Y8 County Cup V Lytchett - Bournemouth School

Philosophy, Religion & Ethics – Unit 2

Big Question: ‘If God created the World, why is it not perfect?’

Science and Philosophical responses to this Part 2

Meeting	Exceeding
You should explain what the Big Bang and Evolution are and give examples to show how they work. You should also describe philosophical arguments for God’s existence (the First Cause and Teleological (Design) arguments) and include some detail in each. You should explain how these arguments for or against God’s existence affect religious beliefs and society today. You should define key words like Big Bang, evolution, natural selection, telos, teleological argument, anthropic principle, analogy, and order, and give examples. You should name Darwin’s book On the Origin of Species and refer to the Bible and at least one other religious text to back up your points. You should identify whether scientific evidence or philosophical beliefs are stronger or weaker when thinking about the Big Question of the Year and explain why. You should give your own opinion and conclusions about the Big Question, using reasons and examples to support what you think.	You could explain what the Big Bang and evolution are and explain the First Cause and Design arguments using examples to show your understanding. You could also include other ideas you’ve learned to help explain these concepts. You could explain how different arguments for and against the existence of God affect religious beliefs and society, using real examples. You could define key terms like Big Bang, evolution, natural selection, telos, analogy, and order, and give examples. You could name and use Darwin’s book On the Origin of Species and use quotes from the Bible and other religious texts to support your ideas. You could identify which arguments are the strongest and weakest when thinking about the Big Question, using more than one example to explain your view. You could also give your own opinion and conclusion about where we come from, using what you’ve learned from science, religion, and philosophy.
Assessment Methods
Do now tasks Exit Tickets Knowledge Check

Philosophy, Religion & Ethics – Unit 3

Big question: Good, Bad, Right and Wrong – How Do I Decide?

Different moralities, freedom and human rights and responses to it Part 3

Meeting	Exceeding
You should explain what two different religions teach about human rights and how this links to the Big Question of the year. You should describe how the Big Question might affect people or communities, giving an example. You should define words like absolute and relative morality, human rights, and consequences, and explain them with examples. You should name where ideas come from—like someone’s conscience, a religion, or a holy book—and use them to support your answer. You should identify which arguments are strongest or weakest about the Big Question and explain why with examples. You should also give your own opinion and the opposite view, using examples to show you understand both sides.	You could explain what more than two different religions teach about human rights and link these ideas to the Big Question of the year, including examples from other topics or things you’ve learned outside of lessons. You could give several examples of how the Big Question might affect people or communities. You could define absolute and relative morality, human rights, and consequences, and give several examples to show your understanding. You could use more than one source—like someone’s conscience, religion, or a holy book—to support your answers. You could explain which arguments are strongest and weakest in relation to the Big Question, using more than one example to back up your points. You could also give your own view and the opposite view, with examples or reasons from both sides, and link your ideas to other topics such as science.
Assessment Methods
Do now tasks Exit Tickets End of Year

Philosophy, Religion & Ethics – Unit 1

Big Question: Good, Bad, Right and Wrong – How Do I Decide?

Ethics, Morality and Conscience responses to this- Part 1

Meeting	Exceeding
You should explain two examples of where people get their ideas of right and wrong from, including examples from world religions or Humanism. You should describe how the Big Question might affect people or communities, giving at least one example. You should define these key words and give examples to show your understanding: good, bad, right, wrong, morals, nature, nurture, morality, and ethics. You should name sources of moral guidance (like your conscience, religion, or a holy book) and use them to support your answers. You should identify which view or argument is strongest or weakest when thinking about the Big Question, and explain why with an example. You should give your own view on the Big Question and explain the opposite view, using examples and reasons for both sides.	You could explain two or more places where people get their ideas of right and wrong from, including examples from different religions and Humanism. You might also include extra examples you’ve learned beyond the lesson. You could give several examples of how the Big Question might affect people or communities in real life. You could clearly define and give several examples for the words: good, bad, right, wrong, morals, nature, nurture, morality, and ethics. You could name and use more than one source of moral guidance (like conscience, religion, or a holy book) to support your points. You could explain which arguments are strongest and which are weakest when thinking about the Big Question, giving more than one example to back up your thinking. You could give your own view and the opposite view on the Big Question, using examples and reasons for both sides, and also link your ideas to other parts of this year’s learning or even things studied last year.
Assessment Methods
Do now tasks Exit Tickets Knowledge check

Philosophy, Religion and Ethics: Unit 3

Big Question: ‘If God created the World, why is it not perfect?’

Caring for the environment, imperfection and its impact on this.

Meeting	Exceeding
You should explain more than two beliefs about an imperfect world and the next life (like stewardship, dominion, rebirth and reincarnation) and show how they connect to the Big Question of the year. You should describe how the Big Question might affect people’s lives or the way different communities live, giving an example. You should explain what the words imperfect, stewardship, dominion, Khalifah, rebirth and reincarnation mean and give examples to show your understanding. You should name where these beliefs come from (like the Bible, Qur’an, or Rig Veda) and use these to support what you are saying. You should identify which idea or view is the strongest or weakest when thinking about the Big Question and explain why with an example. You should share your own opinion about the Big Question and explain the opposite side, using examples to show both views clearly.	You could explain more than two beliefs about an imperfect world and the next life (like stewardship, dominion, rebirth and reincarnation) linking them to the Big Question. You might also include extra examples you’ve learned from outside the lesson. You could give several examples of how the Big Question, and the topics covered might affect people or communities today. You could clearly explain what these words mean – imperfect, stewardship, dominion, Khalifah, reincarnation and rebirth – and give more than one example for each to show a strong understanding. You could name and use more than one holy book or religious source (like the Bible, Qur’an or Rig Veda) to support your points. You could identify which ideas are strongest and which are weakest when thinking about the Big Question, using more than one example to explain your reasons. You could give your own view on the Big Question and explain the opposite side, using examples and reasons for both, and link in other learning like science or other topics from this year.
Assessment Methods
Do now tasks Exit Tickets End of year

Philosophy, Religion & Ethics – Unit 2

Big question: Good, Bad, Right and Wrong – How Do I Decide?

Ethical Theories, Moral dilemmas, Punishment and Justice responses to this Part 2

Meeting	Exceeding
You should explain two different ethical theories (like Utilitarianism, Deontology or Virtue Ethics) that teach how to make moral decisions, and link these ideas to the Big Question of the Year. You should describe how the Big Question might affect people or communities, with at least one clear example. You should define these key terms and give an example for each: punishment, forgiveness, justice, free will, and sin. You should name a source of moral guidance (like conscience, religion, or a holy book) and use it to support your answer. You should identify which point or side is strongest or weakest when thinking about the Big Question and explain why with an example. You should give your own view and the opposite view on the Big Question, using examples and reasons for both sides.	You could include other ethical ideas you’ve learned outside of the lesson as well as the ones inside (Utilitarianism or Virtue Ethics )and explain in detail how they link to the Big Question of the Year. You could give several examples of how the Big Question might affect people or communities in real life. You could clearly define and give several examples of these key ideas: punishment, forgiveness, justice, free will, and sin. You could use more than one source of moral guidance (like conscience, religion, or a holy book) to support the points you make in your answer. You could explain which arguments are strongest and weakest, using more than one example to show your thinking clearly in relation to the Big Question. You could give your own view and the opposite view on the Big Question, with clear reasons and examples for both, and link in ideas from other parts of the syllabus, including things studied last year.
Assessment Methods
Do now tasks Exit Tickets Knowledge Check

Philosophy, Religion and Ethics – Unit 1

Big Question: ‘If God created the World, why is it not perfect?’

Myths, Creation stories and Literalist and non-literalist responses on this. Part 1

Meeting	Exceeding
You should explain two religious stories about how the world began (such as from Chinese, Muslim, Hindu or Christian beliefs) and show how they connect to the Big Question of the year. You should describe how the Big Question might affect people’s lives or the way different communities live, giving an example. You should explain what the words myth, God, religion, creation, and perfect mean and give examples to show your understanding. You should name where each story comes from (like the Bible, Qur’an, or Rig Veda) and use these to support what you are saying. You should identify which idea or view is the strongest or weakest when thinking about the Big Question and explain why with an example. You should share your own opinion about the Big Question and explain the opposite side, using examples to show both views clearly.	You could explain more than two creation stories from lessons (including at least one from Chinese, Muslim, Hindu or Christian beliefs) and might include extra examples you’ve learned from outside the lesson. You could give several examples of how the Big Question might affect people or communities today. You could clearly explain what these words mean – myth, God, religion, creation, and perfect – and give more than one example for each to show strong understanding. You could name and use more than one holy book or religious source (like the Bible, Qur’an or Rig Veda) to support your points. You could identify which ideas are strongest and which are weakest when thinking about the Big Question, using more than one example to explain your reasons. You could give your own view on the Big Question and explain the opposite side, using examples and reasons for both, and link in other learning like science or other topics from this year.
Assessment Methods
Do now tasks Exit Tickets Knowledge Check

Spanish: Unit 6 Tourism

Meeting	Exceeding
You will know the content on the knowledge organiser You will have a good understanding of the preterite, present and near and simple future tenses, and be able to use some key imperfect verbs	You will be able to conjugate common regular verbs and some common irregular verbs in three time frames (past, present, future), very accurately You will be able to use more complex structures and a range of verbs forms.
Assessment Methods
End of unit assessment

Music: Unit 3 Instruments of the Orchestra – Part 2

Content:You will learn about the different instruments and instrument families found in the orchestra, and about recognising the sounds these instruments make.

Meeting	Exceeding
You use all KO content You can aurally identify families of instruments and most orchestral instruments within each family	You use all KO content and additional information You can aurally identify all families and almost all orchestral instruments within each family with only minor errors
Assessment Methods
Listening assessment on Britten’s Young Person’s Guide to the Orchestra Do Now tasks Teacher questioning

Music: Unit 3 Instruments of the Orchestra – Part 1

Content:You will learn about the different instruments and instrument families found in the orchestra, and about recognising the sounds these instruments make.

Meeting	Exceeding
You use all KO content You can aurally identify families of instruments and most orchestral instruments within each family	You use all KO content and additional information You can aurally identify all families and almost all orchestral instruments within each family with only minor errors
Assessment Methods
Listening assessment on Britten’s Young Person’s Guide to the Orchestra Do Now tasks Teacher questioning

Physical Education: Unit 2 – Spring Sports

Students will complete nine units of work during the academic year. Each group will follow a different order of activities, as this is dependent on the space and facilities available.

Meeting	Exceeding
Football (January to Easter) You demonstrate good ball control under pressure and consistently make accurate passes in dynamic game situations. You understand and apply team tactics, contributing to both attacking and defensive play. Health and Fitness (January – Easter) You demonstrate proper form in a variety of exercises, showing understanding of different fitness components (strength, endurance, flexibility). You set realistic fitness goals and work towards them consistently. Basketball (January – Easter) You demonstrate improved dribbling, passing, and shooting skills with greater consistency, applying them in dynamic game situations. You demonstrate an understanding of team tactics and contribute effectively on both ends of the court.	Exceeds: You have all of the criteria for ‘meets’* and at least some of the following:* Football (January – Easter) You showcase exceptional technical skills, including advanced dribbling, passing, and shooting, under high pressure. You demonstrate a deep understanding of game tactics, leading the team in both defensive and attacking situations. Health and Fitness (January – Easter) You designed and followed a comprehensive fitness plan that targets multiple fitness components, showing excellent progress. You demonstrate a high level of fitness and self-motivation, regularly exceeding personal goals. Basketball (January – Easter) You execute advanced basketball techniques, such as complex dribbling manoeuvres and fast-break plays, with confidence. You lead the team with excellent decision-making, defensive play, and communication.
Assessment Methods
Do now tasks Exit Tickets Knowledge Check Assessment

Physical Education – Unit 2 – Spring Sports

Students will complete nine units of work during the academic year. Each group will follow a different order of activities, as this is dependent on the space and facilities available.

Meeting	Exceeding
Football (January to Easter) You demonstrate good control of the ball and pass accurately to teammates. You apply basic defensive and offensive tactics with consistency. Health and Fitness (January to Easter) You follow the basic principles of a warm-up, workout, and cool-down while demonstrating proper technique throughout. You participate with effort and enthusiasm. Basketball (January to Easter) You demonstrate basic dribbling, shooting, and passing skills, applying them in game situations. You understand the key rules of basketball and can execute basic strategies and tactics.	Football (January to Easter) You show advanced ball control and decision-making under pressure, contributing strategically to both attack and defence. You display a high level of skill and leadership on the field. Health and Fitness (January to Easter) You created a specialized warm up, workout, and cool down. Your technique during all exercises was excellent. You display exceptional consistency and effort, showing improved fitness levels over time. Basketball (January to Easter) You show excellent court awareness, quick decision-making, and the ability to execute advanced skills under pressure. You contribute to both offence and defence with a high level of skill and leadership.
Assessment Methods
Formative assessment in lessons – warm-ups, drills, cool-downs Summative assessment in lessons – competitive context

History Unit 9 The Cold War Deepens 1958-1962

Meeting	Exceeding
You will be able to describe and explain the increased tension over Berlin between Khrushchev and Kennedy. You will be able to have a good understanding of why there were summit meetings called, 1960 and 1961. You will be able to describe and explain why the Berlin Wall was built in 1961. You will be able to explain the impact the building of the wall had on East-West relations and the importance of Kennedy’s visit to Berlin in 1963. You will be able to show a good understanding of the Cuban Revolution of 1959, the importance of the Bay of Pigs failed invasion of 1961 and the events of the Cuban Missile Crisis of October 1962.	You will be able to evaluate the impact on international relations of increased tension over Berlin between Khrushchev and Kennedy. You understanding of the summit meetings is precise and you can evaluate their importance. You will be able to precisely recall details of how why the Berlin Wall was built in 1961. You will be able to evaluate the importance of the building of the wall on East-West relations and the importance of Kennedy’s visit to Berlin in 1963. You will be able to show a precise knowledge and understanding of the Cuban Revolution of 1959, the importance of the Bay of Pigs failed invasion of 1961 the events and significance of the Cuban Missile Crisis of October 1962 in the short term and long term.
Assessment Methods
Do-now tasks Retrieval Quiz in class End of Unit Assessment

History Unit 2: The Weimar Germany 1918-1928

Meeting	Exceeding
You will demonstrate a good knowledge and understanding of the origins of the Weimar Republic from its creation in 1918. You will be able to describe and explain why the Republic faced political and economic challenges in the years 1919 – 1923. You will be able to understand some controversy over Germany’s recovery from 1924 – 28. You will be able to describe and explain how society and culture changed during the ‘Golden Years’ of Weimar. You will mostly be able to demonstrate accurate recall of key people, key dates, terminologies and acronyms to describe aspects Weimar Germany, 1918 – 1928.	You will be able to recall, with more precision and accuracy, the origins of the Weimar Republic from 1918. You will accurately explain the early challenges including the Spartacist Uprising, Kapp Putsch and the causes and impact of the German Hyperinflation of 1923. You will be able to recall, with precision and accuracy, how Weimar recovered including Stresemann’s economic and foreign policy successes whilst able to evaluate the limitations of recovery. You will have a secure knowledge of how Weimar society and culture changed. You will be able to convincingly demonstrate accurate and precise recall of key people, key dates, terminologies and acronyms describing aspects of Weimar Germany 1924 – 1929.
Assessment Methods
Do-now tasks Retrieval Quiz in class End of Unit Assessment

History Unit 7: Industrial Revolution

Meeting	Exceeding
You show a good knowledge and understanding of key terms associated with the changes happening from 1750 – 1900. You are able to describe and explain some aspects of continuity of society and economy during this period. You demonstrate a good understanding of how agriculture changed, why the factory system developed, how transport improvements impacted the economy with particular reference to the steam train. You are able to explain why living conditions in the new towns and cities changed, the impact on public health and calls for reform. You show secure evaluation of sources for utility, taking into account some aspects of provenance and / or own knowledge.	You are able to show an excellent knowledge and understanding of key terms associated with the changes happening from 1750 – 1900. You are able to precisely describe and explain aspects of continuity of society and economy during this period. You are able to show an excellent and precise understanding of how agriculture changed, why the factory system developed, how transport improvements impacted the economy with particular reference to the steam train. You are able to evaluate how and why living conditions in the new towns and cities changed and the impact these changes had on public health and calls for reform. You show a convincing evaluation of sources for utility, taking into account provenance and precise own knowledge.
Assessment Methods
Do Now Questioning in class Peer assessments (Skills based written response)

History Unit 8 – Cold War

Meeting	Exceeding
You will be able to describe and explain the early tension between the members of the Grand Alliance at the three wartime conferences and events in Europe up to 1945. You will be able to have a good understanding of the ideological differences between Capitalism and Communism. You will be able to describe and explain the development of the Cold 1947 – 1949 including the flashpoint of Berlin, 1948 – 49 and the setting up of East and West Germany. You will understand why the Cold War intensified, 1949 – 58 including the arms race and the USSR’s response to the Hungarian Uprising of 1956 and international reaction to this.	You will be able to evaluate the consequences of the wartime alliances for East-West relations. You will understand the attitudes of the wartime leaders and how this further impacted East-West relations. You will select accurate evidence to show the creation of the satellite states to further explain how soviet influence spread, 1945-48. You will be able to demonstrate an excellent understanding of short term and long term reasons why Stalin blockaded Berlin and how this further escalated the Cold War. You will be able to evaluate the significance of the arms race, Khrushchev’s response to the Hungarian Uprising and international reaction.
Assessment Methods
Do Now Retrieval quizzes in class Topic 1 End of Unit Assessment (factual recall)

History Unit 7 – Life in Nazi Germany 1933-1939

Meeting	Exceeding
You will be able to have a good knowledge of Nazi policies towards women and why this was so. You will be able to describe and explain Nazi policies towards young people including education and youth groups with some evaluation. You will be able to understand the ways the Nazis reduced unemployment and how they made changes to peoples’ standard of living. You will be able to describe and explain why persecution of minority groups, especially the Jews, increased after 1933.	You will be able to evaluate Nazi policies towards women and young people. You will be able to confidently evaluate policies designed to reduce unemployment whilst also having an in-depth knowledge of policies impacting the standard of living of German workers. You will be able to evaluate the impact Nazi racial policies had upon groups such as Slavs, Roma, Sinti, homosexuals and those with disabilities. You will be able to evaluate the escalation of persecution towards Jewish people with precise reference to events such as the Nuremberg Laws and Kristallnacht.
Assessment Methods
Do Now Retrieval quizzes in class Key Topic 4: End of Unit assessment (factual recall)

History Unit 6 – Life in Nazi Germany

Meeting	Exceeding
You will be able to show some analysis of two interpretations You will show some differences in detail of two interpretations You will be able to give an explanation with some analysis You will be able to provide an explained evaluation, agreeing or disagreeing with the interpretation. You will demonstrate good analysis of the interpretations and indicate differences of views You will be able to use relevant contextual knowledge to directly support the evaluation. You will be able to reach an overall judgement with some justification and a line of reasoning is that is generally sustained.	You will be able to analyse the interpretations and identify a key difference of view and support with selected evidence You will be able to precisely explain why there is a different interpretation by analysing them with evidence from correctly chosen sources to support You will be able to write an answer that provides an explained evaluation reviewing the alternative views and come to a substantiated judgement You will precisely analyse the interpretations by indicating how the differences of view are conveyed and convincingly deploy this material to support the evaluation. You will select precise and relevant contextual knowledge to support the evaluation. You will give an overall judgment that is justified, where the line of reasoning is coherent, sustained and logically structured.
Assessment Methods
Do Now Retrieval quizzes End of Unit Assessment

History Unit 5 – Nazi Control and Dictatorship

Meeting	Exceeding
You will be able to show good knowledge and understanding of how Hitler and the Nazis created a Dictatorship. You will be able to understand how a police state was set up, describing and explaining roles of the Gestapo, concentration camps and the SS. You will be able to describe and explain how peoples’ attitudes were controlled and influenced. You will be able to describe and explain what opposition there was to the Nazi regime from the church and youth group.	You are able to show excellent knowledge and understanding of the creation of the dictatorship by evaluating the impact of events such as the Reichstag Fire, night of the Long Knives, creating the Fuhrer and army allegiance. You are able to explain and evaluate the features of setting up a police state with precisely selected supporting evidence. You will show an excellent, supported understanding of how the legal system, propaganda, the arts and policies towards the church all aimed to control and influence attitudes. You will be able to evaluate the extent of opposition to the Nazi regime with accurate supporting evidence.
Assessment Methods
Do Now Retrieval quizzes in class End of Unit Assessment

History Unit 4 – Hitler’s rise to power 1919 – 1933

Meeting	Exceeding
You will be able to demonstrate good knowledge and understanding of how the Nazi Party developed between 1920 and 1929, including the growth of the NSDAP and the SA. You will be able to explain the causes, features and importance of the 1923 Munich Putsch. You will be able to explain how the Nazis re-grouped in the years 1924 – 28. You will be able to explain why support for the Nazi Party grew between 1929 – 1933 including the impact of unemployment and how they gained electoral success.	You will be able to demonstrate excellent knowledge and understanding with precise recall and ability to judge the importance of events contributing to the growth of the Nazi Party. You will be able to explain and evaluate the causes and impact of the Munich Putsch. You will be able to explain and evaluate with accurate evidence, the reasons why the Nazis gained support during the Depression and will show recall of the details of these events with precise accuracy.
Assessment Methods
Do Now Retrieval quizzes in class End of Unit Assessment

History Unit 3 – Hitler’s rise to power (Source Utility)

Meeting	Exceeding
You will be able to understand the meaning of the sources and show some evaluation and analysis of their content. You will be able to make evaluations on source utility by applying aspects of the content of the sources. Your will be able to write a developed response addressing the content of the sources and/or aspects of their provenance. You will show that you can select knowledge and use it directly to support comments on how useful the source is in regard to content and/or the provenance of the source.	You will be able to demonstrate a more convincing explanation of the meaning of the sources, evaluating content and provenance in greater depth. You will comment on utility with more in depth application of the sources’ content / meaning. You will be able to write a response that shows developed reasoning, taking into account how aspects of the provenance (nature, origin and purpose) affects the utility of the sources’ content. You will be able to precisely select relevant contextual knowledge and use this in the process of evaluating the sources and commenting on the provenance for judgements on source utility.
Assessment Methods
Do Now Retrieval quizzes in class Skills-based End of Unit Assessment (source utility examination question)

History Unit 5 – Significant Events of World War Two and Cold War

Meeting	Exceeding
You will be able to demonstrate a good knowledge and understanding of the key battles and events of WW2, making reasonable judgements on which battle was the most significant. You will be able to describe events leading to the Holocaust with some explanation. You will be able to describe and explain key flashpoints of the Cold War including Berlin, Cuban missile crisis, Vietnam war, Afghanistan and the Second Cold War. You will be able to explain the main events in the Vietnam War, recalling detail with reasonable accuracy. You will have a secure knowledge of the main world leaders and key terms associated with the 20th century world at war.	You will be able to demonstrate precise and accurate knowledge and understanding of key battles and events of WW2, making comparative judgements on which battle was most significant and why. You will be able to describe and explain, in good detail, how events in Germany led to the Holocaust. You will have an excellent knowledge and understanding of key flashpoints of the Cold War and the Vietnam War and can recall detail of these events with precision. You will be able to demonstrate precise knowledge and understanding of the main world leaders and accurately understand key terms associated with the 20th Century world at war.
Assessment Methods
Do Now Questioning in class End of Unit Assessment (Factual recall)

History Unit 4 – Atomic Bomb

Meeting	Exceeding
You will be able to write a response that explains why each source is useful to an historian (i.e. what we can learn from the source) You will be able to explain the utility of one of your sources source more convincingly than the other. You will be able to show you can analyse the provenance of each source by considering the impact nature/ origin/ purpose has on the source’s utility. You will be able to deploy your own knowledge to test the source reasonably well. You will be able to write with minimal narrative. You will be able to explain which source is the most useful.	You will be able to convincingly explain why each source is useful. You will be able to evaluate aspects of the provenance of each source, considering impact on usefulness, with your selected aspect of provenance being evaluated convincingly and in depth across both sources. You will use precisely selected own knowledge to test source content to show how this may affect utility, demonstrating an excellent understanding of the topic. You will avoid including unnecessary narrative in your writing. You will have written a conclusion that convincingly identifies the more useful source, justifying your reasoning clearly.
Assessment Methods
Do Now Questioning in class End of Unit Assessment: Utility skills: written task

History Unit 3 – Collapse of Democracies in the 1930s

Meeting	Exceeding
You will be able to demonstrate a good knowledge and understanding of the terms of the 1919 Treaty of Versailles. You will be able to describe the circumstances Hitler faced in 1918 and b able to explain key events causing his rise to power by 1933. You will be able to explain the political ideologies of Fascism and Communism and the key events of the rise of Dictators in the 1930s. You will be able to describe and explain what life was like in Nazi Germany in the 1930s.	You will be able to demonstrate a precise and thorough knowledge and understanding of the terms of the 1919 Treaty of Versailles; the details and significance of key events including the Munich Putsch and Wall Street Crash contributing to his rise to power. You will demonstrate secure and precise knowledge and understanding of the features of extreme political ideologies of the inter-war period explaining the rise of the Dictators. You will be able to accurately and precisely describe and explain life under Nazi control in Germany in the 1930s.
Assessment Methods
Do Now Questioning in class End of Unit Assessment: factual recall

History Unit 2 – The Great War 1914-1918

Meeting	Exceeding
You will be able to write a response that includes three causes of the outbreak of The Great War (this is the keystone point: no answer can be graded as ‘meeting’ if it does not contain three causes from: military, alliances, imperialism and nationalism). You will demonstrate the skill of analytical writing by demonstrating the Point, Evidence, Explanation, Link technique (PEEL) on each paragraph. For each cause, you will be including sufficient factual detail/proof to justify judgements rather than unsupported statements. You will be able to show secure explanation on each cause and link to why it was a reason for World War I breaking out.	You will apply precisely selected evidence, giving more weight to the judgements drawn. The quality of your evaluation will be in greater depth (e.g. linking in more depth to the question, considering limitations of each factor as a cause, making a clear judgement for each cause, maybe comparing their importance). You will be able to write a response that can also contain evidence of more independent research gathered from outside of the content studied in class.
Assessment Methods
Do Now tasks Retrieval quiz (factual recall) in class End of Unit 2 assessment (Skill: causation writing)

History Unit 6: Gunpowder Plot and the Stuarts

Meeting	Exceeding
Your written response analyses each source. The written response explains why each source is useful to a historian (i.e. what we can learn from the source) Your written response analyses the provenance of a source, considering the impact on usefulness, Some aspects (nature, origin, purpose) are explored less convincingly. You have applied your own knowledge to test the source content, and how this may affect usefulness, but this may lack detail, or show inconsistency between sources. You include some evaluation of utility using some of your own knowledge to support.	You have convincingly analysed both sources with utility explained in equal depth. Your written response discusses the nature, origin and purpose (provenance) of each source, considering its utility with all elements considered convincingly in depth. You include detailed and precise own knowledge and deploy this to test the source content to explain how this may affect usefulness, showing an excellent understanding of the topic. There is no unnecessary narrative.
Assessment Methods
Do Now Questioning in class End of Unit Assessment: Skills based written response on source Utility

History: Unit 5 – Later Tudor Monarchs

Meeting	Exceeding
You will be able to demonstrate a good knowledge and understanding of key terms associated with the religious changes of the later Tudor Monarchs, especially Elizabeth I’s Religious Settlement. You will be able to describe how religion changed back and forth from the Reformation under Henry VIII until Elizabeth I’s Religious Settlement. You will show a secure knowledge of key dates and events linked to the reign of later Tudor Monarchs. You will be able to describe and show some good explanation of the causes, events and consequences of the Spanish Armada.	You will be able to show precise and accurate knowledge and understanding of key terms associated with the religious changes of the later Tudor Monarchs, especially Elizabeth’s Religious Settlement. You will be able to demonstrate secure explanation of how and why religion changed back and forth between Catholicism and Protestantism from the Reformation until the Religious Settlement. You will be able to demonstrate a secure understanding of key events and how they impacted the Monarchs and Tudor society. You will be able to show a well supported explanation of the causes, events and consequences of the Spanish Armada.
Assessment Methods
Do Now Questioning in class End of Unit Assessment: Short answer factual recall

History: Unit 4 – Tudors: Break with Rome

Meeting	Exceeding
You will be able to produce a written response that includes three distinct causes of the Break with Rome (this is the keystone point: no answer can be graded as ‘meeting’ if it does not contain three factors) Each of your causes contain sufficient factual detail/proof to justify judgments rather than assertions. Each cause is analysed/explained and linked to why it was a cause of the break with Rome	Your selected evidence is precise and detailed giving more weight to the judgments drawn. The quality of your evaluation is in greater depth (e.g. linking in more depth to the question, considering limitations of each factor as a cause, making a clear judgement for each cause, maybe comparing their importance). Your answers may contain evidence of independent research outside of the work covered in class.
Assessment Methods
Do Now Questioning in class End of Unit Assessment: Causation writing (PEEL Paragraphs)

History: Unit 3 – Medieval Life, Power and Conflict

Meeting	Exceeding
You will be able to demonstrate a good understanding of significant events in the Middle Ages. You will be able to understand how the Black Death came to England in 1348, how it was treated and the impact it had on society. You will be able to understand the reasons why the Peasants Revolt happened in 1381 and knowing some of the main characters involved and how this impacted society. You will be able to explain some of the reasons why the Crusades happened and their outcomes. You will be able to demonstrate a good understanding of the power struggle between King Henry II and Archbishop Thomas Becket and also between King John and his Barons.	You will be able to demonstrate an excellent understanding of significant events in the Middle Ages, recalling with precision, key ideas. You will be able to understand how and why the Black Death came to England; remedies for treatment and can explain its relative importance on society. You will be able to understand the long and short term impact of the Peasants Revolt, including how the main characters behaved. You will be able to explain the wider long term implications for society of the Peasants Revolt. You will be able to confidently classify and explain reasons for the Crusades and explain the outcomes. You will have an excellent understanding of why there was a power struggle between King Henry II and Becket, and between King John and the Barons in 1215 leading to the Magna Carta.
Assessment Methods
Do Now Questioning in class End of Unit Factual Recall Assessment.

Medieval Life – Unit 2Normans Establish Control: (Domesday Book, Feudal System, Castle-Building):

Meeting	Exceeding
You will be able to demonstrate a good understanding of significant events after the Battle of Hastings and how William established control. You will understand how and why the Domesday Book was created, how the Feudal System worked and can use some specific terminology to explain Feudalism. You will be able to describe and explain some main features of castles and why William built them. You will be able to identify some features of medieval castles, including describing how they were attacked and defended.	You will be able to demonstrate an excellent understanding of significant events after 1066 by explaining how William established control. You will understand how and why the Domesday Book was created, how and why the Feudal System worked and you use specific terminology accurately and appropriately to explain Feudalism. You will know why William built castles, can accurately describe and explain their features and can evaluate their strengths and weaknesses over time. You will be able to identify lots of features of medieval castles and can explain how their designs changed over time. You will be able to describe and explain how they were attacked and defended, evaluating the best methods of attack and defense.
Assessment Methods
Do Now Questioning in class End of Unit Factual recall Assessment.

History: Unit 1 Causation Writing: 1066 a year in crisis

Meeting	Exceeding
You need to know and explain a main reason why William won at Hastings and give your view as to why it was important. You should write a paragraph that demonstrates a clear causation approach, including the reason, evidence for it, and an explanation of why it helped William win. You must give a brief judgement explaining why this cause was the most important.	You need to explain the reason why William won at Hastings and evaluate why it is the important reason. You should demonstrate clear evidence of writing in a causation structure by making a point and supporting it with precisely selected relevant evidence. You must show evaluation by explaining the relative importance of the cause you are discussing.
Assessment Methods
Do Now scores Comprehension quiz Skills based end of unit assessment

History: Unit 1 Slavery and Empire

Meeting	Exceeding
You demonstrate good recall of the key features and characteristics of slavery and empire. Your written response analyses the source, by being able to use inferences to explain utility (i.e. what we can learn from the source). Writing analyses the nature, origin and purpose of the source, considering impact on usefulness, but some elements of the provenance are answered less convincingly than others. You deploy own knowledge to test the content of the source and explain how it impacts utility but this may lack detail. There may be some narrative aspects. Your conclusion identifies a reason why the source is useful and will reference some aspect of the provenance or own knowledge to support.	You demonstrated excellent, precise recall of the key features and characteristic of slavery and empire. You have analysed the source convincingly and in depth. Your writing convincingly explains why the source is useful to a historian. Your writing discusses the nature, origin and purpose of the source, considering impact on usefulness, with all elements considered in depth and convincingly. Your detailed and precise knowledge of slavery is deployed to test the source’s content and how this may affect usefulness, showing an excellent understanding of the topic. You have not included any unnecessary narrative. You conclude convincingly, by identifying reasons why the source is useful, justifying clearly and logically with reference to aspects of both the provenance and including your own knowledge to support.
Assessment Methods
Do Now scores Knowledge and skills based end of unit assessment

History: Unit 1 Causation writing: Weimar Germany

Meeting	Exceeding
Your written response includes three distinct causes. Each cause contains enough ‘accurate’ (factually correct) and ‘relevant’ (fitted to this question and taken from the correct time period) information to justify judgments rather than assertions. You have analysed or explained each cause and linked it to why it was a cause.	The deployment of your evidence (e.g. precise details, dates, statistics) is in greater depth, giving more weight to the judgements drawn. Your supporting evidence is precisely selected to address the question directly, showing skill in selecting the most convincing evidence. The quality of your evaluation links in more depth to the question ‘directed consistently at conceptual focus’, maybe considering limitations of each factor as a cause. You make a clear judgement for each cause, maybe comparing their importance. All of your three points demonstrate a line of reasoning that is coherent, sustained and logically structured. You demonstrate an excellent, precise and accurate knowledge and understanding of the origins of the Weimar Republic and the challenges it faced, 1919 – 1923.
Assessment Methods
Do Now scores Retrieval quizzes in class Skills based end of Unit assessment: writing a causation examination answer

Mathematics: Unit 3 Interpreting and Representing data

Meeting	Exceeding
You will be able to construct and use back-to-back stem and leaf diagrams. You will be able to construct and use frequency polygons and pie charts. You will be able to plot and interpret time series graphs You will be able to use trends to predict what might happen in the future. You will be able to use scatter graphs and lines of best fit You will be able to decide which average is best for a set of data You will be able to estimate the mean and range from a grouped frequency table. You will be able to find the modal class and the class containing the median. You will be able to construct and use two-way tables. You will be able to recognise misleading graphs.	You will be be able to apply all MEETING criteria in a problem solving context, where you must analyse the problem and decide which skill(s) to apply.
Assessment Methods
In class test (~70% skills, ~30% problem solving): Do Now and in class monitoring. Homework – Dr Frost tasks.

