Year 7 Subject Progress Grids - AP1

Band A

Band B

Band C

Competent ability to select and experiment with media and materials, when applying the formal elements of Art and Design.  Competent ability to mix a full range of tints and shades to apply to a monochrome painting with some skill and control.  

• Demonstrates a basic ability to draw with different mark making techniques.

• Demonstrates a basic ability to draw a face with facial features.

• Produces a painted Self Portrait with some control of paint and consistent proportional features.

Basic ability to select and experiment with media, and materials, when applying the formal elements of Art and Design.  Basic ability to mix a range of  tints and shades to apply to a monochrome painting with some accuracy. 

• Demonstrates a Limited and basic ability to draw with different mark making techniques.

• Demonstrates a limited and basic ability to draw a face with facial features.

• Produces a painted Self Portrait with some control of paint and inconsistent proportional features.

Limited ability to select and experiment with media and materials, when applying the formal elements of Art and Design.  Pupis are able to mix some tints and shades in paint and apply this to a monochrome painting. 

• Demonstrates a limited ability to draw with different mark making techniques.

• Demonstrates a limited ability to draw a face with facial features.

• Produces a painted Self Portrait with erratic control of paint and disproportional features.

Band A

Band B

Band C

Students can:

• Produce a presentation where:

• There are some larger blocks of text on slides, but these are infrequent.

• most images are used effectively and are relevant to the subject

• most content is relevant to the subject

• most images, text, and content are appropriate for the audience

• Present their slides to a high standard and within a set timeframe

• use the school network safely and respectfully.

Students can:

• Produce a presentation where:

• only text prompts are used and text is kept to a minimum.

• images are used effectively and are relevant to the subject

• All content is relevant to the subject

• All images, text, and content are appropriate for the audience

• Present their slides to a high standard and within a set timeframe

• use the school network safely and respectfully.

Students can:

• Produce a presentation where:

• only text prompts are used and text is kept to a minimum.

• images are used effectively and are relevant to the subject

• All content is relevant to the subject

• All images, text, and content are appropriate for the audience

• Present their slides to a very high standard and within a set timeframe

• use the school network safely and respectfully

• show a deep understanding of the issues around online safety.

Band A

Band B

Band C

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.

Students can:

• Work in a group to produce a performance at a basic level.

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

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

• Apply basic practical skills.

• Perform a role at a basic level to communicate their ideas.

• Demonstrate basic communicative and reflective skills.

• Show a basic understanding of drama terminology and can use it generally.

• Comment on their own and others work giving some positives and some ways to improve.

• Show a basic awareness of the audience, and a basic commitment to the group is evident.

Students can:

• Explore problems in an imagined world and make up plays from stories or other stimuli.

• Use the dialogue in existing texts as well as create their own..

• Take part in a range of drama activities.

• Prepare, learn and perform a few lines of plays.

• Use voice and body simply, to create characters and atmospheres, employing language appropriate to the role or character.

• Recognise and explain different kinds of drama styles.

• Explain in simple terms how the atmosphere is created in plays.

• Talk about why they made certain decisions in their play and discuss how their work, and that of others, could be improved by more practise.

Band A

Band B

Band C

READING

Students can:

• Summarise the texts that have been studied and begin to evaluate their own feelings towards the characters and settings writers’ create.

• Understand and make relevant responses to the explicit and implicit meanings and viewpoints of texts being  studied.

• Analyse and evaluate figurative devices, language and structure used.

• Support their comments and opinions with clear and appropriate references and quotations 

• Make some reference to the specific context of the texts studied.

• Make relevant links and comparisons.

READING

Students can:

• Describe and summarise with some accuracy and understanding of their own feelings towards the characters and setting that the writers’ have created.

• Respond in a limited way to explicit information and viewpoints of the writers that they have studied.

• Make limited comments about the figurative language and structural devices used.

• Support some comments with textual details and quotations

• Make connections between two any two given texts.

READING 

Students can:

• Simply discuss a text that they have studied and be able to describe their feelings towards the characters and setting within it.

• Spot and be able to explain, to some extent, simple words that a writer has used in the texts they have studied.

• Share their own personal likes and dislikes of  a text and be able to make direct reference to the story when doing so.

• Notice some simple similarities and differences between two texts

WRITING

Students can:

• Communicate important ideas clearly and begin to sustain the reader’s interest when crafting both no- fiction and fictional writing.

• Produce coherent texts, with effective use of paragraphs and connectives and showing an awareness of purpose, audience and form.

• Vary sentence types and structures appropriately

• Use a range of vocabulary that is mostly appropriate.

• Spell, punctuate and use grammar accurately on most occasions.

