge of principles, concepts, strategies, techniques and rules related to the

physical education topic or activity. The student attempts to use this knowledge to analyze and solve problems in

some familiar.

7-8 The student uses a basic range of physical education terminology accurately and appropriately in

some situations. The student demonstrates a fundamental knowledge of principles, concepts, strategies,

techniques and rules related to the physical education topic or activity. The student uses this knowledge

appropriately to analyze and solve problems in familiar situations.

Criterion B: Movement composition

1–2 The student attempts to select some aesthetic moves that are appropriate to the requirements of the task. The

student consistently has difficulty in adapting and creating moves. The sequence attempts to show use of space,

time, level, force and flow. The composition is consistently incoherent with many lengthy pauses, and shows very

limited creativity.

3-4 The student selects, and attempts to adapt and create aesthetic moves that are appropriate to the requirements

of the task. The sequence shows a basic competent use of space, time, level, force and flow. The composition is

rarely coherent, and attempts to show rudimentary aspects of imagination and creativity.

5-6 The student selects, adapts and creates a basic range of aesthetic moves that generally appropriate to the

requirements of the task. The sequence shows a fundamental use of space, time, level, force and flow. The

composition is coherent, and shows simple aspects of imagination, creativity and style.

Criterion C: Performance

1–2 The student demonstrates rudimentary competence in basic moves, skills and techniques in the performance or

playing situation. The student attempts to show some awareness of movement concepts, tactics, strategies and

rules. The student performs with extremely limited and/or inconsistent precision, synchronization or energy.

3-4 The student demonstrates fundamental competence in basic moves, skills and techniques in the performance or

playing situation. The student shows some awareness of movement concepts, tactics, strategies and rules, but

has consistent difficulty in applying them. The student performs with little precision, synchronization

and/or energy.

5-6 The student demonstrates competence in basic and rarely in complex moves, skills and techniques in

the performance or playing situation. The student attempts to apply movement concepts, tactics, strategies and

rules. The student performs with precision, synchronization and energy in an inconsistent manner.

7-8 The student demonstrates competence in basic and few complex moves, skills and techniques in the performance

or playing situation. The student applies few movement concepts, tactics, strategies and rules appropriately. The

student performs basic of precision, synchronization and energy.

9-10 The student shows a fundamental level of competence in both basic and complex moves, skills and techniques in

the performance or playing situation. The student applies movement concepts, tactics, strategies and

rules appropriately. The student performs with a basic degree of precision, synchronization, energy, style and

flair.

Criterion D: Social skills and personal engagement

1–2 The student demonstrates attitudes and strategies that maintain their communication and relationships with

others. The student shows respect and sensitivity to themselves, others and the physical environment in

an inconsistent manner. The student takes responsibility for their own learning some of the time, but rarely

shows enthusiasm and/or commitment to physical education. The student consistently shows difficulty

in reflecting on their achievements and in setting and taking action to achieve goals.

3-4 The student demonstrates attitudes and strategies that maintain their communication and relationships with

others. The student shows respect and sensitivity to themselves, others and the physical environment some of

the time. The student takes responsibility for their own learning some of the time, and shows some enthusiasm

and/or commitment to physical education. The student reflects on their own achievements at a simple level, and

attempts to set appropriate goals but may need encouragement to take action towards achieving them.

5-6 The student demonstrates attitudes and strategies that maintain their communication and relationships with

others. The student usually shows respect and sensitivity to themselves, others and the physical

environment. The student takes responsibility for their own learning and most of the time shows

enthusiasm and/or commitment to physical education. The student reflects on their own achievements,

sets appropriate goals and establishes a plan of action towards achieving them.

7-8 The student demonstrates attitudes and strategies that improve their communication and relationships with

others. The student consistently shows a fundamental degree of respect and sensitivity to themselves, others and

the physical environment. The student takes responsibility for their own learning and usually shows enthusiasm

and commitment to physical education. The student reflects thoughtfully on their own achievements,

sets appropriate goals that enhance learning, and attempts to take action towards achieving them.

Sciences Criterion A: One world

1–2 The student briefly states how science is applied and used to address a specific local or global issue. The student

makes some limited comments on the effectiveness of science and its application in solving the problem or issue.