English: Unit 4 19th Century Short Stories

Meeting	Exceeding
You need to demonstrate secure revision strategies through independent home learning. You need to be able to recall plot and characters. You need to understand contextual factors that influenced 19^th century texts.	You need to demonstrate effective and consistent revision strategies through independent home learning. You need to confidently recall key events, plot developments, and character arcs. You need to show a developed understanding of the contextual factors that influenced 19th-century texts.
Assessment Methods
Do Now. Full KO Quiz. End of unit assessment .

Music: Unit 6 Queen Killer Queen

Meeting	Exceeding
You can recall and use most information from the Knowledge Organiser. You can link some features of the music to the context in which it was written. You can describe most elements of the music with reasonable accuracy. You are able to perform a solo on your instrument of at least grade 3 standard. You are able to plan and maintain practice sessions leading to a reasonably successful performance in terms of accuracy of notes, quality of tone, use of some expressive features such as dynamics. You are able to perform with fluency and coherence and only minimal hesitation. You are able to choose appropriate music which fulfils most of the exam board requirements such as appropriate difficulty level, sheet music, backing tracks etc. You are able to confront your nerves and use some strategies to help you in your performance. You are able to use the exam board mark scheme with some accuracy to assess your own and others work. You show some understanding of word setting. You compose a piece which matches most parts of the brief set. You mostly keep on track with your work, generally submitting an appropriate amount at each check point. Your composition demonstrates some understanding of the compositional process, including song writing techniques.	You can recall and use all information from the Knowledge Organiser. You can link most features of the music to the context in which it was written. You can describe all elements of the music with good levels of accuracy. You are able to perform a solo on your instrument of a least grade 4 standard. You are able to plan and maintain practice sessions leading to a successful performance in terms of accuracy, quality of tone and include expressive features such as dynamics and articulation. You are able to perform fluently and without hesitations. You are able to choose appropriate music which fulfils all of the exam board requirements such as appropriate difficulty level, sheet music, backing tracks etc. You are able to confront your nerves and use a range of strategies to help you in your performance. You are able to use the exam board mark scheme accurately to assess your own and others work and use this to inform future practice. You are able to set the words effectively. You compose a piece which matches all parts of the brief set. You keep totally on track with your work, submitting an appropriate amount or going beyond the requirements at each check point. Your composition demonstrates a good understanding of the compositional process including song writing techniques.
Assessment Methods
Do Now tasks. Questioning in class. Exam style listening question at the end of the unit. Solo performance on own instrument in class. Informal marking of a range of solos. Choice of text and word setting of this text for composition. Submission of score showing progress at check points. Submission of final score and audio.

Music: Unit 5 Purcell Music For A While

Meeting	Exceeding
You can recall and use most information from the Knowledge Organiser. You can link some features of the music to the context in which it was written. You can describe most elements of the music with reasonable accuracy. You are able to choose a reasonably appropriate existing melody to vary. You compose a piece which matches most parts of the brief set. You mostly keep on track with your work, generally submitting an appropriate amount at each check point. Your composition demonstrates some understanding of the compositional process, including appropriate variation techniques.	You can recall and use all information from the Knowledge Organiser. You can link most features of the music to the context in which it was written. You can describe all elements of the music with good levels of accuracy. You are able to choose a totally appropriate existing melody to vary. You compose a piece which matches all parts of the brief set. You keep totally on track with your work, submitting an appropriate amount or going beyond the requirements at each check point. Your composition demonstrates a good understanding of the compositional process including going beyond basic variation techniques.
Assessment Methods
Do Now tasks. Questioning in class. Exam style listening question at the end of the unit. Choice of pre-existing melodic material for composition. Submission of score showing progress at check points. Submission of final score and audio.

Music: Unit 4 Instrumental Wider Listening

Meeting	Exceeding
You are able to recall some factual knowledge about set works previously studied. You apply this knowledge with reasonable success when listening to new music. You can mostly relate musical features to the correct element of music. You can structure essay points to cover description and sometimes explanation. You are able to perform a solo on your instrument of at least grade 2 standard. You are able to plan and maintain practice sessions leading to a reasonably successful performance in terms of accuracy of notes. You are able to choose appropriate music which fulfils most of the exam board requirements such as appropriate difficulty level, sheet music, backing tracks etc. You are able to confront your nerves and use some strategies to help you in your performance. You are able to use the exam board mark scheme with some accuracy to assess your own and others work.	You are able to recall most factual knowledge about set works previously studied. You apply this knowledge with success when listening to new music. You can reliably relate musical features to the correct element of music. You can structure essay points to cover description and explanation, and start to draw comparisons between pieces you hear. You are able to perform a solo on your instrument of a least grade 3 standard. You are able to plan and maintain practice sessions leading to a successful performance in terms of accuracy and additionally include expressive features such as dynamics and articulation. You are able to choose appropriate music which fulfils all of the exam board requirements such as appropriate difficulty level, sheet music, backing tracks etc. You are able to confront your nerves and use a range of strategies to help you in your performance. You are able to use the exam board mark scheme accurately to assess your own and others work and use this to inform future practice.
Assessment Methods
Do Now tasks. Questioning in class. Exam style listening questions. Classwork tasks on writing individual essay points. Exam style essay question. Solo performance on own instrument in class. Informal marking of a range of solos.

Music: Unit 3 Wicked

Students will study the set work Defying Gravity from Wicked. Students will learn about the genre of music theatre, and how this piece fits into this genre, as well analysing the music itself. Students will also submit related composition work.

Meeting	Exceeding
You can recall and use most information from the Knowledge Organiser You can link some features of the music to the context in which it was written You can describe most elements of the music with reasonable accuracy You compose a piece which matches some parts of the brief set You mostly keep on track with your work, generally submitting an appropriate amount at each check point Your composition demonstrates some understanding of the compositional process	You can recall and use all information from the Knowledge Organiser You can link most features of the music to the context in which it was written You can describe all elements of the music with good levels of accuracy You compose a piece which matches all parts of the brief set. You keep totally on track with your work, submitting an appropriate amount or going beyond the requirements at each check point Your composition demonstrates a good understanding of the compositional process
Assessment Methods
Do Now tasks. Questioning in class. Exam style listening question at the end of the unit. Observation of analysis in class. Submission of score showing progress at check points. Submission of final score and audio.

Music: Unit 2 Star Wars

Meeting	Exceeding
You will be able to recall and use most information from the Knowledge Organiser You will be able to link some features of the music to the context in which it was written You will be able to describe most elements of the music with reasonable accuracy You will be able to perform a solo on your instrument of at least grade 2 standard You will be able to plan and maintain practice sessions leading to a reasonably successful performance in terms of accuracy of notes You will be able to choose appropriate music which fulfils most of the exam board requirements such as appropriate difficulty level, sheet music, backing tracks etc You will be able to confront your nerves and use some strategies to help you in your performance You will be able to use the exam board mark scheme with some accuracy to assess your own and others work	You will be able to recall and use all information from the Knowledge Organiser You will be able to link most features of the music to the context in which it was written You will be able to describe all elements of the music with good levels of accuracy You will be able to perform a solo on your instrument of a least grade 3 standard You will be able to plan and maintain practice sessions leading to a successful performance in terms of accuracy and additionally include expressive features such as dynamics and articulation You will be able to choose appropriate music which fulfils all of the exam board requirements such as appropriate difficulty level, sheet music, backing tracks etc You will be able to confront your nerves and use a range of strategies to help you in your performance You will be able to use the exam board mark scheme accurately to assess your own and others work and use this to inform future practice
Assessment Methods
Do Now tasks. Questioning in class.

English: Unit 1 Power and Conflict Poetry – Part 1

Meeting	Exceeding
You need to develop an understanding of how poets present ideas about war. You need to include relevant quotations to support your ideas. You need to understand how language choices and poetic devices have been used and how they affect the reader. You need to show some awareness of the relevant context contained within the poems.	You need to show a clear and developed understanding of how poets present ideas about war. You need to use well-chosen quotations from the poems. You need to explain how the poet’s language choices, structure, and poetic devices create meaning, and explore their effect on the reader. You need to make relevant links to the context of the poems.
Assessment Methods
Do Now End of unit assessment

English: Unit 2 Power & Conflict Poetry Part 2

Meeting	Exceeding
You need to develop an understanding of how poets present ideas about power and conflict. You need to use the taught structure when writing your answer, including embedding evidence. You should be attempting to use relevant/accurate subject terminology to identify the writer’s methods. You should demonstrate your ability to explore implied meanings. You need to identify relevant contextual factors shown by specific links	You need to show a clear understanding of how poets present ideas about power and conflict You need to use the taught structure confidently when writing your response, including embedding quotations You need to use relevant and accurate subject terminology to identify and discuss the poet’s methods You need to demonstrate your ability to explore deeper or implied meanings in the poems You need to explore relevant contextual factors and make specific links
Assessment Methods
Do now tasks. Exit ticket tasks End of unit assessment

English: Unit 3 Creative Writing

Meeting	Exceeding
You need to spell, punctuate and use grammatical structures accurately. You need to use paragraphs accurately and consistently. You need to deliberately use structural features (single sentence paragraphs, varied paragraph length, flashback/forward, variation in sentence forms). You need to use a range of appropriate descriptive/linguistic devices for effect. You need to vary vocabulary, selecting more ambitious word choices.	You need to complete your work with a high level of accuracy with SPAG, including a good range and variety of sentence forms/punctuation. You need to confidently vary your sentence forms to shape meaning and create deliberate effects You need to structure your paragraphs purposefully to create effect You need to make deliberate and skilful use of structural features You need to use a wide range of descriptive and figurative devices to deliberately create tone and atmosphere You need to select ambitious and precise vocabulary that purposely sets the tone of the piece
Assessment Methods
Do Now. KO assessment Creative writing task

English: Unit 5 Have Your Say

Non-Fiction reading and writing

Meeting	Exceeding
You need to support your comparative analysis with carefully selected evidence from the texts You need to use relevant subject terminology accurately to identify and explore the author’s methods and techniques You need to clearly explore the effects of the writer’s methods You need to show an ability to interpret implied meanings	You need to support your comparative analysis with well-chosen, embedded evidence from both texts You need to use relevant and precise subject terminology confidently and accurately You need to explore the effects of the writer’s methods in detail You need to show an ability to thoughtfully interpret implied meanings
Assessment Methods
Do Now. End of unit assessment.

English: Unit 6 Unseen Poetry

Meeting	Exceeding
You need to show a clear understanding of ideas and themes expressed in poetry. You need to demonstrate how ideas and themes are developed and communicated through the poet’s methods. You need to use accurate references and inferences to support your interpretation, with correct subject terminology.	You need to show a clear and thoughtful understanding of the key ideas and themes expressed in poetry. You need to skilfully demonstrate how these ideas and themes are developed and communicated through the poet’s methods. You need to support your interpretation with judicious references and thoughtful inferences.
Assessment Methods
Do Now. Full KO quiz. End of unit assessment.

English: Unit 7 ‘Macbeth’ by William Shakespeare

Meeting	Exceeding
You need to understand the key events in the plot of Macbeth. You need to explore the main characters and their development. You need to consider how the setting creates mood and supports themes. You need to show some understanding of Shakespeare’s dramatic conventions. You need to identify and explain subject terminology. You need to show some awareness of the relevant context of Macbeth.	You need to demonstrate a secure understanding of the key events in the plot of Macbeth. You need to explore the main characters and their development in depth. You need to analyse how the setting creates atmosphere and supports key themes. You need to show a developing understanding of Shakespeare’s dramatic conventions. You need to accurately identify and explain subject terminology. You need to show clear awareness of the relevant context of Macbeth.
Assessment Methods
Do Now. Exit tickets. End of unit assessment.

Spanish: Unit 6 Describing people and photo description

Meeting	Exceeding
You will know all the content on the knowledge organiser. You will be able to use the grammar and structures covered so far, mostly accurately. You will be able to translate straightforward sentences into Spanish and English	You will be able to conjugate common regular verbs and some common irregular verbs in three time frames (past, present, future), very accurately. You will be able to translate sentences into Spanish and English, with a high degree of accuracy.
Assessment Methods
End of unit assessment

French: Unit 6 Food and Culture

Meeting	Exceeding
You will know all the content on the KO. You will be able to conjugate common regular verbs and some common irregular verbs in three time frames (past, present, future) mostly accurate. You will be able to use the grammar and structures covered so far, mostly accurately. You will be able to translate straightforward sentences, containing a variety of tenses, vocabulary and grammatical structures, into English.	You will be able to conjugate common regular verbs and some common irregular verbs in three time frames (past, present, future), very accurately. You will be able to translate sentences into English, with a high degree of accuracy.
Assessment Methods
End of unit assessment

Geography: Unit 7 Regeneration

Meeting	Exceeding
You will be able to define regeneration. You will be able to describe how areas are regenerated. You will be able to identify features of sustainable regeneration. You will be able to identify problems in a space that needs regeneration. You will be able to create a design for a regeneration project and explain how your project helps people and the environment.	You will be able to define regeneration and explain why areas need regeneration. You will be able to explain how areas are regenerated. You will be able to identify and explain features of sustainable regeneration. You will be able to analyse problems in a space that needs regeneration. You will be able to create a design for a regeneration project and assess how your project helps people and the environment.
Assessment Methods
Peer assessment on final piece

Mathematics: Unit 14 – Year 9 Preparatory work

This unit is to introduce/improve some skills which will be necessary for Year 9

Meeting	Exceeding
You will be able to carry out calculations with decimals, fractions and mixed numbers (non-calculator). You will be able to solve linear equations. You will be able to plot and find linear equations graphically. You will be able to use formulae.	To exceed the criteria, students should be able to apply all MEETING criteria in a problem solving context, where they must analyse the problem and decide which skill(s) to apply.
Assessment Methods
Do Now and in class monitoring. Homework – Dr Frost tasks.

Mathematics: Unit 13 – Simultaneous Equations

This unit introduces some techniques for solving equations with more than one variable, including both graphical and algebraic methods.

Meeting	Exceeding
You will be able to plot linear graphs in the form ax+by=c. You will be able to solve linear simultaneous equations graphically. You will be able to solve simple linear simultaneous equations algebraically. You will be able to solve more complex linear simultaneous equations algebraically.	To exceed the criteria, students should be able to apply all MEETING criteria in a problem solving context, where they must analyse the problem and decide which skill(s) to apply.
Assessment Methods
In class test (~70% skills, ~30% problem solving): Do Now and in class monitoring. Homework – Dr Frost tasks.

Music: Unit 5 Song Writing

Meeting	Exceeding
You will be able to use all KO content. You will be able to aurally identify most features of film music. You will demonstrate the ability to compose a suitable leitmotif. You will demonstrate the ability to compose underscore which captures some aspects of the scene. You will demonstrate the ability to sync music and visual cues with some success.	You will be able to use all KO content and additional information. You will be able to aurally identify features of film music and place these in their context. You will demonstrate the ability to compose a suitable leitmotif and modify it according to need. You will demonstrate the ability to compose underscore which captures all aspects of the scene. You will demonstrate the ability to sync music and visual cues with complete success.
Assessment Methods
Paired composition work – music to underscore the Wildebeest short film Listening assessment – music from films Informal listening tasks in class Do Now tasks Teacher questioning

Computing: Unit 6 Web Development

Meeting	Exceeding
You can recall all the contents of the KO You can explain the different roles of HTML, CSS and JavaScript in a webpage. You can load an HTML file website into your browser and competently use web development software. You can use HTML to create multiple elements with content in a webpage. You can correctly structure HTML elements with appropriate opening and closing tags. You can use headers, paragraphs, and lists in HTML. You can correctly use images and links with HTML. You score 60% or above in the assessment.	You can recall all the contents of the KO, plus additional information from lessons. You can correctly use CSS properties to change text colour, background colour, font size, font style and text alignment. You can explain ways of creating interactivity with JavaScript. You score 90% or above in the assessment.
Assessment Methods
Do now tasks to test knowledge of KO Teacher observation End of unit assessment End of unit project

Computing: Unit 5 Networking

Meeting	Exceeding
You can recall all contents of the KO You can explain what a network is and what a protocol is. You can identify and describe different types of networks You can identify and describe the role of key network hardware You can describe how devices connect to a network You can explain what the internet is You can explain what the world wide web is You can explain what cloud computing is You will receive 60% or above in the class assessment.	You can recall all content of the KO plus additional information from lessons You can explain how data travels across a network in detail You are able to compare advantages and disadvantages of different network types You can describe how online services are delivered over the internet You are able to give examples of how different devices interact over a network You will receive 90% or above in the class assessment.
Assessment Methods
Do now tasks to test knowledge of KO Teacher observation End of unit assessment

Spanish: Unit 5 My Town

Meeting	Exceeding
You will be able to read a text in Spanish aloud generally accurately You will be able to answer questions in three time frames (past, present and future), using mostly correct verbs	You will be able to read a text in Spanish aloud with a high level of accuracy You will be able to answer questions in three time frames (past, present and future), giving detailed responses
Assessment Methods
Speaking

French: Unit 5 Holidays

Meeting	Exceeding
You will have a sound understanding of how to pronounce most common, familiar French phonics. Your pronunciation of some words may be approximate. You will be able to answer straightforward questions on familiar topics.	You will be able to pronounce some less familiar words correctly. You will be able to give more extended answers to straightforward questions.
Assessment Methods
Read aloud and follow-up questions

Geography: Unit 6 Oceans

Meeting	Exceeding
You will be able to identify two threats to oceans. You will be able to pinpoint where the five ocean gyres are. You will be able to identify local and global threats to coral reef systems. You will be able to identify two issues of plastic pollution. You will be able to identify different solutions to plastic pollution.	You will be able to explain two threats to oceans. You will be able to pinpoint where the five ocean gyres are and explain how we know they are there. You will be able to explain the local and global threats to coral reef systems. You will be able to explain the issues of plastic pollution. You will be able to evaluate different solutions to plastic pollution.
Assessment Methods
Do Now Tasks Ocean threats poster Plastic pollution solution

Physical Education: Unit 3 – Summer Sports

Students will complete nine units of work during the academic year. Each group will follow a different order of activities, as this is dependent on the space and facilities available.

Meeting	Exceeding
Athletics (Summer Term) You perform with improved technique and consistency in a range of track and field events, with noticeable progress in speed, strength, or endurance. You follow the principles of effective training and recovery. Cricket (Summer Term) You consistently demonstrate solid skills in batting, bowling, and fielding. You understand advanced tactics and strategies, contributing to the team’s overall performance. Pickleball / Tennis (Summer Term) You display consistency and improved technique in all fundamental strokes, including serves, forehands, and backhands. You understand and apply basic game strategies, contributing effectively to match play.	Athletics (Summer Term) You demonstrate excellent technique and form in chosen events, achieving personal bests regularly. You show leadership and competitive spirit, using advanced strategies to improve performance in both individual and team-based events. Cricket (Summer Term) You show exceptional performance in all aspects of the game, including advanced batting techniques, strategic bowling, and dynamic fielding. You lead the team with high-level decision-making and contribute significantly to the team’s success. Pickleball / Tennis (Summer Term) You demonstrate exceptional skill in shot placement, spin, and court coverage. You use advanced strategies and tactical decision-making to control the game, exhibiting strong mental focus and competitive edge in match play.
Assessment Methods
Formative assessment in lessons – warm-ups, drills, cool-downs Summative assessment in lessons – competitive context

Philosophy, Religion & Ethics – Unit 3

Big question: Good, Bad, Right and Wrong – How Do I Decide?

Different moralities, freedom and human rights and responses to it Part 3

Meeting	Exceeding
You should explain what two different religions teach about human rights and how this links to the Big Question of the year. You should describe how the Big Question might affect people or communities, giving an example. You should define words like absolute and relative morality, human rights, and consequences, and explain them with examples. You should name where ideas come from—like someone’s conscience, a religion, or a holy book—and use them to support your answer. You should identify which arguments are strongest or weakest about the Big Question and explain why with examples. You should also give your own opinion and the opposite view, using examples to show you understand both sides.	You could explain what more than two different religions teach about human rights and link these ideas to the Big Question of the year, including examples from other topics or things you’ve learned outside of lessons. You could give several examples of how the Big Question might affect people or communities. You could define absolute and relative morality, human rights, and consequences, and give several examples to show your understanding. You could use more than one source—like someone’s conscience, religion, or a holy book—to support your answers. You could explain which arguments are strongest and weakest in relation to the Big Question, using more than one example to back up your points. You could also give your own view and the opposite view, with examples or reasons from both sides, and link your ideas to other topics such as science.
Assessment Methods
Do now tasks Exit Tickets Answering the Big question of the year

Physics: Unit 5 Sound

Meeting	Exceeding
You should be able to know all content from the KO You should be able to be able to explain how musical instruments can change the pitch or amplitude of a sound relating these to the oscilloscope representations of waves You should be able to be able to explain how sound travels through solids, liquids and gases, but not through a vacuum You should be able to be able to use the equation Speed = distance/time	You should be able to recall all content from KO plus additional information You will be able to explain that the displacement of particles is in parallel to the direction in which the wave travels You will be able to explain that the denser the medium, the faster sound travels You will be able to give examples of hearing ranges, with an appreciation of the differences in the auditory range of humans and animals You will be able to describe ways in which hearing can be impaired and how noise pollution can be reduced You will be able to use the time taken for an ultrasound reflection to reach a detector to calculate the distance to a boundary between two media
Assessment Methods
Do-now tasks Whole class questioning Teacher assessed task

Chemistry: Unit 6 Climate Change

Meeting	Exceeding
You need to learn all content from the KO. You need to be able to identify the main greenhouse gases. You need to be able to describe the effects of climate change. You need to be able to recall the word equation for combustion of a fuel. You need to be able to identify factors affecting carbon footprint. You need to be able to recall all content from previous units.	You need to learn all content from the KO plus additional information. You need to be able to explain how greenhouse gases are warming the atmosphere. You need to be able to explain why actions to reduce climate change can be politically difficult. You need to be able to write a balanced symbol equation for the combustion of a fuel. You need to be able to evaluate your own carbon footprint. You need to be able to recall all content from previous units.
Assessment Methods
Do-now tasks. Whole class questioning. End of year exam.

Computing: Unit 5 Robust Programming

Meeting	Exceeding
You will be able to recall all the contents of the KO. You will be able to demonstrate a sound knowledge of defensive design. You will be able to show an understanding of error types and the ability to find and correct them in an algorithm. You will be able to demonstrate an understanding of different types of testing and how to select appropriate test data. You will be able to score over 60% in the end of unit assessment.	You will be able to recall all the contents of the KO plus additional information from lessons. You will be able to write robust programs following the principles of defensive design. You will be able to score over 90% in the end of unit assessment.
Assessment Methods
Do now tasks to test knowledge of KO. Teacher observation. End of unit assessment.

Unit 8 Theme Park

Meeting	Exceeding
You will be able to recall all content of the knowledge organiser. You will be able to state the difference between aims and objectives. You will be able to state two objectives of a for the Theme Park start up. You will be able to identify the main stakeholders for the Theme Park. You will be able to explain two different objectives for two of the identified stakeholder groups. You will be able to identify other ways success for the can be measured other than profit. You will be able to identify 5 factors influencing the location of a Theme Park. You will be able to state the purpose of business planning for a Theme Park. You will be able to state the main stages of the recruitment and selection process for the Theme Park.	You will be able to identify alternative ways success can be measured other than profit. You will be able to explain the impact and influence stakeholders have the Theme Park business and their objectives. You will be able to explain how businesses may face conflict between stakeholders. You will be able to explain how the factors influence where a business is located in the context of a range of different business types. You will be able to explain the importance of business planning for a Theme Park. You will be able to explain two benefits and two drawbacks of business planning. You will be able to explain the relationship between business planning and objectives. You will be able to explain one reason why the business plan may not work out in the way that was forecast. You will be able to explain the benefits of having an effective recruitment and selection process. You will be able to explain a benefit and drawback of internal recruitment and external recruitment.
Assessment Methods
Do Now Whole Class teacher questioning Written Report Whole class presentation Theme Park Project

German : Unit 6 Relationships

Meeting	Exceeding
You will know all of the content on the knowledge organiser. Your written German will be mostly accurate, although there may be some minor errors (e.g. spellings, genders, agreements) You will be able to apply three tenses with a good level of accuracy and use a range of verb forms	You will be able to use more complex structures and other verbs forms. Your writing in German will be highly accurate
Assessment Methods
End of unit assessment

French: Unit 6 Celebrations

Meeting	Exceeding
You will know all of the content on the knowledge organiser.You will have a secure understanding of regular and common irregular verb patterns in the present, perfect and near and simple future tenses, common negatives, adjectival position and agreement.	You will be able to conjugate common regular verbs and some common irregular verbs in three time frames (past, present, future), very accurately You will be able to use more complex structures and a range of verbs forms.
Assessment Methods
End of unit assessment

Geography: Unit 6 Urbanising World: Mumbai

Meeting	Exceeding
You will be able to describe Mumbai’s site, situation, context, and structure. You will be able to identify reasons for past and present trends in population growth within Mumbai. You will be able to explain opportunities and challenges for people living in Mumbai. You will be able to identify differences in quality of life within Mumbai. You will be able to explain top-down and bottom-up sustainability strategies within Mumbai.	You will be able to explain the significance of Mumbai’s site, situation, and context, and explain features of its land use. You will be able to explain reasons for past and present trends in population growth within Mumbai. You will be able to assess opportunities and challenges for people living in Mumbai. You will be able to explain reasons for differences in quality of life within Mumbai. You will be able to evaluate top-down and bottom-up sustainability strategies within Mumbai.
Assessment Methods
Do Now tasks. Teacher led questioning. Timed extended answer question. Written, GCSE style, assessment.

Physics: Unit 5 – P8 Space

Meeting	Exceeding
You should be able to recall the content on the KO You should be able to describe the life cycle of stars, including red giants, white dwarfs, supernovae, and black holes, in the correct order using appropriate terminology. You should be able to use the orbital speed equation in calculations involving circular orbits of planets and satellites with mostly correct substitution and units. You should be able to describe red-shift and how it provides evidence for the Big Bang theory, recognising that more distant galaxies show greater red-shift. You should be able to explain how gravity governs orbits and maintains satellites in circular motion. You should be able to recall criteria from previous topics	You should be able to recall the content on the KO plus additional knowledge You should be able to explain the life cycle of a star, including high mass stars, using scientific vocabulary such as nuclear fusion, supernova, and neutron star/black hole, and apply this to unfamiliar scenarios. You should be able to calculate and compare orbital speeds and apply to satellites and planetary orbits in complex contexts. You should be able to evaluate evidence for the Big Bang theory, explaining how red-shift support expansion. You should be able to explain the role of gravity in the formation and evolution of stars, including balanced and unbalanced forces in orbital motion. You should be able to recall criteria from previous topics
Assessment Methods
Do now tasks. Whole class questioning.

Biology: Unit 6 Respiration

Meeting	Exceeding
You will be able to recall all of the content of the KO. You will be able to describe cellular respiration as an exothermic reaction which is continuously occurring in living cells. You will be able to compare the processes of aerobic and anaerobic respiration. You will be able to recall all criteria from previous topics.	You will be able to recall all of the content of the KO plus additional knowledge. You will be able to Identify problems that may affect the rate of respiration in living cells and describe these consequences. You will be able to recall all criteria from previous topics.
Assessment Methods
Do now tasks. Whole class questioning. Response to exercise Student assessed task.

Mathematics: Unit 8 Transformations and Constructions

Meeting	Exceeding
You will be able to draw plans/elevations of 3D solids. You will be able to carry out and describe reflections. You will be able to carry out and describe translations using column vectors. You will be able to carry out and describe rotations about a centre of rotation. You will be able to carry out and describe enlargements by fractional and negative scale factors about a centre of enlargement. You will be able to carry out and describe combinations of different transformations. You will be able to draw and use scales on maps and scale drawings. You will be able to solve problems using bearings. You will be able to construct triangles using a ruler and compasses. You will be able to construct perpendicular bisectors, angle bisectors, ad perpendiculars to a point. You will be able to draw a locus.	You will be be able to apply all MEETING criteria in a problem solving context, where you must analyse the problem and decide which skill(s) to apply.
Assessment Methods
In class test (~70% skills, ~30% problem solving). Do Now and in class monitoring. Homework – Dr Frost tasks.

Biology: Unit 5 Interdependence

Meeting	Exceeding
You will be able to recall all of the content of the KO You will be able to describe how different organisms depend on each other for food, shelter, and survival. You will be able to describe how changes in the environment can affect food chains and webs. You will be able to apply your understanding of interdependence to unfamiliar examples, such as introduced species or conservation efforts. You will be able to suggest the impact of human activities (e.g., pollution, deforestation, climate change) on ecosystems. You will be able to recall all criteria from previous topics	Exceeding criteria You will be able to recall all of the content of the KO plus additional knowledge You will be able to explain how different organisms depend on each other for food, shelter, and survival. You will be able to explain the consequences of removing or introducing a species in a habitat. You will be able to apply your understanding of interdependence to unfamiliar examples, such as introduced species or conservation efforts. You will be able to evaluate the impact of human activities (e.g., pollution, deforestation, climate change) on ecosystems. You will be able to recall all criteria from previous topics
Assessment Methods
Do Now Whole class questioning Food webs Teacher assessed task

Unit 12 – Standard form – 1 week

This unit further develops calculations with numbers written in standard form

Meeting	Exceeding
You will be able to multiply and divide in standard form. You will be able to add and subtract in standard form.	To exceed the criteria, students should be able to apply all MEETING criteria in a problem solving context, where they must analyse the problem and decide which skill(s) to apply.
Assessment Methods
In class test (~70% skills, ~30% problem solving): Do Now and in class monitoring. Homework – Dr Frost tasks.

Mathematics: Unit 11 – More Percentages and Ratio

This unit further develops the understanding and use of percentages in real world scenarios, and also looks at manipulating ratios to help solve problems.

Meeting	Exceeding
You will be able to understand the inequality symbols. You will be able to solve linear inequalities. You will be able to work out upper and lower bounds of rounded values. You will be able to work out error intervals of rounded values. You will be able to carry out additions and multiplications with bounds. You will be able to carry out subtractions and divisions with bounds. You will be able to work out calculations to suitable degrees of accuracy.	To exceed the criteria, students should be able to apply all MEETING criteria in a problem solving context, where they must analyse the problem and decide which skill(s) to apply.
Assessment Methods
In class test (~70% skills, ~30% problem solving): Do Now and in class monitoring. Homework – Dr Frost tasks.

Mathematics: Unit 10 – Limits of Accuracy

This unit covers inequalities in more detail, and also how rounded values can be used in calculations

Meeting	Exceeding
You will be able to understand the inequality symbols. You will be able to solve linear inequalities. You will be able to work out upper and lower bounds of rounded values. You will be able to work out error intervals of rounded values. You will be able to carry out additions and multiplications with bounds. You will be able to carry out subtractions and divisions with bounds. You will be able to work out calculations to suitable degrees of accuracy.	To exceed the criteria, students should be able to apply all MEETING criteria in a problem solving context, where they must analyse the problem and decide which skill(s) to apply.
Assessment Methods
In class test (~70% skills, ~30% problem solving): Do Now and in class monitoring. Homework – Dr Frost tasks.

English: Unit 6 Romeo and Juliet

This introduction to the language used in Shakespeare plays, as well as the study of an entire play, will strengthen their understanding of Shakespeare in context and prepare them for future study.

