Year 7 Information Page

Year 7

Information Available for Year 7 Students & Parents.

Y7

Mr D Bennett

Progress Leader Year 7
Email: dBennett3@netherwoodschool.co.uk

Mrs A Evans

Student Manager Year 7
Email: aEvans3@netherwoodschool.co.uk


Year 7 Life After Levels

English

Science

Working Scientifically Statements

E1

  • I can work safely in Science lessons following a method
  • I can ask scientific questions and choose the right activities to answer them
  • I can name and use SI units and some chemicals

E2

  • I can display results in tables and draw simple conclusions
  • I can evaluate experiments in terms of safety and accuracy, precision, repeatability, reproducibility and objectivity

E3

  • I can describe sampling techniques and explain fully the principle of fair testing
  • I can present data in scatter graphs and evaluate how to overcome random and systematic errors

E4

  • I can use simple statistical techniques and derive simple equations

Biology

E1

  • I can describe how cells are organised and explain the adaptations some cells make.
  • I can describe the functions of the reproductive systems in plants and explain how they reproduce.
  • I can describe and explain the different types of variation.

E2

  • I can describe parts of the skeletal and muscular systems and explain how they work together.
  • I can describe the processes involved in making a baby and link this to fertility issues.

E3

  • I can describe the functions of the digestive system and explain the importance of a balanced diet.
  • I can describe and explain photosynthesis and why it is important.
  • I can describe the theory of evolution and use to explain adaptations.

E4

  • I can describe the processes involved with breathing and evaluate the risks of recreational drugs.
  • I can describe aerobic and anaerobic respiration and evaluate the implications for organisms.
  • I can describe the role of DNA in heredity, the development of the DNA model and explain the role of genes in biodiversity.

Chemistry

E1

  • I can identify and separate mixtures and explain how this happens in terms of particles
  • I can identify acids and alkalis using indicator and apply neutralisation to real situations
  • I can explain the structure of the solar system and apply this to explain lunar months, solar years and seasons.

E2

  • I can describe the states of matter and explain how changes of state occur.
  • I can describe and explain the properties and reactions of metals
  • I can describe and explain the structure of the Earth

E3

  • I can describe the structure of atoms and compounds and explain conservation of mass
  • I can describe and explain the energetics of physical and chemical change
  • I can describe and explain the impact of human activity on the Earth and it’s resources

E4

  • I can describe and explain the structure of the periodic table and explain how it was developed
  • I can write words and symbol equations for a range of chemical reactions
  • I can describe the carbon cycle and explain how this affects the climate

Physics

E1

  • I can state what a force is and explain its actions.
  • I can describe what electricity is, how voltage can be measured and apply this to real life situations.
  • I can describe the different types of energy and how it’s transformed from one form to another.
  • I can describe and explain how we see the world around us.

E2

  • I can state what gravity is and explain its effects.
  • I can describe what current electricity is, how it can be measured and apply this to real life situations.
  • I can describe why useful energy is expensive and explain how we can reduce the cost of energy.
  • I can describe how sound is produced and detected. I can analyse the properties of a sound wave.

E3

  • I can describe and explain motion in terms of speed, distance and time. I can interpret distance/time graphs.
  • I can describe magnetism, explaining attraction and repulsion. I can describe and analyse magnetic fields.
  • I can describe heating and cooling in terms of energy transfer. I can explain how and why heat is transferred by conduction, convection and radiation.
  • I can describe how we’ve improved our eyesight and how we’ve used the properties of light.

E4

  • I can describe pressure and how it affects us. Furthermore I can describe the properties and uses of pressure.
  • I can describe how to make and use an electromagnet. Furthermore I can explain the properties of an electromagnet.
  • I can calculate the work done and apply it to real situations.
  • I can describe how waves transfer energy and how rogue waves can be produced.

