Vacancies

A Specialist School for the Arts and Science

KS3 Endpoint Assessment Map 2024-2025

Subject Overviews

Click a subject title to view the relevant assessment information:

English
Mathematics
Science
Geography
Spanish
History

Religious Education

Computer Science
Product Design
Food Technology

Textiles
Art
Performing Arts (Music)

English

Year 7

Half Term	Assessment Title	Skills & Knowledge	Assessment Type	Revision Source
1	Me, Myself & I	Me, Myself & I Student Overview	Writing: Students write about a funny incident that happened to them.	Student Overview Century
2	Iqbal	Iqbal Student Overview	Reading: What are your impressions of Iqbal?	Student Overview Century
3	Travel Writing	Travel Writing Student Overview	Writing: Write a travel piece about the place you live.	Student Overview Century
4	Identity Poetry	Identity Poetry Student Overview	Reading: How does Blessing present ideas about identity?	Student Overview Century
5	Storytelling Through Time: Writing a Myth	Myth Writing Student Overview	Writing: Write a story that explains a natural phenomenon	Student Overview Century

Year 8

Half Term	Assessment Title	Skills & Knowledge	Assessment Type	Revision Source
1	Victorian Crime	Victorian Crime Student Overview	Writing: Write the opening of a crime story.	Student Overview Century
2	Victorian Crime	Victorian Poetry Student Overview	Reading: How does the poet show injustice in Sister Maude?	Student Overview Century
3	Noughts & Crosses	Noughts & Crosses Student Overview	Writing: Write a letter to your local newspaper about the unfairness of segregation.	Student Overview Century
4	The Tempest	The Tempest Student Overview	Reading: How is Prospero presented in The Tempest?	Student Overview Century
5	Animal Farm: Reading	Animal Farm Student Overview 2	Reading: How do the pigs represent the theme of corruption in Animal Farm?	Student Overview Century

Year 9

Half Term	Assessment Title	Skills & Knowledge	Assessment Type	Revision Source
1	Gothic Writing	Gothic Literature Student Overview	Writing: Write a Gothic story, including conventions of the genre.	Student Overview Century
2	Macbeth	Macbeth Student Overview	Reading: How does Macbeth’s character change throughout the play?	Student Overview Century Knowledge Organiser
3	War Poetry	War Poetry Student Overview	Writing: Write an article about the experiences of soldiers during World War I.	Student Overview Century Knowledge Organiser
4	Short Stories	Short Stories Student Overview	Reading: Staggered questions based on The Werewolf	Student Overview Century
5	Blood Brothers: Reading	Blood Brothers Student Overview	Reading: How is Mickey presented in Blood Brothers?	Student Overview Century Knowledge Organisers (Act One/Act Two)

Mathematics

Year 7

Half Term	Assessment Title	Skills & Knowledge	Assessment Type	Revision Source
2	Algebraic thinking, place value and proportion	Skills and knowledge overview summary	Non-calculator test	Books RSL
4	Use of number and fractions	Skills and knowledge overview summary	Calculator test	Books RSL
6	Lines, angles and number reasoning	Skills and knowledge overview summary	Calculator test	Books RSL

Year 8

Half Term	Assessment Title	Skills & Knowledge	Assessment Type	Revision Source
2	Proportional reasoning and representing information as coordinates, data and tables	Skills and knowledge overview summary	Non-calculator test	Books RSL
4	Algebraic techniques	Skills and knowledge overview summary	Calculator test	Books RSL
6	Developing geometry and reasoning with data	Skills and knowledge overview summary	Calculator test	Books RSL

Year 9

Half Term	Assessment Title	Skills & Knowledge	Assessment Type	Revision Source
2	Algebraic reasoning and construction of 2D and 3D shape	Skills and knowledge overview summary	Calculator test	Books RSL
4	Reasoning with number and geometry	Skills and knowledge overview summary	Non-calculator test	Books RSL
6	Proportional reasoning and representing with probability and algebra	Skills and knowledge overview summary	Calculator test	Books RSL