Meeting	Exceeding
You need to be familiar with the conventions of Shakespearean texts and be able to explore how the context and historical time period has shaped the meanings. You need to present clearly and confidently to an audience of your peers, ensuring you have a clear understanding of your chosen scene. You need to be able to explain your chosen scene in detail, including close analysis of language and exploration of author’s methods. You need to have a clear understanding of the tragic dramatic form and genre.	Exceeds: You have all of the criteria for ‘meets’* and at least some of the following:* You need to be confident with the conventions of Shakespearean texts, being able to clearly an expertly present the features and explain perceptively how meanings may be shaped by them. You need to present confidently to an audience of your peers, engaging them in your presentation with clear knowledge. You need to be able to examine your chosen scene in detail, including close analysis of language and a developed exploration of author’s methods. You need to have a clear understanding of the tragic dramatic form and genre, linking it well to the chosen scene.
Assessment Methods
Do Now End of unit assessment

English: Unit 5 Persuasive Speeches

Students will develop their oracy skills in this unit: planning, delivering and writing a speech that they will deliver to an audience of their peers.

Meeting	Exceeding
You need to understand persuasive rhetoric and be able to apply it to your own speech. You need to sequence ideas clearly with a range of connected ideas. You need to pace your speech effectively so that the message is clear. You need to use techniques to engage your audience such as pace, pauses and eye contact. You need to identify persuasive devices and effect in speeches studied.	Exceeds: You have all of the criteria for ‘meets’* and at least some of the following:* You need to have a powerful control and use of rhetoric that is convincing and clear. Your speech needs to be well sequenced and fluent in its ideas, containing a range of sophisticated concepts throughout. Your speech must be interesting to listen to, exploring concepts in detail and offering alternate viewpoints. You need to present a confident, fluent speech with clear variation in tone and enunciation. You, as the speaker, need to be confident and engaging. You need to show how analysis of other speeches has contributed to a well written and developed speech. Your performance needs to be excellent with strong fluency.
Assessment Methods
Do Now End of unit assessment

FPaN: Unit 3 Roulade / Food Science

Meeting	Exceeding
You will be able to complete all practical tasks safely within the allocated time with minimal support. You will be able to plan for practical sessions, ensuring all ingredients and equipment are brought to the session. You will be able to produce a jam or curd with minimal support to be used in a roulade. You will be able to produce a roulade with a clear attempt at a spiral with minimal support. You will be able to describe key nutritional needs related to different groups. You will be able to describe the principles of food safety and suggest how to avoid food-borne illness. You will be able to describe different factors that affect why someone chooses a particular food. You will be able to describe how heat is transferred in different cooking methods, giving examples of when particular methods may be chosen.	You will be able to complete all practical tasks safely, independently and within the allocated time. You will be able to plan and prepare ahead of a practical session, sourcing or designing your own recipes. You will be able to produce independently a jam or curd that can be used in a roulade. You will be able to roll a roulade accurately and independently to create a clear spiral. You will be able to explain accurately the nutritional needs of different groups. You will be able to explain how poor food safety causes food-borne illness and how to avoid it. You will be able to explain how different factors influence what people eat and describe how restrictions may affect nutritional status. You will be able to explain how heat is transferred in different cooking methods and evaluate why one method may be chosen over another for a given dish.
Assessment Methods
Practical assessment presented as a Finished dish. Written assessment for food science theory covered in end of year exam. In class monitoring – on going – each lesson.

Design Technology: Unit 4 Photo Frame Project

Meeting	Exceeding
You will be able to construct a square frame structure, using finger joints and adhesive. You will be able to assemble the frame elements and mount them in such a way that they rotate well. You will be able to measure and mark out work well. You will be able to ensure that the pivots/dowels are upright and not angled. You will be able to assemble the photo frames correctly. You will be able to sand down the photo frames so that they are square and have flush edges. You will be able to complete final sanding and finishing. You will be able to apply a wax finish.	You will be able to create a high quality final product which is commercially viable. You will be able to construct a completely square frame structure, using finger joints and adhesive. You will be able to produce a frame that shows excellent stability. You will be able to produce finger joints that show very few, if any, gaps. You will be able to accurately assemble the frame elements and mount them in such a way that they rotate freely. You will be able to measure and mark out work accurately, using an orthographic drawing as a guide. You will be able to sand down the photo frames so that they are completely square and have completely flush edges. You will be able to sand down work to a high standard, ensuring that you use the grits of sandpaper. You will be able to add a wax finish, to a high standard, applying several coats with light sanding in between.
Assessment Methods
Photo Frame Assessment sheet. Do Now booklet. In class monitoring – each lesson.

Art: Unit 4 Urban Decay 2

Meeting	Exceeding
You will be able to write responses that will demonstrate a personal viewpoint and make clear connections to the work of artists studied. You will be able to apply materials and techniques competently, with appropriate selections that support the artistic intent. You will be able to show good understanding of media, with some experimentation and refinement, and solid technical skills. You will be able to be competent in your observational work, with suitable, well-composed photoshoots and appropriate recording methods, including some first-hand sources. You will be able to show exploration of formal elements will be evident, with observations supporting the development of ideas. You will be able to show your final outcome has a competent personal response, with good skill and visual quality, incorporating influences from artists studied. You will be able to show response to the theme which will be relevant and clearly linked to research and development work. You will be able to show that your project has a consistent and focused approach, with some evidence of independent work and problem-solving. You will be able to show that all of your work will be clearly connected to the original theme and research, showing a thoughtful realisation of intentions.	You will be able to show that your written responses are a highly developed personal viewpoint and make sophisticated connections to artists’ work. You will be able to apply materials and techniques with outstanding skill and confidence; selections will be informed and support artistic intent. You will be able to show that your media use will be innovative, showing extensive experimentation and advanced technical ability, with refined outcomes that reflect in-depth exploration. You will be able to show that your observational work will be of a very high standard, with diverse, well-composed photoshoots and varied, skilful recording methods, primarily from first-hand sources. You will be able to show that your observations and visual research clearly inform the development of ideas and demonstrate a strong understanding of formal elements. You will be able to show that your final outcome will be highly personal, creative, and visually striking, effectively showing artist influences in a cohesive and meaningful response to the theme. You will be able to show that your technical and conceptual qualities are exceptional, with all elements contributing to a unified and impactful final piece. You will be able to show that your project demonstrates a sustained and independent approach throughout, with evidence of risk-taking and creative problem-solving. You will be able to show that all your work is clearly linked to the original theme and research, showing a deep understanding and thoughtful realisation of intentions.
Assessment Methods
Practical assessment of sketchbook progress. In class monitoring – each lesson.

Computing: Unit 4 Algorithms

Meeting	Exceeding
You will be able to recall all the contents of the KO. You will be able to demonstrate a knowledge of computational thinking. You will be able to to follow flowcharts and pseudocode. You will be able to complete trace tables. You will be able to demonstrate an understanding of common error types. You will be able to define and describe common searching and sorting algorithms You will be able to score over 60% in the end of unit assessment.	You will be able to recall all the contents of the KO plus additional information from lessons. You will be able to create flowcharts. You will be able to refine a given algorithm. You will show an understanding of how to implement common searching and sorting algorithms You will be able to score over 90% in the end of unit assessment.
Assessment Methods
Do now tasks to test knowledge of KO. Teacher observation. End of unit assessment.

Business Studies: Unit 7 Motivating Employees & Training

Meeting	Exceeding
You will be able to recall all content of the knowledge organiser. You will be able to state the financial methods used to motivate staff. You will be able to state the non-financial methods of motivation. You will be able to state and define the three types of training undertaken by businesses. You will be able to state a benefit of induction training. You will be able to state a benefit and drawback of on the job and off the job training.	You will be able to explain 2 benefits of a motivated workforce. You will be able to explain why some businesses focus on non-financial methods of motivation over financial methods. You will be able to explain the impact of leadership styles on motivation. You will be able to explain 2 benefits of training for businesses. You will be able to explain which type of training would be most appropriate in the context of different business scenarios.
Assessment Methods
Do Now. Whole Class teacher questioning. Written Assessment (35 marks). Teacher Assessed Question (6 marks). Theme Park Project.

Business Studies: Unit 6 Organisational Structures & Recruitment and Selection

Meeting	Exceeding
You will be able to recall all content of the knowledge organiser. You will be able to define key terms including span of control, chain of command, job analysis, zero-hour contracts. You will be able to state the benefit and drawback of having a tall organisational structure. You will be able to state the main stages of the recruitment and selection process. You will be able to state the benefits of part time and full time employment. You will be able to list the main types of contracts of employment.	You will be able to explain the reasons why businesses have internal organisational structures. You will be able to explain when centralisation would be more appropriate to decentralisation in the context of different business scenarios. You will be able to explain the impacts on the business of delayering and delegation. You will be able to explain the benefits of having an effective recruitment and selection process. You will be able to explain a benefit and drawback of internal recruitment and external recruitment. You will be able to explain the benefit of part time staff.
Assessment Methods
Do Now. Whole Class teacher questioning. Written Assessment (35 marks). Teacher Assessed Question (6 marks).

Spanish: Unit 5 Travel

Meeting	Exceeding
You will be able to read a text in Spanish aloud generally accurately You will be able to answer questions in three time frames (past, present and future), using mostly correct verbs	You will be able to read a text in Spanish aloud with a high level of accuracy You will be able to answer questions in three time frames (past, present and future), giving detailed responses
Assessment Methods
Speaking

German: Unit 5 Family

Meeting	Exceeding
You will have a sound understanding of how to pronounce most common, familiar German phonics. Your pronunciation of some words may be approximate. You will be able to answer straightforward questions on familiar topics.	You will be able to pronounce some less familiar words correctly. You will be able to give more extended answers to straightforward questions.
Assessment Methods
Read aloud and follow-up.

French: Unit 5 Friends

Meeting	Exceeding
You will have a sound understanding of how to pronounce most common, familiar French phonics. Your pronunciation of some words may be approximate. You will be able to answer straightforward questions on familiar topics.	You will be able to pronounce some less familiar words correctly. You will be able to give more extended answers to straightforward questions.
Assessment Methods
Read aloud and follow-up.

Geography: Unit 5 Urbanising World

Meeting	Exceeding
You will be able to define urbanisation and identify major global trends in urban population growth. You will be able to define the term megacity, world city, and urban primacy. You will be able to identify socio-economic characteristics of megacities, relating to migration and urban economies. You will be able to define processes of urban change: urbanisation, suburbanisation, counter-urbanisation, re-urbanisation, regeneration. You will be able to identify characteristics of different urban land uses, and the factors influencing city land type.	You will be able to explain global urbanisation trends. You will be able to describe characteristics of megacities and world cities. You will be able to explain how various socio-economic characteristics of megacities are different depending on a country’s level of development. You will be able to explain why urban population numbers and distribution change over time. You will be able to explain characteristics of different urban land uses, and the factors influencing city land type.
Assessment Methods
Do Now tasks. Teacher led questioning. Timed extended answer question. Written, GCSE style, assessment.

GCSE Physical Education: Unit 3 Respiration, Recovery, Effects of Exercise

Meeting	Exceeding
You will be able to explain that aerobic respiration occurs when oxygen is available, producing energy for prolonged activities, while anaerobic. respiration occurs when there is insufficient oxygen, producing energy for short bursts of high-intensity exercise. You will be able to give basic examples, such as aerobic exercise (e.g., long-distance running, swimming) and anaerobic exercise (e.g., sprinting, weightlifting). You will be able to define EPOC as the extra oxygen the body needs after exercise to return to its resting state, including processes like restoring oxygen levels in muscles and clearing lactic acid. You will be able to list basic recovery methods such as cool-downs, stretching, hydration, and rest.	You will be able to describe the chemical processes involved in both types of respiration, highlighting how aerobic respiration (glucose + oxygen → carbon dioxide + water + energy) occurs in the mitochondria and how anaerobic respiration (glucose → lactic acid + energy) results in the accumulation of lactic acid, leading to muscle fatigue. You will be able to give more specific examples of aerobic exercise (e.g., cycling at a steady pace, rowing) and anaerobic exercise (e.g., 100m sprint, high-intensity interval training), linking the type of exercise to the body’s energy system needs. You will be able to explain the physiological processes behind EPOC, including the increased heart rate, oxygen consumption, and energy expenditure post-exercise, and how it helps in clearing metabolic by-products like lactic acid. You will be able to explain the role and benefits of each recovery method, such as how active recovery (light exercise) promotes blood flow to muscles, and how hydration helps in rehydrating and removing waste products from the body. You will be able to explain how these effects occur physiologically, such as how immediate effects (e.g., increased oxygen intake) help the body adapt to exercise, and how long-term effects (e.g., hypertrophy, improved lung capacity) lead to improvements in fitness.
Assessment Methods
Do Now Tasks. Mini whiteboard tasks. Formative assessment – questioning. End of Year Assessment.

Philosophy, Religion and Ethics: Unit 3 Islamic Beliefs and teachings

Meeting	Exceeding
AO1 – You will be able to give a basic definition of all Muslim Beliefs key terms with examples, including: Tawhid Prophethood Shariah (straight path) AO1 – You will be able to demonstrate good and accurate knowledge and understanding by describing a Muslim belief, teaching, practice or event related to: The nature of Allah Prophethood (Risalah) Angels (Malaikah) Akhirah (Afterlife) Foundations of Faith AO1 – You will be able to explain statements made with reasoning and/or evidence, such as: Explain how… Explain why… Explain the main features of… Explain the importance/significance of… across these topics. AO2 – You will be able to discuss a statement, showing that you have considered more than one point of view, and refer to religion and belief. You will be able to evaluate views from more than one perspective and show evidence of all the KISSJO skills. Statements could relate to: The nature of Allah Prophethood (Risalah) Angels (Malaikah) Akhirah (Afterlife) Foundations of Faith Use key terms such as tawhid, prophethood, halal (permitted), haram (forbidden), greater/lesser jihad, mosque, shariah, and ummah.	AO1 – You will be able to give a comprehensive definition of all Muslim Beliefs key terms and specific examples, including: Tawhid Prophethood Shariah (straight path) AO1 – You will be able to demonstrate comprehensive knowledge and understanding by describing a Muslim belief, teaching, practice or event related to: The nature of Allah Prophethood (Risalah) Angels (Malaikah) Akhirah (Afterlife) Foundations of Faith AO1 – You will be able to explain statements made with reasoning and/or evidence, such as: Explain how… Explain why… Explain the main features of… Explain the importance/significance of… across these topics. AO2 – You will be able to discuss a statement, showing that you have considered more than one point of view, and refer to religion and belief. You will be able to evaluate views from multiple perspectives and demonstrate multiple examples of KISSJO skills throughout your response. Statements could relate to: The nature of Allah Prophethood (Risalah) Angels (Malaikah) Akhirah (Afterlife) Foundations of Faith Using key terms such as tawhid, prophethood, halal, haram, greater/lesser jihad, mosque, shariah, and ummah.
Assessment Methods
Do now tasks. Exit Tickets. EOY and sample questions.

Chemistry: Unit 5 Reactions of Metals

Meeting	Exceeding
You will be able to learn all content from the KO. You will be able to be able to use observations of metal reactions with water and acids to compare the reactivity each. You will be able to be able to use the reactivity series to make predictions about displacement reactions. You will be able to be able to predict the products of electrolysis for molten compounds. You will be able to be able to state whether a chemical species is oxidised or reduced in electrolysis. You will be able to be able to identify variables and write a scientific method for required practicals in this topic. You will be able to be able to recall all content from previous units.	You will be able to learn all content from the KO plus additional information. You will be able to be able to explain the reactivity of metals using electron configuration and the periodic table. You will be able to be able to use symbol equations to illustrate a displacement reaction. You will be able to be able to use the reactivity series to predict the products of electrolysis for aqueous compounds. You will be able to be able to use a half equation to illustrate oxidation and reduction during electrolysis. You will be able to be able to suggest variables and write a valid scientific method for required practicals in this topic. You will be able to be able to recall all content from previous units.
Assessment Methods
Do-now tasks. Whole class questioning. Assessed task in lesson. In-class test.

Biology: Unit 5 Plant Processes

Meeting	Exceeding
You will be able to recall all of the content of the KO. You will be able to explain how the structures of plant tissues are related to their functions. You will be able to describe the effect of changing temperature, humidity, air movement and light intensity on the rate of transpiration. You will be able to should be able to describe the process of transpiration and translocation. You will be able to measure and calculate rates of photosynthesis. You will be able to extract and interpret graphs of photosynthesis rate involving one limiting factor. You will be able to recall all criteria from previous topics.	Exceeding criteria. You will be able to recall all of the content of the KO plus additional knowledge. You will be able to explain how the structures of plant tissues are related to their functions. You will be able to explain the effect of changing temperature, humidity, air movement and light intensity on the rate of transpiration referring to diffusion. You will be able to should be able to compare the process of transpiration and translocation relating structure to function. You will be able to explain graphs of photosynthesis rate involving two or three factors and decide which is the limiting factor. You will be able to use inverse proportion – the inverse square law and light intensity in the context of photosynthesis. You will be able to recall all criteria from previous topics.
Assessment Methods
Do now tasks. Whole class questioning. Factors affecting photosynthesis Teacher assessed. END OF YEAR ASSSESSMENT / 40.

Mathematics: Unit 7 Area and Volume

Meeting	Exceeding
You will be able to find the area and perimeter of compound shapes. You will be able to recall and use the formula for area of a trapezium. You will be able to convert between metric units of area. You will be able to write error intervals for rounded values. You will be able to calculate the upper and lower bounds for a calculation involving rounded values. You will be able to convert between metric units of volume. You will be able to calculate the area and circumference of a circle, including in terms of π. You will be able to calculate arc lengths, angles and areas of sectors of circles. You will be able to calculate volumes and surface areas of prisms, cylinders, spheres, pyramids and cones.	You will be be able to apply all MEETING criteria in a problem solving context, where you must analyse the problem and decide which skill(s) to apply.
Assessment Methods
In class test (~70% skills, ~30% problem solving). Do Now and in class monitoring. Homework – Dr Frost tasks.

FPaN: Unit 2 Overview – Nutritional needs and Bread doughs

Theory lessons will explore nutrition needs for individual groups. Practical sessions will include breadmaking and adding accompaniments to dishes cooked during year 7.

Meeting	Exceeding
You will be able to complete all practical tasks safely within the allocated time with minimal support. You will be able to follow the recipe steps with minimal support. You will be able to produce the correct number of bakes that are roughly similar in appearance. You will be able to combine ingredients effectively to produce baked goods. You will be able to repeat skills gained in previous rotations with minimal assistance. You will be able to describe why the body requires energy and where it gets that energy from. You will be able to describe the role of each ingredient in a basic bread recipe. You will be able to describe how nutritional requirements change over the lifespan and apply this to one specific life stage.	You will be able to complete all practical tasks safely, independently and within the allocated time. You will be able to follow the recipe steps independently in the correct order. You will be able to produce consistent bakes with a uniform appearance. You will be able to demonstrate a clear understanding of the process required to produce baked goods. You will be able to use skills gained in previous rotations to produce more complex dishes. You will be able to explain accurately why the body requires energy and how energy balance is achieved. You will be able to explain the role gluten and yeast play in the rising of bread dough. You will be able to explain why different life stages require different nutrients and amounts, applying this to several different stages.
Assessment Methods
Skills checklist in practical lessons Completed theory booklets

Graphics: Unit 2 Overview –Book Cover Design

A project focused on developing knowledge and understanding of layout, colour and typography. Students will use digital software to explore, develop, refine and finalise a book cover design.

Meeting	Exceeding
Your work will meet the design brief with a clear and appropriate design. Your research will be used to inform most design decisions. Your design will include most essential elements with minor omissions. You will have demonstrated a good understanding and mostly consistent application. You will have shown some variety and creativity in your typography choices. Iterations are shown. You will have demonstrated an appropriate use of graphics, illustrations and typography, and used it to support the design and genre of the book. You will have several iterations showing development. Notes are added. You will have used appropriate tools with good technique. You will have a complete PowerPoint with clear progress documented, including reflections.	You will have fully met the design brief with a highly appropriate and creative design for the book. Your research will be thoroughly integrated into initial ideas and design iterations. Your design will include all essential elements (title, author, imagery, etc.) in a cohesive layout. You will have demonstrated excellent understanding and consistent application of colour theory. You will have shown a wide range of thoughtful and creative typography experiments. You will have demonstrated an excellent understanding of how to use Illustrations, graphics, and typography, and applied them to enhance the design. You will have multiple well-documented iterations showing clear development and experimentation. Analytical notes. You will have used a wide range of digital tools effectively and creatively. You will have a complete, well-organised PowerPoint, that clearly shows the design process and self-reflection.
Assessment Methods
Practical design assessment presented as a PowerPoint Do Now 3 and 5 In class monitoring – each lesson

Graphics: Unit 3 Logo Redesign

Meeting	Exceeding
You will be able to show a consistent ability to effectively develop ideas through purposeful investigations. You will be able to consistently demonstrate critical understanding of sources. You will be able to demonstrate a consistent ability to refine ideas and select and experiment with appropriate tools and techniques. You will be able to show a consistent ability to record your ideas and observations through annotations and sketches, as your work progresses.	You will be able to show a highly developed ability to effectively develop ideas through purposeful investigations. You will be able to demonstrate a highly developed ability to critically understand and interpret sources. You will be able to demonstrate a highly developed ability to refine ideas and confidently select and experiment with appropriate tools and techniques. You will be able to show a highly developed ability to record your ideas and observations through annotations and sketches as your work progresses
Assessment Methods
Practical design assessment presented as a PowerPoint. Do Now tasks throughout the project. In class monitoring – each lesson.

Business Studies: Unit 5 Expanding a Business

Meeting	Exceeding
You will be able to recall all content of the knowledge organiser. You will be able to state the main methods of growth and whether they’re internal or external. You will be able to state a benefit and drawback of each method of growth. You will be able to define key terms including economies and diseconomies of scale.	You will be able to explain which method of growth would be the most appropriate in the context of different business scenarios. You will be able to explain 2 benefits and 2 drawbacks of different methods of growth. You will be able to explain the causes of economies of scale. You will be able to explain the causes of diseconomies of scale. You will be able to calculate and interpret average unit costs.
Assessment Methods
Do Now. Whole Class teacher questioning. Written Assessment (35 marks). Teacher Assessed Question (6 marks).

DT: Unit 2 Overview – Scaled seating project

A project which will explore the iterative process, using ergonomics and aesthetics as its foci.

Meeting	Exceeding
You will be able to make a Scaled seating model using foam board. You will design it through using the iterative design process. You will produce an ideation page, followed by a design sheet. You will complete a quick card model to check the ergonomics. You will produce a foam board, final model. You will produce a model which is manufactured neatly; from cutting the board, gluing and assembling parts together.	You will be able to make a Scaled seating model using foam board. You will design it through using the iterative design process. You will produce an ideation page which is full of ideas and shows a huge variety. You will produce a design page, with 3D sketches, which will be fully annotated and use excellent presentation techniques. You will complete a quick card model to check the ergonomics. You will produce a foam board, final model. You will produce a model which is accurately made with additional design features using dowel.
Assessment Methods
Practical assessment including an Ideation page, Design page, Final model made using foam board

Spanish: Unit 4 Media, technology and free time

Meeting	Exceeding
You will know all of the content on the knowledge organiser. You will be able to understand the main points and some details in short spoken passages. You will be able to transcribe sentences with some accuracy.	You will understand more details in short spoken passages You will be able to transcribe sentences with a high level of accuracy.
Assessment Methods
Listening (including transcription).

Art: Unit 3 Overview –Protest

This unit introduces students to the theme of protest, exploring how artists respond to social and political issues through expressive imagery and emotion. Students will develop their skills in drawing, oil pastel, and mixed media to create a final outcome that communicates a personal and impactful message about protest.

Meeting	Exceeding
You will show a clear understanding of the protest theme and relevant artists You will use a range of media with control, including effective oil pastel blending and layering You will produce accurate portrait drawings with developing proportion and detail You will use tone to create depth and form in your work You will create a final outcome that clearly shows emotion anda protest message You will organise your composition so that it is balanced andvisually clear	You will demonstrate an in-depth understanding of protest themes with personal and meaningful ideas. You will confidently experiment with media and show excellent oil pastel skills (blending, layering, control) You will create highly accurate and expressive portrait drawings with strong tonal detail . You will refine your work to a high level, showing careful attention to detail . You will produce a powerful final outcome that communicates a clear and impactful message . You will create a highly effective, creative. composition that is visually striking . You will take creative risks and work independently to develop your ideas.
Assessment Methods
In class monitoring – Mixed media personal response

German: Unit 4 Free Time

Meeting	Exceeding
You will know all of the content on the knowledge organiser. You will be able to demonstrate understanding of short and longer spoken passages which include opinions with reasons, a range of grammatical structures and reference to the present, the past and the future. You will be able to transcribe sentences with some accuracy.	You will be able to deduce meaning and demonstrate understanding of the overall messages and key points in a range of spoken passages which include a range of tenses, justified opinions and some less familiar vocabulary and grammatical structures. You will be able to transcribe sentences with a high level of accuracy.
Assessment Methods
Listening.

French: Unit 4 Free Time

Meeting	Exceeding
You will know all of the content on the knowledge organiser. You will be able to understand short and longer spoken passages which include opinions with reasons, a range of grammatical structures and reference to the present, the past and the future. You will be able to transcribe sentences with some accuracy.	You will be able to deduce meaning and demonstrate understanding of the overall messages and key points in a range of spoken passages which include a range of tenses, justified opinions and some less familiar vocabulary and grammatical structures. You will be able to transcribe sentences with a high level of accuracy.
Assessment Methods
Listening.

Physics: Unit 4 – P5a Forces

Meeting	Exceeding
You should be able to recall all the content on the KO You should be able to draw and interpret free body diagrams and calculate resultant forces in one or two dimensions (horizontal/vertical only). You should be able to the work done equation correctly with appropriate units and describe how energy is transferred. You should be able to apply Hooke’s Law and plot or interpret force-extension graphs, identifying the limit of proportionality. You should be able to describe how levers reduce the force required and calculate moment of a force You should be able to calculate pressure on surfaces and in fluids using the correct formulas You should be able to recognise that atmospheric pressure decreases with height, giving reasons related to particle density. You should be able to identify variables and write a scientific method for required practicals in this topic. You should be able to plot appropriate graphs and describe what the data shows for required practicals in this topic. You should be able to recall all criteria from previous topics	You should be able to recall all the content on the KO plus additional knowledge You should be able to accurately calculate resultant forces and apply vector diagrams to solve problems involving forces at angles, including free body diagrams and equilibrium conditions. You should be able to explain and calculate work done using W=F×d, and link this to energy transfers and efficiency in real-world contexts. You should be able to apply Hooke’s Law and elastic potential energy equation to solve multi-step problems, including graph interpretation and identifying non-linear regions. You should be able to apply the principle of moments for objects in equilibrium to determine the unknown values You should be able to solve complex problems involving pressure on surfaces and in fluids, applying unit conversions correctly You should be able to explain atmospheric pressure in terms of air molecule density and height above Earth and analyse data showing how pressure changes with altitude. You should be able to suggest variables and write a valid scientific method for required practicals in this topic. You should be able to plot appropriate graphs, describe and explain what the data shows and suggest sources of error for required practicals in this topic. You should be able to recall all criteria from previous topics
Assessment Methods
Do now tasks . Whole class questioning. End of topic multiple choice quiz. Teacher assessed task in lesson.

Music: Unit 4 Musicals

Meeting	Exceeding
You will be able to use all KO content. You will be able to aurally identify most features of songs from musicals. You will be able to sing with reasonable accuracy of pitch and rhythm. You will be able to perform both solo and chorus roles within the song. You will be able to sing with reasonable technique (breathing, posture, projection, diction). You will be able to sing in harmony with others to some degree.	You will be able to use all KO content and additional information. You will be able to aurally identify features of songs from musicals and place these in their context. You will be able to sing with good accuracy of pitch and rhythm. You will be able to perform both solo and chorus roles confidently within the song. You will be able to sing with good technique (breathing, posture, projection, diction). You will be able to sing in harmony with others with good accuracy.
Assessment Methods
Group performance of King of New York Listening assessment – songs from the Musicals Informal listening tasks in class Do Now tasks Teacher questioning

Chemistry: Unit 4 Reactions of Acids

Meeting	Exceeding
You will be able to learn all content from the KO. You will be able to be able to state whether a strong or weak acid of the same concentration has a lower pH. You will be able to be able to name salts produced during neutralisation. You will be able to be able to write a word equation for neutralisation reactions between an acid and a base. You will be able to be able to identify variables and write a scientific method for required practicals in this topic. You will be able to be able to recall all content from previous units.	You will be able to learn all content from the KO plus additional information. You will be able to be able to explain the difference in pH for a strong and weak acid of the same concentration. You will be able to be able to write the formula for a salt produced during a neutralisation reaction. You will be able to be able to write a balanced symbol equation for neutralisation reactions between an acid and a base. You will be able to be able to suggest variables and write a valid scientific method for required practicals in this topic. You will be able to be able to recall all content from previous units.
Assessment Methods
Do-now tasks. Whole class questioning. Assessed task in lesson. In-class test.

Spanish: Unit 4 Making Plans

Meeting	Exceeding
You will know all the content on the knowledge organiser. You will be able to use the grammar and structures covered so far, mostly accurately. You will be able to translate straightforward sentences into English	You will be able to conjugate common regular verbs and some common irregular verbs in three time frames (past, present, future), very accurately. You will be able to translate sentences into English, with a high degree of accuracy.
Assessment Methods
Grammar & Translation

Mathematics: Unit 6 Graphs

Meeting	Exceeding
You will be able to find the gradient, midpoint and length of a line segment. You will be able to rearrange to find the gradient and y-intercept from a linear equation in the form y = mx +c. You will be able to plot and sketch linear graphs, including those in the form ax+by=c. You will be able to find the equation of a line, given its gradient and one point on the line. You will be able to find the equations of lines parallel or perpendicular to a given line. You will be able to draw and interpret distance-time graphs. You will be able to draw and interpret velocity-time graphs. You will be able to draw quadratic graphs, and solve quadratic equations using graphs. You will be able to Identify the line of symmetry of a quadratic graph. You will be able to draw graphs of cubic functions, and use graphs to solve cubic equations. You will be able to draw graphs of reciprocal functions. You will be able to draw the graph of a circle.	You will be be able to apply all MEETING criteria in a problem solving context, where you must analyse the problem and decide which skill(s) to apply.
Assessment Methods
In class test (~70% skills, ~30% problem solving). Do Now and in class monitoring. Homework – Dr Frost tasks.

French: Unit 4 My Local Area

Meeting	Exceeding
You will know all the content on the KO. You will be able to conjugate common regular verbs and some common irregular verbs in three time frames (past, present, future) mostly accurately. You will be able to use the grammar and structures covered so far, mostly accurately. You will be able to translate straightforward sentences, containing a variety of tenses, vocabulary and grammatical structures, into English.	You will be able to conjugate common regular verbs and some common irregular verbs in three time frames (past, present, future), very accurately. You will be able to translate sentences into English, with a high degree of accuracy.
Assessment Methods
Grammar and translation

Geography: Unit 5 UK Geology

Meeting	Exceeding
You will be able to define the three rock types and how they form. You will be able to identify geological characteristics north and south of the Tees-Exe line. You will be able to identify causes of natural climate change. You will be able to recall the two main processes of glacial erosion. You will be able to explain human uses and challenges in glaciated landscapes, like the Lake District.	You will be able to explain key characteristics of igneous, sedimentary, and metamorphic rocks. You will be able to explain geological characteristics north and south of the Tees-Exe line. You will be able to explain natural causes of climate change. You will be able to explain how erosion and deposition create glacial landforms. You will be able to assess the social, economic, and environmental impacts of human activity in glaciated landscapes such as the Lake District.
Assessment Methods
Do Now Tasks GIS task Knowledge based end of unit assessment

Physics: Unit 4 Speed

Meeting	Exceeding
You should be able to recall all content from KO.  You should be able to calculate all 3 variables of the speed equation with units given in the question.  You should be able to qualitatively analyse distance-time graphs e.g. describing motion.  You should be able to identify variables and write a scientific method.  You should be able to plot appropriate graphs and describe what the data shows.	You should be able to recall all content from KO plus additional information.  You should be able to calculate all 3 variables of the speed equation and convert units.   You should be able to quantitatively analyse distance-time graphs e.g. calculating the speed.  You should be able to suggest variables and write a valid scientific method.  You should be able to plot appropriate graphs, describe and explain what the data shows.
Assessment Methods
Do now tasks  Whole class questioning  Teacher assessed task End of topic test

Chemistry: Unit 5 Earth’s Resource

Meeting	Exceeding
You need to learn all content from the KO. State the environmental impact of extracting resources. Give reasons why materials are running out. Plot a graph using data to show how long resources will last. You need to be able to recall all content from previous units.	You need to learn all content from the KO plus additional information. Evaluate the impact of extracting resources on the environment. Evaluate the reasons why current estimates of how long raw materials will last for may change. Choose an appropriate scale to graph data showing how long resources will last. You need to be able to recall all content from previous units.
Assessment Methods
Do-now tasks. Whole class questioning. In-class test.