Maths

E1

  1. Understand and use place value with integers
  2. Compare and order decimals, including those with a different number of decimal places
  3. Round integers to the nearest 10, 100, 1000 and decimals to the nearest whole number
  4. Use written methods to add and subtract integers with up to 4 digits
  5. Add and subtract fractions with the same denominator
  6. Know and use standard fraction/decimal equivalences
  7. Complete a sequence of numbers including negatives or fractions
  8. Find the perimeter and area of simple shapes
  9. Name quadrilaterals and triangles and recognise their basic properties
  10. Name/estimate angles and be able to measure them accurately

E2

  1. Understand and use place value to order and compare integers
  2. Compare and order fractions by using equivalences
  3. Round integers to the nearest 10, 100, 1000
  4. Use written methods to add, subtract, multiply and divide integers and decimals
  5. Add and subtract fractions and mixed numbers with the same denominator
  6. Use the equivalence of fractions, decimals and percentages to order and compare.
  7. Complete a sequence of numbers including negatives, fractions or decimals
  8. Find the perimeter and area of squares, rectangles and shapes made from them
  9. Identify regular polygons and recognise simple 3D shapes
  10. Know and use angle rules for a straight line, round a point and in a triangle

E3

  1. Compare and order numbers including fractions, decimals and negatives
  2. Round integers to the nearest 10, 100, 1000 and decimals to nearest whole number or a given number of decimal places.
  3. Use written methods to add, subtract, multiply and divide integers and decimals
  4. Calculate squares, cubes and roots
  5. Convert between improper fractions and mixed numbers and simplify fractions by cancelling common factors
  6. Know and use standard fraction/decimal equivalences including for numbers greater than 1
  7. Add, subtract, multiply and divide fractions with different denominators
  8. Find simple percentages of amounts using a mental/written method
  9. Use ratio and proportion to find missing values
  10. Write an expression for a word problem or use symbols to represent unknown values
  11. Know/use the formulae for the area of a triangle or parallelogram
  12. Know and use angle rules for a straight line, round a point, in a triangle and a quadrilateral

Drama

E1 Drama Targets

  1. I can use one or two Drama techniques during the performance with some understanding of what these are.
  2. I can create a basic character using voice and/or movement.
  3. I can stay in the role created for at least 50% of the performance.
  4. I can take direction from peers well.
  5. I can answer questions based on my own performance with some explanation.
  6. I can perform with some confidence.
  7. I can recognise one Drama Technique used in another performance and give at least one area for improvement.
  8. I can contribute some ideas to the rehearsal process.
  9. I can work with all members of the group.
  10. I can perform at least two different roles with some belief.

E2 Drama Targets

  1. I can use at least 3 drama techniques with reasonable confidence.
  2. I can create a character that is clearly different from myself.
  3. I can stay in the role created for at least 75% of the performance, remaining focused.
  4. I can take direction from peers whilst also contributing to group work with simple ideas.
  5. I can answer questions based on my own performance, using subject specific terminology.
  6. I can perform with reasonable confidence.
  7. I can recognise several Drama Techniques used in another performance and give constructive areas for improvement.
  8. I can reflect on feedback in order to develop my own performance.
  9. I can use props in performance to develop my characterisation.
  10. I can perform various different roles with belief.

E3 Drama Targets

  1. I can show understanding of and apply at least 5 drama techniques during the term.
  2. I can apply appropriate vocal technique and movement to a characterisation.
  3. I can stay in the role created for the whole performance.
  4. I can show understanding of a number of genres.
  5. I can respond to questions and feedback in class with thoughtful answers.
  6. I can perform on stage with confidence, willingly.
  7. I can recognise various Drama Techniques used in another performance and give constructive criticism for development.
  8. I can show creative thinking when developing a performance.
  9. I can respond to a stimulus to build ideas for performance.
  10. I can use production skills appropriately (such as sound and lighting) to enhance a performance.

E4 Drama Targets

  1. I can show creativity when using Drama Techniques, creating performances with some imagination.
  2. I can develop a characterisation that is both convincing and original.
  3. I can stay in role consistently and learn lines with very  few mistakes if any.
  4. I can apply my knowledge of different genres either to my performance or to my characterisation.
  5. I can respond to questions and feedback in class with intelligently and without encouragement.
  6. I can perform on stage with confidence, expression and focus.
  7. I can recognise various Drama Techniques used in another performance and give constructive criticism for development and see this feedback applied.
  8. I can provide alternative solutions to the rehearsal process in order to develop the performance.
  9. I can respond to a stimulus with creativity and originality, looking for plausible plots/scenarios.
  10. I can use production skills successfully (such as sound and lighting) to create the intended atmosphere.

