Year 7 Subject Progress Grids - AP1

Band A

Band B

Band C

Basic ability to select and experiment with media and materials, when applying the formal elements of Art and Design.  Basic ability to produce a personal and meaningful response to a Self Portrait.

• 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.

Limited and basic ability to select and experiment with media, and materials, when applying the formal elements of Art and Design.  Limited and basic ability to produce a personal and meaningful response to a Self Portrait.

• 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.  Limited ability to produce a personal and meaningful response to a Self Portrait.

• 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 unproportional features.

Band A

Band B

Band C

Students can:

• Copy performance and interpretative skills for performance during the rehearsal process.

• Copy limited technical skills during rehearsal and performance.

• Name some skills and techniques with the use of limited examples of Relationships, Actions, Dynamics and Space.

Students can:

• Identify performance and interpretative skills during rehearsal.

• Recognise technical skills during rehearsal and performance but struggle to present themselves.

• List some skills and techniques.

Students can:

• Recall performance or interpretative skills.

• Name technical skills during rehearsal and performance but struggle to present them by themselves.

• Copy down skills and techniques.

Band A

Band B

Band C

Students can:

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

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

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

• Demonstrate some straightforward communicative and reflective skills.

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

Students can:

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

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

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

• Demonstrate basic communicative and reflective skills.

• Show a basic awareness of 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.

• Take part in a range of drama activities.

• 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.

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

Band A

Band B

Band C

READING

Students can:

• Summarise the extracts that have been studied and begin to evaluate their own feelings towards the characters and settings created.

• Understand and make relevant responses to the explicit and implicit meanings and viewpoints.of the writers that they have studied.

• Analyse and evaluate figurative devices, language and structure used within the extracts studied and in particular those used by Dickens.

• 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 between two Dickens’ extract.

READING

Students can:

• Describe and summarise with some accuracy and understanding  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 structure used within the extracts studied and in particular those used by Dickens.

• Support some comments with simple textual details and quotations.

• Make simple connections between two Dickens’ extracts.

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 Dickens’ texts.

WRITING

Students can:

• Communicate important ideas clearly and begin to sustain the reader’s interest when crafting creative writing.

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

• 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 creative 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 creatively. 

• Try to use simple phrases to communicate ideas.

• Make very limited attempts to spell and punctuate writing.

Band A

Band B

Band C

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

• Link interest and compound interest to Maths.

• Demonstrate the skills of a pragmatic entrepreneur who is able to build a business model, meet deadlines and create the right opportunities to ultimately lead to success. 

• Understand money and associated risks and the impact on mental health. 

• Make links between the enterprise work in school and life beyond the school gates. 

• Gain approval to run business in Spring term.

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

• Successfully complete assignments on interest and compound interest.

•  Demonstrate the skills of an entrepreneur able to highlight potential obstacles and challenges so they can resolve the issues and mitigate the risk.

• Understand the importance of insurance and interest rates. 

• Understand the meaning of budget and its benefits. 

• Display self-awareness of their own enterprise capabilities and developing confidence.

• Submit a business plan.

Students can:

• Complete assignments on interest and compound interests

• Understand the importance of money and savings.

• Use Enterprise research to explore business knowledge, ideas and concepts.

• Work as part of a team and give positive contributions.

• Display developing personal and social skills.

• Brainstorm ideas on type of business, encouraging dialogue and discussion.

• Review a business plan.

Band A

Band B

Band C

Students can: 

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

• Analyse my own religious responses to the ultimate questions and inquire about others  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 my own religious responses to the ultimate questions and consider others 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 my 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:

• Describe safe and hygienic working practices to prepare myself and others for preparing and cooking foods and why these practises are followed. 

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

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

Students can:

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

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

• Use safe kitchen practices to help create dishes (sometimes with reminders).

• Demonstrate knowledge of a developing range of food terms and use them in my work showing my understanding.

Students can:

• State how to get prepared for preparing and cooking foods and give reasons for why I get ready in this way.

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

• Demonstrate knowledge of a  range basic food terms that I am using in my work.

Safe hygienic working and skilled production of dishes

Safe hygienic working and skilled production of dishes

Safe hygienic working and skilled production of dishes

• Follow recipes independently and demonstrate their cooking skills. Seek occasional guidance to clear up any misconceptions and clarify ideas rather than ask for help. 

• Demonstrate how to work safely and hygienically and use and store utensils and equipment safely and hygienically independently. 

• Confidently identify a range of cooking equipment and utensils and describe their use. Use equipment safely and practically to help create dishes safely. 

• Try to correct problems with dishes independently before seeking teacher advice. Use advice to correct issues and learn from teacher feedback and experience. 

• Create edible products in the time showing accuracy.

• Create edible products in the time showing accuracy with skills to create presentable dishes with suitable textures.

• Read and follow  recipes with occasional  teacher assistance/modelling  and demonstrate preparation and cooking skills with some pointers.

• Demonstrate how to work safely and hygienically and use and store utensils and equipment safely and hygienically with the odd reminder. 

• Identify a range of cooking equipment and utensils and describe their use.

• Seek teacher guidance and advice to help correct problems on occasion. 

• Overcome problems with independence and learn from feedback and experience. 

• Create edible products in the time showing some accuracy.

• Create edible products in the time showing some accuracy in skills, appealing appearance and suitable textures.

• Follow  recipes with teacher assistance / modelling  and demonstrate preparation and cooking skills with  some assistance. 

• Demonstrate how to work safely and hygienically. 

• Use, clean and store utensils and equipment safely and hygienically with occasional support or prompts. 

• Identify some cooking equipment and utensils and with guidance put them to use safely and state what they do.

• Request support and work on to completion and learn from teacher guidance and experience. 