Biology: Unit 4 Inheritance

Meeting	Exceeding
You will be able to recall all of the content of the KO You will be able to refer to a diagram to show the relationship between DNA, chromosomes and genes. You will be able to describe how genetic information is passed from parents to offspring You will be able to explain why offspring from the same parents look similar but are not usually identical You will be able to explain how a change in the DNA may affect an organism and its future offspring. You will be able to recall all criteria from previous topics	You will be able to recall all of the content of the KO plus additional knowledge You will be able to create a diagram to show the relationship between DNA, chromosomes and genes. You will be able to describe in detail how genetic information is passed from parents to offspring You will be able to explain why offspring from the same parents look similar but are not usually identical You will be able to explain in detail how a change in the DNA may affect an organism and its future offspring You will be able to suggest benefits from scientists knowing all the genes in the human genome. You will be able to recall all criteria from previous topics
Assessment Methods
Do now tasks Whole class questioning Written TEST/30

Design Technology: Unit 3 Alessi Eggcup Project

Meeting	Exceeding
You will be able to develop two ideas that meet the design brief. You will be able to design work that strongly reflects the ethos and corporate style of the company ‘Alessi’. You will be able to produce a final idea that has been chosen based on a sound evaluation process. You will be able to translate your sketched idea into a 3D CAD version, with a high degree of fidelity. You will be able to use CAD with a good level of competency. You will be able to 3D print work so that it shows a good level of structural integrity. You will be able to design so that your model is able to hold an ‘average’ sized egg securely. You will be able to design so that your model is stable and does not topple over easily. You will be able to finish your model through sanding and painting.	You will be able to develop at least two ideas that fully meet the design brief. You will be able to design work that shows a clear understanding of the design ethos of ‘Alessi’. You will be able to present your design sketches using a range of techniques to enhance the communication of your ideas. You will be able to create a sophisticated final prototype that shows a mastery of On-Shape software. You will be able to 3D print work, to show an understanding of the limitations of the technique and how to overcome these through thorough analysis of your scale model. You will be able to make a final prototype that is perfectly sized, with a stable base. You will be able to complete a high level of finishing on your model. You will be able to utilise complimentary modelling techniques to enhance your prototype.
Assessment Methods
Alessi Eggcup Assessment sheet. Do Now booklet. In class monitoring – each lesson.

Art: Unit 3 Urban Decay

Meeting	Exceeding
You will be able to cover the main aspects of the theme with some visual elements, describing features and mood your presentation is neat and functional. You will be able to show good skill and creativity in your drawing series, with an adequate use of different drawing systems; you capture the locality well, though your work may lack realism or bold experimentation. You will be able to demonstrate good control of tone and texture in your observational drawing, though there may be minor inconsistencies or areas that lack detail; transitions between textures are clear but not highly refined. You will be able to be well-organised in your artist research page with a clear layout and background presentation; your analysis of Ian Murphy’s work shows a good understanding of his techniques and themes, though it may not go into much depth. You will be able to create a mixed media piece that combines three to four materials effectively; your work shows a clear link to your initial drawing. You will be able to competently present your sketchbook with some visual interest, your ideas will be communicated clearly.	You will be able to create a visually engaging and insightful mind map that responds thoughtfully to the theme of Urban Decay, showing originality and referencing key information from your Knowledge Organiser. You will be able to demonstrate exceptional drawing skill and creativity in your locality drawing series, with confident experimentation across a range of drawing systems that effectively capture the atmosphere of urban decay through architecture. You will be able to produce a hyper-realistic pencil drawing with outstanding tonal range, depth, and texture, seamlessly transitioning between materials like wood, metal, and brick with high observational accuracy. You will be able to show your artist research page as visually compelling and well-structured, with thorough and personal analysis of Ian Murphy’s work that shows critical engagement with his techniques and themes. You will be able to develop a highly innovative mixed media piece that integrates at least five materials in a cohesive and visually striking way, showing strong links to your initial studies and confident experimentation. You will be able to show your sketchbook which will be highly detailed, dynamic, and interactive, with rich visual content and a thoughtful layout that clearly communicates architectural features, mood, and thematic exploration.
Assessment Methods
Practical assessment of sketchbook progress. In class monitoring – each lesson.

Mathematics: Unit 9 – Proportion

This unit introduces the idea of proportional variables, how to recognise them, and how they can be used to create formula and solve problems.

Meeting	Exceeding
You will be able to create simple direct proportion formula from values. You will be able to create simple inverse proportion formula from values. You will be able to draw and interpret direct proportion graphs. You will be able to draw and interpret inverse proportion graphs.	To exceed the criteria, students should be able to apply all MEETING criteria in a problem solving context, where they must analyse the problem and decide which skill(s) to apply.
Assessment Methods
In class test (~70% skills, ~30% problem solving): Do Now and in class monitoring. Homework – Dr Frost tasks.

Mathematics: Unit 8 – Prisms and Pythagoras

This unit further develops 3D shapes, finding surface area and volume of more complex shapes, and introduces Pythagoras’ Theorem.

Meeting	Exceeding
You will be able to convert metric units for area and volume. You will be able to calculate the volume of a prism. You will be able to calculate the volume of a cylinder. You will be able to calculate the surface area of a prism. You will be able to calculate the surface area of a cylinder. You will be able to calculate the volumes and surface areas of composite shapes. You will be able to calculate missing sides of right-angled triangles using Pythagoras’ Theorem	To exceed the criteria, students should be able to apply all MEETING criteria in a problem solving context, where they must analyse the problem and decide which skill(s) to apply.
Assessment Methods
In class test (~70% skills, ~30% problem solving): Do Now and in class monitoring. Homework – Dr Frost tasks.

Computing: Unit 3 Programming Fundamentals Part 3

Meeting	Exceeding
You will be able to recall all the contents of the KO. You will be able to demonstrate a firm understanding of sequence, selection & iteration. You will be able to demonstrate the ability to manipulate strings. You will be able to demonstrate the ability read/write/append to text files. You will be able to score 50% or above in the end of unit assessment.	You will be able to recall all the contents of the KO plus additional information from lessons. You will be able to manipulate strings using ASCII values. You will be able to write complex programs using file handling. You will be able to score 90% or above in the end of unit assessment.
Assessment Methods
Do now tasks to test knowledge of KO. Teacher observation. End of unit assessment.

Business Studies: Unit 4 Location & Business Planning

Meeting	Exceeding
You will be able to recall all content of the knowledge organiser. You will be able to identify 5 factors influencing the location decision of a business. You will be able to state the purpose of business planning. You will be able to identify the 4 main sections within a business plan. You will be able to state two benefits and two drawbacks of business planning.	You will be able to explain how the factors influence where a business is located in the context of a range of different business types. You will be able to explain the importance of business planning. You will be able to explain two benefits and two drawbacks of business planning. You will be able to explain the relationship between business planning and objectives.
Assessment Methods
Do Now. Whole Class teacher questioning. Written Assessment (35 marks). Teacher Assessed Question (6 marks).

Spanish: Unit 3 Youth in action

Meeting	Exceeding
You will know all of the content on the knowledge organiser. You will be able to produce verbs in two time frames (past and present) Your writing in Spanish will be mostly accurate	You can use more complex grammar and a range of verb forms. You can use a broad range of language including varied justified opinions and 3rd person opinions Your writing in Spanish will be highly accurate.
Assessment Methods
Writing

German: Unit 3 Past and future

Meeting	Exceeding
You will know all the content of the knowledge organiser. You will be able to translate a variety of vocabulary and grammatical structures into German. This will include three time frames (past, present, future), opinions and adjectives. Your written German will be mostly accurate, although there may be some minor errors (e.g. spellings, genders, agreements).	Your writing in German will be highly accurate.
Assessment Methods
Translation into German and reading.

French: Unit 3 Future plans

Meeting	Exceeding
You will know all the content of the knowledge organiser. You will be able to translate a variety of vocabulary and grammatical structures into French. This will include three time frames (past, present, future), negatives and adjectives. Your written French will be mostly accurate, although there may be some minor errors (e.g. spellings, genders, agreements).	Your writing in French will be highly accurate.
Assessment Methods
Translation into French.

Geography: Unit 4 Hazardous Earth: Tectonics

Meeting	Exceeding
You will be able to describe the Earth’s structure. You will be able to identify the different plate boundaries. You will be able to identify earthquake hazards, including tsunami, and features of earthquakes. You will be able to describe characteristics of composite and shield volcanoes. You will be able to explain the impacts and responses of earthquakes or cyclones in countries with different levels of development.	You will be able to describe the Earth’s structure and explain how heat generates convection which moves plates. You will be able to explain how different plate boundaries move, and how they link to earthquakes and volcanoes. You will be able to explain the formation of tsunamis, and how the magnitude and depth of an earthquake affect its impact. You will be able to explain characteristics of composite and shield volcanoes. You will be able to assess the impacts and responses of earthquakes or cyclones in countries with different levels of development.
Assessment Methods
Do Now tasks. Teacher led questioning. Timed extended answer question. Written, GCSE style, assessment.

GCSE Physical Education: Unit 2 Cardio-respiratory System

Meeting	Exceeding
You will be able to identify the main components of the respiratory system, including the nose, trachea, bronchi, bronchioles, alveoli, diaphragm, and lungs. You will be able to identify key features of the alveoli, such as their thin walls and large surface area. You will be able to describe the basic processes of inspiration (inhaling) and expiration (exhaling), including the movement of the diaphragm and intercostal muscles. You will be able to define terms like tidal volume, vital capacity, and expiratory reserve volume. You will be able to identify the main components of the cardiovascular system, including the heart, blood vessels (arteries, veins, capillaries), and blood. You will be able to describe the three main types of blood vessels: arteries, veins, and capillaries.	You will be able to identify all the major components of the respiratory system and describe their functions in the process of breathing and gas exchange, e.g., how the diaphragm helps in inspiration. You will be able to describe in detail how the structure of the alveoli aids gaseous exchange, including their large surface area, thin walls for diffusion, moist surface for gas diffusion, and rich blood supply. You will be able to explain the mechanics of inspiration and expiration in more detail, including the role of the diaphragm, intercostal muscles, and changes in lung volume and pressure during each phase. You will be able to define and explain more advanced spirometer terms, including residual volume, inspiratory reserve volume, and total lung capacity, and understand how these relate to lung function. You will be able to identify all components of the cardiovascular system and explain the function of each part, e.g., how the heart pumps blood, and the role of different blood vessels in circulation. You will be able to describe in detail the structure and function of each type of blood vessel, including the thick muscular walls of arteries for high-pressure blood flow, the thinner walls of veins with valves to prevent backflow, and the one-cell-thick capillaries for efficient nutrient and gas exchange. You will be able to explain how these terms relate to each other (Cardiac Output = Heart Rate x Stroke Volume) and describe how changes in heart rate and stroke volume during exercise increase cardiac output to meet the body’s oxygen demand.
Assessment Methods
Do Now Tasks. Mini whiteboard tasks. Formative assessment – questioning. End of unit assessment.

Philosophy Religion and Ethics: Unit 2 Christian Practices

Meeting	Exceeding
AO1 – You will be able to give a basic definition of all Christian Practices key terms with examples, including: Sacraments Evangelism AO1 – You will be able to demonstrate good and accurate knowledge and understanding by describing beliefs, teachings, practices or events related to: Forms of Worship Sacraments Pilgrimage and Celebrations Christianity in Britain and the Church in the local community The worldwide Church AO1 – You will be able to explain statements made with reasoning and/or evidence, such as: Explain how… Explain why… Explain the main features of… Explain the importance/significance of… across these topics. AO2 – You will be able to discuss a statement, showing that you have considered more than one point of view, and refer to religion and belief. You will be able to evaluate views from more than one perspective and show evidence of all the KISSJO skills. Statements could relate to: Forms of Worship Sacraments Pilgrimage and Celebrations Christianity in Britain and the Church in the local community The worldwide Church Using key terms such as Omnipotent, Omnibenevolent, Trinity, Incarnation, Atonement, Resurrection, Sacraments, Evangelism.	AO1 – You will be able to give a comprehensive definition of all Christian Practices key terms and specific examples, including: Sacraments Evangelism AO1 – You will be able to demonstrate comprehensive knowledge and understanding by describing beliefs, teachings, practices or events related to: Forms of Worship Sacraments Pilgrimage and Celebrations Christianity in Britain and the Church in the local community The worldwide Church AO1 – You will be able to explain statements made with reasoning and/or evidence, such as: Explain how… Explain why… Explain the main features of… Explain the importance/significance of… across these topics. AO2 – You will be able to discuss a statement, showing that you have considered more than one point of view, and refer to religion and belief. You will be able to evaluate views from multiple perspectives and demonstrate multiple examples of KISSJO skills throughout your response. Statements could relate to: Forms of Worship Sacraments Pilgrimage and Celebrations Christianity in Britain and the Church in the local community The worldwide Church Using key terms such as Omnipotent, Omnibenevolent, Trinity, Incarnation, Atonement, Resurrection, Sacraments, Evangelism.
Assessment Methods
Do now tasks. Exit Tickets. Sample paper/questions.

Physics: Unit 3 – P3 The Particle Model

Meeting	Exceeding
You should be able to recall all content of the KO You should be able to use the equation for density to calculate missing values and describe differences in densities between states of matter using particle diagrams. You should be able to interpret basic heating and cooling curves You should be able to describe the changes in internal energy during heating, distinguishing between changes in temperature and changes of state. You should be able to apply specific heat capacity and specific latent heat formulas to solve calculations involving thermal energy, with correct units and substitutions. You should be able to explain gas pressure changes using the particle model You should be able to identify variables and write a scientific method for required practicals in this topic. You should be able to plot appropriate graphs and describe what the data shows for required practicals in this topic. You should be able to recall criteria from previous topics	You should be able to recall all content of the KO and extra information You should be able to apply the density equation across a variety of complex contexts, including irregular objects, and interpreting graphs or data tables. You should be able to analyse heating and cooling curves You should be able to explain changes of state using particle theory and internal energy concepts. You should be able to solve multi-step problems using specific heat capacity and specific latent heat formulas. You should be able to use the particle model to explain pressure and volume relationships in gases, applying Boyle’s law. You should be able to suggest variables and write a valid scientific method for required practicals in this topic. You should be able to plot appropriate graphs, describe and explain what the data shows and suggest sources of error for required practicals in this topic. You should be able to recall all criteria from previous topics
Assessment Methods
Do now tasks. Whole class questioning. Teacher assessed task in lesson. Test on P1 Energy and P3 The Particle Model.

Chemistry: Unit 3 Bonding, Structure and Properties

Meeting	Exceeding
You will be able to learn all content from the KO. You will be able to be able to draw the electronic configuration of an ion using a dot-and-cross diagram. You will be able to be able to identify the charge on an ion using electron configuration or the periodic table. You will be able to be able to identify the structure and bonding in a given substance. You will be able to be able to compare the melting/boiling point of molecules and polymers. You need to be able to state a use for nanoparticles. You need to be able to recall all content from previous units.	You will be able to learn all content from the KO plus additional information. You will be able to be able to represent an ionic compound using dot-and-cross diagrams. You will be able to be able to use the charge on a pair of ions to deduce the ionic formula. You will be able to be able to justify the properties of a substance with reference to structure and bonding. You will be able to be able to compare the melting/boiling point of molecules and polymers with reference to intermolecular forces. You will be able to be able to evaluate the use of nanoparticles. You will be able to be able to recall all content from previous units.
Assessment Methods
Do-now tasks. Whole class questioning. Assessed task in lesson. In-class test.

Biology: Unit 4 Heart and Health

Meeting	Exceeding
You will be able to recall all of the content of the KO. You will be able to describe the flow of blood through the heart. You will be able to identify and describe the structure and function of arteries, veins, and capillaries. You will be able to identify different types of blood cells in a photograph or diagram. You will be able to describe the relationship between risk factors and heart disease. You will be able to describe preventive measures and treatments for heart-related conditions. You will be able to begin to describe what the consequences are when things go wrong with the circulatory system. You will be able to recall all criteria from previous topics.	You will be able to recall all of the content of the KO plus additional knowledge. You will be able to identify and describe the structure and function of arteries, veins, and capillaries and explain how the structure of each vessel relates to its function. You will be able to identify different types of blood cells in a photograph or diagram, and explain how they are adapted to their functions. You will be able to describe the relationship between risk factors and heart disease and other noncommunicable diseases. You will be able to evaluate treatments for heart-related conditions. You will be able to describe what the multistep consequences are when things go wrong with the circulatory system. You will be able to recall all criteria from previous topics.
Assessment Methods
Do now tasks. Whole class questioning. Coronary heart disease Teacher assessed task. Written test / 40.

Mathematics: Unit 5 Angles and Trigonometry

Meeting	Exceeding
You will be able to derive and use the sum of angles in a triangle and in a quadrilateral. You will be able to calculate the sum of the interior angles of regular and irregular polygons. You will be able to know the sum of the exterior angles of a polygon. You will be able to calculate the length of an unknown side in a right-angled triangle using Pythagoras’ Theorem. You will be able to use trigonometric ratios to find lengths and angles in a right-angled triangle. You will be able to find angles of elevation and angles of depression.	You will be be able to apply all MEETING criteria in a problem solving context, where you must analyse the problem and decide which skill(s) to apply.
Assessment Methods
In class test (~70% skills, ~30% problem solving). Do Now and in class monitoring. Homework – Dr Frost tasks.

FPaN: Unit 2 Custard / Food Choice

Meeting	Exceeding
You will be able to complete all practical tasks safely within the allocated time with minimal support. You will be able to maintain an organised work area and make a clear attempt to avoid cross-contamination with minimal support. You will be able to follow health and safety practices throughout practical sessions. You will be able to produce a lump-free custard to the correct consistency. You will be able to produce a set custard with sugar caramelisation on top with minimal support. You will be able to describe how allergies or illness affect food choice. You will be able to describe how religion and culture affect food choice. You will be able to describe how sensory testing is carried out.	You will be able to complete all practical tasks safely, independently and within the allocated time. You will be able to maintain a clear, organised work area independently, actively avoiding cross-contamination. You will be able to demonstrate a clear understanding of health and safety requirements. You will be able to produce a silky, lump-free custard independently. You will be able to produce a set custard independently with even sugar caramelisation on top. You will be able to explain accurately how allergies or illness affect food choice. You will be able to explain accurately how religion and moral or ethical beliefs affect food choice. You will be able to describe in detail how sensory testing is carried out.
Assessment Methods
Practical assessment presented as a Finished dish. Written assessment for Food theory. In class monitoring – on going – each lesson.

Graphics: Unit 2 Movie Poster

Meeting	Exceeding
You will be able to include a range of relevant artists and images through research. You will be able to be able to show understanding of the researched designers’ styles and techniques. You will be able to make clear links between research and your own ideas. You will be able to experiment with a variety of media and techniques. You will be able to make thoughtful choices in materials to support your ideas. Your will be able to show development and refinement of work through presentation. You will be able to record ideas and observations clearly and consistently. You will be able to show annotations that will explain decisions and reflect on progress. You will be able to show a clear link to intentions. You will be able to show clear evidence of problem solving and reflections throughout. You will be able to show that the final outcome will be complete and clearly linked to earlier work. You will be able to demonstrate an understanding of visual language and designer influences. You will be able to communicate your personal ideas effectively.	You will be able to show your research will be extensive and include diverse, well-chosen sources. You will be able to demonstrate deep critical analysis and interpretation of artists’ work. You will be able to show your research will be insightfully connected to your personal intentions and creative direction. You will be able to demonstrate innovative and confident use of media and techniques. You will be able to show your experiments will be purposeful and lead to significant refinement. You will be able to show media choices that will enhance the conceptual and visual impact of the work. You will be able to record ideas and progress insightfully and reflectively. You will be able to show critical thinking and evolving intentions through annotations. You will be able to show excellent problem solving and resilience. You will be able to show your final piece will be highly resolved, original, and impactful. You will be able to seamlessly integrate artist influences with a personal vision. You will be able to demonstrate sophisticated use of visual language and strong conceptual clarity.
Assessment Methods
Practical design assessment presented as a PowerPoint. Do Now tasks throughout the project. In class monitoring – each lesson.

Design Technology: Unit 2 Tealight Holder

Meeting	Exceeding
You will be able to complete the project, producing a finished tealight holder that holds two tealights safely. You will be able to ensure that the product has a flat stable base and does not rock or wobble. You will be able to securely join work using PVA adhesive. You will be able to sand work to remove the majority of adhesive and pencil marks. You will be able to remove all hard edges through sanding. You will be able to produce cross halving joints that ensure minimal gaps and hold the two parts securely and perpendicular to each other. You will be able to drill using a Forstner bit, which is drilled centrally and to the correct depth. You will be able to apply an even coat of Danish oil.	You will be able to completed the project, creating a high quality final product. You will be able to interpret an orthographic drawing independently, to enable you to marked out your work with a high level of accuracy. You will be able to produce cross halving joints which are cut with a high degree of skill and show no discernible gaps. You will be able to produce cross pieces that are exactly perpendicular to the main body. You will be able to complete sanding so that it removes all excess adhesive and pencil marks. You will be able to sand away all hard edging, evenly and with sophistication. You will be able to apply Danish oil, allowing time to recoat with interim sanding/smoothing, producing a high quality finish.
Assessment Methods
Tealight Holder Assessment sheet. Do Now booklet. In class monitoring – each lesson.

Art: Unit 2 Half Mask

Meeting	Exceeding
You will include 10 relevant images that relate to your chosen theme. Your annotations will be clear and make some links to mask design, cultural or stylistic influences. Presentation will be neat and organised, showing care in layout. You will produce x3 clear design ideas that show a link to your research. Each design idea will include some creative elements and is competently drawn. Your mask will be securely built, with a clear and recognisable form. Basic details will be included, showing some observation from your research. Your final mask will be finished with appropriate colour and decoration. Some of your creative choices will be evident in your use of colour, texture, or embellishment. Your finishing techniques will be carefully applied and show a connection to your research and design ideas.	You will select 10 highly relevant, visually diverse images that demonstrate a sophisticated understanding of your theme. Your annotations will be analytical and insightful, making explicit links to cultural, stylistic, and material influences. Your presentation will be highly creative, visually engaging, and exceptionally well-organised, showing a personal and meaningful response. You will produce 3 imaginative, original, and well-developed design ideas, each clearly demonstrating the influence of your research and investigations. Your sketches will be skilfully presented, showing confident exploration and refinement of ideas. Your mask construction will be confident and technically accomplished, with smooth, well-formed surfaces and a robust structure. Details will be precisely and thoughtfully constructed, reflecting careful observation and recording from your research. Your final mask will be visually striking, demonstrating a highly personal and creative outcome. Your colour, texture, and embellishments will be thoughtfully selected and applied, enhancing the overall design. Your finishing techniques will be skilfully executed and clearly reflect your research and development work.
Assessment Methods
Practical assessment of clay mask outcome along with research and supporting studies. In class monitoring – each lesson.

Computing: Unit 2 Programming Fundamentals Part 2

Meeting	Exceeding
You will be able to recall all the contents of the KO. You will be able to demonstrate the correct use of input & output. You will be able to demonstrate an understanding of iteration. You will be able to demonstrate an understanding of data types. You will be able to demonstrate the correct use of count-controlled loops. You will be able to demonstrate the correct use of condition-controlled loops. You will be able to demonstrate the ability to loop through an array. You will be able to score 60% or above in the end of unit assessment.	You will be able to recall all the contents of the KO plus additional information from lessons. You will be able to code a full program to solve a complex problem. You will be able to score 90% or above in the end of unit assessment.
Assessment Methods
Do now tasks to test knowledge of KO. Teacher observation. End of unit assessment.

Business Studies: Unit 3 Stakeholders

Meeting	Exceeding
You will be able to recall all content of the knowledge organiser. You will be able to state the difference between aims and objectives. You will be able to state two objectives of a start-up business. You will be able to state two objectives of an established large business. You will be able to identify the six main stakeholders of a business. You will be able to explain two different objectives for two of the identified stakeholder groups. You will be able to identify other ways success can be measured other than profit.	You will be able to identify alternative ways success can be measured other than profit. You will be able to explain the impact and influence stakeholders have on businesses and their objectives. You will be able to explain using an example why a business may set an ethical or environmental objective. You will be able to explain how businesses may face conflict between stakeholders.
Assessment Methods
Do Now. Whole Class teacher questioning. Written Assessment (35 marks). Teacher Assessed Question (6 marks).

Spanish: Unit 2 Wellbeing

Meeting	Exceeding
You will know the content on the knowledge organiser. You will understand the main points in short spoken and written passages which include reference to different time frames. You will be able to transcribe short phrases with some accuracy You will be able to understand and use verbs in three time frames (past, present, future)	You will understand most details in short spoken passages. You will be able to transcribe short phrases very accurately. Your Spanish grammar will be highly accurate.
Assessment Methods
Reading and grammer

German: Unit 2 Sport and holidays

Meeting	Exceeding
You will know all of the content on the knowledge organiser. You will be able to demonstrate understanding of a range of short and longer texts, which include opinions and refer to the present, the past and the future. You will be able to translate a variety of vocabulary and grammatical structures into German, including three time frames (past, present, future), negatives and opinions. You will be able to write in German which will be mostly accurate, although there may be some minor errors (e.g. spellings and genders).	You will be able to demonstrate understanding of the overall messages and key points of a range of texts, which include different tenses, opinions and some less familiar vocabulary and more complex grammatical structures.
Assessment Methods
Reading and Writing

Geography: Unit 3 Hazardous Earth: Climate and Cyclones

Meeting	Exceeding
You will be able to describe how global atmospheric circulation operates. You will be able to identify natural causes and past evidence of climate change. You will be able to describe how climate is changing as a result of human activities both now and in the future. You will be able to describe the formation of tropical cyclones and identify characteristics of cyclones. You will be able to describe the physical hazards of tropical cyclones.	You will be able to explain how global atmospheric circulation operates. You will be able to explain natural causes and past evidence of climate change. You will be able to explain how climate is changing as a result of human activities both now and in the future. You will be able to explain the formation of tropical cyclones and identify characteristics of cyclones. You will be able to explain the physical hazards of tropical cyclones, and why some countries are more vulnerable to these hazards.
Assessment Methods
Do Now tasks. Teacher led questioning. Practice extended answer question. Written, GCSE style, assessment.

Biology: Unit 3 Digestion

Meeting	Exceeding
You will be able to recall all of the content of the KO. You will be able to recall knowledge of the digestive system studied in Key Stage 3 science. You will be able to describe and explain 2 ways the small intestine is adapted for its function. You will be able to describe the role of bile. You will be able to describe the nature of enzyme and relate their activity to temperature and pH changes. You will be able to Plot appropriate graphs and describe what the data shows. You will be able to Identify the IV DV and some CVs in investigations. You will be able to recall all criteria from previous topic.	You will be able to recall all of the content of the KO plus additional knowledge. You will be able to recall knowledge of the digestive system studied in Key Stage 3 science. You will be able to Describe and explain 4 ways the small intestine is adapted for its function. You will be able to describe and explain the role of bile. You will be able to describe and explain the nature of enzyme molecules and relate their activity to temperature and pH changes. You will be able to plot appropriate graphs and describe and explain what the data shows. You will be able to Identify the IV DV and all CVs in investigations. You will be able to recall all criteria from previous topic.
Assessment Methods
Do now tasks. Whole class questioning. Food tests Teacher assessed task. Written test / 40.

Biology: Unit 2 Cell Transport

Meeting	Exceeding
You will be able to recall all of the content of the KO. You will be able to describe factors that affect diffusion. You will be able to calculate surface area to volume ratios. You will be able to calculate percentage mass change. You will be able to plot appropriate graphs. You will be able to describe the effect of different solutions on the mass of plant tissue. You will be able to recall all criteria from previous topics.	You will be able to recall all of the content of the KO plus additional knowledge. You will be able to describe factors that affect diffusion. You will be able to calculate and compare surface area to volume ratios. You will be able to calculate percentage mass change and understanding why this is used. You will be able to plot appropriate graphs and identify where there is zero mass change. You will be able to describe and explain the effect of different solutions on the mass of plant tissue. You will be able to recall all criteria from previous topics.
Assessment Methods
Do now tasks. Whole class questioning. Osmosis Teacher assessed. Written test / 40.

Mathematics: Unit 4 Fraction, Ratio and Percentage

Meeting	Exceeding
You will be able to add, subtract, multiply and divide fractions and mixed numbers. You will be able to find the reciprocal of an integer, decimal or fraction. You will be able to write ratios in the form 1 :n or n :1. You will be able to use ratios to share quantities and solve problems. You will be able to convert between currencies and units of measure. You will be able to recognise and use direct proportion. You will be able to use percentages and ratios. You will be able to work out percentage increases and decreases. You will be able to calculate using fractions, decimals and percentages. You will be able to convert a recurring decimal to a fraction.	You will be be able to apply all MEETING criteria in a problem solving context, where you must analyse the problem and decide which skill(s) to apply.
Assessment Methods
In class test (~70% skills, ~30% problem solving). Do Now and in class monitoring. Homework – Dr Frost tasks.

Mathematics: Unit 3 Interpreting and Representing data

Meeting	Exceeding
You will be able to construct and use back-to-back stem and leaf diagrams. You will be able to construct and use frequency polygons and pie charts. You will be able to plot and interpret time series graphs. You will be able to use trends to predict what might happen in the future. You will be able to use scatter graphs and lines of best fit. You will be able to decide which average is best for a set of data. You will be able to estimate the mean and range from a grouped frequency table. You will be able to find the modal class and the class containing the median. You will be able to construct and use two-way tables. You will be able to recognise misleading graphs.	You will be be able to apply all MEETING criteria in a problem solving context, where you must analyse the problem and decide which skill(s) to apply.
Assessment Methods
In class test (~70% skills, ~30% problem solving). Do Now and in class monitoring. Homework – Dr Frost tasks.

Art: Unit 3 Overview – Gargoyles

A 3D project which allows students to gain experience of working with clay.

Meeting	Exceeding
Your face shape will look natural and proportionate. You will demonstrate a consistent ability to apply all moulding techniques. Your facial features will be altered using exaggerated scale and proportion. Your joins between clay attachments will be smoothed and sealed properly. Your painting will be neat, showing areas of light and dark. You will have clearly linked to your design and research.	Your face shape will look highly natural and well-proportioned. You will demonstrate a highly developed ability to apply all moulding techniques accurately. Your features will be creatively and effectively altered using exaggerated scale and proportion. All your joins will be expertly smoothed and sealed, showing no visible seams. Your painting will be neat, with excellent use of light and dark to create depth. You will have strong and clear links to your design and research throughout.
Assessment Methods
Planning and research tasks In class monitoring – each lesson

Music: Unit 4 Variations

You will learn about the minor key. You will learn how to develop a melody by using a range of techniques to create variations

Meeting	Exceeding
You will be able to use all KO content. You will produce composition work which includes three basic variations of the theme. Your composition demonstrates some awareness of use of the minor key. Your composition demonstrates use of at least one variation technique. You will be able to aurally identify the use of variation techniques in the music of other composers.	You will be able to use all KO content and additional information. You will produce composition work which includes three or more sophisticated variations of the theme. Your composition demonstrates accurate use of the minor key. Your composition demonstrates use of several variation techniques. You will be able to aurally identify the full range of variation techniques in the music of other composers.
Assessment Methods
Composition task – variations on Frere Jacques Listening assessment – Ives Variations on America Informal listening tasks in class Do Now tasks Teacher questioning

Computing: Unit 4 Data Representation

Meeting	Exceeding
You can recall all the contents of the KO. You will be to explain what binary digits (bits) are. You will be able to measure the size or length of a sequence of bits as the number of binary digits that it contains. You can convert binary to denary. You can convert denary to binary. You can convert between different units and multiples of representation size You will receive 60% or above in the class assessment	You can recall all the contents of the KO plus additional information from lessons. You will be able to provide examples of the different ways that data is represented in binary, including text, sound and images. You will receive 90% or above in the class assessment.
Assessment Methods
Do now tasks to test knowledge of KO Teacher observation End of unit assessment

Spanish: Unit 3 Food and Drink

Meeting	Exceeding
You will know all of the content on the knowledge organiser. You will be able to demonstrate understanding of the main points in spoken passages. You will be able to transcribe familiar words. You will be able to understand and produce verbs in three time frames (past, present and future) Your writing in Spanish will be mostly accurate (including correct articles, accents, spellings) and the meaning is clear, but there may be minor errors.	You will be able to demonstrate understanding of details in short spoken passages using familiar vocabulary. You will be able to transcribe familiar words accurately. Your Spanish grammar will be highly accurate.
Assessment Methods
Listening & Translation

French: Unit 3 Relationships and Lifestyle

Meeting	Exceeding
You will write short texts, giving descriptions and personal opinions with some justification, referring to the past, present and future time frames on the KO. You will use a range of 1st and some 3rd person verbs. You will use a range of common vocabulary and structures, including justified opinions, time phrases, intensifiers, connectives and negatives. Your writing will be mostly accurate and the meaning will be clear. There may be minor errors (eg spellings, genders, agreements) and some errors with more complex structures.	You will adapt the language you have learnt in class, to produce your own creative language . You will use more complex grammar and a range of verb forms. You will use a broad range of language including varied justified opinions, 3rd person opinions, more complex language. You can give and seek information. Your written work will be highly accurate.
Assessment Methods
Open writing

Geography: Unit 4 Superpowers

Meeting	Exceeding
You will be able to identify the different factors that lead to a country becoming a superpower. You will be able to describe the extent of the British Empire at its largest. You will be able to identify who the main BRICs and MINT countries are and recall one key fact about each. You will be able to identify all the countries who are interested in the South China Sea. You will be able to describe how superpowers change over time.	You will be able to explain two different factors that lead to a country becoming a superpower. You will be able to explain Great Britain had such a large empire in the past and explain why it declined. You will be able to describe in detail who the main BRICs and MINT countries are and why they are significant. You will be able to explain the conflict in the South China Sea. You will be able to evaluate views on who will be the biggest superpower in the future.
Assessment Methods
Do Now Tasks Reciprocal Reading task Future of superpowers write up

Philosophy, Religion & Ethics – Unit 2

Big question: Good, Bad, Right and Wrong – How Do I Decide?