I1 Drama Targets

  1. I can show an awareness of the performance space and audience.
  2. I can show complete concentration and focus within the tasks.
  3. I can demonstrate at least three techniques specific to the voice, Eg. Pitch, inflection and modulation.
  4. I can demonstrate at least three techniques specific to movement, Eg. Balance and control.
  5. I can show interaction with, and response to, other performers on stage.
  6. I can show an understanding of the differing staging styles for performance.
  7. I have complete commitment to the rehearsal process, and outstanding time management, adhering to rehearsal schedules.
  8. I can show excellence in receiving and giving constructive and positive feedback.
  9. I am willing to explore new elements of drama, taking educated risks.
  10. I can demonstrate skills and techniques appropriate to a production role. (Lighting & Sound)

I2 Drama Targets

  1. I can use the performance space advantageously by varying my work to different staging styles.
  2. I can recognise the play’s themes and issues and adapt my character’s role considering social circumstances and background.
  3. I can evaluate each rehearsal, recognising strengths, weaknesses and areas for improvement.
  4. I can develop my technical rehearsal skills by memorising lines and cues.
  5. I can perform solo with confidence and creativity.
  6. I can explore voice production in order to develop my range of vocal techniques.
  7. I can apply movement skills and techniques in order to create a convincing and ‘true to life’ characterisation.
  8. I can adhere to industry expectations and disciplines.
  9. I can communicate my creative ideas and intentions to further the performance/production.
  10. I have knowledge of external influences on the Performing Arts industry and can communicate understanding of the differing elements used within their work.

Ethics

  • You need three ticks to show that skill is Mastered
  • You need two ticks to show that skill is Secure
  • A tick is awarded for achieving the target independently (Developing)
  • If you achieve the target with support this will be recorded with an S (Emerging)

E1

Knowledge – I can identify views, communities or beliefs

Research - I can identify if a source supports or goes against our topic statement/question

Understanding – I can comment upon the topic that we are studying

Analysis - I can assess a point of view, community or belief with a simple reason or opinion

E2

Knowledge - I can describe views, communities or beliefs

Research - I can use an appropriate source to help me to answer a topical question

Understanding - I can examine similarities and differences of views, communities and beliefs

Analysis - I can assess a point of view, community of belief with more than one reason or opinion

E3

Knowledge - I can explain key terms

Research - I can use a range of sources to answer a question on a topical issue

Understanding - I can explain similarities and differences of views, communities and beliefs by making a simple point

E4

Knowledge - I can explain and use key terms independently in my writing

Research - I can do research to find my own source of information to answer a question on a topical issue

Understanding - I can explain similarities and differences of views, communities and beliefs with a more developed point

Food Technology

Geography

E1

  • I can identify landforms
  • I can identify key terms
  • I can identify differences on maps and graphs
  • I can identify features
  • I can identify advantages and disadvantages
  • I can draw diagrams accurately
  • I can add labels onto sketches
  • I can identify patterns
  • I can identify causes
  • I can identify effects
  • I can identify responses

E2

  • I can identify trends and patterns on maps
  • I can identify trends on graphs
  • I can identify processes and landforms
  • I can identify sequences
  • I can draw an accurate sequence of diagrams
  • I can add detailed annotations onto sketches
  • I can describe patterns
  • I can describe the impacts from processes/events
  • I can describe causes
  • I can describe effects
  • I can describe responses

E3

  • I can draw graphs accurately with data provided
  • I can explain patterns
  • I can describe the features of landforms/processes
  • I can explain causes
  • I can explain effects
  • I can explain responses

History

Chronology -

E1

You recognize the past is divided into different periods and you can use some dates and terms

E2

You can put events in chronological order and you are learning how to work out what century a year is in

E3

You can put events in chronological order and understand how BC and AD dates work and you can work out the century of any year given

Change and Continuity -

E1

I can identify a change and/or continuity without reason or justification

E2

I can identify several examples of change and/or continuity with a simple description

E3

I can describe examples of change and/or continuity within a given time period

E4

I can describe examples of change and/or continuity within a given time period

I1

I can explain examples of changes and/or continuity within a given time period

Cause and Consequence -

E1

I can identify an example of a cause and/or consequence without reason or justification

E2

I can identify several ecamples of causes and/or consequences of an event with a simple description

E3

I can describe examples of causes and/or consequences without making links between them

E4

I can describe examples of causes and/or consequences with simple links between them

I1

I can explain examples of causes and/or consequences and can begin to make the links between them

Significance -

E1

I can identify a significant person or event

E2

I can identify and describe a significant person/event, without offering an explanation