SCIENCE

Year 7

Half Term	Assessment Title	Skills & Knowledge	Assessment Type	Revision Source
1	Year 7 Assessment 1	TIS (Thinking in Science) and practical skills	Written Exam	Knowledge Organisers for TIS, 7B1 and 7C1. BBC Bitesize
3	Year 7 Assessment 2	7B1 and 7C1: 7B1 Cells and reactions in cells SOL 7C1 Particles and changes	Written Exam	Knowledge Organisers for 7B1 and 7C1, 7P1. BBC Bitesize
5	Year 7 Assessment 3	All Year 7 content apart from 7B2: 7B1 Cells and reactions in cells SOL 7C1 Particles and changes SOL 7P1 Energy and electricity SOL 7C2 Elements, mixtures, compounds, acids and alkalis SOL 7P2 SOL 2025	Written Exam	Knowledge Organisers for 7B1 and 7C1, 7P1, 7C2 and 7P2. BBC Bitesize

Year 8

Half Term	Assessment Title	Skills & Knowledge	Assessment Type	Revision Source
1	Year 8 Assessment 1	8C1 8P1 and Year 7 Content with a focus on 7B2 7B1 Cells and reactions in cells SOL 7C1 Particles and changes SOL 7P1 Energy and electricity SOL 7C2 Elements, mixtures, compounds, acids and alkalis SOL 7P2 SOL 2023 7B2 Reproduction and interdependence SOL 8C1 SOL Earth's environment	Written Exam	Knowledge Organisers for Year 7 and 8C1. BBC Bitesize
3	Year 8 Assessment 2	8P1 and 8B1 8B1 SOL Organs and disease 8P1 SOL energy, forces and space	Written Exam	Knowledge organisers for 8P1 and 8B1, BBC Bitesize
5	Year 8 Assessment 3	8C2 8P2 and any content from above 8P2 SOL Waves 8C2	Written Exam	Knowledge organisers for 8P2 and 8C2, BBC Bitesize

Year 9

Half Term	Assessment Title	Skills & Knowledge	Assessment Type	Revision Source
2	Year 9 Assessment 1	9B1 9C9 9P3 Cell Biology, the Atmosphere and the Particle model	GCSE Exam questions	CGP Revision Guide, BBC Bitesize
3	Year 9 Assessment 2	C8 C10 B2 Chemical analysis, Resources and Organisation	GCSE Exam questions	CGP Revision Guide, BBC Bitesize
5	Year 9 Assessment 3	Any content from above plus 9P7 and 9C1 Atomic Structure and magnetism	GCSE Exam questions	CGP Revision Guide, BBC Bitesize

GEOGRAPHY

Year 7

Half Term	Assessment Title	Skills & Knowledge	Assessment Type	Revision Source
2	What is Geography?	Know what Geography is and understand the difference between environmental, human and physical Geography Be able to use an Atlas including the different types of maps, i.e., political, relief and themed Know the names of the world’s continents and oceans, describe their location Know the purpose of OS maps and recall different map symbols Be able to use 4 figure grid references to find locations on OS maps Be able to use 6 figure grid references to find locations on OS maps Be able to use contour lines, spot heights and colour codes to understand differences in height on maps	Written assessment	Ready steady learn – Map and atlas skills
4	Weather and climate change	Weather and climate Climate change	Written assessment	Ready steady learn – Weather and climate Think Global, act local BBC Bitesize
5	UK settlements and challenges.	UK settlements UK Challenges	Written assessment	Ready steady learn – Contrasting world World in motion – UK

Year 8

Half Term	Assessment Title	Skills & Knowledge	Assessment Type	Revision Source
2	Hazards + map skills	Hazards	Written assessment	Ready steady learn – Map and atlas skills Hazards Learning Journey (RSL)
3	Global ecosystems	Global ecosystems Weather and climate	Written assessment	Challenging landscapes Learning Journey (RSL) BBC Bitesize – global biomes
5	Africa V Asia	Africa Asia	Written assessment	Africa – Knowledge organiser Asia – Knowledge organiser

Year 9

Half Term	Assessment Title	Skills & Knowledge	Assessment Type	Revision Source
1	Energy and Climate change	Energy UK Challenges	Written assessment	Energy – Knowledge organiser BBC bitesize – Energy Energy Learning Journey
3	Globalisation – NEW topic so materials not yet in place.	Causes of globalisation Effects Transnational corporations Development gap Fair trade Types of Aid.	Written assessment
5	Energy and the Middle East.	Energy The Middle East	written assessment	This will assess all the content covered this year to date. Use the end pint documents and learning journeys, knowledge organisers as your starting point RSL – Year 9 Geography page. Energy, Middle East and Development