Ethical Theories, Moral dilemmas, Punishment and Justice responses to this Part 2

Meeting	Exceeding
You should explain two different ethical theories (like Utilitarianism, Deontology or Virtue Ethics) that teach how to make moral decisions, and link these ideas to the Big Question of the Year. You should describe how the Big Question might affect people or communities, with at least one clear example. You should define these key terms and give an example for each: punishment, forgiveness, justice, free will, and sin. You should name a source of moral guidance (like conscience, religion, or a holy book) and use it to support your answer. You should identify which point or side is strongest or weakest when thinking about the Big Question and explain why with an example. You should give your own view and the opposite view on the Big Question, using examples and reasons for both sides.	You could include other ethical ideas you’ve learned outside of the lesson as well as the ones inside (Utilitarianism or Virtue Ethics )and explain in detail how they link to the Big Question of the Year. You could give several examples of how the Big Question might affect people or communities in real life. You could clearly define and give several examples of these key ideas: punishment, forgiveness, justice, free will, and sin. You could use more than one source of moral guidance (like conscience, religion, or a holy book) to support the points you make in your answer. You could explain which arguments are strongest and weakest, using more than one example to show your thinking clearly in relation to the Big Question. You could give your own view and the opposite view on the Big Question, with clear reasons and examples for both, and link in ideas from other parts of the syllabus, including things studied last year.
Assessment Methods
Do now tasks Exit Tickets Answering the Big question of the year

Physics: Unit 3 Magnetism

Meeting	Exceeding
You should be able to recall all content from KO. You should be able to identify whether magnetic poles are going to attract or repel. You should be able to draw magnetic field lines of a bar magnet. You should be able to identify key parts of an electromagnet. You should be able to identify variables and write a scientific method to investigate the strength of an electromagnet. You should be able to plot appropriate graphs and describe what the data shows.	You should be able to recall all content from KO plus additional information. You should be able to use knowledge of magnetic materials to state whether they will attract or repel a bar magnet. You should be able to draw magnetic field lines of a bar magnet and predict magnetic field lines of 2 adjacent bar magnets. You should be able to apply electromagnet knowledge to explain how a bell, circuit breaker and loudspeaker work. You should be able to suggest variables and write a valid scientific method to investigate the strength of an electromagnet. You should be able to plot appropriate graphs and describe and explain what the data shows.
Assessment Methods
Do now tasks Whole class questioning Electromagnet investigation End of topic test

Chemistry J: Unit 4 Earth Structure

Meeting	Exceeding
You need to learn all content from the KO. You need to be able to identify the different layers of the Earth. You need to be able to state the evidence of plate tectonic theory. You need to be able to compare the size of crystals in extrusive and intrusive igneous rock. You need to be able to describe the formation of sedimentary, igneous and metamorphic rocks. You need to be able to recall all content from previous units.	You need to learn all content from the KO plus additional information. You need to be able to describe the composition of the different layers of the Earth. You need to be able to evaluate the evidence for plate tectonics. You need to be able evaluate the experiment which provides evidence for crystal size in igneous and extrusive igneous rocks. You need to be able to use the rock cycle to explain how rocks can be turned from one type into another. You need to be able to recall all content from previous units.
Assessment Methods
Do-now tasks. Whole class questioning. Assessed task in lesson. In-class test.

Biology: Unit 3 Variation

Meeting	Exceeding
You will be able to recall all of the content of the KO You will be able to identify some characteristics that show continuous and categoric variation. You will be able to give examples of inherited and environmental variation. You will be able to collect, organise and interpret variation data using appropriate scientific methods. You will be able to describe how variation contributes to survival and evolution through natural selection You will be able to recall all criteria from previous topic	You will be able to recall all of the content of the KO plus additional knowledge You will be able to identify many characteristics that show continuous and categoric variation. You will be able to explain the differences between inherited and environmental variation. You will be able to collect, organise and interpret variation data using appropriate scientific methods You will be able to explain how variation contributes to survival and evolution through natural selection You will be able to recall all criteria from previous topic
Assessment Methods
Do now tasks Whole class questioning Table and graph skill Teacher assessed task

Mathematics: Unit 7 – Quadratic expressions

This important unit further algebraic manipulation skills with quadratic expressions, including special quadratics like perfect squares and the difference of two squares

Meeting	Exceeding
You will be able to expand the product of two brackets. You will be able to expand the product of three brackets. You will be able to factorising quadratic expressions. You will be able to recognise and use the difference of two squares. You will be able to recognise and use perfect squares.	To exceed the criteria, students should be able to apply all MEETING criteria in a problem solving context, where they must analyse the problem and decide which skill(s) to apply.
Assessment Methods
In class test (~70% skills, ~30% problem solving): Do Now and in class monitoring. Homework – Dr Frost tasks.

Mathematics: Unit 6 Compound Units and Real Life Graphs

Meeting	Exceeding
You will be able to understand and use measures of speed. You will be able to understand and use density. You will be able to understand and use other compound units. You will be able to understand and use unit pricing. You will be able to learn how graphs can be used to represent real-life situations. You will be able to draw and use real-life graphs. You will be able to draw and interpret distance-time graphs. You will be able to draw and interpret velocity-time graphs.	To exceed the criteria, students should be able to apply all MEETING criteria in a problem solving context, where they must analyse the problem and decide which skill(s) to apply.
Assessment Methods
In class test (~70% skills, ~30% problem solving): Do Now and in class monitoring. Homework – Dr Frost tasks.

English: Unit 4 ‘Animal Farm’ by George Orwell

In this unit, students will read George Orwell’s famous novel and learn about the historical context and political messages, as well as how language is used to convey these to the reader. Students will also be able to reflect on how contextual factors shape a novel, and how to apply this in the future to other texts.

Meeting	Exceeding
You need to demonstrate understanding of how ‘Animal Farm’ is an allegory, reflecting on historical influences. You need to understand plot and character. You need to identify specific techniques employed by the author, using appropriate terminology. You need to comment on and explain the choices made by the author, exploring implied levels of meaning. You need to Score 30+ in assessment	Exceeds: You have all of the criteria for ‘meets’* and at least some of the following:* You need to show an excellent understanding of the novel, its historical influences and the allegorical messages it contains. You need to demonstrate secure understanding of plot and character. You need to show excellent understanding of writer’s techniques, developing analysis consistently. You need to score above 36 in assessment
Assessment Methods
Do Now End of unit assessment

Music: Unit 3 Jazz and Blues

You will learn about the features of Blues and Jazz, including jazz harmony, jazz instruments, improvising and the context in which jazz music evolved

Meeting	Exceeding
You will be able to use all KO content. You will be able to aurally identify most features of a typical piece of swing jazz music. You will be able to describe a 7^th chord. You will perform In the Mood demonstrating reasonable accuracy of pitch and rhythm. You will be able to perform demonstrating a reasonable sense of ensemble. You will be able to improvise a short improvisation of 2 bars using a limited range of notes.	You will be able to use all KO content and additional information. You will be able to aurally identify and place in historical context the majority of features of a typical piece of swing jazz music. You will be able to accurately identify which notes form a specific seventh chord. You will perform In the Mood demonstrating a high degree of accuracy and style. You will perform demonstrating a good sense of ensemble. You will be able to improvise for a longer period of time and using a wider range of pitches.
Assessment Methods
Listening task on C Jam Blues Paired Performance of In the Mood Whole Class improvising sessions Do Now tasks Teacher questioning

Computing: Unit 3 Spreadsheets

Meeting	Exceeding
You will be able to demonstrate knowledge of all content in the KO. You will be able to use key formulae. You will be able to use key functions. You will be able to apply key formatting techniques. You will be able to insert charts. You will be able to score at least 60% on the end of unit test	You will be able to demonstrate knowledge of all content in the KO, including additional information. You will be able to use the IF function. You will be able to use absolute cell referencing. You will be able to apply conditional formatting. You will be able to modify chart elements. You will be able to score at least 90% on the end of unit test.
Assessment Methods
Do now tasks to test knowledge of KO Teacher observation End of unit assessment

Spanish: Unit 2 Media and Free Time

Meeting	Exceeding
You will know all of the content on the knowledge organiser. You will be able to produce verbs in two time frames (past and present) Your writing in Spanish will be mostly accurate	use more complex grammar and a range of verb forms. use a broad range of language including varied justified opinions and 3rd person opinions Your writing in Spanish will be highly accurate.
Assessment Methods
Writing

Geography: Unit 3 Hazards

Meeting	Exceeding
You will be able to define natural hazards and disaster. You will be able to identify plate types and where hazards occur. You will be able to describe key features of an earthquake and identify impacts of a tsunami within a case study. You will be able to identify two factors needed for a cyclone to form and identify impacts of cyclones within a case study. You will be able to identify wildfire types and identify responses to wildfires within a case study.	You will be able to define natural hazards, disasters, and hazard types. You will be able to explain why tectonic plates move. You will be able to explain how earthquakes form and explain impacts of tsunamis within a case study. You will be able to explain cyclone formation and explain impacts of cyclones within a case study. You will be able to explain different wildfire types and explain responses to wildfires within a case study.
Assessment Methods
Do Now Task Tohoku Manga Comic Strip Knowledge based end of unit assessment

Physics: Unit 2 Electricity

Meeting	Exceeding
You should be able to recall all the content from KO. You should be able to explain how electron transfer causes static electricity.   You should be able to draw and interpret simple circuit diagrams.  You should be able to apply rules of current in series and parallel to calculate unknown values.   You should be able to identify variables and write a scientific method.  You should be able to plot appropriate graphs then describe what the data shows.	You should be able to recall all the content from KO plus additional information. You should be able to apply the idea of static electricity to unfamiliar question scenarios.  You should be able to draw and interpret complex circuit diagrams.  You should be able to explain how components affect the current in a circuit.   You should be able to suggest variables and write a valid scientific method.  You should be able to plot appropriate graphs then describe and explain what the data shows.
Assessment Methods
Do now tasks Whole class questioning Teacher assessed task End of topic test

Chemistry I: Unit 3 Chemical Energy

Meeting	Exceeding
You need to learn all content from the KO. You should be able to use bond energy values to classify a reaction as exothermic or endothermic. You should be able to write a method to investigate energy changes in a reaction. You should be able to identify variables from a given method. You need to plot data on a line graph and draw a suitable line of best fit. You need to be able to recall all content from previous units.	You need to learn all content from the KO plus additional information. You should be able to use bond energy values to calculate if a reaction is exothermic or endothermic. You should be able to write a valid scientific method to investigate energy changes in a reaction. You should be able to suggest variables independently. You need to accurately draw a line graph and use line of best fit to determine a value. You need to be able to recall all content from previous units.
Assessment Methods
Do-now tasks. Whole class questioning. Assessed task in lesson. In-class test.

Biology: Unit 2 Photosynthesis

Meeting	Exceeding
You will be able to recall all of the content of the KO You will be able to investigate the effect of light intensity on photosynthesis and identify the independent and dependant variables. You will be able to identify the different structures and tissues within the plant leaf that help it to photosynthesise. You will be able to create a biological drawing following some conventions You will be able to recall all criteria from previous topics	You will be able to recall all of the content of the KO plus additional knowledge You will be able to investigate the effect of light intensity on photosynthesis and identify the independent, dependant variables and making valid conclusions. You will be able to identify the different tissues within the plant leaf and explain how they help the plant to photosynthesise. You will be able to create a biological drawing following all conventions. You will be able to recall all criteria from previous topics
Assessment Methods
Do now tasks Whole class questioning Pondweed investigation Teacher assessed task Written TEST/30

Mathematics: Unit 5 – Tabulated and Bivariate data

This unit introduces statistical diagrams and tables, and how to complete and interpret data represented in tabulated form.

Meeting	Exceeding
You will be able to interpret and complete two-way tables. You will be able to understand and draw diagrams for grouped frequency data. You will be able to calculate the mean from a frequency table. You will be able to estimate the mean from a grouped frequency table. You will be able to draw scatter graphs. You will be able to interpret correlation from scatter graphs.	To exceed the criteria, students should be able to apply all MEETING criteria in a problem solving context, where they must analyse the problem and decide which skill(s) to apply.
Assessment Methods
In class test (~70% skills, ~30% problem solving). Do Now and in class monitoring. Homework – Dr Frost tasks.

Mathematics: Unit 4 – 3D Shapes and Transformations

This unit explores the common 3D shapes and how to draw them. It also introduces the carrying out and describing of transformations of 2D shapes.

Meeting	Exceeding
You will be able to draw using isometric paper. You will be able to draw and interpret plans and elevations of 3D shapes. You will be able to work out the volume and surface area of cubes and cuboids. You will be able to recognise reflective symmetry and draw lines of symmetry. You will be able to recognise rotational symmetry and work out the order of symmetry. You will be able to carry out and describe translations. You will be able to carry out and describe reflections. You will be able to carry out and describe rotations. You will be able to carry out and describe enlargements. You will be able to complete constructions of midpoints, perpendiculars, bisectors, and angles.	To exceed the criteria, students should be able to apply all MEETING criteria in a problem solving context, where they must analyse the problem and decide which skill(s) to apply.
Assessment Methods
In class test (~70% skills, ~30% problem solving). Do Now and in class monitoring. Homework – Dr Frost tasks.

English: Unit 3 Poetry

Students will be asked to delve into the ‘big ideas’ of poetry. Students will be able to critically identify writer’s methods and explore how poetry is both written and structured in a way that is different from any other texts studied.

Meeting	Exceeding
You need to explain the poets’ ‘big ideas’ or messages. You need to identify a range of poetic techniques, using accurate subject terminology. You need to explain relevant connotations/implied meanings of author’s choices/methods. You need to structure responses well within paragraphs, responding to the task, with relevant evidence embedded effectively.	You have all of the criteria for ‘meets’* and at least some of the following:* You need to show a developed understanding of the deeper meanings, themes and messages of poetry. You need to consistently identify a wide range of both language and structural techniques using accurate subject terminology. You need to make developed comments on implied meanings and connotations forming a significant part of your argument. You need to have fluently structured writing with relevant evidence embedded into your response.
Assessment Methods
Do Now End of unit assessment

Business Studies: Unit 2 Business Ownership

Meeting	Exceeding
You will be able to recall all content of the knowledge organiser including the 5 ownership types. You will be able to identify each ownership type with at least one benefit and drawback of each. You will be able to define limited and unlimited liability and state which ownership types they apply to. You will be able to explain two differences between a Ltd and PLC You will be able to define key introductory terms including opportunity cost. You will be able to explain what is meant by operating in a dynamic market.	You will be able to recall all content of the knowledge organiser plus additional information. You will be able to explain the benefits and drawbacks of each type of ownership. You will be able to explain the benefits of limited liability. You will be able to explain which legal structure would be the most appropriate for a variety of business examples, including new start-up businesses and large established businesses. You will be able to explain the purpose of a not-for-profit organisation using real world examples.
Assessment Methods
Do Now . Whole Class teacher questioning. Written Assessment (30 marks). Teacher Assessed Question (6 marks). Adding Value Summary.

FPAN: Unit 1 Overview – Food Choice and Baked Goods
Theory lessons will explore why people choose to eat the food that they eat. Practical sessions will build on skills learnt last year to produce a range of baked goods and a curry based on research gained in their theory lesson.

Meeting	Exceeding
You will be able to complete all practical tasks safely within the allocated time with minimal support. You will be able to follow the recipe steps with minimal support. You will be able to produce the correct number of bakes that are roughly similar in appearance. You will be able to combine ingredients to produce baked goods. You will be able to manage more than one task with some teacher support and reminders. You will be able to identify the factors that affect food choice. You will be able to describe how British cuisine has evolved over time. You will be able to describe how religion and culture may affect food choice, giving at least one detailed example.	You will be able to complete all practical tasks safely, independently and within the allocated time. You will be able to follow the recipe steps independently in the correct order. You will be able to produce consistent bakes with a uniform appearance and good finish. You will be able to demonstrate a clear understanding of the process required to produce baked goods. You will be able to organise and cook multiple components simultaneously. You will be able to explain accurately the factors that affect food choice. You will be able to explain how travel and migration have influenced the evolution of British cuisine over time. You will be able to explain how religion and culture play a role in food choice.
Assessment Methods
Skills checklist in practical lessons Completed theory booklets

Graphics: Unit 1 Overview – Branding project
A project that explores design for branding and marketing. Students will develop their knowledge and skills in digital software, design theory and problem solving.

Meeting	Exceeding
Your work will fully meet the brief and specification. Your research will inform initial ideas and iterations. Your design will be clear and easy to read. You will show a sound understanding and consistent application of colour theory. You will use a limited and consistent colour palette. Your use of graphics and typography will be simple, appropriate, and well-integrated. Your design will work across multiple formats. Your shop front will have a consistent colour palette and appropriate branding. Your iterations will show progress and experimentation. You will have used appropriate tools and techniques. Your PowerPoint presentation will be complete with design process and self-reflection.	You will have enhanced the brief with creative or innovative solutions. Your research will be thorough and clearly drives design decisions. Your design will be highly legible and visually engaging. You will show a sophisticated and creative use of colour theory. You will demonstrate a masterful use of a limited colour palette for visual impact. Your use of graphics and typography will elevate the design with professional-level execution. Your branding will be highly adaptable and professional. Your shop front will be visually striking and brand-consistent. Your iterations will show an extensive development with risk-taking and refinement. You will have used advanced tools and techniques effectively. Your PowerPoint presentation will be polished, engaging, and includes thoughtful evaluation.
Assessment Methods
Practical design assessment presented as a PowerPoint Do Now 3 & 5 In class monitoring – each lesson

FPaN: Unit 1 Italian cuisine/Food Safety

Meeting	Exceeding
You will be able to complete all practical tasks safely within the allocated time with minimal support. You will be able to maintain an organised work area and make a clear attempt to avoid cross-contamination with minimal support. You will be able to demonstrate developing vegetable cutting skills, showing some control but with limited consistency in precision. You will be able to produce pasta dough, then roll and cut it into consistently sized ribbons with minimal support. You will be able to demonstrate knowledge of how to make a reduction sauce with minimal support. You will be able to describe the conditions required for microbial growth and identify high-risk foods. You will be able to describe how cross-contamination can occur within a kitchen and the steps that can be taken to avoid it. You will be able to describe the checks a consumer should make to ensure food is safe for purchase.	You will be able to complete all practical tasks safely, independently and within the allocated time. You will be able to maintain a clear, organised work area independently, actively avoiding cross-contamination. You will be able to demonstrate safe, accurate, precise and consistent knife skills. You will be able to make filled pasta from homemade dough with minimal support. You will be able to make an accompanying sauce independently using the reduction method. You will be able to explain accurately the conditions required for microbial growth and how this can be avoided. You will be able to explain how safe practices within the kitchen can prevent cross-contamination. You will be able to explain how to check that food is safe for consumers to purchase.
Assessment Methods
Practical assessment presented as a Finished dish. Written assessment for Food safety theory. In class monitoring – on going – each lesson.

Design Technology: Unit 1 Overview – Styrofoam mouse and Picture holder
Projects which explore more complex manufacturing methods. Students will produce 2x handmade projects which use both hand tools and machinery.

Meeting	Exceeding
You will make a Styrofoam mouse model. You will be able to shape it using the Hot Wire Cutter, Surform, Sandpaper and Wet and dry paper. You will be able to add the detailing of the scroller wheel, ring and wire. You will make a fully functional Picture holder. You will be able to make it through cutting, chiselling, planing and sanding. You will be able to finish the project using oil.	You will make a Styrofoam mouse mode. You will be able to accurately shape using the Hot Wire Cutter and Surform, you will be able to work to the line – not past it. You will accurately sand work so that its surface finish is flawless. You will be able to add all detailing. You will make a fully functional Picture holder. You will be able to accurately cut and chisel so that the housing joint is parallel to the edge as well as level. You will be able to sand work with the grain, working through grits so that it is smooth and you will be able to add a high quality finish, using oil.
Assessment Methods
Practical manufacturing assessments: a Styrofoam mouse model and a picture holder

Graphics: Unit 1 Typography

Meeting	Exceeding
You will be able to research will be thoughtful, relevant and carefully presented. You will be able to design work that will demonstrate a range of experiments and they explore colour, typography, style and layout. Skills will be demonstrated in the iterations. You will be able to show reflection will be evident and uses key terms. You will be able to show clear evidence of problem solving. You will be able to meet the requirements of the checklist on your PowerPoint presentation and it will be thoughtfully presented.	You will be able to research appropriate purposeful and annotated with key terms. You will be able to demonstrate lots of appropriate iterations, evidence of a sound knowledge of Illustrator and very good problem solving skills in your design work. You will be able to have included detailed reflections. You will be able to have shown excellent problem solving. Your will be able to show that your PowerPoint presentation will be very well presented with annotations and key terms throughout.
Assessment Methods
Practical design assessment presented as a PowerPoint. Do Now tasks throughout the project. In class monitoring – each lesson.

Art: Unit 2 Overview – Surreal Animals

Meeting	Exceeding
Your surreal animal design uses the images and artwork provided as inspiration. You have included notes about the surreal nature of the idea, as well as materials and finishes. Your basic structure is reasonably strong and you have been able to problem solve when issues arise. Your sculpture resembles your design idea. Your decoration is applied with care and creativity,using materials appropriately. There is also evidence of experimentation and testing before completing the final surreal animal sculpture	Your surreal animal design is highly creative and original; effectively using the images and artwork provided as inspiration. You have included detailed notes about the surreal nature of the idea, as well as materials and finishes. Your basic structure is strong and you have been able to problem solve effectively when issues arise. Your sculpture resembles your design idea but has also been improved and adapted as it progressed. Your decoration is carefully and creatively applied using appropriate materials. There is clear evidence of experiments and trails, selecting, and refining finishes
Assessment Methods
Design ideas and finished surreal animal sculpture In class monitoring – each lesson

Art: Unit 1 – Gargoyles

Meeting	Exceeding
Your initial designs have some tone and mark making added to make them appear 3D You have clearly linked to your design and research. Your face shape looks natural and proportionate. You will demonstrate a consistent ability to apply all moulding techniques. Your facial features are altered using exaggerated scale and proportion. Your joins between clay attachments are smoothed and sealed properly. Your painting is neat, showing areas of light and dark.	Your initial designs have accurate tone and mark making added to create a 3D appearance. You have strong and clear links to your design and research throughout. Your face shape looks highly natural and well-proportioned. You will demonstrate a highly developed ability to apply all moulding techniques accurately. Your features are creatively and effectively altered using exaggerated scale and proportion. All your joins are expertly smoothed and sealed, showing no visible seams. Your painting is neat, with excellent use of light and dark to create depth.
Assessment Methods
Planning and research tasks In class monitoring – each lesson

Design Technology: Unit 1 Design Skills

Meeting	Exceeding
You will be able to complete Isometric Drawing using the Crating Method and Tonal Shading. You will be able to create a range of Thumbnail Sketches for the Lunchbox Project. You will be able to use annotation, arrows, thick and thin lines, backgrounds and colour rendering to present your final concept. You will be able to use the Airpods layout sheet correctly to create a number of practice sketches. You will be able to use fine line shading and contouring to show 3D form. You will be able to use annotation, arrows, thick and thin lines, backgrounds and colour rendering on your Airpod concepts.	You will be able to create a clear and accurate Isometric drawing of the Barcelona Chair, mastering the crating technique with particular skill shown in drawing the curved legs. You will be able to add tonal shading on the Isometric drawing fully enhances the overall 3D aspect. You will be able to create a wide range of ideas for the lunchbox concepts. You will be able to create thumbnail sketches which are detailed, drawn in isometric and use all of the presentation techniques to enhance the presentation of the ideas. You will be able to communicate the lunchbox design and features clearly and with sophistication. You will be able to show skill and planning in your layout. You will be able to use fine line shading and contouring appropriately and elegantly and in the correct context on your Airpods concepts. You will be able to fully master the use of annotation and arrows to enhance and explain key design features.
Assessment Methods
Design Skills Assessment sheet. Do Now booklet. In class monitoring – each lesson.

Music: Unit 2: Film Music

You will learn about the role of music in films and the conventions of film music composition

Meeting	Exceeding
Listening: You will be able to use all KO content. You will be able to aurally identify most features of film music Performing: You will demonstrate the ability to compose a suitable leitmotif You will demonstrate the ability to compose underscore which captures some aspects of the scene You will demonstrate the ability to sync music and visual cues with some success	Listening: You will be able to use all KO content and additional information. You will be able to aurally identify features of film music and place these in their context Performing: You will demonstrate the ability to compose a suitable leitmotif and modify it according to need You will demonstrate the ability to compose underscore which captures all aspects of the scene You will demonstrate the ability to sync music and visual cues with complete success
Assessment Methods
Listening assessment – music from films Informal listening tasks in class Do Now tasks Teacher questioning Paired composition work – music to underscore the Wildebeest short film Informal composition tasks in class

Art: Unit 1 Tiki Masks

Meeting	Exceeding
You will be able to show your Tiki watercolour has competent technique, with basic blending, some texture, and clear details, demonstrating effective selection and application of media. You will be able to mix and layer colours to add depth and create a simple wood grain effect, showing refinement through experimentation. You will be able to research layout will be organised and well presented, demonstrating understanding of Tiki culture and relevant sources. Your will be able to develop ideas from research and drawings of your Tiki mask designs, showing clear links between investigation and outcomes. You will experiment with line, form, and texture, recording relevant ideas. You will be able to use clear engraving and relief techniques, reflecting appropriate selection of processes on your clay Tiki mask. You will be able to paint your mask to suggest wood texture, adding complementary colour accents, presenting a response that realises your intentions.	You will be able to show your Tiki watercolourhas highly developed technique, with smooth blends, detailed textures, and precise details, demonstrating skilful use of media. You will be able to mix and layer colours skilfully, creating depth and realistic wood grain, refining your work through advanced experimentation. Your will be able to research layout will be innovative and visually exciting, showing critical understanding of Tiki culture. You will be able to be highly creative with your Tiki mask designs, blending research and artistic flair. You confidently experiment with line, form, and texture, recording insightful ideas. You will be able to show your clay Tiki mask has confident engraving and relief techniques, with bold textures and intricate details, showing advanced exploration of processes. You will be able to paint your mask to convincingly mimic wood, using well-integrated colours for an authentic design and a personal, meaningful response.
Assessment Methods
Practical assessment of clay mask outcome along with research and supporting studies. In class monitoring – each lesson.

‘Trash’ by Andy Mulligan. The unit will develop your reading comprehension skills and your ability to write analytically on a text.

Meeting	Exceeding
You need to demonstrate a good understanding of and familiarity with the plot, characters and themes of ‘Trash’. You need to produce structured analytical paragraphs in response to the text which present a clear argument and support it with evidence, embedded into their response. You need to select evidence carefully to support your argument and identify specific techniques employed by the author, using appropriate terminology. You need to comment on and explain the choices made by the author, exploring implied levels of meaning. You need to spell, punctuate and use grammatical structures accurately.	Exceeds: You have all of the criteria for ‘meets’* and at least some of the following:* You need to demonstrate excellent comprehension and retention of the plot, characters and themes of ‘Trash’. You need to confidently write clear, well-structured paragraphs with appropriate evidence fluently embedded into your writing. You need to pick evidence carefully, choosing quotations that support your arguments and contain key language features to comment on. You need to identify a range of the author’s chosen methods, using accurate terminology. You need to explore the implications and effects of an author’s choices, moving well beyond literal or explicit meanings. You need to spell, punctuate and use grammatical structures with a high level of accuracy, using advanced punctuation.
Assessment Methods
Do Now Comprehension Quizzes End of Unit Comprehension quiz End of unit assessment

Music: Unit 1 Musicals

You will learn about types of songs found in musicals, and about a variety of musical textures

Meeting	Exceeding
Listening: You will be able to use all KO content. You will be able to aurally identify most features of songs from musicals. Performing: You will be able to sing with reasonable accuracy of pitch and rhythm You will be able to perform both solo and chorus roles within the song You will be able to sing with reasonable technique (breathing, posture, projection, diction) You will be able to sing in harmony with others to some degree	Listening: You will be able to use all KO content and additional information. You will be able to aurally identify features of songs from musicals and place these in their context Performing: You will be able to sing with good accuracy of pitch and rhythm You will be able to perform both solo and chorus roles confidently within the song You will be able to sing with good technique (breathing, posture, projection, diction) You will be able to sing in harmony with others with good accuracy
Assessment Methods
Listening assessment – songs from the Musicals Informal listening tasks in class Do Now tasks Teacher questioning Group performance of King of New York

Computing: Unit 2 Advanced Programming with Small Basic

Meeting	Exceeding
You can recall all the contents of the KO. You will be able input data from a user and store in a variable for later use. You will be able to perform calculations and output the results. You will be able to sequence instructions appropriately. You will be able to implement selection using IF/ELSEIF/ELSE	You can recall all the contents of the KO plus additional information from lessons You will be able to use selection to implement a functional menu in your program You will be able to implement iteration and choose between FOR and WHILE appropriately
Assessment Methods
Do now tasks to test knowledge of KO Teacher observation End of unit assessment

Computing: Unit 1 – Introduction to Programming with Small Basic

Meeting	Exceeding
You can recall all the contents of the KO You will be able to output to the TextWindow You will be able to alter the properties of the TextWindow You will be able to use variables You will be able input data from a user and store as a variable for later use. You will be able to use basic Text operations. You will be able to perform basic calculations.	You can recall all the contents of the KO plus additional information from lessons You will be able to use the appropriate Math library functions You will be able to use advanced Text operations
Assessment Methods
Do now tasks to test knowledge of KO Teacher observation End of unit assessment

Introduction Unit 1

Meeting	Exceeding
You will be able to recall and use most information from the Knowledge Organiser. You will be able to link some words from the Knowledge organiser to the correct musical element. You will be able to work out some keys and chords.	You will be able to recall and use most information from the Knowledge Organiser. You will be able to link some words from the Knowledge organiser to the correct musical element. You will be able to work out some keys and chords.
Assessment Methods
Do Now tasks. Questioning in class, including worked examples. Listening and theory questions at the end of the unit.

Spanish: Unit 1 Holidays

Meeting	Exceeding
You will know all of the content on the knowledge organiser You will be able to translate sentences containing familiar words and structures into Spanish Your writing in Spanish will be mostly accurate You will be able to understand and produce verbs in three time frames (preterite, present, near future) You will be able to demonstrate understanding of main points in short written texts	Your Spanish grammar will be highly accurate. You will understand the details in short written texts, including complex sentences.
Assessment Methods
Reading & translation

French: Unit 2 A Visit to Paris

Meeting	Exceeding
You will know all the content on the KO. You will understand the main points, opinions and some details in short spoken and written passages using familiar vocabulary. You will be able to transcribe familiar words, mostly accurately. Your writing will be mostly accurate (including correct articles, accents, spellings) and the meaning will be clear. There may be minor errors.	You will understand details in short spoken passages. You will be able to transcribe familiar and less familiar words accurately. Your written work will be highly accurate.
Assessment Methods
Listening and translation to French

French: Unit 1 Media and Technology

Meeting	Exceeding
You will know all the content on the KO. You will be able to translate short sentences containing familiar words and structures into French. Your writing will be mostly accurate (including correct articles, accents, spellings) and the meaning will be clear. There may be minor errors. You will be able to understand the main points, opinions, overall messages and some details in short written texts, referring to the present or future.	Your writing will be highly accurate. You will be able to understand longer texts and deduce meaning.
Assessment Methods
Reading and translation to French

Geography: Unit 2 Changing Places

Meeting	Exceeding
You will be able to recall the terms population increase, decrease, and balance. You will be able to define population density, sparsely populated and densely populated. You will be able to identify features of a population pyramid. You will be able to define different types of migrants, including forced and voluntary. You will be able to identify impacts of climate change on climate refugees and their host country.	You will be able to describe the demographic transition model. You will be able to explain factors that impact population distribution. You will be able to explain features of a population pyramid for countries of different levels of development. You will be able to explain why migrants may move from one place to another. You will be able to explain impacts of climate change on climate refugees and their host country.
Assessment Methods
Do Now Tasks Decision making exercise Knowledge based end of unit assessment

Computing: Unit 1 Programming Fundamentals Part 1

Meeting	Exceeding
You will be able to recall all the contents of the KO. You will be able to demonstrate the correct use of input & output. You will be able to demonstrate an understanding of variables & constants. You will be able to demonstrate an understanding of data types. You will be able to demonstrate the ability to follow simple algorithms in pseudocode and flowcharts. You will be able to demonstrate the ability to use 1D arrays. You will be able to score 60% or above in the end of unit assessment.	You will be able to recall all the contents of the KO plus additional information from lessons. You will be able to code a full program using sequence and selection. You will demonstrate the ability to use 2D arrays. You will be able to score 90% or above in the end of unit assessment.
Assessment Methods
Do now tasks to test knowledge of KO. Teacher observation. End of unit assessment.