3-4 The student makes comments on the ways in which science is applied and used to address a specific problem or

issue in a local or global context. The student makes some comments on the effectiveness of science and its

application in solving the problem or issue. The student makes comments on how science and its application with

life, society and the world.

5-6 The student gives examples and makes comments on the ways in which science is applied and used to address

specific problem or issue in a local or global context. The student makes comments on the effectiveness of

science and its application in solving the problems or issue. The student makes comments on how science and its

application interact with life, society and the world.

Criterion B: Communication in science

1–2 With guidance, the student communicates scientific information with limited effectiveness. When appropriate to

the task, the student makes little attempt to document sources of information.

3-4 With guidance, the student uses some scientific language correctly. The student communicates scientific

information with some effectiveness. When appropriate to the task, the student partially documents sources of

information.

5-6 With guidance, the student uses sufficient scientific language correctly. The student communicates scientific

information effectively. When appropriate to the task, the student documents sources of information correctly.

Criterion C: Knowledge and understanding of science

1–2 The student recalls some scientific ideas, concept and/or processes, consistent with the level of complexity of the

work. The student applies scientific understanding to solve simple problems.

3-4 The student describes scientific ideas, concepts and/or processes, consistent with the level of complexity of the

work. The student applies scientific understanding to solve simple problems in familiar situations. The student

identifies basic scientific components, relationships and patterns.

5-6 The student uses scientific ideas, concepts and/or processes correctly to construct scientific explanations. The

student applies scientific understanding to solve complex problems including in unfamiliar situations. The student

analyses scientific information by identifying components, relationships and patterns and makes comments on the

validity and quality of the information.

Criterion D: Scientific inquiry

1–2 With guidance, the student attempts to articulate a problem or research question. The method suggested is

incomplete. The student attempts to make comments on the method.

3-4 The student articulates a problem or research question. The student identifies some appropriate materials and

equipment and writes a simple method, attempting to identify some of the variables and controls involved and

how to control and manipulate them. The student makes comments on the method. The student attempts to

suggest improvements to the method.

5-6 The student articulates a problem or research question. The student identifies appropriate materials and

equipment and writes a simple method, identifying, the variables and controls involved and how to control and

manipulate them. The student makes comments on the method and the quality of the data collected. The student

makes comments on how the outcome of the investigation helps to answer the research question. The student

can suggest improvements to the method.

Criterion E: Processing data

1–2 With guidance the student collects some data and attempts to record it in a suitable format. The student

organizes and presents data using simple numerical or visual forms. The student attempts to identify a trend,

pattern or relationship in the data. The student attempts to draw a conclusion, but this is not consistent with the

interpretation of the data.

3-4 With guidance the student collects sufficient relevant data and records it in a suitable format. The student

organizes, transforms and presents data in numerical and/or visual forms, with some errors or omissions. The

student states a trend, pattern or relationship shown in the data. The student draws a conclusion consistent with

the interpretation of the data.

5-6 With guidance the student collects sufficient relevant data and records it in a suitable format. The student collects

sufficient relevant data and records it in a suitable format. The student organizes, transforms and presents data

in simple numerical and/or visual forms logically and correctly. The student states a trend, pattern or relationship

in the data and uses the data to convey understanding / interpretation. The student draws a conclusion based on

the interpretation of the data and asks questions.

Criterion F: Attitudes in science

1–2 The student requires some guidance to work safely and some assistance when using material and equipment. The

student requires some guidance to work responsibly with regards to the living and non-living environment. When

working as part of a group, the student needs frequent reminders to cooperate with others.

3-4 The student requires little guidance to work safely and little assistance when using material and equipment. The

student works responsibly with regards to the living and non-living environment. When working as part of a group

the student cooperates with others on most occasions.

5-6 The student requires no guidance to work safely and uses material and equipment competently. The student

works responsibly with regards to the living and non-living environment. When working as part of a group, the

student cooperates with others.

French and Spanish (Languages) Criterion A: Oral communication

1–2 The student: • makes a limited attempt to identify some basic information in everyday situations • makes a limited

attempt to respond to simple short phrases; responses are often inappropriate • makes a limited attempt to

interact in simple and rehearsed exchanges, using minimal verbal and non-verbal language • makes a limited

attempt to communicate information in a limited range of everyday situations • uses a limited vocabulary, and has

difficulty in finding words • uses pronunciation and intonation with many errors, making understanding difficult

throughout the exchange • makes a limited attempt to use language to suit the context.