E3

I can describe the reasons why a person or event is significant

E4

I can explain a simple reason why a person/event is significant

I1

I can explain more than one simple reason why a person/event is significant

Source Skills -

E1

I can Identify a fact/answer from a source

E2

I can identify different opinions about an event or person from more than one source

E3

I can describe an event or person using evidence from sources

E4

I can give my own opinion from 1 or more sources without supporting evidence

I1

I can compare sources to show similarities and/or differences with evidence

Interpretations & Representations -

E1

I can identify if the sources does or does not support a question

E2

I can identify an opinion about an event or person from a source

E3

I can identify different opinions about an event or person from more than one source

E4

I can describe different opinions about an event or person from more than one source

I1

I can explain why different opinions about an event or person have been formed, offering a simple explanation

Organisation and communication -

E1

I can use Capital letters, full stops.

E2

I can write in full sentences spelling keywords correctly

E3

I can organise my work into basic paragraph

E4

I can write in extended paragraphs

I1

I can use example in PEE paragraphs

I2

I can explain my examples in PEE paragraphs

ICT

Topic: PowerPoint & E-Safety

E1

  • I can use appropriate types of images (clipart, photo etc).
  • I can use at least one editing tool e.g. crop, rotate etc.
  • I can create an electronic folder system with sensible file names

E2

  • I can explain forms of cyber bullying.
  • I can use the school email system to send messages and attachments.
  • I can identify personal risks to myself when using technology (e-safety).

E3

  • I can identify different ways mobile phones can be misused.
  • I understand how to report nuisance phone calls / messages.

E4

  • I can discuss cyber bulling prevention and protection.
  • I can explain what the Computer Misuse Act is.
  • I can describe what a computer virus can do to a computer system.

Essential keywords/terms 

PowerPoint | Transition | Cyber Bullying | Protection | Technology | Virus | Hacking

Topic: Scratch Programming

E1

  • I can use the built in editor to create backgrounds and sprites.
  • I can use some coding blocks including one of the LOOPS.

E2

  • I can implement user inputs in scratch.
  • I can use multiple separate control blocks for the same sprite.
  • I can understand what the FOREVER IF loop does.

E3

  • I can create and cycle through different costumes using blocks.
  • I can identify different ways to make a sprite move.

E4

  • I can draw conclusions on how the loss/theft of data affects organisations.
  • I can understand how co-ordinates work on computer systems.

Essential keywords/terms

Programming | Stage | Loops | Sprite | Variable | Condition | Script

Topic: Small Basic Programming

E1

  • I can understand some basic commands in a text based language.
  • I can change the background and text colours.
  • I can use the turtle module to create basic shapes.

E2

  • I can carry out peer assessment.
  • I can use some of the library’s that are included in Small Basic
  • I can use variables in my program.

E3

  • I can begin to understand what a variable and a constant is.
  • I can use an IF statement to check for something being true.

E4

  • I can create patterns using a loop with the turtle module.
  • I can describe what a variable is and when it should be used.
  • I can use a user input to decide what shape to create.

Essential keywords/terms

Control | Loop | Co-ordinates | Variable | If Statement

Topic: Computer Systems

E1

  • I can name a variety of input and output devices.
  • I can name & identify the advantages of different storage devices.

E2

  • I can choose an appropriate storage device for a given scenario.
  • I can name different internal parts of a computer.
  • I can name different components that networks use.

E3

  • I can explain the difference between RAM and ROM.
  • I can explain what different computer components do.

E4

  • I understand that binary data is made up of 1s and 0s.
  • I can convert between binary and ASCII.

Essential keywords/terms

RAM | ROM | CPU | Storage | Binary |  Network | Device

Topic: Spreadsheets

E1

  • I can describe, using key words, what a spreadsheet is.
  • I can demonstrate how to use basic formulas using + – * etc.
  • I can use SUM and/or the Auto sum feature.

E2

  • I can demonstrate basic formatting techniques.
  • I can adjust cell formats e.g. currency, date, number.
  • I can format my work so that it fits on one page.

E3

  • I can use a range of functions e.g. MIN, MAX.
  • I can create a graph or chart with headings/labelling.

E4

  • I can use conditional formatting.
  • I can format charts and graphs appropriately.
  • I can use 2+ parameter functions: IF, COUNTIF.

Essential keywords/terms

Spreadsheet | Formatting | Formula | Functions | Auto sum | Conditional Formatting

Topic: 3D Modelling

E1

  • I can create simple 3D shapes.
  • I can identify what tool to use for a given task.

