Year 9 Subject Progress Grids - AP1

Band A

Band B

Band C

Students can:

• Confidently sketch from primary observation using skill and control with materials.

• Respond to the work of others and explore a range of mark making techniques in the style of Van Gogh

• Select and research a starting point showing confidence with recording ideas and insights. 

• Confidence in ability to select and experiment with appropriate media, materials and techniques with skill and control.  

Students can:

• Emerging competent ability to sketch from primary observation showing some skill and control with materials.

• To comment on the work of others and explore mark making techniques inspired by the work of Van Gogh. 

• Select and research a starting point showing some ability to record ideas and insights. 

•  Emerging competence and ability to select and experiment with appropriate media, materials and techniques with some control.

Students can:

• Basic ability to record from primary observation. 

• With some prompting, select and research a starting point showing basic ability to record ideas and insights. 

•   Basic ability to select and experiment with appropriate media, materials and techniques. 

Band A

Band B

Band C

 Students can:

• Add at least one extra measurable success criterion to the list.

• Outline of what is to be included on each screen. 

• Add some annotation.

• Decompose the problem into more manageable steps to a basic standard. 

• Create an App that is partially functional and meets some of the success criteria. 

• Successfully use an event handler to perform an action triggered by the user.

 Students can:

• Add success criteria to the list, most of which are relevant and measurable. 

• Provide appropriate screen designs, both of which  act as a guide to style and layout.

• Fully decompose the problem into sensible steps.

• Partially decompose each step further, which will provide some guidance to tackle each step.

• Create an App that is mostly functional and meets most of the success criteria.

• Successfully implement:

• Event handling

• Variables

• Selection

 Students can:

• Add success criteria to the list, all of which are relevant and measurable.

• Provide Screen designs that are fully annotated to provide clear guidance on style, positions, ids, and any linked events.

• Fully decomposed the problem into sensible steps.

• Decompose each step further into sensible, manageable steps.

• Create an App which is fully functional and meets all of the success criteria.

• Successfully implement and extend the project to include:

• Event handling

• Variables

• Selection

• Iteration

Band A

Band B

Band C

Students can:

• Frequently demonstrate reasonable insight and sensitivity in working in a group to produce a performance.

• Demonstrate a mostly secure awareness of the relationship between texts and dramatic styles.

• Recall, select and communicate reasonable knowledge and reasonable understanding of plays and other types of drama.

• Apply and adapt a reasonable range of practical skills well.

• Perform a role with reasonable creativity and originality to communicate ideas. This is consistent in performance.

• Have secure communicative and reflective skills.

• Show a mostly good understanding of drama terminology and use it accurately and appropriately.

• Show a reasonable critical awareness of work in progress in terms of design, their own contribution and that of others.

• Show a reasonable awareness of the audience, work well in the group and respond to the leadership of others as well as contributing to their work.

Students can:

• Demonstrate some reasonable insight and sensitivity in working in a group to produce a performance.

• Demonstrate an awareness of the relationship between texts and dramatic styles.

• Recall, select and communicate reasonable knowledge and understanding of plays and other types of drama.

• Apply and adapt a reasonable range of practical skills.

• Perform a role with some creativity and originality to communicate ideas. This is consistent in performance.

• Have reasonable communicative and reflective skills.

• Show a reasonable understanding of drama terminology and use it mostly accurately and appropriately.

• Mostly show a reasonable critical awareness of work in progress in terms of design, their own contribution and that of others.

• Show a reasonable awareness of the audience.

Students can:

• Demonstrate some limited insight and sensitivity in working in a group to produce a performance.

• Demonstrate some limited awareness of the relationships between texts and dramatic styles .

• Recall, select and communicate some knowledge and understanding of plays and other types of drama.

• Apply a limited range of practical skills to some effect.

• Perform a simple role to communicate ideas usually effectively.

• Demonstrate some straightforward communicative and reflective skills.

• Show some limited understanding of drama terminology and use it with accuracy.

• Show some limited awareness of the audience and provide some support to the group.

Band A

Band B

band c 

reading

reading

reading

Students can:

• Interpret and appraise the content of the texts studied  with accuracy and sustained understanding.

• Recognise the significance of the text in response to the crime and punishment focus and make detailed responses to the explicit and implicit meanings and viewpoints 

• Show an in-depth understanding of  how purpose, audience and form impact on a writer’s choice of language and structure.

