L IFE AFTER L EVELS Junior Edition

Due to the removal of National Curriculum levels there will be a number of changes to assessment and reporting. Scientific research shows that if a piece of work has a diagnostic comment and a grade the vast majority of learners (of all ages) will ignore the comments and judge their performance entirely on the grade. We need you to focus on the specific learning and how to improve.

Therefore, We are getting rid of all numbers and grades at Key Stage 3 Feedback for completed work will be in the form of diagnostic comments only with AtL/IL grades at appropriate times. At report time you will be given feedback on general progress relative to an Ability Level (more explanation to follow). To ensure progress is suitable you will have end of year tests in English and Maths. At this point you will most likely get a percentage score compared to the year average and your ability level average.

The details: Key Concepts Ability Levels Target Setting Reports Teaching and Learning Intervention

Key Concepts All subjects material will be grouped into Key Concepts. The key concepts are the ideas that underpin the whole subject. They are the really big ideas behind being skilled at a subject e.g. DT Key Concepts Understanding user needs (Users) Understanding approaches to generate creative ideas (Creative Ideas) Understanding how to communicate design ideas(Communicating Design) Understanding how materials and components can be utilised (Materials) Understanding how techniques, processes and equipment can be utilised(Techniques and Equipment) Understanding how evaluation against specifications and previous design can refine and improve design.(Evaluation)

Science Forces Energy Interdependence Particles and chemical reactions Cells, tissues and organs Working scientifically Maths Ratio and Proportional Reasoning Relations between Quantities and Algebraic Expressions Spatial and Geometrical Reasoning Connecting Measurements and Decimals Functional relations between variables Reasoning about data Reasoning about uncertainty English Contextual knowledge Using evidence Analysing and evaluating Structure and coherence Crafting language Punctuation & grammar Spelling Geography Place Space Scale Interdependence Physical & Human Processes Environmental Culture & Diversity Enquiry

If you have grasped these concepts you will have mastered the subject at this level. All the material will be arranged around these Key Concepts. The Key Concepts will be revisited throughout the Key Stage each time embedding your understanding of these crucial ideas.

Ability Levels All the lessons will continue to be taught in mixed ability groups as usual (except maths). Work will be set out in broad ability levels. Year 7 Cycle 1 KC 1 KC3 KC4 KC 7 Expert Very few pupils: those who are exceptional Confident Approximately Higher ability: including the majority of MAble Mastery is not about rushing up the ladder but embedding and mastering at an appropriate level for the individual Secure Approximately Middle ability Developing Approximately Low ability Accessing Very few pupils: those who will struggle to access the curriculum

Year 7 Cycle 1 KC 1 Energy KC5 Cells KC4 Simple Chemical reaction KC 6 Working Scientifically Expert Explain the source of the energy in fuels; explain energy transfer chains for given situations and evaluate their efficiency and their environmental impact. Suggest reasons for differences between animal cells and between plant cells (in terms of their structure and function); apply your knowledge to unfamiliar cells to deduce their function and adaptation Write the balanced symbol equation for combustion of a fuel such as hydrogen and methane. Explain what additional results you would need to improve your confidence in your original or modified hypothesis. Use relevant science to explain all elements of your results. Confident Explain how the Sun is the ultimate source of the energy used in renewable resources; decide and explain the best energy resources to use in an area; describe energy transfer chains for given situations. Identify similarities between the functions of different organs (including common life processes); Identify the different parts of a plant cell and animal cell on a diagram and describe; identify the contents of cells in unfamiliar plant and animal cells. Write a word equation for a simple chemical reaction; explain the role of the components of the fire triangle and explain how to extinguish a fire; explain how oxygen and hydrogen gas can be tested. Write a detailed method identifying the variables; suggest sensible precautions to minimise risk; draw a graph suitable independently. Secure Recall the law of conservation of energy; describe advantages and disadvantages of different energy resources; state the meaning of: main renewable energy resources; describe advantages and disadvantages of different renewable, energy resources. Identify ways in which an organism shows each life process; describe the functions of a large range of human, animal and plant organs; identify the cell nucleus, cell membrane and cytoplasm on a diagram; list the main features commonly found in plant cells and animal cells. Identify the reactants and products of a chemical reaction; describe the test for hydrogen; describe the test for carbon dioxide; describe the test for oxygen Write a detailed method for the investigation and explain the need for repeat measurements. Identify all of the main hazards associated with the investigation Draw a suitable conclusion form observations Developing Recall and describe some ways in which energy can be stored and transferred; recall and describe some examples of renewable and non-renewable fuels and their sources; recall examples of renewable fuels and their sources. Use life processes to justify if something is an organism or is non-living; name and describe the functions of major human and plant organs; identify the cells of an animal and of a plant. Describe examples of physical and chemical changes; describe the elements of the fire triangle; state some useful chemical reactions Write a prediction; write a method for the investigation identify some hazards or risks associated with the experiment. AccessingRecall some substances that are used as sources of energy; recall what power stations are used for; recall some ways in which energy can be stored and transferred; state the meaning of: fuel, renewable, non- renewable. Identify things as being alive or not; state the meaning of and correctly use the word: organism; describe the life processes; locate and identify some human and plant organs. Identify examples of physical and chemical changes; identify some of the warning labels Write a brief method or draw a diagram to show how to carry out an investigation; make a comment about working safely.