• Create edible products showing some accuracy.

Band A

Band B

Band C

Students can:

• Use their skills to investigate geographical questions and issues with increasing independence.

• Identify the patterns made by human and physical features and suggest reasons for observations made.

• Use geographical terminology confidently.

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

• Use a wide range of OS map skills adeptly (e.g. 6 figure grid references, relief, calculating distance, describing routes).

• I use GIS to carry out a range of functions to support investigation (e.g. annotate maps and aerial photos, produce overlays for comparison, calculate the distance of a route). 

• Independently select, construct and interpret a range of graphs as appropriate to data provided.

• Suggest advantages and disadvantages of data presentation methods.

• Complete calculations such as range, mean and median and use these when interpreting data.

Students can:

• Respond to geographical questions accurately and ask questions to support their geographical understanding.

• Describe the distribution of human and physical features and begin to suggest simple reasons for observations.

• Use appropriate geographical terminology.

• Use a range of maps to locate places accurately.

• Use 4 and 6 figure grid references on OS maps more accurately.

• Use scale to calculate the distance between places accurately.

• Use GIS to carry out a range of simple functions (e.g. locate places and identify features, select maps and aerial images, calculate distance and area).

• Construct and interpret a range of graphs (e.g. bar chart, pie chart and line graph) with increased accuracy.  

• Demonstrate some awareness of the appropriateness of data presentation methods.

• Complete calculations such as range, mean and median.

Students can:

• Respond to geographical questions and begin to ask questions of their own.

• Demonstrate an awareness of human and physical processes and patterns.

• Use some geographical terminology appropriately.

• Use a range of maps to locate places with increasing accuracy.

• Use 4 figure grid references on OS maps accurately.

• Recognise OS map symbols and use a key to identify symbols accurately.

• Use GIS to carry out some simple functions (e.g. locate places, gather aerial images).

• Complete and interpret simple graphs e.g. bar charts.

Band A

Band B

Band C

Students can:

• Write a detailed description of a historical event.

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

• Use historical terminology confidently (discrimination, centralisation, harrying of the North, control).

• Explain in detail why events happened and can explain a range of 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).

• Identify sources that are useful to answer a question and start using quotations from the sources to back up points.

Students can:

• Describe a historical event in more chronological detail with some development ( E.g: Can clearly explain how the Saxons punished their criminals and show some understanding of how laws were enforced).

• Use appropriate historical terminology (such as conquer, religion, law enforcement, Norman, battle, invade, Saxon, shield wall, succession, tactics)

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

• Appreciate that there can be more than one way to interpret events/people/places and can describe the importance of them (Eg: I know at least 2 reasons why Sutton Hoo is an important place and why the Normans Conquest is significant)

• Recognise that sources can come in different forms and get information from sources to produce a structured answer.

Students can:

• Briefly describe a historical event

• Describe a historical event with some simple/generalised chronological detail.

• Use some historical terminology ( such as conquer, religion, law enforcement, 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)

• Identify important people/events/places.

• Define the terms primary and secondary source and give examples of each.

•  Use sources to answer questions.

Band A

Band B

Band C

Students will attain high scores on Super Stretch Challenge vocabulary tests (English > Target Language).  In Reading Comprehensions, they will demonstrate understanding of opinions and reasons. They will be able to translate very short passages accurately from the Target Language.  They can write a short paragraph fairly accurately in Target Language expressing clear opinions with simple reasons.

Students will attain high scores on Stretch Challenge vocabulary tests (half Target Language > English and half English > Target Language).  In Reading Comprehensions, they will demonstrate understanding of opinions and main points. They will be able to translate words and short phrases accurately from the Target Language.  They can write a few short sentences/phrases in Target Language which express simply opinions clearly, if not totally accurately. 

Students will attain high scores on Challenge vocabulary tests (Target Language > English).  In Reading Comprehensions, they will demonstrate understanding of opinions, familiar words, and some short phrases.  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 highest common factor by listing or Venn diagrams.

• Recognise and solve problems involving lowest common multiples.

• Recognise and solve problems involving 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 am beginning to play independent parts with my 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 am 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:

•  Confidently perform and repeat a good range of skills and are becoming more effective at implementing them in the game situation.

• 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 formation and make appropriate tactical decisions during the game leading to successful outcomes.

• Competently identify strengths and weaknesses in their own and others’ performance/skills.

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

Students can:

• Perform a range of skills in a variety of different games and 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 showing 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 shows 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:

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

• Calculate the magnification of a cell.

• Combine separation techniques to produce samples of pure substances.

• Compare the solubility of different substances.

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

• Use density calculations to explain floating and sinking.

• 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 the solubility of different substances.

• 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.

• Name several methods of separating mixtures.

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

• Perform single step calculations (e.g. calculate density when given the equation).

•  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:

• Use CAD to produce 3 designs that all would be viable to be manufactured using CAM.

• Demonstrate accurate use of more than one drawing technique.

• Use tools and equipment safely.

• Identify and select all the correct tools and equipment needed to manufacture the product (wooden box).

• Demonstrate a range of  practical skills with some accuracy.

Students can:

• Use CAD to produce more than 1 design and that the design could be viable to be manufactured using CAM

• Demonstrate use of one drawing technique with some accuracy.

• Use tools and equipment safely.

• Identify and select the correct tools and equipment needed to manufacture the product (wooden box).

• Demonstrate more than one practical skill with some accuracy.

Students can:

• Use CAD to produce a design, may need some manipulation to be able to be manufactured using CAM.

• Demonstrate the use of one drawing technique.

• Use tools and equipment safely with supervision.

• Identify some tools and equipment needed to manufacture the product (wooden box).

• Demonstrate more than one practical skill.