• Analyse and evaluate various aspects of language, grammar and structure.

• Support their personal response with precise embedded references to texts and make insightful comments on the impact of the context of the era in which they were written.

Students can:

Analytically respond to texts with accuracy and sustained understanding

• Produce detailed responses  to all the explicit and most implicit information and viewpoints  within the crime and punishment  texts studied.

• Be able to recognise how  differing purpose, audience and form impact a writer’s language choice.

• Make clear and relevant comments about a writer’s use of  language and structure.

• Support their comments and opinions with precise embedded quotations from the text with some reference to the era and context in which they were written.

Students can:

• Confidently describe and summarise the texts studied with some accuracy and clear understanding.

• Spot words and language techniques in an extract with increasing accuracy be able to explain their effect.

• Develop a personal response to the crime and punishment texts studied supporting their opinions with clear quotations and evidence.

Writing

writing

writing

Students can:

• Communicate with confidence and clarity the purpose, audience and form of their writing in both non-fiction and fictional tasks.

• Produce engaging, developed extended writing with conscious shape and cohesion.

• Consciously craft their writing using  a variety of sentence types and structures, confidently use a  sophisticated vocabulary and linguistic techniques for effect. 

• Spell, punctuate and use grammar accurately.

Students can:

•  Communicate ideas with increasing confidence and clarity to produce writing in both non-fiction and fictional forms

• Produce structurally sound writing with an increasing awareness of purpose 

• Show sustained control over sentence type and structure and use sophisticated vocabulary to some effect 

• Spell, punctuate and use grammar with few errors.

Students can:

• Communicate with  increasing  detail. 

• Produce writing that  shows an  increasing awareness of how  structural features impact their own writing

• Use a range of sentence types with some control and with an increasingly wide vocabulary 

• Spell, punctuate and use grammar with increased accuracy.

Band A

Band B

Band C

Students can:

• Explain  how  kitchens and preparation areas should be kept hygienically and explain its importance.

• Explain how to hygienically prepare to work with food and rules that must be followed and why.

• Name the macronutrients, explain their function in the body and give examples of foods rich in each nutrient including healthier choices. 

• Understand how different types of food should be stored and can give valid reasons why conditions must be maintained. 

• Give several examples of microorganisms that cause food to spoil or be contaminated and can explain how this can be avoided.

Students can:

• Describe how  kitchens and preparation areas should be kept hygienically and explain its importance.

• Students can describe how to hygienically prepare to work with food and rules that must be followed and why.

• Students are able to  name the macronutrients, describe why they are used in the body and give examples of foods you can consume to gain each nutrient. 

• Students know how different types of food should be stored and can give reasons why conditions must be maintained . 

• They can give examples of microorganisms that cause food to spoil or be contaminated and can describe how this can be avoided.

Students can:

• State kitchens should be kept hygienically and different food preparation areas.

• Know how to hygienically prepare to work with food and rules that must be followed and why.

• Name the macronutrients, state why they are used in the body and give a few examples of foods you can consume to gain them. 

• Discuss how different types of food should be stored and give reasons why. 

• Are aware of factors that cause food to spoil and give ideas for how this can be avoided.

Band A

Band B

Band C

Students can:

• Demonstrate an extensive and accurate factual geographical knowledge to a wide range of places/environments and features 

• Demonstrate broader and deeper understanding of physical and human conditions and processes which lead to the development of and change in a number of geographical systems

• Demonstrate detailed geographical understanding of concepts

• Shows a secure understanding of the impact of processes on people and the environment

• Compare OS maps with ground-level photos to identify glacial landforms or coastal landforms accurately

• Select evidence and a wide range of data, making connections between these

• Independently make connections between different geographical places/phenomena they have studied

• Frequently asks appropriate questions to explore their understanding and investigation of topics

• Use a wide range of geographical vocabulary confidently.

Students can:

• Demonstrate a broader  geographical knowledge to a variety of places, environments and features 

• Demonstrate deeper understanding of processes that lead to geographical change

• Show understanding of the impact of processes on people and the environment

• Select and interpret data, beginning to make connections

• They make connections between different geographical places/phenomena they have studied

• Asks appropriate questions to explore their understanding and investigation of topics

• Identify some of the glacial/coastal  landforms accurately on an OS map 

• Use a broad range of geographical vocabulary appropriately.