Geography: Unit 1 Rivers

Meeting	Exceeding
You will be able to recall five processes within the hydrological cycle. You will be able to identify drainage basin features. You will be able to recall key river processes (erosion, transportation, deposition). You will be able to describe characteristics of river courses and the formation of river landforms. You will be able to identify different causes of flooding and describe how they impact storm hydrographs.	You will be able to recall all processes within the hydrological cycle. You will be able to describe drainage basin features. You will be able to explain the key river processes (erosion, transportation, deposition). You will be able to explain characteristics of river courses and the formation of river landforms. You will be able to explain different causes of flooding and explain how they impact storm hydrographs.
Assessment Methods
Do Now Tasks River storyboard Knowledge based end of unit assessment

Business Studies: Unit 1 Purpose and Nature of Business

Meeting	Exceeding
You will be able to recall all content of the knowledge organiser You will be able to recall the reasons for starting a business You will be able to recall the meaning and characteristics of an entrepreneur You will be able to define key introductory terms including opportunity cost You will be able to explain what is meant by operating in a dynamic market	You will be able to recall all content of the knowledge organiser plus additional information You will be able to recall the reasons for starting a business and explain fully You will be able to recall the meaning and characteristics of an entrepreneur and give real world business examples You will be able to define key introductory terms using additional examples. You will be able to explain what is meant by a business operating in a dynamic market and the impact on businesses
Assessment Methods
Do Now Whole Class teacher questioning Written Assessment (35 marks) Teacher Assessed Question (6 marks)

Physical Education: Unit 1 – Winter Sports

Students will complete nine units of work during the academic year. Each group will follow a different order of activities, as this is dependent on the space and facilities available.

Meeting	Exceeding
Rugby (September – Christmas) You execute complex passes and tackles with consistency and accuracy. You understand team formations and play an active role in both offence and defence. Table Tennis (September – Christmas) You demonstrate consistency in serves, returns, and rallies, showing improved control and placement of shots. You understand and apply basic tactical play. Badminton (September – Christmas) You consistently execute a range of shots (clears, drops, smashes) with greater accuracy and power. You understand advanced rules and positioning, contributing effectively to team play.	Exceeds: You have all of the criteria for ‘meets’* and at least some of the following:* Rugby (September – Christmas) You make intelligent, tactical decisions during play, with a high level of skill in passing, running, and tackling. You lead team strategies and demonstrate exceptional game awareness and fitness levels. Table Tennis (September – Christmas) You show advanced control of spin, speed, and placement with a high level of precision in every shot. You anticipate opponents’ movements and adapt strategies dynamically, displaying excellent reflexes and tactical play. Badminton (September – Christmas) You demonstrate exceptional skill in attacking and defending with rapid reflexes, precision, and high-level shot placement. You anticipate and out manoeuvre opponents through strategic play and superior fitness.
Assessment Methods
Do now tasks Exit Tickets Knowledge Check Assessment

Spanish: Unit 1 Work

Meeting	Exceeding
You will know the content on the knowledge organiser. You will have a secure understanding of regular and common irregular verb patterns in the present, perfect and simple future tenses.	Your Spanish grammar will be highly accurate.
Assessment Methods
Grammar and translation.

Philosophy, Religion & Ethics – Unit 1

Big Question: Good, Bad, Right and Wrong – How Do I Decide?

Ethics, Morality and Conscience responses to this- Part 1

Meeting	Exceeding
You should explain two examples of where people get their ideas of right and wrong from, including examples from world religions or Humanism. You should describe how the Big Question might affect people or communities, giving at least one example. You should define these key words and give examples to show your understanding: good, bad, right, wrong, morals, nature, nurture, morality, and ethics. You should name sources of moral guidance (like your conscience, religion, or a holy book) and use them to support your answers. You should identify which view or argument is strongest or weakest when thinking about the Big Question, and explain why with an example. You should give your own view on the Big Question and explain the opposite view, using examples and reasons for both sides.	You could explain two or more places where people get their ideas of right and wrong from, including examples from different religions and Humanism. You might also include extra examples you’ve learned beyond the lesson. You could give several examples of how the Big Question might affect people or communities in real life. You could clearly define and give several examples for the words: good, bad, right, wrong, morals, nature, nurture, morality, and ethics. You could name and use more than one source of moral guidance (like conscience, religion, or a holy book) to support your points. You could explain which arguments are strongest and which are weakest when thinking about the Big Question, giving more than one example to back up your thinking. You could give your own view and the opposite view on the Big Question, using examples and reasons for both sides, and also link your ideas to other parts of this year’s learning or even things studied last year.
Assessment Methods
Do now tasks Exit Tickets Answering the Big question of the year

German: Unit 1 My World

Meeting	Exceeding
You will know all of the content on the knowledge organiser. You will have a secure understanding of regular and common irregular verb patterns in the present tense. You will know the ‘I’ form of common reflexive and separable verbs. You will know how to use the future tense with ‘werden’.	Your German grammar will be highly accurate. You will have a secure understanding of the present tense, the plural of nouns, adjectives.
Assessment Methods
Grammar test.

Physics E: Unit 1 Energy

Meeting	Exceeding
You should be able to recall all content from KO. You should be able to apply conservation of energy to a range of practical examples (e.g., lightbulbs, vehicles). You should be able to calculate energy efficiency using the equation: Efficiency = useful energy output / total energy input. You should be able to compare the advantages and disadvantages of renewable and non-renewable energy resources. You should be able to calculate the cost of home energy usage. You should be able to use the formula W=Fxd to compare energy transferred for objects moving horizontally.	You should be able to recall all content from KO plus additional information. You should be able to analyse complex systems with multiple energy transfers and track changes between stores. You should be able to evaluate the efficiency of appliances and propose ways to reduce energy waste. You should be able to discuss trade-offs between energy resource types in terms of cost, efficiency, reliability, and environmental impact. You should be able to convert between units such as watts (W), kilowatts (kW), seconds (s), and minutes. You should be able to compare the advantages of different levers in terms of the force needed and distance moved.
Assessment Methods
Do now tasks Whole class questioning Teacher assessed task End of topic test.

French: Unit 2 Healthy Lifestyle

Meeting	Exceeding
You will know all of the content on the knowledge organiser. You will be able to understand a range of short and longer texts, which include opinions and refer to the present, the past and the future. You will be able to translate a variety of vocabulary and grammatical structures into French, including three time frames (past, present, future), negatives and adjectives. Your written French will be mostly accurate, although there may be some minor errors (e.g. spellings, genders, agreements).	You will be able to understand the overall messages and key points of a range of texts, which include different tenses, opinions and some less familiar vocabulary and more complex grammatical structures.
Assessment Methods
Reading and Translation into French.

French: Unit 1 Media and Music

Meeting	Exceeding
You will know all of the content on the knowledge organiser. You will have a secure understanding of regular and common irregular verb patterns in the present, perfect and near future tenses, common negatives, adjectival position and agreement.	Your French grammar will be highly accurate. You will have a secure understanding of more complex grammatical structures, including direct object pronouns.
Assessment Methods
Grammar test.

Chemistry H: Unit 2 Metals and Non-Metals

Meeting	Exceeding
You need to learn all content from the KO. You need to be able to write a word equation for the reaction between a metal and Oxygen. You need to be able to classify an oxide as acidic or basic. You need to be able to use observations between metals and Oxygen, water and acid to determine a reactivity series. You need to be able to collect gas over water to compare the reactivity of metals. You need to be able to use observations to determine if a displacement reaction has taken place between a metal and a metal compound. You need to be able to recall all content from previous units.	You need to learn all content from the KO plus additional information. You need to be able to balance a symbol equation for the reaction between a metal and Oxygen. You need to be able to classify an oxide as acidic or basic and give evidence to confirm this. You need to be able to use the reactivity series to make predictions about a metal reacting with oxygen, water or acid. You need to be able to accurately determine the volume of gas produced over water. You need to be able to write word equations for displacement reactions between metals and a metal compound. You need to be able to recall all content from previous units.
Assessment Methods
Do-now tasks. Whole class questioning. In-class test. Assessed task in lesson

Chemistry G: Unit 1 The Periodic Table

Meeting	Exceeding
You need to learn all content from the KO. You need to be able to sort elements using chemical data, demonstrating their positions and relationships in the periodic table. You need to be able to identify reactivity patterns and physical properties of elements in various groups and periods. You need to be able to use data to describe trends in physical properties effectively. You need to be able to describe the physical and chemical properties of elements from Group 0, 1 and 7 plus typical metal and non-metal properties. You need to be able to recall all content from previous units	You need to learn all content from the KO plus additional information. You need to be able to explain why certain elements deviate from expected trends and provide scientific reasoning. You need to be able to predict an element’s position in the periodic table based on its chemical and physical properties. You need to be able to estimate missing values for elements based on patterns in data. You need to be able to use periodic trends to justify the selection of elements for specific industrial, medical, or technological applications. You need to be able to recall all content from previous units.
Assessment Methods
Do-now tasks. Whole class questioning. End of unit test.

Biology: Unit 1 Respiration

Meeting	Exceeding
You will be able to recall all of the content of the KO You will be able to follow a scientific method to generate results for the yeast experiment. You will be able to draw a suitable graph meeting most of the SPLAT criteria to represent experimental data. You will be able to write a conclusion to provide an explanation for trends in the data collected. You will be able to identify the independent, dependent and some control variables. You will be able to recall all criteria from previous topics	You will be able to recall all of the content of the KO plus additional knowledge You will be able to independently follow a scientific method to generate results for the yeast experiment without prompting. You will be able to draw a suitable graph meeting all the SPLAT criteria to represent experimental data. You will be able to write a conclusion to provide an explanation for trends in the data collected. You will be able to identify independent, dependent and all control variables correctly. You will be able to recall all criteria from previous topics
Assessment Methods
Do now tasks Whole class questioning Written TEST/30 Graph skills Teacher assessed task

Geography: Unit 2 Development Dynamics: Nigeria

Meeting	Exceeding
You will be able to describe Nigeria’s site, situation, and context. You will be able to describe how globalisation has caused rapid economic change in Nigeria. You will be able to explain the impacts on people and the environment as a result of economic change in Nigeria. You will be able to describe regional differences in quality of life in Nigeria. You will be able to describe how Nigeria is connected to other countries, including within Africa and globally.	You will be able to explain how Nigeria’s site, situation and context have assisted its development. You will be able to explain how globalisation has caused rapid economic change in Nigeria. You will be able to assess the impacts on people and the environment as a result of economic change in Nigeria. You will be able to explain regional differences in quality of life in Nigeria. You will be able to explain how rapid economic development has changed the international role of Nigeria.
Assessment Methods
Do Now tasks. Teacher led questioning. Supported extended answer question (8 + 4 (SPaG) marks). Written, GCSE style, assessment.

Mathematics: Unit 3 – Sequences

This unit introduces arithmetic, geometric and other common sequences, and how to define them using nth term rules and find missing terms.

Meeting	Exceeding
You will be able to find term to term rules of a sequence. You will be able to calculate missing terms in a sequence. You will be able to determine if a number is in a sequence. You will be able to identify and define an arithmetic sequence using the n^th term. You will be able to identify and define a geometric sequence using the n^th term. You will be able to recognise other standard sequences.	To exceed the criteria, students should be able to apply all MEETING criteria in a problem solving context, where they must analyse the problem and decide which skill(s) to apply.
Assessment Methods
In class test (~70% skills, ~30% problem solving). Do Now and in class monitoring. Homework – Dr Frost tasks.

Mathematics: Unit 2 – Complex equations and Formulae

This unit further develops algebraic manipulation techniques, and applies these to solving more complex equations as well as using and rearranging formulae.

Meeting	Exceeding
You will be able to solve equations which contain one or more pairs of brackets. You will be able to simplify fractions containing variables. You will be able to add and subtract fractions containing variables. You will be able to multiply and divide fractions containing variables. You will be able to solve equations involving fractions. You will be able to solve equations involving variables which may appear more than once. You will be able to change the subject of a formula.	To exceed the criteria, students should be able to apply all MEETING criteria in a problem solving context, where they must analyse the problem and decide which skill(s) to apply
Assessment Methods
In class test (~70% skills, ~30% problem solving): Do Now and in class monitoring Homework – Dr Frost tasks

Geography: Unit 1 Development Dynamics

Meeting	Exceeding
You will be able to identify single and composite development indicators, including HDI. You will be able to define various demographic indicators. You will be able to describe causes and consequences of global inequality in development. You will be able to outline Rostow’s stages of development and Frank’s dependency theory. You will be able to describe different approaches to development.	You will be able to explain single and composite development indicators, including HDI. You will be able to explain how demographic indicators change are linked to a country’s level of development. You will be able to explain the causes and consequences of global inequality in development. You will be able to explain how Rostow’s and Frank’s models link to development of countries over time. You will be able to evaluate different approaches to development.
Assessment Methods
Do Now tasks. Teacher led questioning. Supported extended answer question (8 + 4 (SPaG) marks). Written, GCSE style, assessment.

Mathematics: Unit 1 – Angles in Polygons and Bearings
This unit uses properties of polygons to calculate angles, and introduces bearings

Meeting	Exceeding
You will be able to understand the properties of polygons. You will be able to find missing angles in polygons. You will be able to calculate interior angles of regular polygons. You will be able to calculate exterior angles of regular polygons. You will be able to understand how regular polygons tesselate. You will be able to interpret and calculate bearings. You will be able to understand map scales. You will be able to draw to scale with bearings.	To exceed the criteria, students should be able to apply all MEETING criteria in a problem solving context, where they must analyse the problem and decide which skill(s) to apply.
Assessment Methods
In class test (~70% skills, ~30% problem solving): Do Now and in class monitoring Homework – Dr Frost tasks

English: Unit 2 – Creative Writing

In studying creative writing, students learn to use vocabulary, descriptive techniques and structure (such as paragraphing) to create a specific character, atmosphere and effect. Students will look at a variety of fiction texts to inspire their own writing.

Meeting	Exceeding
You need to spell, punctuate and use grammatical structures accurately. You need to use paragraphs accurately and consistently. You need to deliberately use structural features (single sentence paragraphs, varied paragraph length, flashback/forward, variation in sentence forms). You need to use a range of appropriate descriptive/linguistic devices for effect. You need to vary vocabulary, selecting more ambitious word choices.	Exceeds: You have all of the criteria for ‘meets’* and at least some of the following:* You need to complete your work with a high level of accuracy with SPAG, including a good range and variety of sentence forms/punctuation. You need to use paragraphs accurately and consistently. You need to stylistically use structural features (single sentence paragraphs, varied paragraph length, flashback/forward, variation in sentence forms). You need to write with sustained success in the use of original descriptive devices for specific effect. You need to select imaginative and sophisticated vocabulary to create the appropriate tone.
Assessment Methods
Do Now End of unit assessment *

English: Unit 1 – The Gothic & 19^th Century Fiction

The Gothic unit aims to provide a foundational and fundamental understanding of the Gothic genre of literature. Students will be expected to engage with a range of Gothic texts and be able to explore meanings and author’s intent.

Meeting	Exceeding
You need to demonstrate familiarity with the conventions of the Gothic genre and/or historical influences and be able to identify relevant Gothic conventions/historical influences, in your response to a text. You need to use an appropriate structure to write paragraphs, responding to the task with relevant evidence embedded effectively. You need to explore relevant connotations/implied meanings and identify an author’s methods using subject terminology. You need to spell, punctuate and use grammatical structures accurately.	Exceeds: You have all of the criteria for ‘meets’* and at least some of the following:* You need to demonstrate understanding of the conventions of the Gothic genre and historical influences, linking these ideas to your arguments. You need to demonstrate fluently structured work with relevant evidence embedded into your response. You need to develop your comments on implied meanings and connotations, so that it forms a significant part of your argument. You need to spell, punctuate and use grammatical structures with a high level of accuracy.
Assessment Methods
Do Now End of Unit Comprehension quiz End of unit assessment

GCSE Physical Education: Unit 1 Skeleton, Joints, Muscles

Meeting	Exceeding
You will be able to list and briefly describe the six functions of the skeletal system (e.g., support, protection, movement, storage of minerals, blood cell production, and shape). You will be able to identify and name major bones in the body, such as the skull, femur, tibia, radius, ulna, and vertebrae. You will be able to list the basic types of movement at a joint, such as flexion, extension, abduction, adduction, rotation, and circumduction. You will be able to identify key muscles, such as the quadriceps, hamstrings, biceps, triceps, deltoids, and gastrocnemius. You will be able to explain that muscles contract to pull on bones, creating movement at joints. They can describe basic muscle contractions (e.g., concentric, eccentric).	You will be able to explain the six functions of the skeletal system in detail, providing specific examples of each function (e.g. how the cranium protects the brain when heading a football). You will be able to identify and name a broader range of bones in the body, including the lesser-known ones, such as the clavicle, scapula, patella, and carpals, and can explain their roles in the skeletal system. You will be able to explain each type of movement in detail, providing examples of movements at specific joints (e.g., flexion at the elbow, rotation at the shoulder), and link them to the corresponding joint structure. You will be able to identify a wider range of muscles, including smaller muscles such as the trapezius, latissimus dorsi, and tibialis anterior, and describe their locations and functions in the body. You will be able to explain in greater detail the role of the musculoskeletal system in movement, including the coordination of muscles and bones in movement patterns, the role of antagonistic muscle pairs (e.g., biceps and triceps), and how tendons and ligaments contribute to efficient movement.
Assessment Methods
Do Now Tasks. Mini whiteboard tasks. Formative assessment – questioning. End of unit assessment.

Philosophy, Religion and Ethics: Unit 1 Christian Beliefs and Teachings

Meeting	Exceeding
AO1 – You will be able to give a basic definition of all Christian Beliefs key terms with examples, including: Omnipotent Omnibenevolent Trinity Incarnation Atonement Resurrection AO1 – You will be able to demonstrate good and accurate knowledge and understanding by describing a belief, teaching, practice, event, etc. related to: Nature of God Creation Jesus Christ Salvation Afterlife AO1 – You will be able to explain statements made with reasoning and/or evidence, such as: Explain how… Explain why… Explain the main features of… Explain the importance/significance of… using topics like the, Nature of God Creation Jesus Christ Salvation Afterlife AO2 – You will be able to discuss a statement, showing that you have considered more than one point of view, and refer to religion and belief in your answer. You will be able to evaluate views from more than one perspective and show evidence of all the KISSJO skills: Knowledge, Impact, Specialist Language, Source, Opinion and Judgement. Statements could relate to: Nature of God Creation Jesus Christ Salvation Afterlife Using key terms such as Omnipotent, Omnibenevolent, Trinity, Incarnation, Atonement, Resurrection.	AO1 – You will be able to give a comprehensive definition of all Christian Beliefs key terms and specific examples, including: Omnipotent Omnibenevolent Trinity Incarnation Atonement Resurrection AO1 – You will be able to demonstrate comprehensive knowledge and understanding by describing beliefs, teachings, practices or events related to: Nature of God Creation Jesus Christ Salvation Afterlife AO1 – You will be able to explain statements made with reasoning and/or evidence, such as: Explain how… Explain why… Explain the main features of… Explain the importance/significance of… across topics like the Nature of God Creation Jesus Christ Salvation Afterlife AO2 – You will be able to discuss a statement, showing that you have considered more than one point of view, referring to religion and belief. You will be able to evaluate views from multiple perspectives and demonstrate multiple examples of KISSJO skills throughout your response. Statements could relate to: Nature of God Creation Jesus Christ Salvation Afterlife Using key terms such as Omnipotent, Omnibenevolent, Trinity, Incarnation, Atonement, Resurrection.
Assessment Methods
Do now tasks. Exit Tickets. Sample paper/questions.

Physics: Unit 2 – P1b Energy

Meeting	Exceeding
You should be able to recall all content of the KO You should be able to describe and follow required practical methods for specific heat capacity, collecting valid results with teacher support. You should be able to calculate kinetic energy and gravitational potential energy with appropriate units, solving straightforward problems with mass, height, or speed. You should be able to calculate elastic potential energy stored in a spring You should be able to describe and calculate energy transfers involving heating, using the specific heat capacity equation and interpreting what each variable represents. You should be able to list and describe main renewable and non-renewable energy resources, including key advantages and disadvantages. You should be able to substitute values into energy equations correctly and choose the appropriate formula from the Physics Equation Sheet in familiar contexts. You should be able to identify variables and write a scientific method for required practicals in this topic. You should be able to plot appropriate graphs and describe what the data shows for required practicals in this topic. You should be able to recall all criteria from previous topics	You should be able to recall all content of the KO and additional knowledge You should be able to analyse data from the specific heat capacity required practical, discussing sources of error and improvements in method. You should be able to calculate kinetic energy and gravitational potential energy, including rearranging equations and using SI units correctly. You should be able to apply the elastic potential energy formula. You should be able to solve complex problems involving specific heat capacity, including multiple-step energy transfers or mass/temperature changes. You should be able to compare and evaluate renewable and non-renewable energy resources, assessing environmental impacts, reliability, and suitability for specific uses. You should be able to use appropriate equations confidently in multi-step problems, selecting and rearranging formulas correctly in varied contexts. You should be able to suggest variables and write a valid scientific method for required practicals in this topic. You should be able to plot appropriate graphs, describe and explain what the data shows and suggest sources of error for required practicals in this topic. You should be able to all criteria from previous topics
Assessment Methods
Do now tasks. Whole class questioning. Teacher assessed task in lesson. Test on P1a and P1b Energy.

Physics: Unit 1 – P1a Energy

Meeting	Exceeding
You should be able to recall all content of the KO  You should be able to identify and describe energy stores and pathways, using correct scientific language. You should be able to apply the principle of conservation of energy in closed systems, identifying where energy is stored before and after transfers. You should be able to explain the difference between useful and wasted energy and calculate energy efficiency using the correct formula. You should be able to explain how energy is dissipated in systems and suggest basic ways to reduce unwanted transfers. You should be able to identify variables and write a scientific method for required practicals in this topic. You should be able to plot appropriate graphs and describe what the data shows for required practicals in this topic.	You should be able to recall all content of the KO plus additional knowledge  You should be able to identify and explain energy stores and pathways, using correct scientific language. You should be able to explain and apply the principle of conservation of energy, tracing energy stores and pathways accurately in unfamiliar systems. You should be able to evaluate energy efficiency using the equation and suggest justified methods for increasing it in real-world contexts. You should be able to link physical processes to energy dissipation and explain how energy becomes less useful. You should be able to suggest variables and write a valid scientific method for required practicals in this topic. You should be able to plot appropriate graphs, describe and explain what the data shows and suggest sources of error for required practicals in this topic.
Assessment Methods
Do now tasks. Whole class questioning. Teacher assessed task in lesson. Test on P1a Energy.

Chemistry: Unit 2 C1b Atomic Structure and the Periodic Table

Meeting	Exceeding
You will be able to learn all content from KO. You will be able to describe the structure of an atom using the Plum Pudding model, Nuclear model and Bohr model. You will be able to calculate relative atomic mass from isotope data. You will be able to use the 2.8.8 rule for electron configuration of atoms, linked to position on the periodic table. You will be able to be able to use observations of group 1metals reacting with oxygen to compare reactivity supported with word equations. You will be able to be able to describe how Mendeleev organised elements on the periodic table. You will be able to be able to state the trend in boiling point of the halogens. You will be able to be able to state the properties of transition metals. You will be able to be able to recall all content from previous units.	You will be able to learn all content from KO plus additional information. You will be able to compare the different historic atomic models to the model used today. You will be able to describe relative atomic mass in terms of weighted average mass. You will be able to use the 2.8.8 rule for electron configuration of atoms and ions, linked to position on the periodic table to deduce the charge on an ion. You will be able to be able to use observations of group metals reacting with oxygen to compare reactivity supported with balanced symbol equations. You will be able to be able to explain why Mendeleev’s organisation of the periodic table was eventually accepted. You will be able to be able to state and explain the trend in boiling point of the halogens. You will be able to be able to compare transition metal properties to group 1 metals. You will be able to be able to recall all content from previous units.
Assessment Methods
Do-now tasks. Whole class questioning. Assessed task in lesson. In-class test.

Chemistry: Unit 1 C1a Atomic Structure and the Periodic Table

Meeting	Exceeding
You will be able to learn all content from the KO. You will be able to be able to compare a mixture and a formulation. You will be able to be able to describe the different methods of separating mixtures You will be able to be able to conduct a separation of pigments using chromatography (RP6) and analyse the results qualitatively. You will be able to be able to identify variables and write a scientific method for required practical’s in this topic. You will be able to be able to recall all content from previous units.	You will be able to learn all content from KO plus additional information. You will be able to be able to compare a mixture and a formulation and give an example of each. You will be able to be able to explain how each separating technique is used to obtain a component of a mixture. You will be able to be able to conduct a separation of pigments using chromatography (RP6) and analyse the results quantitatively using Rf values. You will be able to be able to suggest variables and write a valid scientific method for required practical’s in this topic. You will be able to be able to recall all content from previous units.
Assessment Methods
Do-now tasks. Whole class questioning. Assessed task in lesson. In-class test.

Biology: Unit 1 Topic 1 Cells

Meeting	Exceeding
You will be able to recall all of the content of the KO. You will be able to identify parts of a light microscope. You will be able to use a light microscope to observe, draw and label a selection of plant and animal cells. You will be able to explain how the structure of different types of cell relate to their function. You will be able to carry out calculations involving magnification, real size and image size using the formula: magnification = size of image x size of real object.	You will be able to recall all of the content of the KO plus additional knowledge. You will be able to identify part of a light microscope. You will be able to use a light microscope to observe, draw and label a selection of plant and animal cells following ALL of the conventions. You will be able to explain how the structure of different types of cell relate to their function and compare different cells to each other. You will be able to understand how microscopy techniques have developed over time. You will be able to carry out calculations involving magnification, real size and image size using the formula: magnification = size of image x size of real object and express answers in standard form if appropriate.
Assessment Methods
Do now tasks. Whole class questioning. Microscopy Teacher assessed task. Written test /40.

Mathematics: Unit 2 – Algebra

Algebraic manipulation; simplifying and solving; sequences

Meeting	Exceeding
You will be able to use all index laws to simplify algebraic expressions. You will be able to expand and factorise single brackets You will be able to solve linear equations with brackets and fractions. You will be able to know the difference between an expression, equation, identity and formula. You will be able to rearrange a formula. You will be able to identify and define an arithmetic sequence using the nth term. You will be able to identify and define a geometric sequence using the nth term. You will be able to identify and define a quadratic sequence using the nth term. You will be able to expand and factorise double brackets (quadratic expressions).	To exceed the criteria, students should be able to apply all MEETING criteria in a problem solving context, where they must analyse the problem and decide which skill(s) to apply.
Assessment Methods
In class test (~70% skills, ~30% problem solving). Do Now and in class monitoring. Homework – Dr Frost tasks.

Mathematics: Unit 1 – Number

Use of number; Powers, Factors and multiples

Meeting	Exceeding
You will be able to calculate the number of ways of completing combined tasks (Combinations). You will be able to estimate an answer. You will be able to use place value. You will be able to write a number as a product of its prime factors. You will be able to find the HCF and LCM of a pair of numbers. You will be able to understand powers and roots. You will be able to work with all index laws, including negative and fractional indices. You will be able to calculate with standard form. You will be able to work with surds; simplifying surds and rationalising simple denominators.	Unit 1 – Number: EXCEEDINGTo exceed the criteria, students should be able to apply all MEETING criteria in a problem solving context, where they must analyse the problem and decide which skill(s) to apply.
Assessment Methods
In class test (~70% skills, ~30% problem solving). Do Now and in class monitoring. Homework – Dr Frost tasks.

Computing: Unit 6 Game Design

Meeting	Exceeding
You can recall all contents of the KO You are able to use slide navigation (e.g. hyperlinks or actions to move between slides) Your finished game includes a clear goal Your game includes one failure condition (e.g. game over slide) You use appropriate layout and space Your game has at least three levels	You are able to recall all content of the KO plus have evidence of creative or technical extension You have implemented checkpoints, multiple outcomes or branching paths You developed an appropriate difficulty curve You have developed clear evidence that user experience and design has been carefully considered. This includes: considerations to the title screen tutorial visual theme use of feedback to improve the game
Assessment Methods
Do now tasks to test knowledge of KO Teacher Observation Peer assessment

Spanish: Unit 6 Descriptions

Meeting	Exceeding
You will know all the content on the knowledge organiser. You will be able to use the grammar and structures covered so far, mostly accurately.	You will be able to conjugate common regular verbs and some common irregular verbs in two time frames (present and future), very accurately.
Assessment Methods
End of unit assessment

French: Unit 6 Holidays

Meeting	Exceeding
You will know all the content on the KO. Your writing will be mostly accurate and the meaning will be clear, but with some minor errors (eg spellings, genders, agreements). You will understand and use a range of language features including justified opinions, time phrases, intensifiers, connectives and negatives. You will understand the main points and details from different kinds of short spoken and written sources, including factual and personal information in familiar contexts.	Your writing will be highly accurate, with very few errors. You will understand longer spoken and written texts sometimes in less familiar contexts. You will be able to use context and other clues to work out the meaning of unfamiliar language.
Assessment Methods
End of unit assessment

Geography: Unit 7 Ecosystems

Meeting	Exceeding
You will be able to identify locations where you find your biome. You will be able to describe the climate of your biome You will be able to identify plants and animals that are found in your biome. You will be able to identify producers, primary consumers, secondary consumers, tertiary consumers for your biome You will be able to describe impacts of humans on your biome	You will be able to accurately describe using geographical terminology locations where you find your biome. You will be able to explain why your biome has its climate You will be able to identify plants and animals that are found in your biome and explain their adaptations. You will be able to identify producers, primary consumers, secondary consumers, tertiary consumers for your biome and explain the impacts of increases and decreases in them You will be able to evaluate positive and negative impacts of humans on your biome.
Assessment Methods
Peer assessment on final piece

Mathematics: Unit 15 – Year 8 Preparatory work

This unit is to introduce/improve some skills which will be necessary for Year 8.

Meeting	Exceeding
You will be able to carry out 2D transformations of shapes (reflections, translations, rotations, enlargements). You will be able to combine transformations. You will be able to describe transformations. You will be able to carry out simple constructions.	To exceed the criteria, students should be able to apply all MEETING criteria in a problem solving context, where they must analyse the problem and decide which skill(s) to apply.
Assessment Methods
Do Now and in class monitoring Homework – Dr Frost tasks

Mathematics: Unit 14 – Units and Standard Form

This unit looks at metric units and converting, and also writing numbers in standard form and simple calculations.

Meeting	Exceeding
You will be able to understand the common metric units. You will be able to convert between metric units. You will be able to convert between different units of time. You will be able to multiply and divide by powers of 10. You will be able to express numbers in standard form (+ and – powers). You will be able to express standard form numbers in ordinary form. You will be able to multiply numbers in standard form.	To exceed the criteria, students should be able to apply all MEETING criteria in a problem solving context, where they must analyse the problem and decide which skill(s) to apply.
Assessment Methods
In class test (~70% skills, ~30% problem solving): Do Now and in class monitoring Homework – Dr Frost tasks

English: Unit 6 Earth Matters

You will learn about persuasive writing/speaking skills, while exploring key environmental issues such as deforestation, loss of biodiversity, plastic waste etc. You will finish the unit by writing and delivering your own speech exploring what we can do to overcome the challenges that face our planet.

Meeting	Exceeding
You need to be familiar with a range of rhetorical/persuasive devices and be able to apply them in your own writing. You need to write and structure a speech effectively to make your ideas/views clear. You need to deliver a speech effectively to communicate your ideas/views to an audience.	Exceeds: You have all of the criteria for ‘meets’* and at least some of the following:* You are familiar with a range of rhetorical/persuasive devices and can apply them effectively in your own writing, enabling you to persuade and entertain an audience. You can write and structure a speech effectively to communicate your ideas in a compelling and engaging way. You can deliver a speech confidently and effectively communicating your ideas in a way that engages their audience.
Assessment Methods
Do Now End of unit assessment – speech

Mathematics: Unit 12 – Circles

This unit introduces coordinates and linear graphs, including finding the gradient and ways to sketch and plot linear graphs.