3-4 The student: • identifies some basic information in everyday situations • responds to some simple short phrases;

some responses are inappropriate • occasionally interacts in simple and rehearsed exchanges, using some verbal

and non-verbal language • communicates some information in a limited range of everyday situations • uses a

basic range of vocabulary, with some inappropriate word choice • uses pronunciation and intonation with some

errors, some of which make understanding difficult • uses some language to suit the context.

5-6 The student: • identifies most basic information in everyday situations • responds appropriately to most simple

short phrases • usually interacts in simple and rehearsed exchanges, using verbal and non-verbal language •

communicates information on some aspects of a topic in everyday situations • makes good use of a basic range of

vocabulary, generally accurately • uses pronunciation and intonation with some errors, though these do not

interfere with comprehensibility • usually uses language to suit the context.

7-8 The student: • identifies basic information in everyday situations • responds appropriately to most simple short

phrases • interacts in simple and rehearsed exchanges, using verbal and nonverbal language • communicates

information on a variety of aspects of a topic in everyday situations • makes excellent use of a basic range of

vocabulary, generally accurately • uses clear pronunciation and intonation, which makes communication easy •

uses language to suit the context.

Criterion B: Visual interpretation

1–2 The student: • makes a limited attempt to identify basic messages, main ideas and supporting details in simple

visual texts dealing with everyday situations • makes a limited attempt to recognize some basic conventions

in visual texts dealing with everyday situations • makes a limited attempt to engage with the visual text by

identifying ideas, opinions and attitudes in the text; makes minimal connections with own experiences and

attitudes • shows limited understanding of the content of the visual, spoken and written text as a whole.

3-4 The student: • identifies some basic messages, main ideas and supporting details in simple visual texts dealing

with everyday situations • recognizes some basic conventions in visual texts dealing with everyday situations •

occasionally engages with the visual text by identifying ideas, opinions and attitudes in the text and makes some

connections with own experiences and attitudes • shows some understanding of the content of the visual, spoken

and written text as a whole.

5-6 The student: • identifies most basic messages, main ideas and supporting details in simple visual texts dealing

with everyday situations • recognizes most basic conventions in visual texts dealing with everyday situations •

usually engages with the visual text by identifying ideas, opinions and attitudes in the text and makes ample

connections with own experiences and attitudes • shows considerable understanding of the content of the

visual, spoken and written text as a whole.

7-8 The student: • identifies basic messages, main ideas and supporting details in simple visual texts dealing with

everyday situations • recognizes basic conventions in visual texts dealing with everyday situations • engages with

the visual text by identifying ideas, opinions and attitudes in the text and makes substantial connections with own

experiences and attitudes • shows thorough understanding of the content of the visual, spoken and written text

as a whole.

Criterion C: Reading comprehension

1–2 The student: • makes a limited attempt to identify basic facts, main ideas and supporting details in simple short

written texts with familiar language • has difficulty recognizing basic aspects of format and style, and author’s

purpose for writing • makes a limited attempt to engage with the text by identifying ideas, opinions and attitudes

in the text; makes minimal connections with own experiences and attitudes • shows limited understanding of the

content of the text as a whole.

3-4 The student: • identifies some basic facts, main ideas and supporting details in simple short written texts with

familiar language • recognizes some basic aspects of format and style, and author’s purpose for writing •

occasionally engages with the text by identifying ideas, opinions and attitudes in the text and making some

connections with own experiences and attitudes • shows some understanding of the content of the text as a

whole.

5-6 The student: • identifies most basic facts, main ideas and supporting details in simple short written texts with

familiar language • recognizes most basic aspects of format and style, and author’s purpose for writing • usually

engages with the text by identifying ideas, opinions and attitudes in the text and making ample connections with

own experiences and attitudes • shows considerable understanding of the content of the text as a whole.

7-8 The student: • identifies basic facts, more complex ideas and supporting details in simple short written texts with

familiar language • recognizes basic aspects of format and style, and author’s purpose for writing • engages with

the text by identifying ideas, opinions and attitudes in the text and making substantial connections with own

experiences and attitudes • shows thorough understanding of the content of the text as a whole.