Spanish

Year 7

Half Term	Assessment Title	Skills & Knowledge	Assessment Type	Revision Source
2	Y7 Spanish assessment point 1	Phonics /Greetings /Numbers 1-100 / Age / Months / Days / Giving birthday info/ Discussing hair / eyes/ Personality / Nationalities/ Animals + tener/ Animals description + ser / Family members / Describing family members	Translation and Listening	Knowledge organisers RSL resources
4	Y7 Spanish assessment point 2	*Also - AR verbs – present tense with common regular verbs / Opinions + activities/ Discussing playing musical instruments / ER verbs/IR verbs Where live/ Estar with location/ Weather	Writing - 50 word task Speaking	Knowledge organisers RSL resources
5	Y7 Spanish assessment point 5	Transport with ‘ir’ / School subjects / Opinions/ School facilities with ‘hay’ and ‘tiene’/ Teachers - adjectival agreement	Writing - 50 or 90 word task Reading	Knowledge organisers RSL resources

Year 8

Half Term	Assessment Title	Skills & Knowledge	Assessment Type	Revision Source
2	Y8 Spanish assessment point 1	Opinions and reasons – music / Opinions and reasons -TV programmes / Mobile phones use/ Opinions of Apps and tech/ Free time - present tense (regular and irregular verbs) Revision opinions + noun with definite article Singular form Suelo + infinitive Frequency adverbs Para + infinitive Lo mejor/peor es que/ Soler + infinitive Frequency adverbs Free time-AR verbs Past tense/ Freetime irregular 'ir' – past tense / Past tense opinions/ Freetime - ER/IR past tense/ Free time irregular 'hacer' / Past tense adverbs Opinions - past tense	Writing - 50 or 90 word task Reading	Knowledge organisers RSL resources
4	Y8 Spanish assessment point 2	Food - discussed in the past and present tense using key verbs relating to eating and festivals. Comparisons between British and Spanish culture - food, festivals, and clothing. Clothes and opinions about uniform. Future - what would wear.	Writing - 90 word Listening	Knowledge organisers RSL resources
5	Y8 Spanish assessment point 5	Previous topics as well as: Physical and character description - ser and tener. Describing others and making comparisons	Translation Speaking	Knowledge organisers RSL resources

Year 9

Half Term	Assessment Title	Skills & Knowledge	Assessment Type	Revision Source
2	Y9 Spanish assessment point 1	*Hair and eyes; physical description; personality/ Comparatives - Más o menos/ Te llevas bien con – discussing relationships. ser / tener - present tense word order - hair/eyes ser/tener - present tense use of adverbs Adjectival agreement Reflexive verbs - present tense - daily routine Present tense consolidation with freetime Present tense - regular and irregular Frequency adverbs Opinions of activities More complex opinions - lo que más me gusta et Use of conjunctions Opinions of others (le gusta etc) Preterite - freetime activities	Writing - 90 word task Speaking	Knowledge organisers RSL resources
4	Y9 Spanish assessment point 2	Food and healthy lifestyles in the present, past (imperfect) and future (immediate) tenses. Discussing jobs using suelo and tengo que + infinitive Future ambitions (simple future and conditional)	Reading Translation (English to Spanish)	Knowledge organisers RSL resources
5	Y9 Spanish assessment point 3	Topics as above as well as: Discussing holidays - past Opinion in the past	Writing - 90 words Listening	Knowledge organisers RSL resources

History

Year 7

Half Term	Assessment Title	Skills & Knowledge	Assessment Type	Revision Source
1	How did 1066 change England?	What happened in 1066 SoL	Reported on Arbor - Google Forms knowledge test 50% weighting	BBC Bitesize, Seneca
2	How did the Norman Conquest change England?	How did the Normans change England SoL	Assessment Point 1 – Formal Written assessment.	BBC Bitesize, Seneca
3	How did the Silk Roads shape our world?	Silk Roads SoL	Reported on Arbor Google forms 50% weighting	BBC Bitesize, Seneca
4	How powerful were the Plantagenets?	How powerful were the Plantagenets SoL	Assessment Point 2 - Plantagenets & Silk Roads	BBC Bitesize, Seneca
5	How did the Tudors change religion?	Tudors SoL	Assessment Point 3 - Religion	BBC Bitesize, Seneca