E2

  • I can use more advanced tools in Google Sketchup.
  • I can use a cutting tool to remove an area from shapes.
  • I can use the push/pull tool to create realistic 3D.

E3

  • I can identify areas for improvement on a peers design.
  • I can use different textures to enhance 3D designs

 

E4

  • I can create an intricate model using a range of tools and textures.
  • I can use different shapes to create detailed models.

Essential keywords/terms

Design | 3D | Sketchup | Modelling | Texture

MFL

Listening

E1

  • Can pick out main points in simple passages
  • Can recognise cognates and some unknown words

E2

  • Can pick out main points and some details, including opinions and simple connectives in short passages

E3

  • Can identify developed ideas, including connectives, opinions, time phrases and intensifiers in longer passages

E4

  • Can work out the gist of a passage including 2 tenses

T1

  • Can work out the gist of a passage including 3 tenses

T2

  • Can understand a range of different listening sources with more difficult structures and vocabulary

T3

  • Can listen to/watch the radio/TV/films in the Target Language for pleasure

Reading

E1

  • Can pick out main points in simple texts
  • Can recognise cognates and some unknown words
  • Can look up and read out loud words from a dictionary

E2

  • Can pick out main points and some details, including opinions and simple connectives in short texts

E3

  • Can read aloud confidently
  • Can identify developed ideas, including connectives, opinions, time phrases and intensifiers in longer texts

E4

  • Can work out the gist of a text including 2 tenses

T1

  • Can work out the gist of a text including 3 tenses

T2

  • Can understand a range of different materials with more difficult structures and vocabulary

T3

  • Can read texts for pleasure in the Target Language, including multiple tenses and complex structures on several topics

Speaking

E1

  • Can make adjectives agree with nouns in gender and number
  • Can say 1-3 short sentences and meaning is recognisable
  • Can say simple words correctly from memory
  • Can say individual words in Target Language

E2

  • Can say 4-6 sentences, including a time phrase, an intensifier, an opinion, a simple connective and a simple negative

E3

  • Can say 7-9 sentences, including developed opinions and a complex connective

E4

  • Can say 10-12 sentences, including 2 tenses

T1

  • Can say 13-15 sentences, including 3 tenses

T2

  • Can say 70+ words, including additional tenses and a complex negative
  • Can say sentences following the structure FACT – OPINION – REASON

T3

  • Can say 100+ words accurately, including independent, creative vocabulary

Writing

E1

  • Can make adjectives agree with nouns in gender and number
  • Can write 1-3 short sentences and meaning is recognisable
  • Can spell simple words correctly from memory
  • Can look up and copy words correctly from a dictionary

E2

  • Can write 4-6 sentences, including a time phrase, an intensifier, an opinion, a simple connective and a simple negative

E3

  • Can write 7-9 sentences, including developed opinions and a complex connective

E4

  • Can write 10-12 sentences, including 2 tenses, and F.O.R. structure

T1

  • Can write 13-15 sentences, including 3 tenses

T2

  • Can write 70+ words, including additional tenses and a complex negative
  • Can write sentences following the structure FACT – OPINION – REASON

T3

  • Can write 100+ words accurately, including independent, creative vocabulary

Music

E1 Assessment Music

  1. I can perform simple rhythmic or melodic parts
  2. I can perform in a group with some awareness of how my part fits with others
  3. I can improvise repeated patterns
  4. I can recognise how different musical elements can be used
  5. I can make improvements to my own work
  6. I can give positive feedback to others about their work
  7. I can compose by using simple musical structures
  8. I can consider and compare musical features
  9. I can use several layers of sounds and textures effectively
  10. I can perform with some confidence

E2 Assessment Music

  1. I can perform by ear and from simple notation
  2. I can perform in a group with good awareness of how mine and other parts fit together
  3. I can improvise melodic and rhythmic phrases within a group performance
  4. I can recognise and apply musical elements effectively
  5. I can improve and develop my own work
  6. I can give positive and constructive feedback to others about their work
  7. I can compose by developing ideas using features and devices
  8. I can consider and compare musical features using musical vocabulary
  9. I can use several layers of sounds and textures effectively to meet a given brief
  10. I can perform with confidence and focus