WRITING

Students can:

• Communicate with some meaning and clarity in both non-fiction and fictional writing.

• Produce texts with limited or no evidence of conscious paragraphing. 

• Show some control over sentence type and  and use familiar vocabulary 

• Spell, punctuate and use grammar with limited accuracy.

WRITING

Students can:

• Communicate using  simple words and phrases when writing both non -fiction and fiction. 

• Try to use simple phrases to communicate ideas.

• Make limited attempts to spell and punctuate writing.

Band A

Band B

Band C

Students can: 

• Evaluate the meaning behind religious practices and the development of main world religions over time.

• Analyse their own religious responses to the ultimate questions and inquire about other opinions, in a respectful manner.

• Compare and contrast the forms of expression from one belief to another in the major world religions.

Students can:

• Explain the meaning behind religious practices and ways of life for some of the five major world religions.

• Apply their own religious responses to the ultimate questions and consider other opinions, in a respectful manner.

• Describe some similarities and differences in the story from one belief to another in some of the major world religions.

Students can:

• Describe the meaning behind religious practices and ways of life for some of the five major world religions.

• Identify their own feelings in relation to religious values and beliefs.

• Identify some similarities and differences between some of the major world religions.

Band A

Band B

Band C

Understanding safe and hygienic practice

Understanding safe and hygienic practice

Understanding safe and hygienic practice

Students can:

• Explain how to work safely and hygienically and  explain why personal hygiene rules must be followed. 

• Explain why kitchen hazards are dangerous and how to make the environment safe for practice.

• Use a developing range of food terms in their work to show their  knowledge and understanding.

• Explain the function of different  ingredients in the products they are learning about and give ideas for modifying their flavours and appearance.

Students can:

• Describe safe and hygienic practices to prepare themselves for cooking and describe why these rules must be followed.

• Identify unsafe practice in a kitchen and describe ways of making kitchen hazards safe.

• Demonstrate their knowledge of a developing range of food terms and use them in their work.

• Describe which ingredients are used in different products and can suggest ways to change flavours.

Students can:

• State how to get prepared for cooking foods safely. They can say why they must prepare safely and hygienically.

• Spot unsafe practice in a kitchen environment and state how to make it safe. 

• Demonstrate knowledge of a  range of basic food terms and use them in their work.

• Say which ingredients are used to make different products and can suggest ways to change flavours.

Band A

Band B

Band C

Students can: 

• Started to have a range of locational knowledge including knowledge of places in the local area and wider world. 

• Started to show knowledge of some globally significant physical and human features 

• Start investigating places beyond their surrounding and start to be able make links between people and environments

• They become more adept at comparing places and understand some reasons for similarities and differences

• Use geographical terminology confidently.

• Use a range of maps to locate places and describe human and physical features.

• Use OS map skills e.g. 4 or 6 figure grid references, relief, calculating distance, describing routes.

• Respond enquiry questions with independence

• Evaluate strategies by considering more than one factor and short/long term benefits

• Making links between strategies and their potential impact and consider long term (future).

Students can:

• Have simple locational knowledge about individual places and environments, especially the local area but also the wider world

• Show understanding by describing the places and features they study and begin to suggest simple reasons for observations.

• Use simple geographical terminology.

• Use maps to locate places more accurately.

• Use 4 and 6 figure grid references on OS maps more accurately, however 6 figure grid references are not always consistent

• Start to use scale to calculate the distance between places accurately.

• Start to respond to geographical questions and ask questions to support their geographical understanding.

• Evaluate strategies by considering more than one factor

• Begin to make link between strategies and their potential impact.

Students can:

• Develop simple locational knowledge about some places and environments in the local area 

• Begin to show some understanding by describing places and features 

• Demonstrate an awareness of human and physical processes and patterns

• Begin to use some simple geographical terminology

• Start to use 4 figure grid references on OS maps

• Start to recognise OS map symbols 

• Respond to enquiry questions with support

• Begin to evaluate strategies by making simple comparisons

• Identify regeneration strategies which benefit shoppers/the local economy.

Band A

Band B

Band C

Students can:

• Write a description of a historical period such as Romans or Anglo-Saxon period

• Demonstrate a good knowledge and understanding of the period studied.

• Use historical terminology confidently (dark ages, civilised, Christianity, centralisation, harrying of the North, control).

• Explain why events happened and can explain different causes (E.g. examines the causes of events leading up to the Battle of Hastings and can prioritise between events of greater and lesser importance).

• Appreciate that there can be more than one way to interpret events/people/places and start describing the importance of them.