Year 8

Half Term	Assessment Title	Skills & Knowledge	Assessment Type	Revision Source
1	The ‘Turbulent’ 17th Century	Turbulent 17th Century SoL	Assessment Point 1 - Formal Assessment	BBC Bitesize, Seneca
3	Slavery, Segregation & Struggle - Civil Rights in the USA	Civil Rights SoL	Assessment Point 2 - Formal Assessment	BBC Bitesize, Seneca
4	What is the legacy of the British Empire?	KS3 How should the British Empire be remembered SoL	Reported on Arbor - Knowledge test 50% weighting	BBC Bitesize, Seneca
5	The British Struggle for Fairness & the Franchise	The British Struggle for Fairness & Franchise SoL	Assessment Point 3 - Fight for Rights	BBC Bitesize, Seneca

Year 9

Half Term	Assessment Title	Skills & Knowledge	Assessment Type	Revision Source
1	The First World War	First World War SoL	Assessment Point 1 - Formal Written Assessment	BBC Bitesize, Seneca
3	What was the ‘Turning Point’ of the Second World War?	Second World War SoL	Assessment Point 2 - Formal written assessment	BBC Bitesize, Seneca
4	How could the Holocaust have happened?	Holocaust SoL	Reported on Arbor - Online Knowledge Quiz 50% weighting	BBC Bitesize, Seneca
5	How ‘hot’ was the Cold War?	KS3 Cold War SoL	Assessment Point 3 - Google forms & Formal writeup	BBC Bitesize, Seneca

Religious Education

Year 7

Half Term	Assessment Title	Skills & Knowledge	Assessment Type	Revision Source
1	Where does religion come from? Why is it important?	Understand a range of ideas about the nature of religion and religious belief. Evaluate different ideas about what the utility and purpose of religion might be.	Written assessment	Student exercise book
2	What is so radical about Jesus?	Understand key aspects of Jesus’s life, times and teaching in the context of the concept of being radical. Evaluate to what extent Jesus’s life, times, and teachings were radical in historical and modern contexts.	Hybrid - short answer questions and longer written answer	Student exercise book
3	What is good and what is challenging about being a teenage Muslim in Britain today?	Understand key Muslim beliefs, teachings and practices and how they may affect the lives of Muslim teenagers in the UK. Evaluate how the range of factors make someone’s life good and/or challenging.	Hybrid - GoogleForm for knowledge aspect with longer written answer	Student exercise book
4	Should we sell religious buildings to feed the starving?	Understand the place of different holy buildings and their communities’ charitable lives. Evaluate to what extent selling religious buildings would solve the problem of poverty in society.	Written assessment	Student exercise book
5	How are Sikh teachings on equality and service put into practice today?	TBC		Student exercise book

Year 8

Half Term	Assessment Title	Skills & Knowledge	Assessment Type	Revision Source
1	What are the key concepts of Buddhism?	Know & understand a range of key beliefs, teachings and practices within Buddhism.	GoogleForm - knowledge review	Student exercise book
2	Why is there suffering? Are there any good solutions?	Understand a range of religious and non-religious responses to the problem of evil. Evaluate to what extent the responses offer a good solution to the problem of evil & suffering.	Hybrid	Student exercise book
3	Does religion help people to be good?	TBC	Hybrid	Student exercise book
4	Is death the end? Does it matter?	Know and understand a range of different religious and non-religious beliefs about death and the existence of an afterlife. Evaluate whether and to what extent these beliefs offer a plausible picture of life and the afterlife.	Hybrid	Student exercise book
5	How can people express the spiritual through the arts?	TBC	Hybrid	Student exercise book

Year 9

Half Term	Assessment Title	Skills & Knowledge	Assessment Type	Revision Source
1	Do we need to prove the existence of God?	Know and understand a range of religious and non-religious views on whether and to what extent the question of God’s existence can be proven and is useful. Evaluate whether and to what extent we need to prove the existence of God from a range of perspectives and viewpoints.	Hybrid	Student exercise book
2	Should happiness be the purpose of life?	Know and understand a range of religious and non-religious views on whether and to what extent happiness should be the purpose of life. Evaluate whether and to what extent happiness should be the purpose of life using a range of perspectives and viewpoints.	Hybrid	Student exercise book
3	Is religion a power for peace or a cause of conflict in the world today?	Know and understand a range of religious and non-religious views and conceptions of conflict and peace. Evaluate whether and to what extent religion is a power for peace or a cause of conflict in the world today.	Hybrid	Student exercise book
4	What difference does it make to believe in …?	Know and understand key aspects of religious and non-religious belief and the impact they have on the lives of believers. Evaluate whether and to what extent believing in a religion and or non0-religious worldview has an impact on someone’s life.	Hybrid	Student exercise book