E3 Assessment Music

  1. I can perform significant parts from memory or notation
  2. I can make a significant contribution to group performance and composition
  3. I can develop compositional ideas from a variety of briefs
  4. I can use devices such as melody, rhythm, chords and structure in different ways
  5. I can develop and extend my own work successfully
  6. I can feedback on the work of others commenting on how intentions have been achieved
  7. I can compose using a variety of instrumental techniques
  8. I can use appropriate musical vocabulary to compare, describe and evaluate music
  9. I can make expressive use of elements such as tempo, phrasing, dynamics and timbre in performance work
  10. I can perform with confidence and stage presence

E4 Assessment Music

  1. I can perform a solo or significant group part without errors
  2. I can make subtle adjustments to fit my own part within a group performance
  3. I can develop compositional ideas to achieve intended effects
  4. I can use devices such as melody, rhythm, chords and structure in interesting and creative ways
  5. I can develop, adapt and extend my own work independently
  6. I can comment on the influences of musical styles and traditions and their influence on current music
  7. I can compose within a variety of structures with confidence and imagination
  8. I can describe and evaluate music using accurate and varied musical vocabulary
  9. I can make consistent expressive use of elements such as tempo, phrasing, dynamics and timbre in performance work
  10. I can perform with confidence, stage presence and expression

I1 Assessment Music

  1. I can perform a significant solo part with some sense of style
  2. I can make a significant contribution to group performance and composition with sensitivity to others in the group
  3. I can create coherent compositions independently
  4. I can use a range of devices and structures to create extended compositions that maintain interest throughout
  5. I can comment on how different contexts are reflected in my work and how devices and features have been applied
  6. I can comment on how others have achieved intended effects and justify my reasons
  7. I can improvise parts within a group piece with sensitivity and imagination
  8. I can use appropriate musical vocabulary to compare, describe and evaluate music
  9. I can perform in a range of style and genres
  10. I can perform with feeling and expression

I2 Assessment Music

  1. I can perform with a sense of direction and shape within a variety of forms
  2. I can demonstrate strong leadership and independent creative ideas in group performance work
  3. I can well formed and interesting extended compositions with a sense of direction and shape
  4. I can employ a range of features and devices in composition that enhance and evoke musical expression
  5. I can compare and evaluate musical pieces in a mature manner using a rich and varied musical vocabulary
  6. I can describe, explain and justify my own feelings about musical contexts including music of varied cultures, traditions and genres
  7. I can develop pieces of music demonstrating some evidence of my own individual style and character
  8. I understand and apply a range of skills including both musical key skills and employability skills with confidence and commitment
  9. I can perform in a range of style and genres accurately using relevant notations
  10. I can perform with feeling and expression exploring instrumental and vocal technique in a range of styles

PE

OVERALL PERFORMER

E1

  • I can recall and perform some of the skills within set drills
  • I can perform SOME skills using the correct technique

E2

  • I can perform MOST skills using the correct technique

E3

  • I can perform ALL skills using the correct technique

Invasion Games

Football, Netball, Hockey, Rugby, Basketball

E1

  • I can sometimes use hand-eye, foot-eye and whole body coordination to perform skills within invasion games
  • I can sometimes show I am aware of using and creating space within invasions games
  • I can sometimes perform new skills in static and set drills
  • I sometimes apply maximum effort within a game so that my movement within a game influences the team
  • I have a basic understanding of some of the rules and positions I need to perform within an invasion game

E2

  • I can perform hand-eye, foot-eye and whole body coordination to perform skills within invasion games
  • I can show I am aware of using and creating space within invasions games
  • I can perform new skills in static and set drills
  • I apply maximum effort within a game so that my movement within a game influences the team
  • I have an understanding of the rules and positions I need to perform within an invasion game

E3

  • I can consistently use hand-eye, foot-eye and whole body coordination to perform skills within invasion games
  • I can consistently show I am aware of using and creating space within invasions games
  • I can consistently perform new skills in static and set drills
  • I consistently apply maximum effort within a game so that my movement influences the team positively
  • I have a good understanding of the rules and positions I need to perform within an invasion game

E4

  • I have excellent  coordination to perform skills with outstanding technique
  • I can influence games dramatically by creating space
  • I pick up new skills with excellent technique in drills and apply them within a game situation
  • I always apply maximum effort to dramatically influence the game
  • I have a very good knowledge of the rules and apply them within game situations consistently