Target Setting Pupils will be placed in an ability band based on their CAT scores. (If you didn’t do them we use your KS2 data and teacher assessments). This band gives us an indication of the level of skills that you should be achieving and will be the same across all subjects. Everyone has their own strengths and your teachers will not put a ceiling on your learning if you are capable of more. They will teach you based on your performance. The ability level will give you an indication of your achievement at an appropriate level for you. Everyone can ‘Master’ the concepts at a level that is appropriate to them. Each level will be based on a trajectory to get the following GCSE grades Expert-grade 9 Confident- grades 7 or 8 Secure - grades 5 or 6 Developing - grades 3 or 4 Accessing – this will be dependent on individuals.

Reports will all be on-line. We will not print them out at the office You cannot use school equipment or resources to print out reports It is far too expensive to produce colour reports for every subject for every pupil The report will contain AtL/ IL information as well as an overall summary of your progress relative to your target Ability Level

Year 7 Cycle 1 KC 1 Energy KC5 Cells KC4 Simple Chemical reaction KC 6 Working Scientifically Expert Explain the source of the energy in fuels; explain energy transfer chains for given situations and evaluate their efficiency and their environmental impact. Suggest reasons for differences between animal cells and between plant cells (in terms of their structure and function); apply your knowledge to unfamiliar cells to deduce their function and adaptation Write the balanced symbol equation for combustion of a fuel such as hydrogen and methane. Explain what additional results you would need to improve your confidence in your original or modified hypothesis. Use relevant science to explain all elements of your results. Confident Explain how the Sun is the ultimate source of the energy used in renewable resources; decide and explain the best energy resources to use in an area; describe energy transfer chains for given situations. Identify similarities between the functions of different organs (including common life processes); Identify the different parts of a plant cell and animal cell on a diagram and describe; identify the contents of cells in unfamiliar plant and animal cells. Write a word equation for a simple chemical reaction; explain the role of the components of the fire triangle and explain how to extinguish a fire; explain how oxygen and hydrogen gas can be tested. Write a detailed method identifying the variables; suggest sensible precautions to minimise risk; draw a graph suitable independently. Secure Recall the law of conservation of energy; describe advantages and disadvantages of different energy resources; state the meaning of: main renewable energy resources; describe advantages and disadvantages of different renewable, energy resources. Identify ways in which an organism shows each life process; describe the functions of a large range of human, animal and plant organs; identify the cell nucleus, cell membrane and cytoplasm on a diagram; list the main features commonly found in plant cells and animal cells. Identify the reactants and products of a chemical reaction; describe the test for hydrogen; describe the test for carbon dioxide; describe the test for oxygen Write a detailed method for the investigation and explain the need for repeat measurements. Identify all of the main hazards associated with the investigation Draw a suitable conclusion form observations Developing Recall and describe some ways in which energy can be stored and transferred; recall and describe some examples of renewable and non-renewable fuels and their sources; recall examples of renewable fuels and their sources. Use life processes to justify if something is an organism or is non-living; name and describe the functions of major human and plant organs; identify the cells of an animal and of a plant. Describe examples of physical and chemical changes; describe the elements of the fire triangle; state some useful chemical reactions Write a prediction; write a method for the investigation identify some hazards or risks associated with the experiment. AccessingRecall some substances that are used as sources of energy; recall what power stations are used for; recall some ways in which energy can be stored and transferred; state the meaning of: fuel, renewable, non- renewable. Identify things as being alive or not; state the meaning of and correctly use the word: organism; describe the life processes; locate and identify some human and plant organs. Identify examples of physical and chemical changes; identify some of the warning labels Write a brief method or draw a diagram to show how to carry out an investigation; make a comment about working safely.

Teaching and Learning: You will notice very little changing in the way you are taught -It will still be brilliant There will be more revisiting and testing that knowledge/skills have been retained (or to use a technical term: Learned) The term ‘Mastery’ will frequently be used and talk of mastering the appropriate skills in a Key Concept or at you Ability Level Intervention: Staff will spend more time analysing the data and considering intervention to ensure good progress Staff still have access to more accurate data to tell whether pupils are under performing so you won’t be able to cruise