Students can:

• Describe some of the characteristics of a historical period/ event 

• The answer is in chronological order but not detailed yet

• Use appropriate historical terminology (such as Anglo-Saxons, Romans, conquer, religion, Norman, invade, Saxon, shield wall, succession, tactics)

• Identify a few different factors/causes  of why an event happened ( Eg. Why William won the Battle of Hastings) and can show some knowledge of relevant events that led up to the event (Eg: death of Edward the Confessor and multiple contenders).

Students can:

• Very briefly describe a historical period/ event

• Use some historical terminology (such as conquer, religion, roman, Norman, battle, invade, Saxon, shield wall)

• Give one reason/cause why an event happened (E.g: Can select the main reason why William won the Battle of Hastings although the explanation may not be well-explained)

• Start identifying important people/events/places.

Band A

Band B

Band C

Students can:

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

• Demonstrate understanding of opinions and reasons in Reading Comprehension.  

• Translate very short passages accurately from the Target Language.  

• Write a short paragraph fairly accurately in Target Language  expressing clear opinions with simple reasons.

 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 words and short phrases accurately from the Target Language.

• Write a few short sentences/phrases in Target Language which express simple opinions clearly, if not totally accurately.

 Students can:

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

• Demonstrate understanding of opinions, familiar words, and some short phrases in Reading Comprehension. 

•  They will be able to match sound to print.

• They can write some words in Target Language from memory and complete short sentences. Spellings may not be totally accurate.

BAND A

BAND B

BAND C

 Students can:

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

• Demonstrate understanding of opinions and reasons in Reading Comprehension.  

• Translate very short passages accurately from the Target Language.  

• Write a short paragraph fairly accurately in Target Language  expressing clear opinions (maybe with simple reasons).

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 words and short phrases accurately from the Target Language.

• Write a few short sentences/phrases in Target Language which express simple opinions clearly, if not totally accurately.

Students can:

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

• Demonstrate understanding of opinions, familiar words, and some short phrases in Reading Comprehension. 

•  They will be able to match sound to print.

• They can write some words in Target Language from memory and complete short sentences. Spellings may not be totally accurate.

Band A

Band B

Band C

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

• Find the highest common factor by listing or Venn diagrams.

• Recognise and solve problems involving lowest common multiples.

• Recognise and solve problems involving the highest common factor.

• Solve problems with linear number patterns.

• Use the first fifteen square numbers and five cubic numbers.

• Define and calculate √ and ∛ including with a calculator.

• Use written methods to multiply 4 digit numbers by 2 digit numbers.

• Multiply 4 digit integers with decimal numbers of 2 D.P.

• Divide 4 digit numbers by 2 digit numbers

• Divide decimal numbers by integers >10.

• Solve problems with BIDMAS with at least 4 operations.

• Solve multi step calculations using estimation and rounding to an appropriate degree of accuracy.

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

• Test to see if a number is prime.

• Find the highest common factor by listing

• Recognise a linear number pattern.

• Recognise the first fifteen square numbers and be able to calculate them.

• Recognise and calculate the first five cubic numbers.

• Evaluate powers.

• Define and calculate square roots.

• Use written methods to multiply 3 digit numbers by 2 digit numbers.

• Transform multiplication of decimals into corresponding multiplication of integers.

• Divide 4 digit numbers by 1 digit numbers.

• Divide decimal numbers by integers <10.

• Solve multi step calculations with BIDMAS.

• Round numbers to 1 significant figure.

• Estimate calculations by rounding.

Students can:

• Identify a prime number.

• Find common factors of numbers.

• Find common multiples of numbers.

• Recognise a square number and how to calculate the first twelve.

• Read and write with powers.

• Use written methods to multiply 2 digit numbers.

• Use written methods to divide integers.

• Recognise and understand what the word “integer” means.

• Understand and solve simple calculations with BIDMAS.

• Round numbers to specified decimal places.

Band A

Band B

Band C

Students can:

• Perform a melody on the keyboard, and are beginning to play independent parts with left and right hands.

• Recognise a wide range of instruments from listening.

• Explain how the elements of music are used to create different moods.

Students can:

• Perform a short melody on the keyboard using the correct fingers.

• Recognise a range of instruments, both classical and popular.

• Demonstrate knowledge of some of the elements of music and are  beginning to identify them from listening.

Students can:

• Perform a short melody on the keyboard.

• Recognise some instruments from listening.

• Say whether music is loud or quiet, fast or slow.

• Locate where a D is on the piano.

Band A

Band B

Band C

Students can:

• Describe in detail the characteristics of a healthy and unhealthy lifestyle.

• Demonstrate very good  knowledge that enables  informed decisions about health and lifestyle choices.

• Advise others in their choices in these areas. 

• Always demonstrate positive social skills which support good friendships and positive relationships.