Computer Science

Year 7

Half Term	Assessment Title	Skills & Knowledge	Assessment Type	Revision Source
2	E-safety and Digital Skills	Skills: Demonstrate use of Google docs / sheets / slides Knowledge: General E-safety knowledge /AI	Google Form – Multiple choice Questions	Ready Steady Learn
3	Computational Thinking	Skills: Complete a series of tasks to show understanding of computational thinking. Knowledge: Understand the 4 main elements of computational thinking.	Google Form – Multiple choice Questions	Ready Steady Learn
4	Superheros of Computing	Skills: Practise key computing concepts Knowledge: Understand the key figures in computing history and their contribution	Google Form – Multiple choice Questions	Ready Steady Learn
5	Python	Skills: Create programs in Python Knowledge: Understand coding concepts such as selection and sequence	Google Form – Multiple choice Questions	Ready Steady Learn

Year 8

Half Term	Assessment Title	Skills & Knowledge	Assessment Type	Revision Source
1	Photoshop	Skills: TO be able to use a variety of tools in Photoshop Knowledge: To understand the effects of various tools on different types of images.	Google Form – Multiple choice Questions	Ready Steady Learn
2	Binary	Skills: To demonstrate an understanding of Binary code including shifts and binary addition. Knowledge: To understand the importance of Binary code.	Google Form – Multiple choice Questions	Ready Steady Learn / BBC Bitesize
3	Web Development	Skills: To create webpages using HTML Knowledge: Understand the structure of HTML Tags	Google Form – Multiple choice Questions	Ready Steady Learn
4	Python Programming	Skills: To demonstrate inputs, outputs, variables and selection in Python code. Knowledge: To understand the rules of coding in Python including Syntax errors.	Google Form – Multiple choice Questions	Ready Steady Learn
5	Business Studies	Knowledge: Understand the risks and rewards of creating a small business Skills: Be able to analyse and explain how businesses are successful	Google Form – Multiple choice Questions	Ready Steady Learn

Year 9

Half Term	Assessment Title	Skills & Knowledge	Assessment Type	Revision Source
1	CIM Project	Skills: To demonstrate use of key Illustrator tools and develop a product from a client brief. Knowledge: To interpret a client brief.	Assessment of final logo / multiple choice questions.	Ready Steady Learn
2	Business	Skills: To complete a series of tasks showing their understanding of the key Business topics in GCSE Business. Knowledge: To understand business finance, marketing, customer needs.	Google Form Multiple choice / written assessment questions.	Ready Steady Learn / BBC Bitesize
4	Python Programming	Skills: To demonstrate inputs, outputs, variables and selection in Python code. Knowledge: To understand the rules of coding in Python including Syntax errors.	Google form / multiple choice questions.	Ready Steady Learn
5	Cyber Security	Knowledge: Understand risks and dangers of cyber security, and methods to prevent attacks Skills: Select appropriate prevention methods for each type of attack	Google form / multiple choice questions.	Ready Steady Learn

Product Design

Year 7

Projects A and B may be taught in reverse order, dependent upon group / teacher.