Criterion D: Writing

1–2 The student: • makes a limited attempt to write basic phrases to express ideas and feelings in a limited range of

everyday situations • has difficulty organizing basic information, and basic cohesive devices are not used • has

difficulty using basic vocabulary, grammatical structures and conventions; many errors • makes a limited attempt

to write with a sense of audience.

3-4 The student: • writes some basic phrases to express ideas and feelings in a limited range of everyday situations •

organizes some basic information and uses a limited range of basic cohesive devices • uses a limited range of

basic vocabulary, grammatical structures and conventions; some errors and inappropriate word choice • writes

with some sense of audience.

5-6 The student: • writes a variety of basic phrases to express ideas and feelings in a limited range of everyday

situations • usually organizes basic information and uses a limited range of basic cohesive devices • makes good

use of a basic range of vocabulary, grammatical structures and conventions, generally accurately • usually writes

with a sense of audience.

7-8 The student: • writes a wide variety of basic phrases effectively to express ideas and feelings in a limited range of

everyday situations • organizes basic information and uses a range of basic cohesive devices • makes excellent

use of a basic range of vocabulary, grammatical structures and conventions, generally accurately • writes with a

sense of audience.

Latin (Languages) Criterion A: Translation skills

1-2 The student identifies basic meaning in texts with familiar language. The student shows a limited understanding

of a passage overall.

3-4 The student identifies basic and more complex meaning in texts with familiar language, and identifies the main

idea of sentences. The student shows a detailed understanding of some parts of a passage.

5-6

The student identifies basic and more complex meaning in texts with familiar and unfamiliar language, and

identifies the main idea and supporting details within sentences. The student shows a detailed understanding of

many parts of a passage.

7-8

The student identifies basic and more complex meaning in texts with familiar and unfamiliar language, identifies

the main idea and supporting details within sentences, and draws conclusions from this understanding.

The student shows detailed understanding of a passage overall.

9-10

The student identifies meaning accurately from complex sentences with familiar and unfamiliar language. The

student can render Latin into fluent and appropriate English quickly and without misunderstanding or inaccuracy.

Understanding of long passages is sound and deep.

Criterion B: Knowledge and Understanding of the Latin language

1-2 The student has a minimal knowledge of some vocabulary and grammar and is able to apply this in a very limited

way to passages of Latin.

3-4 The student has some knowledge of appropriate vocabulary and grammar and is able to apply this in a limited

way to passages of Latin.

5-6

The student has a sound knowledge of the vocabulary he/she has met. The student is able to apply their

knowledge of grammatical structures and endings to improve their understanding of a passage of Latin on

occasion.

7-8

The student has a very good knowledge of the vocabulary he/she has met. The student is able to apply their

secure knowledge of grammatical structures and endings to improve their understanding of a passage of Latin on

most occasions.

9-10

The student has an outstanding knowledge of the vocabulary he/she has met. The student is able to apply their

secure knowledge of grammatical structures and endings to improve their understanding of a passage of Latin at

all times. The student uses their understanding of Latin to improve the accuracy and fluency of their English

sentence structure.

Criterion C: Paralinguistic understanding

1

When the student is discussing or writing about the ancient world, facts and examples are either absent, or those

used are irrelevant, or do not show understanding. Descriptions are inaccurate or have insufficient detail. The

student displays minimal analytical skills.

2

When discussing or writing about the ancient world, the student makes some relevant arguments, decisions or

judgments though these are unsupported. Facts and/or examples used are few and only partly relevant.

However, the student does show the beginning of some understanding.

3-4 The student can use a range of relevant simple facts and examples to show understanding of the ancient world.

Descriptions are accurate and detailed, but at a simple level. Work shows some evidence of critical analysis.

5-6

When discussing or writing about the ancient world, the student selects and uses relevant information. Work

shows evidence of critical analysis. Arguments and decisions are supported. The student demonstrates good

investigative skills. A range of relevant facts and examples to demonstrate understanding of subject content and

knowledge are used. Basic description and explanations are accurate. Explanations show some depth of

knowledge and understanding of concepts.

Documents

Assessment in Year 7 & 8 at Tonbridge Grammar Schoolstatic.squarespace.com/static... · • Each subject has assessment criteria • Each criterion has levels of achievement • The