Meeting	Exceeding
You will be able to identify key parts of a circle. You will be able to calculate the circumference of a circle. You will be able to calculate the area of a circle. You will be able to work with semi-circles and quarter circles. You will be able to calculate areas and perimeters of compound shapes.	To exceed the criteria, students should be able to apply all MEETING criteria in a problem solving context, where they must analyse the problem and decide which skill(s) to apply.
Assessment Methods
In class test (~70% skills, ~30% problem solving): Do Now and in class monitoring Homework – Dr Frost tasks

Music: Unit 5 Rock Songs

Meeting	Exceeding
You will be able to use all KO content You will be able to work out notes in a basic triad and play on the keyboard You will perform the chords to one section of Importance of Being Idle with some accuracy You will perform vocals to Importance of Being Idle with reasonable accuracy as part of a group of singers You will perform with reasonable sense of ensemble	You will be able to use all KO content and additional information You will be able to work out notes in major and minor triads and perform with fluency on the keyboard You will perform chords to the whole of Importance of Being Idle with good level of accuracy You will perform vocals to Importance of Being Idle with good accuracy, possibly taking a solo role. You will perform with a good sense of ensemble
Assessment Methods
Group Performance of The Importance of Being Idle Do Now tasks Teacher questioning Observation of rehearsal time

Computing: Unit 5 – Introduction to Programming with FMS Logo

Meeting	Exceeding
You can recall all the contents of the KO You can recall the correct Logo commands You can sequence instructions appropriately to draw the correct shape You can implement iteration using the repeat command to make your code more efficient You can add colours to your shapes	You can recall all the contents of the KO plus additional information from lessons You will be able to create procedures to make your code more efficient You will be able to make consistent use of parameters to maximise the efficiency of your code
Assessment Methods
Do now tasks to test knowledge of KO Teacher observation End of unit assessment

Spanish: Unit 5 My Town

Meeting	Exceeding
You will be able to read a text in Spanish aloud generally accurately You will be able to answer questions in three time frames (past, present and future), using mostly correct verbs	You will be able to read a text in Spanish aloud with a high level of accuracy You will be able to answer questions in three time frames (past, present and future), giving detailed responses
Assessment Methods
Speaking

French: Unit 5 My Local Area

Meeting	Exceeding
You will have a sound understanding of how to pronounce most common, familiar French phonics. Your pronunciation of some words may be approximate. You will be able to answer straightforward questions on familiar topics.	You will be able to pronounce some less familiar words correctly. You will be able to give more extended answers to straightforward questions.
Assessment Methods
Read aloud and follow-up questions

Geography: Unit 6 Energy and Sustainability

Meeting	Exceeding
You will be able to describe how energy use differs between developed, emerging, and developing countries. You will be able to identify different types of energy sources and their main features. You will be able to describe the main problems caused by using fossil fuels. You will be able to explain some reasons why energy access varies around the world. You will be able to describe how sustainable cities manage resources and reduce pollution.	You will be able to explain why energy use differs between developed, emerging, and developing countries. You will be able to explain advantages and disadvantages of different types of energy sources and their main features. You will be able to analyse the main problems caused by using fossil fuels. You will be able to explain some reasons why energy access varies around the world. You will be able to explain how sustainable cities manage resources and reduce pollution.
Assessment Methods
Do Now Tasks Decision making exercise Design a sustainable city

Physical Education: Unit 3 – Summer Sports

Students will complete nine units of work during the academic year. Each group will follow a different order of activities, as this is dependent on the space and facilities available.

Meeting	Exceeding
Athletics (Summer Term) You perform the basic techniques for running, jumping, or throwing events with consistency. You follow instructions for warm-ups and cool-downs properly. Cricket (Summer Term) You demonstrate basic batting, bowling, and fielding skills with accuracy. You show an understanding of the game’s rules and work effectively as part of the team. Pickleball / Tennis (Summer Term) You show good control of the racket and ball, executing basic forehand, backhand, and serving techniques. You understand the rules of the game and apply them consistently.	Athletics (Summer Term) You demonstrate excellent technique and form in your chosen events, showing improvement in speed, strength, or endurance. You display competitive spirit and push personal performance to higher levels. Cricket (Summer Term) You consistently execute advanced techniques in batting, bowling, and fielding. You display strategic thinking and leadership, contributing significantly to team performance. Pickleball / Tennis (Summer Term) You demonstrate advanced skills in serving, returning, and volleying, with good tactical awareness. You show strong consistency and mental focus during matches, contributing to both offensive and defensive play.
Assessment Methods
Formative assessment in lessons – warm-ups, drills, cool-downs Summative assessment in lessons – competitive context

Philosophy, Religion and Ethics: Unit 3

Big Question: ‘If God created the World, why is it not perfect?’

Caring for the environment, imperfection and its impact on this. Part 3

Meeting	Exceeding
You should explain more than two beliefs about an imperfect world and the next life (like stewardship, dominion, rebirth and reincarnation) and show how they connect to the Big Question of the year. You should describe how the Big Question might affect people’s lives or the way different communities live, giving an example. You should explain what the words imperfect, stewardship, dominion, Khalifah, rebirth and reincarnation mean and give examples to show your understanding. You should name where these beliefs come from (like the Bible, Qur’an, or Rig Veda) and use these to support what you are saying. You should identify which idea or view is the strongest or weakest when thinking about the Big Question and explain why with an example. You should share your own opinion about the Big Question and explain the opposite side, using examples to show both views clearly.	You could explain more than two beliefs about an imperfect world and the next life (like stewardship, dominion, rebirth and reincarnation) linking them to the Big Question. You might also include extra examples you’ve learned from outside the lesson. You could give several examples of how the Big Question, and the topics covered might affect people or communities today. You could clearly explain what these words mean – imperfect, stewardship, dominion, Khalifah, reincarnation and rebirth – and give more than one example for each to show a strong understanding. You could name and use more than one holy book or religious source (like the Bible, Qur’an or Rig Veda) to support your points. You could identify which ideas are strongest and which are weakest when thinking about the Big Question, using more than one example to explain your reasons. You could give your own view on the Big Question and explain the opposite side, using examples and reasons for both, and link in other learning like science or other topics from this year.
Assessment Methods
Do now tasks Exit Tickets Answering the Big question of the year

Physics: Unit 4 Temperature

Meeting	Exceeding
You should be able to recall all the content on the KO You should be able to describe how heat is transferred through solid, liquids and gases You should be able to identify which colour surfaces are good absorbers and emitters of radiation You should be able to identify variables and write a scientific method You should be able to plot appropriate graphs and make conclusions from data	You should be able to recall all the content on the KO plus additional knowledge You should be able to describe and explain how heat is transferred through solids, liquids and gases using particle models You should be able to identify which colour surfaces are good absorbers and emitters of radiation and use this knowledge to justify real-life applications You should be able to suggest variables and write a valid scientific method. You should be able to plot appropriate graphs and draw detailed conclusions from data
Assessment Methods
Do now tasks Whole class questioning End of year assessment

Unit 6 Chemistry F: Separating Mixtures

Meeting	Exceeding
You need to learn all content from the KO. You need to be able to choose an appropriate method of separation for a given mixture. You need to be able to follow a sequence of steps to separate different components from a mixture. You need to be able to describe the process of distillation. You need to be able to recall all content from previous units.	You need to learn all content from the KO plus additional information. You need to be able to explain the choice of separation technique for a given mixture based on properties of the components. You need to be able to plan and carry out a sequence of steps in order to separate a mixture of different components. You need to be able to explain the process of distillation linking changes of state to energy. You need to be able to recall all content from previous units.
Assessment Methods
Do Now tasks Whole Class questioning End of Year Assessment

Biology: Unit 5 Reproduction A

Meeting	Exceeding
You will be able to recall all of the content of the KO. You will be able to describe changes that occur during puberty. You will be able to describe the structure and function of the human reproductive systems. You will be able to describe the role of the menstrual cycle in human reproduction. You will be able to name and describe the key structures involved in pregnancy.	You will be able to recall all of the content of the KO plus additional knowledge. You will be able to describe and explain changes that occur during puberty. You will be able to describe and explain the structure and function of the human reproductive systems. You will be able to describe and explain the role of the menstrual cycle in human reproduction. You will be able to explain how the developing embryo is supported and protected in the uterus.
Assessment Methods
Do Now Whole Class teacher questioning End of Year Assessment

Mathematics: Unit 13 – Manipulating Expressions

This unit introduces expanding brackets and factorising expressions, as well as further developing skills for solving linear equations

Meeting	Exceeding
You will be able to expand single brackets. You will be able to factorise into single brackets. You will be able to use expressions with several variables. You will be able to solve equations with brackets. You will be able to solve equations with fractions.	To exceed the criteria, students should be able to apply all MEETING criteria in a problem solving context, where they must analyse the problem and decide which skill(s) to apply.
Assessment Methods
In class test (~70% skills, ~30% problem solving): Do Now and in class monitoring Homework – Dr Frost tasks

Mathematics: Unit 11 – Graphs

This unit introduces coordinates and linear graphs, including finding the gradient and ways to sketch and plot linear graphs.

Meeting	Exceeding
You will be able to find coordinates and midpoints. You will be able to draw graphs of fixed values. You will be able to plot linear graphs (table of values). You will be able to find the gradient of a line. You will be able to plot linear graphs (gradient and intercept). You will be able to find the equation of a line.	To exceed the criteria, students should be able to apply all MEETING criteria in a problem solving context, where they must analyse the problem and decide which skill(s) to apply.
Assessment Methods
In class test (~70% skills, ~30% problem solving): Do Now and in class monitoring Homework – Dr Frost tasks

English: Unit 5

Shakespeare’s Villains: You will consolidate your learning for the year, revising written skills and key terms/techniques, while learning about a selection of Shakespearian plays/characters.

Meeting	Exceeding
You need to learn the key terms/techniques and their definitions from your lessons and this year’s knowledge organisers, and be able to recall them accurately. You need to identify techniques when encountering them in a piece of writing and identify the effects techniques create. You need to have good familiarity with the context studied this year, recalling key information from knowledge organisers relating to Victorian and Shakespearian eras. You need to be able to apply your analytical writing skills, writing full, structured paragraphs in response to the presentation of a character in one of Shakespeare’s plays.	You achieve all of the criteria for ‘meets’ with an excellent level of accuracy in your recall of key terms/information and/or an excellent level of detail in your analytical writing.
Assessment Methods
Do Now End of unit assessment

Art: Unit 5 Kwakiutl masks

Students will explore Kwakiutl art by analysing artworks and designing and constructing an animal-inspired mask, developing skills in pattern, tone, structure and colour while creating a well-built armature and a finished 3D mask.

Meeting	Exceeding
Analysis and Presentation: You will have selected and carefully presented a range of Kwakiutl artwork. You will have used full sentences, correct grammar, and key terms to analyse the techniques used by the artists. Animal mask designs: You will have successfully used a range of Kwakiutl characteristics to create a mask idea, with clear visual evidence of pattern and tone to create form. Armature: Your finished armature will be similar in appearance to your chosen animal. There will be a good use of bridging techniques and additional strips used for extra features. Finished Mask: Your finished mask will demonstrate a sound understanding of construction skills. You will have selected an appropriate colour palette that complements your chosen animal idea. Pattern and symmetry will have been considered.	Analysis and Presentation: You will have thoroughly analysed and presented selected artworks using key terms, demonstrating a highly developed understanding of the techniques used. Your presentation will be both creative and meticulous. Animal mask designs : Your ideas will clearly demonstrate all the Kwakiutl characteristics and will show a highly developed use of pattern and tone to create form. Armature: Your finished armature will be an accurate representation of your chosen animal. You will have excellent use of bridging techniques which provide less chance of your paper maché falling into gaps. Finished Mask : Your finished mask will showcase advanced skills in construction. The use of colour theory will be excellent, and you will have effectively incorporated symmetric pattern, resulting in a visually striking piece
Assessment Methods
Practical Mask making outcome Research page In Class monitoring – each lesson

Music: Unit 4 Form and structure

You will learn about phrase structure and melody writing. You will also learn about binary, ternary and rondo forms in music

Meeting	Exceeding
You will be able to use all KO content You will aurally identify simple structures referenced in KO You will compose a section of a piece of music with a clear phrase structure You will use simple accompaniment patterns You will extend the composition into ternary form by adding a contrasting second section and repeating the first section	You will be able to use all KO content and additional information You will aurally identify simple structures referenced in KO, including larger scale structures where individual sections may have their own internal structure You will compose a section of a piece of music with a clear and varied phrase structure You will use more advanced accompaniment patterns You will extend the composition into ternary form by adding a second section balancing contrast and unity, with use of introduction, coda and/or a varied repeat of the A section
Assessment Methods
Performance of the completed composition task Listening assessment: form & structure Do now tasks Teacher questioning Participation in composition process

Computing:

Unit 4 Computational Thinking & Algorithms with Flowol

Meeting	Exceeding
You can recall all the contents of the KO You will use correct flowchart symbols You can select appropriate input You can select appropriate output You can select create correct decision boxes You can combine decision boxes You can create a logical series of steps to complete a given task	You can recall all the contents of the KO plus additional information from lessons You will be able to control motor functions appropriately You will be able to correctly use subroutines
Assessment Methods
Do now tasks to test knowledge of KO Teacher observation End of unit assessment

Spanish: Unit 4 My family and where I live

Meeting	Exceeding
You will know all of the content on the knowledge organiser. You will be able to translate short sentences containing familiar words and structures into Spanish. You will be able to understand short written passages in Spanish Your writing in Spanish will be mostly accurate (including correct articles, accents, spellings) and the meaning is clear, but there may be minor errors in your writing.	You will understand the details in short spoken and written passages using familiar vocabulary. You will be able to translate accurately. Your Spanish grammar will be highly accurate.
Assessment Methods
Listening, reading & translation

French: Unit 4 My Free Time

Meeting	Exceeding
You will know all the content on the KO. Your writing will be mostly accurate and the meaning will be clear, but with some minor errors (eg spellings, genders, agreements). You will understand and use a range of language features including justified opinions, time phrases, intensifiers, connectives and negatives. You will understand the main points and details from different kinds of short spoken and written sources, including factual and personal information in familiar contexts. You will be able to transcribe familiar words, mostly accurately.	Your writing will be highly accurate, with very few errors. You will understand longer spoken and written texts sometimes in less familiar contexts. You will be able to use context and other clues to work out the meaning of unfamiliar language. You will be able to transcribe short phrases accurately.
Assessment Methods
Listening, Reading, Translation

Geography: Unit 5 Weather

Meeting	Exceeding
You will be able to describe the function of weather instruments. You will be able to describe how weather forecasts are made, mentioning key instruments. You will be able to identify factors affecting climate, including latitude, altitude, and winds. You will be able to explain the basic process of rainfall formation (condensation and precipitation). You will be able to identify different air masses and explain their general effects on UK weather	You will be able to explain the function and limitations of weather instruments and their accuracy. You will be able to describe how weather forecasts are made, critically assessing the reliability of data and methods. You will be able to explain how latitude, altitude, and winds influence climate patterns in specific regions. You will be able to explain the full process of rainfall formation. You will be able to explain the characteristics of different air masses.
Assessment Methods
Do now tasks Microclimate fieldwork Knowledge based assessment

Unit 5 Chemistry E: Acids and Bases

Meeting	Exceeding
You need to learn all content from the KO. You need to be able to identify an acid and base using the pH scale and universal indicator. You need to be able to use the naming rules to identify a salt from a reaction between acid and base. You need to be able to write a word equation for the reaction between a named acid and a named base. You need to be able to identify variables in an experiment. You need to be able to state observations when an acid reacts with a carbonate. You need to be able to recall all content from previous units.	You need to learn all content from the KO plus additional information. You need to be able to write a word equation for each type of acid-base reaction. You need to be able to write a balanced symbol equation for a reaction between an acid and a base. You need to be able to identify and remove anomalous results before calculating a mean. You need to be able to recall all content from previous units.
Assessment Methods
Do-now tasks Whole class questioning Assessed task in lesson Test covering units CA – CE

Art: Unit 4 Printing

In this unit, students will explore print making by creating a series of coral prints. They will learn about using layers and create a clear print using multiple colours.

Meeting	Exceeding
You will demonstrate some variety in coral types used. Your transfer will be mostly accurate with minor misalignments. Most of your prints will be clear; coral types are generally identifiable. Your workspace and prints will be mostly clean; layering will be somewhat successful. You will have used a range of colours to create a coral scene with some success. You will demonstrate moderate control in printing; some depth and mark making are evident. You will be consistently accurate when printing, with a good use of colour and mark making.	You will demonstrate a wide and thoughtful variety of coral types, showing creativity and ambition. Your transfer will be precise and clean, showing careful attention to detail. All your prints will be crisp and clear; each coral type is easily distinguishable. You will have excellent cleanliness maintained; layering will be precise and enhances the final image. You will have used a wide and well-considered range of colours to create a vibrant and cohesive coral scene. You will demonstrate strong control and technique; depth and mark making are used effectively throughout. You will be highly consistent and refined when printing; colour and mark making will be used expertly to create depth.
Assessment Methods
Practical printing exercise In Class monitoring – each lesson

Computing: Unit 3 Spreadsheets with Excel

Meeting	Exceeding
You will be able to demonstrate knowledge of all content in the KO. You will be able to use key formulae. You will be able to use key functions. You will be able to apply key formatting techniques. You will be able to insert charts. You will be able to score at least 50% on the end of unit test.	You will be able to demonstrate knowledge of all content in the KO, including additional information. You will be able to use the IF function. You will be able to use absolute cell referencing. You will be able to apply conditional formatting. You will be able to modify chart elements. You will be able to score at least 80% on the end of unit test.
Assessment Methods
Do now tasks to test knowledge of KO Teacher observation End of Unit assessment

Spanish: Unit 3 School

Meeting	Exceeding
You will be able to use a range of regular and irregular verbs. You will be able to use a range of common vocabulary. You will be able to use justified opinions, time phrases, intensifiers, connectives and negatives. Your writing in Spanish is mostly accurate and meaning is clear, there may be some minor errors (e.g. spellings, genders, agreements) and there may be some errors with more complex structures.	Use language creatively and adapt the language that you have learnt. Use more complex grammar and a range of verb forms. Use a broad range of language including varied justified opinions, 3rd person opinions, uncommon language. Your writing in Spanish will be highly accurate.
Assessment Methods
Writing in Spanish

French: Unit 3 My School

Meeting	Exceeding
You will know all the content on the KO. You will be able to use a range of 1st and 3rd person regular and irregular verbs. You will be able to use a range of common vocabulary and grammatical structures, including justified opinions, time phrases, intensifiers, connectives and negatives. Your writing will be mostly accurate and the meaning will be clear. There may be some minor errors (eg spellings, genders, agreements) and some errors with more complex structures.	You will use language creatively and adapt what you have learnt in lessons. You will use more complex grammar and a range of verb forms. You will use a broad range of language including varied justified opinions, 3rd person opinions and more complex language. You will give and seek information. Your written work will be highly accurate, with very few errors.
Assessment Methods
Open writing

Geography Unit 4: Global Decisions

Meeting	Exceeding
You will be able to identify and explain how decisions are made on social issues. You will be able to identify and explain how decisions are made on economic issues. You will be able to identify and explain how decisions are made on environmental issues. You will be able to identify and explain how decisions are made on political issues. You will be able to explain how individuals can be part of decision making.	You will be able to evaluate how effective decisions made on social issues are. You will be able to evaluate how effective decisions made on economic issues are. You will be able to evaluate how effective decisions made on environmental issues are. You will be able to evaluate how effective decisions made on political issues are. You will be able to evaluate the effectiveness of individuals within decision making.
Assessment Methods
Do now tasks Decision making exercise Knowledge based assessment

Philosophy, Religion & Ethics – Unit 2

Big Question: ‘If God created the World, why is it not perfect?’

Science and Philosophical responses to this Part 2

Meeting	Exceeding
You should explain what the Big Bang and Evolution are and give examples to show how they work. You should also describe philosophical arguments for God’s existence (the First Cause and Teleological (Design) arguments) and include some detail in each. You should explain how these arguments for or against God’s existence affect religious beliefs and society today. You should define key words like Big Bang, evolution, natural selection, telos, teleological argument, anthropic principle, analogy, and order, and give examples. You should name Darwin’s book On the Origin of Species and refer to the Bible and at least one other religious text to back up your points. You should identify whether scientific evidence or philosophical beliefs are stronger or weaker when thinking about the Big Question of the Year and explain why. You should give your own opinion and conclusions about the Big Question, using reasons and examples to support what you think.	You could explain what the Big Bang and evolution are and explain the First Cause and Design arguments using examples to show your understanding. You could also include other ideas you’ve learned to help explain these concepts. You could explain how different arguments for and against the existence of God affect religious beliefs and society, using real examples. You could define key terms like Big Bang, evolution, natural selection, telos, analogy, and order, and give examples. You could name and use Darwin’s book On the Origin of Species and use quotes from the Bible and other religious texts to support your ideas. You could identify which arguments are the strongest and weakest when thinking about the Big Question, using more than one example to explain your view. You could also give your own opinion and conclusion about where we come from, using what you’ve learned from science, religion, and philosophy.
Assessment Methods
Do now tasks Exit Tickets Answering the Big question of the year

Physics: Unit 3 Space

Meeting	Exceeding
You should be able to recall all content of the KO You should be able to explain why Earth has day and night and link the position of the Earth to different seasons You should be able to independently construct a line graph using SPLAT criteria You should be able to explain why planets have different length years You should be able to label diagrams showing a lunar and solar eclipse You should be able to calculate weight using w=mg	You should be able to recall all content of the KO and extra information You should be able to explain why Earth has day and night and different seasons You should be able to independently construct a line graph using SPLAT criteria and use the graph to predict an unknown value You should be able to explain why planets have different length years and to predict length of year from given data You should be able to draw labelled diagrams to explain how a lunar and solar eclipse occur You should be able to rearrange the formula w=mg to calculate any term in the equation
Assessment Methods
Do now tasks Whole class questioning Teacher assessed task in lesson End of topic test

Unit 4 Chemistry D: Chemical Reactions

Meeting	Exceeding
You need to learn all content from the KO. You need to be able to state whether a ‘change’ is physical or chemical. You need to be able to identify the reactants and products from a chemical equation. You need to be able to write a word equation for a chemical reaction. You need to be able to write a symbol equation for a chemical reaction. You need to be able to identify the products of complete and incomplete combustion. You need to be able to recall all content from previous units.	You need to learn all content from the KO plus additional information. You need to be able to apply the law of conservation of mass for a physical and chemical change. You need to be able to use the law of conservation of mass to explain mass observations during a thermal decomposition reaction. You need to be able to describe how to identify the products of combustion. You need to be able to write a balanced symbol equation for a chemical reaction. You need to be able to describe the cause and effect of the products formed by incomplete combustion. You need to be able to recall all content from previous units.
Assessment Methods
Do-now tasks Whole class questioning Assessed task in lesson Test covering units CA – CD

Biology: Unit 4 Digestion

Meeting	Exceeding
You will be able to recall all of the content of the KO. You will be able to identify the features of a balanced diet. You will be able to describe how visking tubing can be used to model the gut. You will be able to describe the features of villi. You will be able to identify variables and write a scientific method. You will be able to safely use Bunsen burners. You will be able to plot appropriate graphs and make conclusions from data.	You will be able to recall all of the content of the KO plus additional knowledge. You will be able to describe and explain the importance of a balanced diet. You will be able to evaluate the effectiveness of visking tubing as a model gut. You will be able to describe and explain the features of villi and how they aid absorption. You will be able to suggest variables and write a valid scientific method. You will be able to plot appropriate graphs, draw detailed conclusions from data.
Assessment Methods
Do Now Whole Class teacher questioning HSW skills Teacher assessed task Written test /20

Mathematics: Unit 10 Shapes and Angles

This unit looks at polygons and their properties, finding the areas and perimeters of standard shapes, and then introduces key rules regarding angles and their properties in various scenarios.

Meeting	Exceeding
You will be able to use properties of triangles and quadrilaterals. You will be able to find the perimeter and area of triangles. You will be able to find the perimeter and area of quadrilaterals. You will be able to find areas of compound shapes. You will be able to measure and draw angles. You will be able to find angles at a point, in triangles and quadrilaterals. You will be able to use corresponding angles, alternate angles and co-interior angles.	To exceed the criteria, students should be able to apply all MEETING criteria in a problem solving context, where they must analyse the problem and decide which skill(s) to apply.
Assessment Methods
In class test (~70% skills, ~30% problem solving): Do Now and in class monitoring Homework – Dr Frost tasks

Mathematics: Unit 9 Probability and Data

This unit focuses on understanding probability and applying it to a variety of scenarios, and also ways to represent statistical data and analyse diagrams.

Meeting	Exceeding
You will be able to use probability scales. You will be able to use combined events. You will be able to use experimental probability. You will be able to use mutually exclusive and exhaustive outcomes. You will be able to use sample space to calculate probabilities. You will be able to estimate of probabilities. You will be able to collect and use discrete data. You will be able to draw and interpret statistical diagrams. You will be able to draw and interpret pie charts.	To exceed the criteria, students should be able to apply all MEETING criteria in a problem solving context, where they must analyse the problem and decide which skill(s) to apply.
Assessment Methods
In class test (~70% skills, ~30% problem solving): Do Now and in class monitoring Homework – Dr Frost tasks

Mathematics: Unit 8 Solving Equations and Ratio

This unit focuses on solving linear equations, solving problems by creating equations, and also introduces ratio and some of its uses.

Meeting	Exceeding
You will be able to find unknown values. You will be able to solve one-step equations. You will be able to solve two-step equations. You will be able to solve equations with the variable on both sides. You will be able to find create and solve equations. You will be able to use ratio notation and simplify ratios. You will be able to divide into ratios.	To exceed the criteria, students should be able to apply all MEETING criteria in a problem solving context, where they must analyse the problem and decide which skill(s) to apply.
Assessment Methods
In class test (~70% skills, ~30% problem solving): Do Now and in class monitoring Homework – Dr Frost tasks

Mathematics: Unit 7 Working with percentages

Looking at fractions, percentages and decimals; with a specific focus on the various types of percentage calculations possible.

Meeting	Exceeding
You will be able to convert between fractions, decimals and percentages. You will be able to calculate the percentage of an amount (non-calculator). You will be able to calculate percentages of amounts (multiplier). You will be able to find percentage increases and decreases. You will be able to find original amounts using reverse percentages. You will be able to calculate a percentage change.	To exceed the criteria, students should be able to apply all MEETING criteria in a problem solving context, where they must analyse the problem and decide which skill(s) to apply.
Assessment Methods
In class test (~70% skills, ~30% problem solving): Do Now and in class monitoring Homework – Dr Frost tasks

English Unit 4 – ‘The Ruby and the Smoke’ by Phillip Pullman

Novel study of the ‘The Ruby in the Smoke’. Set in Victorian England. It will develop your ability to write analytically on a text and introduce the need to understand a text’s context.

Meeting	Exceeding
You need to produce structured analytical paragraphs in response to the text which present a clear argument and support it with evidence embedded into your response. You need to select evidence carefully to support your argument and identify specific techniques employed by the author, using appropriate terminology. You need to comment on and explain the choices made by the author, exploring implied levels of meaning. You need to demonstrate relevant knowledge of the Victorian era within your response to the text.	Exceeds: You have all of the criteria for ‘meets’ and at least some of the following: You can confidently write clear, well-structured paragraphs with appropriate evidence fluently embedded into your writing. You can pick evidence carefully, choosing quotations that support your arguments and contain key language features to comment on. You are able to identify a range of the author’s chosen methods, using accurate terminology. You show an increasing ability to explore the implications and effects of an author’s choices, moving well beyond literal or explicit meanings. You are able to demonstrate detailed knowledge of the Victorian era and link this knowledge into your response effectively by considering how the time period influenced the text.
Assessment Methods
Do Now End of unit assessment

Music: Units A, B, C & D Instruments of the Orchestra

Content: You will learn about the different instruments and instrument families found in the orchestra, and about recognising the sounds these instruments make. You will be introduced to pitch notation and the use of keyboards to perform music.

Meeting	Exceeding
You use all KO content You can aurally identify families of instruments and most orchestral instruments within each family You are able to perform melody line for rondo theme with reasonable accuracy of pitch and rhythm You perform with reasonable keyboard technique including use of all 5 fingers and good posture You perform with reasonable sense of ensemble You are able to make use of treble clef notation for pitch	You use all KO content and additional information You can aurally identify all families and almost all orchestral instruments within each family with only minor errors You are able to perform 2 parts of rondo theme with good accuracy of pitch and rhythm You perform good keyboard technique including use of both hands and good posture You perform with a good sense of ensemble You are able to read treble clef notation with reasonable fluency
Assessment Methods
Paired performance or Rondo theme Listening assessment on Britten’s Young Person’s Guide to the Orchestra Do Now tasks Teacher questioning Observation of rehearsal time

Computing – Unit 3 Cyber Security

Meeting	Exceeding
You can recall all the contents of the KO. You understand password security. You understand authentication and biometrics. You understand the impact of digital footprints You understand how to behave online and use social media responsibility You understand how to find reliable information online You can list and identify common malware You understand how to protect yourself from malware and other threats You have knowledge of careers in cyber security Score at least 50% on the end of unit test.	All content of the KO plus additional information Score at least 80% on the end of unit test.
Assessment Methods
Do now tasks to test knowledge of KO Teacher observation End of unit assessment

Spanish

Unit 2: My Free time

Meeting	Exceeding
You will know all of the content on the knowledge organiser. You will be able to translate short sentences containing familiar words and structures into Spanish. You will be able to understand short written passages in Spanish Your writing in Spanish will be mostly accurate (including correct articles, accents, spellings) and the meaning is clear, but there may be minor errors in your writing.	You will understand the details in short spoken and written passages using familiar vocabulary. You will be able to translate accurately. Your Spanish grammar will be highly accurate.
Assessment Methods
Vocabulary / translations

French

Unit 2: My Family and Me

Meeting	Exceeding
You will know all the content on the KO. You will understand the main points, opinions and some details in short spoken and written passages using familiar vocabulary. Your writing will be mostly accurate (including correct articles, accents, spellings) and the meaning will be clear. There may be minor errors.	You will understand details in short spoken and written passages using familiar vocabulary. Your writing will be highly accurate.
Assessment Methods
listening/reading/translation

Geography – Unit 3 Coasts

Meeting	Exceeding
You will be able to describe how waves form and identify swash and backwash. You will be able to identify coastal erosion, transportation, and deposition processes. You will be able to describe types of weathering and mass movement on coasts. You will be able to describe the formation of coastal landforms including headlands, bays, spits, and stumps. You will be able to identify common coastal management methods like hard and soft engineering.	You will be able to explain the impact of different wave types on coastal processes. You will be able to explain how erosion, transportation, and deposition interact on coasts. You will be able to explain causes and effects of weathering and mass movement. You will be able to explain the formation and features of key coastal landforms, including headlands, bays, spits, and stumps. You will be able to compare the effectiveness of hard and soft coastal management strategies.
Assessment Methods
Do Now Tasks Processes knowledge checker Landforms knowledge checker Case study unit assessment

Physics: Unit 2 Light

Meeting	Exceeding
You should be able to recall all content of the KO You should be able to annotate a ray diagram to show reflection in a plane mirror  You should be able to state 3 applications of reflection You should be able to draw a ray diagram to show the refraction of light You should be able to explain why we see coloured objects You should be able to describe how a filter works	You should be able to recall all content of the KO and additional knowledge You should be able to construct a ray diagram to show reflection in a plane mirror You should be able to state 3 applications of reflection and explain how these work You should be able to draw a ray diagram to show the refraction of light and explain why light changes direction You should be able to explain using key terms why coloured objects are seen You should be able to describe how a filter works and identify how a coloured object will appear in different coloured lights
Assessment Methods
Do now tasks Whole class questioning Teacher assessed tasks in lessons End of topic test

Unit 3 Chemistry: C Elements

Meeting	Exceeding
You need to learn all content from the KO. You need to be able to identify a substance as an element, compound or mixture using a particle diagram. You need to be able to state if a substance is pure or impure. You need to be able to name compounds made of 2 elements bonded together. You need to be able to name compounds made of 2 elements and oxygen bonded together. You need to be able to recall the formula of ‘carbonate, hydroxide, sulfate and nitrate’ particles. You need to be able to recall all content from previous units.	You need to learn all content from the KO plus additional information. Describe the components of a mixture using a particle diagram. You need to be able to describe the effect of impurities on the melting point of a substance. You need to be able to use the appropriate prefix when naming compounds made of 2 elements bonded together. You need to be able to state the number and type of elements present in a compound from the formula. You need to be able to correctly determine the formula of an element or compound from its name. You need to be able to recall all content from previous units.
Assessment Methods
Do-now tasks Whole class questioning Test covering units CA – CC

Biology: Unit 3 Breathing

Meeting	Exceeding
You will be able to recall all of the content of the KO. You will be able to describe how the bell jar can be used as a model. You will be able to identify the dangers of smoking. You will be able to identify variables and write a scientific method. You will be able to work in pairs to collect data.	You will be able to recall all of the content of the KO plus additional knowledge. You will be able to evaluate the effectiveness of the bell jar model as a model lung. You will be able to describe and explain the effects of smoking. You will be able to suggest variables and write a valid scientific method. You will be able to work in pairs to collect valid data. You will be able to present data in tables and graphs using correct conventions.
Assessment Methods
Do Now Whole Class teacher questioning Written Test / 20 HSW skills Teacher assessed task

Mathematics: Unit 6 Working with fractions

This unit focuses on understanding and working with fractions, including arithmetic, equivalence and calculations with fractions.

Meeting	Exceeding
You will be able to find equivalent fractions. You will be able to write fractions in their simplest form. You will be able to compare and order two or more fractions. You will be able to add/subtract integers and fractions, including mixed and improper fractions. You will be able to multiply/divide integers and fractions, including mixed and improper fractions. You will be able to calculate a fraction of a quantity.	To exceed the criteria, students should be able to apply all MEETING criteria in a problem solving context, where they must analyse the problem and decide which skill(s) to apply.
Assessment Methods
In class test (~70% skills, ~30% problem solving): Do Now and in class monitoring Homework – Dr Frost tasks

Mathematics: Unit 5 Introduction to algebra

This unit introduces the fundamentals of algebra such as terms and expressions and how to form expressions and formulae from a given scenario.