Students can:

• Demonstrate a range of  knowledge relating to a number of places, environments and features

• Demonstrate  understanding of physical processes such glacial/coastal processes which lead to change in a variety of geographical systems/places

• Explain ways in which places are linked and the impacts that have on people and environments

• Identify glacial/coastal landforms on OS maps  with prompts

• Occasionally asks questions to explore their understanding and investigation of topics

•  With guidance, select and interpret data

• Use geographical terminology with reasonable  accuracy.

band a

band b

band c

 Students can:

• Confidently use their understanding of design and designers. Use this to inform the design of a product.

• Identify appropriate techniques to achieve accuracy and a range of responses. Understand and select the appropriate media for different tasks.

• Confidently use their knowledge of designers and media to create a finished piece of work which demonstrates the ability to take design influences and develop them through appropriate media into a finished prototype.

 Students can:

• Use their understanding of design and designers. Use this to inform the design of a product with some help.

• Identify appropriate techniques to achieve a range of responses. Understand and select the appropriate media with guidance for different tasks.

• Use their knowledge of designers  to create a finished piece of work which demonstrates the ability to use design influences to produce a finished prototype.

 Students can:

• Demonstrate some basic understanding of design and designers. Use this to inform the design of a product with guidance.

• With some prompting identify and select appropriate media for different tasks. 

• Use their knowledge of designers  to create a finished piece of work which shows some understanding of design influences to produce a prototype.

Band A

Band B

Band C

Students can:

• Demonstrate a detailed and broad historical knowledge & understanding of more complex changes, including long term changes within a wider chronological and geographical framework. They demonstrate this in their detailed reference to events, dates and technical terms (includes all the causes of the war and explain in detail how they led to the start of the war)

• With independence produce extended assignments on a range of increasingly complex topics that are well organised and detailed (detailed paragraphs with link to the question)

• Work with increasing independence in analysing the significance of a wide range of inter-connected events within a wide chronological and geographical framework. 

• Developing skills in extended writing: they work with increasing independence to produce relevant, structured and balanced work

• Use sophisticated language and key terms with accuracy such as colonialism, alliance system, tension, supremacy.

Students can:

• Demonstrate an increasingly detailed  historical knowledge & understanding of more complex changes that took place over longer periods in the past. They demonstrate this in their increasingly detailed reference to events, dates, technical terms. (include some of the causes that led to the war and can explain at least 1 or 2 of them how they led to the start of the war)

• With some support produce extended assignments comprising several paragraphs of organised, detailed and linked explanation on increasingly complex topics. 

• Begin to show some independence in analysing and contrasting more complex interpretations of the past, explaining how and why they have been constructed (can explain why the treaty was fair and unfair)

• Assess the role of events, weigh their importance and draw contrasts between events

• They will show an increasing confidence in using key terms & concepts with accuracy such as militarism, imperialism, nationalism, terms of the treaty.

Students can:

• With guidance demonstrate a growing historical knowledge & understanding of the period studied

• With guidance produce linked paragraphs that analyse the significance of an event or why an event happened/ what caused the event (able to recall some of the causes of the war and can briefly explain how they led to the start of the war)

• With guidance produce paragraphs of analysis about contrasting interpretations of the past, explaining how and why they have been constructed (briefly able to explain why the Treaty of Versailles was fair or unfair)

• Produce increasingly relevant, structured and evidentially supported work that makes use of key terms & concepts such as causes, ally, fair, treaty, armistice.

Band A

Band B

Band C

French 

French 

french

Students can:

•  Attain high scores on SSC vocab tests (English to Target Language).  

• Demonstrate understanding of opinions and reasons in Reading Comprehension.  

• Translate longer passages quite accurately from the Target Language.  

• Write a short paragraph fairly accurately in Target Language  expressing clear opinions with simple reasons, descriptions, and at least one other timeframe or tense as well as the present tense. 

• Pronounce clearly wishes and opinions in a prepared group role-play situation.

Students can:

• Attain high scores on SC vocab tests ( half Target Language to  English & half English to Target Language).

• Demonstrate understanding of opinions and main points in Reading Comprehension.

• Translate phrases accurately from the Target Language.

• Write a few short sentences/phrases in Target Language which express simple opinions and reasons, descriptions, and allude to more than one timeframe, perhaps not very accurately.

• Pronounce some wishes and opinions in a prepared group role-play situation.