Half Term	Assessment Title	Skills & Knowledge	Assessment Type	Revision Source
1	MDF - PA & Spec	To understand the design brief and key words of the project To understand why we look at the work of others To be able to analyse an existing product & suggest how it could be improve. To know what a specification is and why we use them. To be able to create a product specification using ACCESS FM	Booklet Assessment	N/A
1	MDF Designs	to understand why we create a range of design ideas to be able to sketch 2x different designs for their product outcome to be able to label the key features of their design ideas to be able to communicate their designs further through annotations & notes	Booklet Assessment
2	MDF - Making	To be able to measure, mark out and label components correctly to use tools correctly, safely and accurately inc. tri square, tenon saw, belt sander to be able to assemble a basic frame together using PVA adhesive to be able to use CAD (2D Design) to generate the lid/ruler component to be able to apply a protective and aesthetic coating to the MDF framework	Booklet Assessment
	MDF - EVAL	to be able to evaluate your personal performance and made product against the specification criteria To be able to highlight potential improvements to the made product and/or personal performance	Booklet Assessment
	MDF - EoUT	To retrieve knowledge on skills, processes and materials in the form of an end of unit test.	Online Multiple choice Google Form	Booklet
3	CJ - Bref & Spec	to be able to analyse the design brief for their project. to be able to interpret and understand the project specification using ACCESS FM. to be able to highlight further research areas from their analysis to understand what the Bauhaus design movement is and how it will be incorporated in the project	Booklet Assessment
3	CJ - Designs	To understand what isometric drawing is To create a range of different shapes based on the Bauhaus design movement. to understand what Bauhaus is. to be able to generate 2 design ideas based on the theme of Bauhaus that link to the design specification.	Booklet Assessment
4	CJ - Making	to be able to mark out a template and use firstly on acrylic and then copper Be able to cut accurately using a coping saw and manipulate the shape using cross and draw filing techniques. to use tools correctly, safely and accurately to be able to prepare the surface of the metal to add the enamelled finish and bake in the kiln. to be able to add an extra feature to match to the original brief in making either a keyring, piece of jewellery or fridge magnet.	Booklet Assessment
	CJ - EVAL	to be able to evaluate your personal performance and made product against the specification criteria To be able to highlight potential improvements to the made product and/or personal performance	Booklet Assessment
	CJ - EoUT	To retrieve knowledge on skills, processes and materials in the form of an end of unit test.	Online Multiple choice Google Form	Booklet
5	CM - Bref & Spec	to be able to describe the intended client for their project. to be able to interpret and understand the project specification using ACCESS FM. to be able to highlight further research areas from their specification to understand a range of different cams and their motions. to be able to label a cam system	Booklet Assessment
5	CM - Designs	To understand what isometric drawing is To create a range of different shapes using isometric techniques to understand what biomimicry is. to be able to to generate 2 design ideas based on the theme of biomimicry that link to the design specification. to be able to communicate the designs ideas through a range of labels and annotations linking to the specification.	Booklet Assessment
6	CM - Making	to be able to mark out, manufacture and assemble a durable frame to use tools correctly, safely and accurately to be able to select and use at least one cam in the frame to accurately use generated template to cut biomimicry shapes to be able to use CAD/CAM to generate a themed background image	Booklet Assessment
	CM - EoUT	To retrieve knowledge on skills, processes and materials in the form of an end of unit test.	Online Multiple choice Google Form	Booklet

Year 8

Projects A and B may be taught in reverse order, dependent upon group / teacher.

Half Term	Assessment Title	Skills & Knowledge	Assessment Type	Revision Source
1	ML - PA & Spec	To understand the design brief and key words of the project To understand why we look at the work of others To be able to analyse an existing product & suggest how it could be improved To know what a specification is and why we use them To be able to create a product specification using ACCESS FM	Booklet Assessment
1	ML - Designs	to understand why we create a range of design ideas to be able to sketch 2x different designs for their product outcome to be able to label and annotate the key features of their design ideas to be able to create a final 3D design idea for their product to be able to render in pencil crayon their final idea to show tone and texture	Booklet Assessment
2	ML - Making	To know and understand how to use a soldering iron to be able to solder a working LED circuit including all components to be able to use CAD/2D Design to generate their acrylic component ro be able to accurately and safely use the pillar drills with hole saw bits To know and understand the components used in the LED circuit.	Booklet Assessment
	ML - EVAL	to be able to evaluate your personal performance and made product against the specification criteria To be able to highlight potential improvements to the made product and/or personal performance	Booklet Assessment
	ML - EoUT	To retrieve knowledge on skills, processes and materials in the form of an end of unit test.	Online Multiple choice Google Form	Booklet
3	MT - Brief & Spec	to understand the design brief for the intended project to be able to create a list of design requirements for the project based on the brief to be able rank the design criteria in order of importance to the desired outcome to understand key elements of the design theme of school / after school activity or society to create a product analysis of an existing product looking at strengths and weaknesses	Booklet Assessment
	MT - Designs	to understand why we would model our design proposals using pipe cleaners before manufacture to understand the key requirements of the prototype To be able to generate a range of pipe cleaner model prototypes to be able to generate a range of design ideas based on the prototype model to be able to communicate the designs ideas through a range of labels and annotations linking to the specification. to create a final design idea in 3D using a crating framework to help	Booklet Assessment
4	MT - Making	to be able to plan out all stages of manufacture to be able to use the prototype template to plan out the metal figure to use hand tools correctly, safely and accurately to manufacture the metal figure to use the brazing torch to join all the metal components together To use the dip coating process to add a finish to the metal to be able mark and shape the base to fit the metal figure on create a background for the trophy using CAD/CAM Assemble all components together	Booklet Assessment
	MT - EVAL	to be able to evaluate your personal performance and made product against the specification criteria To be able to highlight potential improvements to the made product and/or personal performance	Booklet Assessment
	MT - EoUT	To retrieve knowledge on skills, processes and materials in the form of an end of unit test.	Online Multiple choice Google Form	Booklet
5	AC - Spec	to understand the design brief for the intended project to be able to create a list of design requirements for the project based on the brief to be able rank the design criteria in order of importance to the desired outcome to understand key elements of the design theme of Memphis design group	Booklet Assessment
5	AC - Prototype	to understand why we would use a material such as card to make a prototype to understand the key requirements of the prototype To be able to generate a card model prototype	Booklet Assessment
6	AC - Designs	to be able to generate a range of design ideas based on the prototype model to be able to communicate the designs ideas through a range of labels and annotations linking to the specification. to create a final design idea in 3D using a crating framework to help	Booklet Assessment
	AC - Making	to be able to plan out all stages of manufacture to be able to use the prototype template to plan out the acrylic backboard to use hand tools correctly, safely and accurately to manufacture the backboard to accurately mark out and line bend a piece of acrylic to unable it to free stand to accurately generated templates to independently manufacture detail meeting the project theme to be able correctly assemble a clock mechanism to create a functional outcome	Practical Assessment
	AC - EoUT	To retrieve knowledge on skills, processes and materials in the form of an end of unit test.	Online Multiple choice Google Form	Booklet