Net/Wall games

Badminton, Tennis

E1

  • I can sometimes use hand-eye, foot-eye and whole body coordination to perform skills within net/wall games
  • I can sometimes show I am aware of using court space to aid performance within net/wall games
  • I can sometimes perform basic tactics and show basic tactical awareness within net/wall games
  • I sometimes apply maximum effort within a game so that my movement influences the outcome within net/wall games
  • I have a basic understanding of some of the rules and roles I need to perform within net/wall games

E2

  • I can perform hand-eye, foot-eye and whole body coordination to perform skills within net/wall games
  • I can show I am aware of using court space to aid performance within net/wall games
  • I can perform tactics and show tactical awareness within net/wall games
  • I apply maximum effort within a game so that my movement  influences the outcome within net/wall games
  • I have an understanding of the rules and roles I need to perform within net/wall games

E3

  • I can consistently use hand-eye, foot-eye and whole body coordination to perform skills within net/wall games
  • I can consistently show I am aware of using court space to aid performance within net/wall games
  • I can confidently perform  tactics and show tactical awareness within net/wall games
  • I consistently apply maximum effort within a game so that my movement influences the outcome positively
  • I have a good understanding of some of the rules and roles I need to perform within a net/wall game

E4

  • I have excellent  coordination to perform skills with outstanding technique
  • I can influence games dramatically by creating space
  • I have an excellent understanding of tactics within a game situation
  • I always apply maximum effort to dramatically influence the game
  • I have a very good knowledge of the rules and apply them within game situations consistently

Individual/Creative Performance

Athletics, Dance, Trampolining

E1

  • I can sometimes use hand-eye, foot-eye and whole body coordination to perform actions/skills
  • I can sometimes replicate skills/actions with some success and some technique
  • I can sometimes link basic movements together to perform an action or sequence
  • I sometimes apply maximum effort to a performance, action or sequence of movements
  • I can create a basic warm up or routine with teacher assistance

E2

  • I can perform hand-eye, foot-eye and whole body coordination to perform actions/skills
  • I can replicate skills/actions with success and resonable technique
  • I can link movements together to perform an action or a sequence
  • I often apply maximum effort  to a performance, action or sequence of movements
  • I can create a warm up or routine with peer assistance

E3

  • I can consistently use hand-eye, foot-eye and whole body coordination to perform skills/actions
  • I can confidently replicate skills/actions with good technique
  • I can fluently link a variety of movements together to perform an action or place into a sequence
  • I consistently apply maximum effort  to a performance, action or sequence of movements
  • I can independently create a warm up or short routine independantly

E4

  • I have an excllent ability to coordiante my body to perform actions and skills with very good control
  • I have excellent technique when performing skills and actions
  • I can easily and fluently link skills/actions to perform a series of movements with good success
  • I apply maximum effort consistently which influences others
  • I can confidently share my knowledge with others when creating a warm up or routine effectively

Fitness

Circuit Training, Fitness Tests, Aerobics, Cross Country

E1

  • I can sometimes complete the endurance tests (Cooper Run, Bleep Test, Cross Coutry) with a poor outcome
  • I can sometimes show the correct technique for set exercises
  • I can identify the names of different fitness tests
  • I sometimes apply maximum effort within a given fitness test with poor outcomes
  • I have a basic understanding of a healthy active lifestyle

E2

  • I can complete the endurance tests (Cooper Run, Bleep Test, Cross Coutry) with a satisfactory outcome
  • I can show the correct technique for set exercises over a short period of time
  • I can identify the names of different fitness tests and perform some tests correctly
  • I apply maximum effort within a given fitness test with satisfactory outcomes
  • I have an understanding of a healthy active lifestyle

E3

  • I can complete the endurance tests (Cooper Run, Bleep Test, Cross Coutry) with a positive outcome
  • I can consistently show the correct technique for set exercises over a long period of time
  • I can identify the names of different fitness tests and perform most tests correctly
  • I apply maximum effort within a given fitness test with positive outcomes
  • I have a good understanding of a healthy active lifestyle

E4

  • I can perform fitness tests with excellent results
  • I have excellent technique when performing a variety of fitness tests/activities/training
  • I have a very good understanding of fitness tests and areas of fitness
  • I apply an excellent standard of effort consistently well in all lessons
  • I have a very good understanding of the requirements of a healthy active lifestyle