Students can:

•  Attain high scores on Challenge vocab tests (Target Language to English).

• Demonstrate understanding of opinions, key vocab, and  phrases in Reading Comprehension. 

• They can write key words and phrases including about a time-frame other than the present in Target Language with support. Spellings may not be totally accurate. They attempt to describe.

• They attempt to pronounce a wish and an opinion in a prepared group role-play situation.

Spanish 

Spanish 

Spanish 

Students can:

•  Attain high scores on SSC vocab tests (English to Target Language).  

• Demonstrate understanding of opinions and reasons in Reading Comprehension.  

• Translate longer passages quite accurately from the Target Language.  

• Write a short paragraph fairly accurately in Target Language  expressing clear opinions with simple reasons, descriptions, and past and future timeframes or tenses as well as the present tense.

Students can:

• Attain high scores on SC vocab tests ( half Target Language to  English & half English to Target Language).

• Demonstrate understanding of opinions and main points in Reading Comprehension.

• Translate phrases accurately from the Target Language.

• Write a few short sentences/phrases in Target Language which express simple opinions and reasons, descriptions, and either past or future timeframes or tenses as well as the present tense - clearly, if not totally accurately.

 Students can:

•  Attain high scores on Challenge vocab tests (Target Language to English).

• Demonstrate understanding of opinions, key vocab, and  phrases in Reading Comprehension. 

• They can write key words and phrases including about a time-frame other than the present in Target Language from memory. Spellings may not be totally accurate. They attempt to describe.

Band A

Band B

Band C

In addition to the requirements for Band B and C, students can:

• Calculate with negative indices in the context of standard form

• Use standard form on a scientific calculator including interpreting the standard form display of a scientific calculator

• Use inequalities to describe the range of values for a rounded value

• Solve problems involving the maximum and minimum values of an amount that has been rounded

• Factorise an algebraic expression by taking out common factors

• Simplify expressions using the law of indices for powers

• Know and use the zero index

• Change the subject of a formula when two steps are required.

In addition to the requirements for Band C, students can:

• Calculate with roots

• Use a calculator to evaluate numerical expressions involving roots

• Multiply numbers written in standard form

• Divide numbers written in standard form

• Identify the minimum and maximum values of an amount that has been rounded (to nearest x, x d.p., x s.f.)

• Simplify an expression involving terms with combinations of variables (e.g. 3a²b + 4ab² + 2a² – a²b)

• Simplify expressions using the law of indices for division

• Change the subject of a formula when one step is required.

 Students can:

• Calculate with positive indices

•  Use a calculator to evaluate numerical expressions involving powers

•  Add numbers written in standard form

•  Subtract numbers written in standard form

• Understand the difference between truncating and rounding

• Use and interpret algebraic notation, including: a² b in place of a × a × b, coefficients written as fractions rather than as decimals

• Simplify expressions using the law of indices for multiplication

• Substitute positive and negative numbers into formulae.

Band A

Band B

Band C

Students can:

• Will be able to compose a coherent dance song with a sense of style

• Successfully use a range of musical elements.

• Develops ideas well and in keeping with the style.

Students can:

• Will be able to compose a dance song with all the key features that are in time with each other.

• They can manually input a chord sequence.

Students can:

• Will be able to compose a piece of dance music with a texture that develops.

• Incorporating a four to the floor drum beat and a chord sequence.

Band A

Band B

Band C

Students can:

• Explain the characteristics of both negative and positive relationships.

• Demonstrate good knowledge that  enables informed decisions about their own and others’ sexual health choices.

• Confidently advise others with their risk taking choices and decision making.

• Always demonstrate positive relationship skills, taking into account personal circumstances when considering others' choices.

• Work very well as part of a team and demonstrate leadership qualities, often influencing others behaviour in a positive way.

Students can:

• Explain some characteristics of both negative and positive relationships.

• Demonstrate good knowledge that enables informed decisions about their own sexual health choices.

• Sometimes advise others with their risk taking choices and decision making.

• Demonstrate positive relationship skills which allows an understanding of other people’s choices.

• Work well as part of a team, often influencing others behaviour in a positive way.

Students can:

• Describe the characteristics of positive relationships.

• Demonstrate a basic knowledge that enables informed decisions about their  own sexual health choices.

• Mostly demonstrate positive relationship skills, allowing some understanding of other people’s decision making.