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

Students can:

• Describe the characteristics of a healthy and unhealthy lifestyle.

•  Demonstrate a sound knowledge that enables informed decisions about health and lifestyle choices. 

• Demonstrate positive social skills which support good friendships and positive relationships. 

• Work  well as part of a team and can sometimes demonstrate leadership qualities and influence others in a positive way.

Students can:

• Describe some characteristics of a healthy and unhealthy lifestyle.

• Demonstrate a basic knowledge that enables informed decisions about health and lifestyle choices.

• Demonstrate satisfactory social skills which support positive relationships. 

• Sometimes work well as part of a team and are continuing to develop teamwork skills.

Band A

Band B

Band C

Students can: 

• Give a detailed definition of fundamental movement skills (FMS) with links to sports specific skills and can perform these with competence in a game like situation.

• Confidently perform and repeat a good range of complex skills and are becoming more effective at implementing them in practical sports.

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

• Demonstrate some advanced skills are being developed.

• Competently identify strengths and weaknesses in their own and others’ performance/skills, and plan a variety of ways to improve their own or team’s performance.

Students can:

• Give a  definition of and demonstrate understanding of links between  fundamental movement skills (FMS) and practical sport with key examples.

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

• Demonstrate a reasonable knowledge of the basic sports rules. These are normally applied correctly in a  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 their performance. 

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

Students can:

•  Perform and repeat a range of  skills and are becoming more effective at implementing them. 

• Show improving consistency in their skills in isolation executing them in a wider range of individual 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.

• Start  to plan some ways to improve their own or team’s performance.

Band A

Band B

Band C

Students can:

• Describe how specialised cells are adapted to carry out particular functions in the body.

• Calculate the magnification of a cell.

• Describe a model of an atom.

• Write a chemical equation using words and all of the correct symbols.

• Combine forces to calculate a resultant force and explain the effect of this resultant force on the movement of an object.

• Use accurate scientific terminology.

• Begin to critically analyse qualitative and quantitative data to draw logical, well- evidenced conclusions.  

• Begin to critically evaluate and refine methodologies, and judge the validity of scientific conclusions.

Students can:

• Describe the role of named parts of a cell (e.g. chloroplasts).

• Compare plant and animal cells with each other and other types of cell.

• Justify the state of matter of a substance given some information about it.

• Describe a model of an atom.

• Write a chemical equation using words and some symbols.

• Describe the effect of balanced and unbalanced forces on the motion of an object.

• Explain how friction and air resistance affect motion.

• Use mostly accurate scientific terminology.

• Use appropriate mathematical skills.  

• Begin to analyse qualitative and quantitative data to draw plausible conclusions supported by some evidence.

• Evaluate methodologies to suggest improvements to experimental methods, and comment on scientific conclusions.

Students can:

• Identify and label the parts of an animal and a plant cell.

• Describe why we use microscopes.

• Recognise and be able to draw accurate diagrams of the arrangement of particles in solids, liquids and gases.

• Describe a basic model of an atom.

• Write a chemical equation using words.

• Predict the motion of an object when given all the forces acting on it.

• Use some accurate scientific terminology. 

• Begin to analyse qualitative or quantitative data and draw a conclusion.  

• Identify errors relating to experimental methods.

Band A

Band B

Band C

Students can:

• Students can confidently identify the characteristics of the Memphis Design movement and use them to develop a piece of visual communication which reflects the movement.

• Using these characteristics, develop a range of designs for a piece of slotted furniture, using 2D and 3D sketching and drawing techniques which shows a firm understanding of perspective, which include an understanding of the use of colour for this movement. 

• After evaluating their designs, choose a design and develop it into a workable slotted prototype in card, which is made with accuracy and dexterity. 

• Select basic CAD tools to confidently draw basic shapes to a dimension.

Students can:

• Students can identify some of the characteristics of the Memphis Design movement and use them to develop a piece of visual communication which includes some aspects of the movement.

• Using these characteristics, develop at least two designs for a piece of slotted furniture, using 2D and 3D sketching and drawing techniques which shows some understanding of perspective. Colour may have been included which might be appropriate.

• After evaluating their designs, chose a design and develop a workable slotted prototype in card, which is made with accuracy and dexterity.

• Select basic CAD tools to draw basic shapes with dimensions.

Students can:

• students can identify some basic characteristics of the Memphis Design movement and with prompting develop a piece of visual communication which has some basic aspects of the movement included.

• Using examples develop a design for a piece of slotted furniture, using 2d drawing techniques. Colour may be included.

• Using basic evaluation of their designs, develop a slotted prototype in card.

• Identify basic CAD tools to draw basic shapes.