Meeting	Exceeding
You will be able to understand the fundamental terms of algebra including term, coefficient, variable and expressions. You will be able to simplify simple expressions. You will be able to simplify expressions with multiple terms including multiplication, division and indices. You will be able to manipulate algebraic expressions and identify equivalent expressions (identities). You will be able to write algebraic expressions involving indices. You will be able to write and use formulae in real-life scenarios.	To exceed the criteria, students should be able to apply all MEETING criteria in a problem solving context, where they must analyse the problem and decide which skill(s) to apply.
Assessment Methods
In class test (~70% skills, ~30% problem solving): Do Now and in class monitoring Homework – Dr Frost tasks

Mathematics: Unit 4 Negative numbers and inequalities

This unit focuses on understanding and working with negative numbers, including performing arithmetic skills with negative numbers.

Meeting	Exceeding
You will be able to differentiate between positive and negative numbers. You will be able to use a number line to represent inequalities and negative numbers You will be able to add and subtract negative numbers You will be able to multiply and divide negative numbers	To exceed the criteria, students should be able to apply all MEETING criteria in a problem solving context, where they must analyse the problem and decide which skill(s) to apply
Assessment Methods
In class test (~70% skills, ~30% problem solving): Do Now and in class monitoring Homework – Dr Frost tasks

English

Creative Writing

Meeting	Exceeding
You need to be able to craft detailed descriptions, using a range of appropriate descriptive techniques in your writing. You need to use ambitious and varied vocabulary, with accurate spelling. You need to be able to employ a range of sentence forms, with only occasional grammatical errors. You need to use paragraphs effectively to structure your writing.	You have all of the criteria for ‘meets’ and at least some of the following: You can craft a detailed description, using a range of appropriate and inventive descriptive techniques which contribute effectively to your writing. You can use a wide range of ambitious and varied vocabulary with accurate spelling. You can employ a range of sentence forms, including more complex grammatical structures, with a high level of grammatical accuracy. You use paragraphs effectively to structure your writing and are starting to vary paragraph length/structure in inventive and effective ways.
Assessment Methods
Do Now In class spelling/grammar quizzes End of unit assessment

English – Unit 2 Poetry. You will study a selection of poems, building your knowledge of poetic devices/terminology. You will explore how author’s use their writing to offer social commentary and explore key themes/messages.

Meeting	Exceeding
You need to have a good understanding of the studied poetic techniques, key terms and definitions. You need to be able to accurately identify a selection of poetic techniques, when encountering them in a piece of writing. You need to make inferences and interpretations from poems, identifying ideas that communicated without being stated explicitly. You need to be able to identify and interpret the ‘big ideas’ (author’s intentions/themes/messages) within the studied poems.	Exceeds: You have all of the criteria for ‘meets’ and at least some of the following: You need to demonstrate an excellent understanding of the taught poetic techniques, key terms and definitions. You are able to identify a wide range of poetic techniques, when encountering them in a piece of writing, with a high degree of accuracy. You are able to make inferences and interpretations from poems, identifying ideas that communicated without being stated explicitly, with a high degree of clarity/accuracy. You can identify and interpret the ‘big ideas’ (author’s intentions/themes/messages) within the studied poetry, consistently expressing accurate and clear interpretations.
Assessment Methods
Do Now End of unit assessment

FPaN:Unit 2 Overview – Balanced Meals
A project that explores what a balanced diet should look like. In the kitchen skills are further developed in order to produce simple nutritionally balanced dishes.

Meeting	Exceeding
You will be able to complete all practical tasks safely within the allocated time with minimal support. You will be able to use the oven and hob safely with some guidance, following timings and suggested temperatures. You will be able to use a knife and peeler confidently to produce mostly consistent shapes. You will be able to apply a range of cooking techniques successfully, with some support or with inconsistent results. You will be able to manage more than one task with some teacher support and reminders. You will be able to identify food groups and state the general proportions of the Eatwell Guide. You will be able to describe foods using basic sensory language. You will be able to describe what went well and suggest simple improvements.	You will be able to complete all practical tasks safely, independently and within the allocated time. You will be able to use the oven and hob independently and confidently at the same time, adjusting temperatures and timing accurately. You will be able to use a knife and peeler confidently to produce precise, consistent shapes with excellent control. You will be able to apply a range of cooking techniques accurately and independently with consistent results. You will be able to organise and cook multiple components simultaneously. You will be able to explain food groups accurately, give examples and state proportions correctly with clear understanding. You will be able to carry out sensory testing independently, using key vocabulary. You will be able to provide detailed analysis of your dish with specific, realistic improvements linked to skills and outcomes.
Assessment Methods
Practical skills checklist Completed theory booklet

FPaN: Unit 1 Overview – Introduction to the Kitchen

A project that explores how to safely work within a kitchen setting, follow a recipe and develop basic cooking skills.d.

Meeting	Exceeding
You will be able to wash up equipment used during the session with minimal assistance. You will be able to move around the kitchen safely. You will be able to cut fruit and vegetables safely using the bridge and claw technique. You will be able to name and describe the risks of cross-contamination in the kitchen. You will be able to use the hob safely to melt butter, with support to light the hob if needed. You will be able to name equipment in the FPaN kitchen and identify where to locate it. You will be able to complete practical tasks efficiently, leaving your station clean and tidy by the end of the lesson. You will be able to identify and describe key ways to maintain safety within a kitchen.	You will be able to wash up equipment accurately in hot soapy water and in the appropriate order. You will be able to move around the kitchen safely, predicting any dangers that may occur. You will be able to cut fruit and vegetables accurately and safely using the bridge and claw technique. You will be able to name and explain the risks of cross-contamination in the kitchen. You will be able to turn on the hob safely and use a saucepan to melt butter. You will be able to name equipment in the FPaN kitchen accurately, give examples of its uses and describe where it is located. You will be able to plan practical sessions ahead of time, ensuring you are tidied and finished before the end of the lesson. You will be able to explain in detail how to avoid cross-contamination and keep safe within a kitchen.
Assessment Methods
Practical skills checklist Completed theory booklet

Graphic Communication: Unit 2 Overview – Top Trumps
Students are assessed on their ability to apply the principles of design—colour, layout, image, and typography—to create a visually engaging and well-organised Top Trumps card. They are also evaluated on their technical proficiency in Affinity Photo.

Meeting	Exceeding
You will choose colours that complement your animal image and keep the design readable, showing a good understanding of colour theory You will include all required elements in your layout, which is generally well-organised, with some experimentation in spacing or scale. You will edit your animal image showing good skills in Affinity Photo that support the overall presentation of your card. You will use fonts that are readable and appropriate. You will use scale to create emphasis	You will experiment with colour alternative, possibilities and choices that either contrast or harmonise with your animal image to create strong visual impact. You will experiment creatively and show various iterations of layout, using scale and positioning to balance all design elements in a visually engaging way. You will cut out your animal image cleanly in Affinity Photo and show advanced skills by applying a range of filters that enhance the overall design. You will choose up to three fonts that are easy to read and suit the theme of your card, using size and colour to create a clear visual hierarchy and strong aesthetic appeal.
Assessment Methods
Practical design assessment presented as a PowerPoint In class monitoring – each lesson

Graphic Communication: Unit 1 Overview – Logo design
Students are being assessed on their ability to understand and interpret a design brief, generate and develop a range of initial sketched ideas, demonstrate technical skills using Affinity Designer and clearly present the development of their Marwell Zoo logo

Meeting	Exceeding
You will show a clear understanding of the design brief and requirements. Your initial sketches will explore several ideas, showing some consideration of design principles. You will use Affinity Designer competently to create your logo. You will use appropriate tools and techniques Your logo will meet Marwell Zoo’s requirements and follows the design specifications You will document your process step-by-step in a PowerPoint presentation. Your PowerPoint will show the development of your design ideas. Your presentation will include some self-assessment and reflection on your work.	You will fully understand the design brief and develop creative solutions. You will creatively explore multiple ideas for your design that are visually engaging. You will clearly annotate your sketches to articulate your design choices. You will be skillful at using Affinity Designer. You will use advanced tools and techniques effectively You will produce a professional logo that reflects Marwell Zoo’s identity and meets all specifications. Your development process will be meticulously documented in a clear PowerPoint presentation. Your PowerPoint presentation will include a thoughtful and comprehensive self-assessment.
Assessment Methods
Practical design assessment presented as a PowerPoint In class monitoring – each lesson

Design Technology: Unit 2 Overview – Clock and Coaster projects
Projects which explore basic manufacturing methods. Students will produce 2x handmade projects which use both hand tools and machinery.

Meeting	Exceeding
You will be able to make a fully functional clock You will be able to manufacture using the Belt Sander, Bobbin Sander, Pillar Drill, Line Bender and Pyrography kit You will be able to sand your clock and add a wax finish You will be able to make a functional coaster You will be able to manufacture using Butt joints, Lamination, Planing, Sanding, Filing and finishing with wet and dry paper You will be able to sand your coaster and add a wax finish	You will be able to make an accurate, fully functioning clock You will be able to accurately shape using the Belt Sander and Bobbin Sander You will be able to expertly use the Pillar Drill and Line Bender You will be able to add high quality detailing using the pyrography kit You will be able to sand work so it is extremely smooth You will be able to add a high quality wax finish You will be able to make a functional coaster You will be able to accurately manufacture using Butt joints, Lamination and Planing You will be able to sand and file work so it is finished to a high quality with no scratches or marks left on the work You will be able to add a high quality wax finish
Assessment Methods
Practical design assessments, making a coaster and a small clock

Design Technology: Unit 1 Overview – Pizza cutter (Design skills)

A project that explores how to produce a design sheet; drawing, presentation and annotation. It explores how designers find inspiration, how they develop designs and students then explore creating models using corrugated board.

Meeting	Exceeding
You will be able to complete a page of design ideas You will be able to add presentation techniques to designs You will be able to produce a development page, using card to model and test ergonomics You will be able to safely use craft knives to produce a corrugated board model, based upon your own design	You will be able to complete a wide range of creative design ideas You will be able to add sophisticated presentation techniques which use contrasting colours You will be able to produce a development page which shows lots of incremental changes, which fully consider ergonomics You will be able to accurately produce a corrugated board pizza cutter model, based upon your own design You will be able to work safely, at all times, using craft knives You will be able to sand your work to produce a high quality finish
Assessment Methods
Practical design assessment: Drawing sheet/Development sheet/Physical model

Art: Unit 2 Printing

Students will develop printmaking skills by designing and transferring a poly block, experimenting with mark making, colour and layering, and working collaboratively to create a 3D relief collage inspired by Frank Stella that demonstrates control, creativity and effective presentation.

Meeting	Exceeding
You will use a range of shapes, patterns and line in your design You will show some variety in typography and mark making You will transfer your design mostly accurately to the poly block You will produce neat prints with some consideration of colour theory and technique You will work with a partner to create a 3D collage inspired by Frank Stella You will include basic layering and relevant shapes You will complete and present your work with care	You will use a wide and confident variety of mark making and line You will show ambitious and creative use of typography, shapes and patterns You will transfer your design accurately and cleanly with precision You will produce refined prints with strong use of colour theory and technique. You will collaborate confidently, sharing clear and creative ideas. You will create a complex, well-layered 3D collage inspired by Frank Stella You will create a complex, well-layered 3D collage inspired by Frank Stella
Assessment Methods
Practical drawing assessment In Class monitoring – each lesson

Art: Unit 1 Sweet Tonal drawing observation

This project is based on the formal elements- focusing on shape, form and tone to produce an accurate observational drawing

Meeting	Exceeding
You will draw a mostly accurate outline with only minor imperfections You will include a range of tones (light, mid and dark) with some blending You will show a clear light source with only small inconsistencies You will use shading to suggest 3D form with good depth You will add tones, highlights and shadows in mostly the correct areas You will place a highlight that is visible, even if slightly inaccurate You will produce a neat drawing with only minor smudges or errors	You will draw a clean, confident and highly accurate outline You will include a full tonal range (highlight, light, mid, dark) that is smoothly blended You will apply a clearly defined and consistent light source throughout You will use tonal shading to convincingly create strong 3D form You will add tones, highlights and shadows in the correct and precise locations You will place highlights accurately to enhance realism
Assessment Methods
Practical drawing assessment In Class monitoring – each lesson

Music – Unit 3 Djembe: You will learn about the conventions of Djembe drumming and about different ways of notating rhythm

Meeting	Exceeding
You will be able to use KO content You will be able to identify features of West African Djembe music referenced in the KO and apply these in composition work You will be able to compose using simple rhythms You will be able to perform as part of the ensemble demonstrating a reasonably secure technique including use of bass, tone and slap techniques You will perform with reasonable accuracy of rhythm You will shape performance through the use of some dynamics	You will be able to use KO content and additional information You will be able to identify features of West African Djembe music referenced in the KO and apply these creatively in composition work You will make effective use of more complex rhythms in composition work, drawing on examples from the given model You will be able to lead or take a solo role within the ensemble, demonstrating a secure technique including use of bass tone and slap techniques You will perform with a high degree of accuracy of rhythm You will perform expressively through the use of appropriate dynamics and tone.
Assessment Methods
Ensemble performance of composition work Do Now tasks Teacher questioning Participation in rehearsals – whole class performing Sun over the Sahara Participation in group composition work

Music

Unit 1 – Sea Shanties: Students will learn about the conventions of sea shanties and about good singing technique

Meeting	Exceeding
Listening: You will be able to use all KO content You will be able to aurally identify features of Sea Shanties referenced in the KO Performing: You will perform both as a soloist and part of the ensemble You will demonstrate a reasonably secure singing technique including breath control, diction and tone quality You will perform with reasonable accuracy of pitch and rhythm You will shape performance through use of some dynamics	Listening: You will be able to use all KO content and additional information You will be able to aurally identify features of Sea Shanties referenced in the KO and make judgements about the use of these features Performing: You will perform both as a soloist and part of the ensemble, taking a lead role. You will demonstrate a secure singing technique including breath control, diction and tone quality You will perform with a high degree of accuracy of pitch and rhythm You will perform expressively through use of appropriate dynamics and tone.
Assessment Methods
Listening assessment on Sea Shanties Do Now tasks Teacher questioning Ensemble Performance of The Times are Hard Participation in rehearsals – whole class and small group

Computing Unit 1 – Introduction to Computing

Meeting	Exceeding
You can log on and use school systems including the desktop, Student Resources, Teams and Office. You can use basic file management (saving, opening, moving, OneDrive) You can attach, upload and download from Teams You can create a basic presentation using PowerPoint You can create a basic document using Word You can format text in Word & PowerPoint by: Changing the font Changing the font size Changing the font colour Applying bold, italics & underline Changing the text alignment You can insert shapes & images into Word & PowerPoint You can take a screenshot	You can add text boxes to Word You can use layout options when inserting images into Word You can use transitions and animations on PowerPoint You can create a professional PowerPoint presentation by following instruction closely You can create a professional Word document by following instruction closely
Assessment Methods
Do now tasks to test knowledge of KO Teacher observation End of unit assessment

Spanish

Introduction to Spanish (8 Weeks)

Meeting	Exceeding
You will know all of the content on the knowledge organiser. You will be able to translate short sentences containing familiar words and structures into Spanish. You will be able to understand short written passages in Spanish Your writing in Spanish will be mostly accurate (including correct articles, accents, spellings) and the meaning is clear, but there may be minor errors in your writing.	Your writing will be highly accurate. You will understand the details in short spoken and written passages using familiar vocabulary.
Assessment Methods
Listening, reading and translation into Spanish

French

Introduction to French (8 Weeks)

Meeting	Exceeding
You will know all the content on the KO. You will be able to translate short sentences containing familiar words and structures into French . Your writing will be mostly accurate (including correct articles, accents, spellings) and the meaning will be clear. There may be minor errors.	Your writing will be highly accurate.
Assessment Methods
Translation to French

Geography – Unit 2 Fieldwork

Meeting	Exceeding
You will be able to state a clear aim, hypothesis, location, and basic risks. You will be able to collect primary data and use at least one secondary source. You will be able to present data using graphs or charts. You will be able to describe patterns and trends in your data. You will be able to draw a conclusion and briefly evaluate your fieldwork.	You will be able to clearly justify your aim, hypothesis, location, and complete a detailed risk assessment. You will be able to collect a wide range of data and use secondary sources. You will be able to present data clearly using the most appropriate graphs or visual methods. You will be able to describe and explain patterns and anomalies using confident geographical language. You will be able to draw a well-reasoned conclusion and give a detailed evaluation.
Assessment Methods
Do Now Tasks On-site fieldwork write up

Geography

Map Skills

Meeting	Exceeding
You will be able to define human and physical geography. You will be able to state one human and one physical geography characteristic of Bournemouth. You will be able to utilise features on an OS map, including symbols, grid references, and scale. You will be able to describe data on UK and world maps. You will be able to identify issues with current world maps.	You will be able to define human and physical geography, and sustainable development. You will be able to state two human and two physical geography characteristics of Bournemouth. You will be able to utilise features on an OS map, including symbols, grid references, scale, and contours. You will be able to create a choropleth map using data. You will be able to explain a solution to issues with current world maps.
Assessment Methods
Do Now tasks Map skills workbook Skills based knowledge checker for first few lessons (prior to introduction of OS Maps). Short answer written assessment.

Physical Education – Unit 1 Winter Sports

Students will complete nine units of work during the academic year. Each group will follow a different order of activities, as this is dependent on the space and facilities available.

Meeting	Exceeding
Rugby (September – December) You successfully pass and catch the ball, supporting teammates effectively in both attack and defence. You show an understanding of basic rules and positioning. Table Tennis (September – December) You demonstrate basic control over the ball with effective serves and returns. You understand the rules of the game and apply them consistently. Badminton (September – December) You successfully hit the shuttle with accuracy, demonstrating good footwork and positioning. You understand the rules of the game and apply them consistently.	Rugby (September – December) You demonstrate tactical awareness and make smart decisions during set plays and open-play. You exhibit excellent ball-handling skills and leadership in both defence and attack. Table Tennis (September – December) You execute advanced techniques, such as spin and placement, with accuracy. You display excellent reflexes and tactical awareness, adapting to different styles of play. Badminton (September – December) You show advanced techniques in serving, smashing, and push shots. You use tactical play to outmanoeuvre opponents, demonstrating exceptional speed and agility.
Assessment Methods
Formative assessment in lessons – warm-ups, drills, cool-downs Summative assessment in lessons – competitive context

Philosophy, Religion and Ethics – Unit 1

Big Question: ‘If God created the World, why is it not perfect?’

Myths, Creation stories and Literalist and non-literalist responses on this. Part 1

Meeting	Exceeding
You should explain two religious stories about how the world began (such as from Chinese, Muslim, Hindu or Christian beliefs) and show how they connect to the Big Question of the year. You should describe how the Big Question might affect people’s lives or the way different communities live, giving an example. You should explain what the words myth, God, religion, creation, and perfect mean and give examples to show your understanding. You should name where each story comes from (like the Bible, Qur’an, or Rig Veda) and use these to support what you are saying. You should identify which idea or view is the strongest or weakest when thinking about the Big Question and explain why with an example. You should share your own opinion about the Big Question and explain the opposite side, using examples to show both views clearly.	You could explain more than two creation stories from lessons (including at least one from Chinese, Muslim, Hindu or Christian beliefs) and might include extra examples you’ve learned from outside the lesson. You could give several examples of how the Big Question might affect people or communities today. You could clearly explain what these words mean – myth, God, religion, creation, and perfect – and give more than one example for each to show strong understanding. You could name and use more than one holy book or religious source (like the Bible, Qur’an or Rig Veda) to support your points. You could identify which ideas are strongest and which are weakest when thinking about the Big Question, using more than one example to explain your reasons. You could give your own view on the Big Question and explain the opposite side, using examples and reasons for both, and link in other learning like science or other topics from this year.
Assessment Methods
Do now tasks Exit Tickets Answering the Big question of the year

Physics Unit 1: A Forces

Meeting	Exceeding
You should be able to recall all the content of the KO You should be able to draw and interpret simple force diagrams to describe motion You should be able to plot data on a line graph and draw a suitable line of best fit You should be able to construct a results table with suitable headings You should be able to identify independent, dependent and control variables in a given method You should be able to write a scientific method You should be able to calculate pressure using the formula (pressure = force/area)	You should be able to recall all content of the KO plus additional knowledge You should be able to construct and analyse force diagrams with multiple forces, calculating resultant forces to explain motion You should be able to accurately draw a line graph using SPLAT criteria You should be able to construct a results table with suitable headings, including repeats and average value You should be able to suggest independent, dependent and control variables You should be able to write a valid scientific method  You should be able to rearrange the equation (pressure = force/area) to calculate force and area
Assessment Methods
Do now tasks Whole class questioning Teacher assessed tasks in lessons End of Topic test

Unit 2 Chemistry B Particle Model

Duration: 7 Weeks

Meeting	Exceeding
You need to learn all content from the KO. You need to be able to identify changes of state from a cooling curve. You need to be able to explain changes of state using energy linked to particle movement. You need to be able to compare the rate of diffusion in liquids and gases. You need to be able to identify independent, dependent and control variables. You need to be able to state how temperature affects the rate of diffusion. You need to be able to recall all content from previous units.	You need to learn all content from the KO plus additional information. You need to be able to identify changes of state using a heating curve. You need to be able to explain changes of state by comparing the energy of, and attraction between, particles. You need to be able to explain how diffusion occur in liquids and gases. You need to be able to describe how to control variables. You need to be able to explain how temperature affects the rate of diffusion. You need to be able to recall all content from previous units.
Assessment Methods
Do-now tasks Whole class questioning Assessed task in lesson Test covering units CA – CB

Unit 1 Introduction to Chemistry: Safety and Equipment

Duration: 4 Weeks

Meeting	Exceeding
You need to learn all content from the KO. You need to be able to identify scientific apparatus in the lab. You need to be able to light a Bunsen burner safely and change the colour of the flame. You need to be able to plot points and draw a line of best fit on a line graph (SPLAT). You need to be able to recall all content from previous units.	You need to learn all content from the KO plus additional information. You need to be able to draw and label scientific apparatus using appropriate diagrams. You need to be able to adjust the height of the flame in addition to the colour. You need to be able to choose an appropriate scale for each axis (SPLAT). You need to be able to identify anomalies in a graph. You need to be able to recall all content from previous units.
Assessment Methods
Do-now tasks Whole class questioning Practical assessment in lesson

Biology: Unit 2 Cells B

Meeting	Exceeding
You will be able to recall all of the content of the KO. You will be able to identify key facts from research on organ systems. You will be able to present information to an audience of peers. You will be able to use a microscope to successfully view plant and animal cells. You will be able to draw from a microscope following some conventions.	You will be able to recall all of the content of the KO plus additional knowledge. You will be able to identify key facts from research on organ systems linking structure to function. You will be able to clearly present information to an audience of peers with confidence and clarity. You will be able to independently use a microscope to successfully view plant and animal cells. You will be able to draw from a microscope following all conventions.
Assessment Methods
Do Now Whole Class teacher questioning Presentation Teacher assessed task

Biology: Unit 1 Cells A

Meeting	Exceeding
You will be able to recall all of the content of the KO. You will be able to use a microscope to successfully view plant and animal cells. You will be able to draw from a microscope following some conventions. You will be able to identify some specialised cells.	You will be able to recall all of the content of the KO plus additional knowledge. You will be able to independently use a microscope to successfully view plant and animal cells. You will have the ability to draw from a microscope following all conventions. You will be able to identify some specialised cells and can link structure to function.
Assessment Methods
Do now tasks Whole class questioning Microscope Teacher assessed task Written Test /20

Mathematics Unit 3 – Primes, Factors and Multiples

This unit focuses on using Venn diagrams and numerical skills to calculate HCF and LCM of 2 or more numbers, including the use of powers and roots.

Meeting	Exceeding
Unit 3 – Primes, Factors and Multiples: MEETING You will be able to draw and use Venn diagrams. You will be able to understand and use powers and roots. You will be able to write a number as a product of prime factors. You will be able to calculate the Highest Common Factor (HCF) and Lowest Common Multiple (LCM) of 2 or more numbers.	Unit 3 – Primes, Factors and Multiples: EXCEEDING To exceed the criteria, students should be able to apply all MEETING criteria in a problem solving context, where they must analyse the problem and decide which skill(s) to apply.
Assessment Methods
In class test (~70% skills, ~30% problem solving): Do Now and in class monitoring Homework – Dr Frost tasks

Unit 2 – Averages – 2 weeks

This unit focuses on interpreting statistical data by calculating different averages and range.

Meeting	Exceeding
Unit 2 – Averages: MEETING You will be able to calculate the mode, median and range for a set of data. You will be able to calculate and use the mean. You will be able to find the mean given a frequency table. You will be able to use the mean to find missing pieces of data.	Unit 2 – Averages: EXCEEDING To exceed the criteria, students should be able to apply all MEETING criteria in a problem solving context, where they must analyse the problem and decide which skill(s) to apply.
Assessment Methods
In class test (~70% skills, ~30% problem solving): Do Now and in class monitoring Homework – Dr Frost tasks

Mathematics: Unit 1 – Using Numbers

This unit focuses on understanding and manipulating simple financial mathematics, including performing calculations accurately, comparing values and rounding results.

Meeting	Exceeding
Unit 1 – Using Numbers: MEETING You will be able to use numbers in financial mathematics. You will be able to carry out mathematical operations in the correct order (BIDMAS). You will be able to order numbers using < (less than) and > (more than) symbols. You will be able to compare negative numbers and decimals. You will be able to multiply and divide decimals without a calculator. You will be able to round to given decimal places and significant figures.	Unit 1 – Using Numbers: EXCEEDING To exceed the criteria, students should be able to apply all MEETING criteria in a problem solving context, where they must analyse the problem and decide which skill(s) to apply.
Assessment Methods
In class test (~70% skills, ~30% problem solving): Do Now and in class monitoring Homework – Dr Frost tasks

‘Trash’ by Andy Mulligan. The unit will develop your reading comprehension skills and your ability to write analytically on a text.

Meeting	Exceeding
You need to demonstrate a good understanding of and familiarity with the plot, characters and themes of ‘Trash’. You need to produce structured analytical paragraphs in response to the text which present a clear argument and support it with evidence, embedded into their response. You need to select evidence carefully to support your argument and identify specific techniques employed by the author, using appropriate terminology. You need to comment on and explain the choices made by the author, exploring implied levels of meaning. You need to spell, punctuate and use grammatical structures accurately.	Excellent comprehension and retention of the plot, characters and themes of ‘Trash’. The ability to confidently write clear, well-structured paragraphs with appropriate evidence fluently embedded into their writing. The ability to pick evidence carefully, choosing quotations that support their arguments and contain key language features to comment on. They are able to identify a range of the author’s chosen methods, using accurate terminology. An increasing ability to explore the implications and effects of an author’s choices, moving well beyond literal or explicit meanings. A high level of accuracy in their writing, including more advanced vocabulary, grammatical structures or uses of advanced punctuation.
Assessment Methods
Do Now Comprehension Quizzes End of Unit Comprehension quiz End of unit assessment

Introduction to ICT

Meeting	Exceeding
All contents of the KO Identifying basic hardware and understanding appropriate use rules in the school environment. Being able to log on and use school systems fluently incl. Desktop, Student Resources and Email Ability to use file management, including saving, opening, moving, organising and using OneDrive Ability to attach, upload and download files from Teams Ability to take a screenshot Word Processing: Formatting text: font style, size, colour, bold, italics and alignment, inserting images from file, bullet points, pictures and shapes Presentations: Slide layout, formatting to a consistent theme	All content of the KO plus additional information and skills. Fluent use of keyboard shortcuts e.g. Ctrl + S, Ctrl + N When inserting pictures, using layout options – in line with text and with text wrapping. Word Processing: inserting images from the internet Presentations: advanced formatting, inserting images from the internet, using customised slide layouts and a professional quality
Assessment Methods
Do now tasks to test knowledge of KO. Teacher observation of use of school systems. Practical end of unit project.

Introduction to French

Meeting	Exceeding
All content on KO. Translate into French short sentences, containing familiar words and structures. Writing is mostly accurate (including correct articles, accents, spellings) and the meaning is clear. There may be minor errors.	Writing is highly accurate.
Assessment Methods
Do now Tasks Translation Assessment

Unit 1: A year of crisis: why William won at Hastings?

Meeting	Exceeding
Knowing and explaining one reason why William won at Hastings and giving a view as to why it is the most important reason One extended written paragraph that demonstrates a clear causation approach (PEEL): the point introduced, then clear and accurate evidence (dates, names, places) selected to explain why it helped William win. There is a brief judgement given as to why it was important.	Explaining a reason why William won at Hastings and evaluating why this was the most important reason, written in a clear, logical and sophisticated style. The writing demonstrates clear evidence of the PEEL structure by making a point and having precisely selected relevant and precise supporting evidence to explain that point.
Assessment Methods
Do Now tasks: each lesson In class monitoring: each lesson In class written assessment (causation paragraph)

Map Skills

Meeting	Exceeding
Recall key lines of latitude and longitude. Ability to identify different features on an OS map, including symbols and scale. Ability to identify four- and six-figure grid references. Ability to recognise and identify how height of land is represented on maps using contours.	Recall of key lines of latitude and longitude and explain the link to time zones. Ability to identify different features on an OS map, including symbols and scale, and understand why we use different scales. Ability to accurately identify four- and six-figure grid references. Ability to recognise and explain different ways height of land is represented on maps.
Assessment Methods
Do Now tasks Map skills workbook Skills based knowledge checker for first few lessons (prior to introduction of OS Maps).

Forces

Meeting	Exceeding
All content of the KO To draw and interpret simple force diagrams to describe motion To plot data on a line graph and draw a suitable line of best fit To construct a results tablewith suitable headings To identify independent, dependent and control variables in a given method To write a scientific method To calculate pressure using the formula (pressure = force/area)	All content of the KO plus additional knowledge Construct and analyse force diagrams with multiple forces, calculating resultant forces to explain motion. To accurately draw a line graph using SPLAT criteria To construct a results tablewith suitable headings, including repeats and average value. To suggest independent, dependent and control variables To write a valid scientific method To rearrange the equation (pressure = force/area) to calculate force and area
Assessment Methods
Do now tasks Whole class questioning Force diagrams TAT 1 – lesson 3 score on science spreadsheet by 26^th Sept Helicopter TAT 2 – lesson 10 score on science spreadsheet by 7^th Nov Test – lesson 13 score on science spreadsheet by 21^st Nov

An Introduction to Chemistry

Meeting	Exceeding
All content from KO Identify scientific apparatus in the lab Light a Bunsen burner safely and change the colour of the flame Plot points and draw a line of best fit on a line graph (SPLAT)	All content from KO plus additional information Draw and label scientific apparatus using appropriate diagrams Adjust the height of the flame in addition to the colour Choose an appropriate scale for each axis (SPLAT) Identify anomalies in a graph
Assessment Methods
Do-now tasks Whole class questioning Lighting a Bunsen burner practical assessment: 3^rd lesson of unit: record EMBC within 24hrs on spreadsheet. Graph TAT: to be completed by 03/10/25. Marked by 10/10/25. SPLAT criteria: no moderation needed.

This unit focuses on understanding and manipulating simple financial mathematics, including performing calculations accurately, comparing values and rounding results.

Meeting	Exceeding
Use number in financial mathematics. Carry out mathematical operations in the correct order (BIDMAS). Order numbers using < (less than) and > (more than) symbols. Compare negative numbers and decimals. Multiply and divide decimals without a calculator. Round to given decimal places and significant figures.	To exceed the criteria, students should be able to apply all MEETING criteria in a problem-solving context, where they must analyse the problem and decide which skill(s) to apply.
Assessment Methods
In class test (~70% skills, ~30% problem solving): w/c 22^nd September Do Now and in class monitoring Homework – Dr Frost tasks

‘Trash’ by Andy Mulligan. The unit will develop your reading comprehension skills and your ability to write analytically on a text.

Meeting	Exceeding
You need to demonstrate a good understanding of and familiarity with the plot, characters and themes of ‘Trash’. You need to produce structured analytical paragraphs in response to the text which present a clear argument and support it with evidence, embedded into their response. You need to select evidence carefully to support your argument and identify specific techniques employed by the author, using appropriate terminology. You need to comment on and explain the choices made by the author, exploring implied levels of meaning. You need to spell, punctuate and use grammatical structures accurately.	Excellent comprehension and retention of the plot, characters and themes of ‘Trash’. The ability to confidently write clear, well-structured paragraphs with appropriate evidence fluently embedded into their writing. The ability to pick evidence carefully, choosing quotations that support their arguments and contain key language features to comment on. They are able to identify a range of the author’s chosen methods, using accurate terminology. An increasing ability to explore the implications and effects of an author’s choices, moving well beyond literal or explicit meanings. A high level of accuracy in their writing, including more advanced vocabulary, grammatical structures or uses of advanced punctuation.
Assessment Methods
Do Now Comprehension Quizzes End of Unit Comprehension quiz End of unit assessment

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