Problem Solving

OAA, Orienteering

E1

  • I can communicate simple instructions/ideas to my peers or teacher to complete a task
  • I can work with my team resolve problems and perform an orienteering course
  • I can be an effective team builder sharing and caring for others in my team
  • I can work independantly when necessary in problem solving and orienteering
  • I apply effort to be an effective team member

E2

  • I can communicate instructions/ideas to my peers or teacher to complete a task
  • I can work with my team resolve problems and perform an orienteering course with some succes
  • I can be an effective team builder sharing and caring for others in my team
  • I can work independantly when necessary in problem solving and orienteering with some success
  • I sometimes apply maximum effort to be an effective team member

E3

  • I can communicate complex instructions/ideas to my peers or teacher to complete a task
  • I can work with my team resolve problems and perform an orienteering course with good success
  • I can be an effective team builder sharing and caring for others in my team
  • I can work independantly when necessary in problem solving and orienteering with good success
  • I consistently apply maximum effort to be an effective team member

E4

  • I can communicate with ease and confidence to complete a task
  • I can work with my team resolve problems and perform an orienteering course with excellent success
  • I am an effective team builder sharing and caring for others in my team
  • I can work independantly when necessary in problem solving and orienteering excellent success
  • I consistently apply maximum effort to be an effective and influential team member

Extra Curricular

E1

  • I have attended after school activities in PE
  • I have shown some commitment to after school activities in PE
  • I have been a resposible team member to after school activities in PE
  • I have attended GAMES activites after school
  • I have attended CREATIVE activities after school

E2

  • I have attended after school activities in PE
  • I have shown commitment to after school activities in PE
  • I have been a resposible team member to after school activities in PE
  • I have attended GAMES activites after school
  • I have attended CREATIVE activities after school

E3

  • I have attended after school activities in PE
  • I have a good commitment to after school activities in PE
  • I have been a resposible team member to after school activities in PE
  • I have attended GAMES activites after school
  • I have attended CREATIVE activities after school

E4

  • I have attended after school activities in PE
  • I have an excellent commitment to after school activities in PE
  • I have been a resposible team member to after school activities in PE
  • I have attended GAMES activites after school
  • I have attended CREATIVE activities after school

Officiator

E1

  • I can use resource cards to apply rules to a competitive situation with prompting (TA/Teacher).

E2

  • I can use of resource cards to apply rules with peer support.

E3

  • I can apply rules in competitive situation independently

E4

  • I can apply rules in competitive situation making confident decisions (Use of Whistle etc.)

Assessor

E1

  • I can identify different skills.

E2

  • I can Peer/Self assess strengths and areas to develop-Passing

E3

  • I can Peer/Self describe strengths and areas to develop and why.

E4

  • I can give an explanation of reasons why-Reference to the technique.

Leader

E1

  • I can demonstrate an element of a warm up.Demonstrate a pulse rate activity and set up equipment safely.

E2

  • I can lead a small group to warm up with Peer support and references to muscles.

E3

  • I can lead a warm up independently using some technical language.

E4

  • I can lead a warm up independently using some technical language.

Design Technology

F1 Generic across Textiles, Resistant Materials and Graphics and to go at the front of student books.

  • Show understanding of measurements (mm and CM)
  • Design using design brief given
  • Understand safety within the workshop
  • Produce drawings for design ideas
  • Label designs using suitable key words
  • Select and use appropriate tools
  • Able to explain the making of their product

Textiles

  • Use an embroidery stitch.
  • Complete basic applique shapes.
  • Select appropriate final design.

Graphics

  • Use tone and shade.
  • Understand lettering styles.
  • Able to enlarge and reduce images.

Resistant Materials

  • Use modelling to help design work.
  • Use CAD to help design work.
  • Use correct tools independently.

F2 Generic across Textiles, Resistant Materials and Graphics

  • Have a good understanding of measurement (mm and CM)
  • Design using design brief given adding own requirements
  • Understand and display safety within the workshop
  • Produce a range of drawings for design ideas
  • Annotate designs using suitable key words
  • Select and use appropriate tools carefully
  • Able to explain the making of their product using key words

Textiles

  • Use two different embroidery stitches.
  • Complete basic applique shapes including layering.
  • Select appropriate final design using initial ideas.

Graphics

  • Use tone and shade applying to own ideas.
  • Understand lettering styles and typography.
  • Able to enlarge and reduce images to scale.

Resistant Materials

  • Use a variety of models to help design work.
  • Use a range CAD techniques to help design work.
  • Use a range of tools correctly and independently.


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