• Work well as part of a team, sometimes influencing others behaviour in a positive way.

Band A

Band B

Band C

Students can:

• Confidently perform and repeat a good range of skills and are becoming more effective at implementing these during competition

• Demonstrate some advanced skills are being developed.

• Demonstrates a good knowledge of tactics and understanding of the rules. These are  applied effectively in a range of different game activities. 

• Take the lead to organise their team and make appropriate tactical decisions during the game leading to successful outcomes.

• Competently identify strengths and weaknesses in their own and others’ performance/ skills, identifying in depth ways that they can improve.

• Plan ways to improve their own or team’s performance.

Students can:

• Perform a range of skills in a variety of different games and are starting to combine skills showing greater accuracy and control. 

• Apply tactics more effectively to outwit and beat the opposition. They are starting to make better decisions in the game. 

•  Demonstrates a  good knowledge of the basic rules. These are usually applied correctly in a wider range of individual and team games. 

• Describe what they and others are doing and can offer simple feedback in order to improve the quality of performance.

Students can:

• Demonstrate simple game skills in isolation. 

• Show improving consistency in their execution in a wider range of individual and team games. 

•  Use a range of skills with some success when there is sufficient time and space. 

• Describe some basic rules and show some tactical awareness in a wider range of individual and team games. 

•  Describe what they are doing.

Band A

Band B

Band C

Students can:

• Explain the importance of the placenta and umbilical cord.

• Explain the processes that happen during breathing and gas exchange.

• Explain how the lungs are adapted for efficient diffusion of gases.

• Write balanced symbol equations for oxidation, reduction and combustion reactions.

• Describe the energy changes in exothermic and endothermic reactions.

• Explain the extraction of metals from ores using the reactivity series.

• Calculate speed from a distance-time graph.

• Explain how features of a wave change as the volume and pitch of a sound change.

• Explain how sound waves are converted into electrical impulses in the ear.

• Explain the effect of like and opposite charges created by static electricity.

• Explain how thermal energy is transferred by conduction, convection and radiation.

• Apply and rearrange an equation to calculate moments.

Students can:

• Describe the function of the placenta and umbilical cord.

• Describe the role of the diaphragm and ribs during inhalation and exhalation.

• Name the gases involved in gas exchange in the lungs.

• Define diffusion.

• Write word and symbol equations of oxidation, reduction and combustion reactions.

• Identify exothermic and endothermic reactions from energy graphs.

• Write word and symbol equations of displacement reactions.

• Explain why a metal is displayed during a reaction.

• Describe distance-time graphs.

• Link changes to sounds with changes in sound waves.

• Describe how we hear sound.

• Describe static electricity.

• Describe factors affecting thermal energy transfer.

• Describe conduction, convection and radiation.

• Use an equation to calculate a turning force.

Students can:

• Identify the placenta and umbilical cord.

• Describe some changes during breathing.

• Give a difference between inhaled and exhaled air.

• Identify examples of oxidation, reduction, combustion, exothermic and endothermic reactions.

• Write word equations for a displacement reaction.

• Identify the most and least reactive metals in acid reactions.

• State what different lines on a distance-time graph mean.

• Label a diagram of a sound wave.

• Label a diagram of an ear.

• Name the charge due to static electricity.

• Name a variable that affects thermal energy transfer.

• Identify conduction, convection and radiation.

• Describe force and distance multipliers.

Band A

Band B

Band C

Students can:

• Confidently use their understanding of the properties of a material and how these properties inform the design of the product.

• Identify appropriate tools and how to achieve accuracy and precision. Understand and select the appropriate tools for different tasks.

• Confidently use their knowledge of tools, processes and the materials to make a finished practical piece of work which demonstrates accuracy and a high finish. Work with appropriate consideration for health and safety when working with tools and machinery throughout.

Students can:

• Use their understanding of the properties of a material and how these properties inform the design of the product.

• Identify and select appropriate tools to use for different tasks.  

• Use their knowledge of tools, processes and the materials to make a finished practical piece of work which demonstrates some accuracy. Work with some consideration for health and safety when working with tools and machinery throughout.

Students can:

• Demonstrate some basic understanding of the properties of a material and their uses.

• With some prompting identify and select appropriate tools to use for different tasks. 

• Use tools, processes and the materials to make a largely finished practical piece of work which demonstrates some accuracy. Work with some consideration for health and safety when working with tools and machinery throughout.