Year 9 - Passive Amplification

Half Term	Assessment Title	Skills & Knowledge	Assessment Type	Revision Source
1	Design Ideas	to be able to generate 3D shapes in Sketchup software to be able to make separate components and label in sketchup to be able to assemble components and mate layers to be able to add colour and texture to components of the design proposal to be able to import images as textures and use in their design proposals	Workbook assessment
2	Design Ideas	to be able to generate design ideas both in 2D and 3D to be able to render design ideas to show shade, tone & texture to be able to communicate design ideas through labels and annotations	Workbook assessment
3	Materials Knowledge	to know and understand the materials used in the project based on their properties and characteristics	Workbook assessment
4	Processes Knowledge	to know and understand the process of sublimation printing used in the outcome	Workbook assessment
4	Manufactured Outcome	to be able to independently mark out components using tools and equipment effectively to be able to use hand tools to cut materials for the phone slot with accuracy and independence to be able to accurately and safely use the pillar drill and hole saw to be able to adhere components together using PVA glue to be able to safely and accurately use the belt sander to flatten edges and improve aesthetic to be able to apply a varnish coating to both protect and present the outcome to be able to generate a quality pattern matching the theme ready for sublimation to be able to use CAD/CAM to design and make an acrylic front layer design	Practical assessment
5	Evaluation	to be able to reflect on their level of independence level in the practical aspects of the project and be able to suggest improvements to be able to evaluate their work and product against the set design specification to be able to suggest potential improvements to their product justifying any decisions made to be able to reflect on their personal strengths and weaknesses whilst working on the project	Workbook assessment
5	EoUT	To retrieve knowledge on skills, processes and materials in the form of an end of unit test.	Workbook assessment

Food Technology

Year 7

Half Term	Assessment Title	Skills & Knowledge	Assessment Type	Revision Source
2	Practical: Salsa	To understand health and safety rules and successfully demonstrate those in a practical setting To demonstrate accurate and safe use of a knife, utilizing the bridge hold and claw grip To understand how to prepare different vegetables successfully	Practical	N/A
4	End of Unit Test	To retrieve knowledge on prior learning from both practical and theory	Online	Work booklet
5	Evaluation	To understand the importance of evaluation and what we learn from them To identify strengths and weaknesses in both your performance in practical and the outcome of the dish made To suggest potential improvements to your work	Written	N/A

Year 8

Half Term	Assessment Title	Skills & Knowledge	Assessment Type	Revision Source
2	Practical: Fruit Tarts	To understand health and safety rules and successfully demonstrate those in a practical setting To demonstrate accurate use of the rubbing in method to create a breadcrumb texture To understand how to incorporate liquid into the mixture and produce a dough that can be rolled out into a pizza base	Practical	N/A
3	End of Unit Test	To retrieve knowledge on prior learning from both practical and theory	Online	Work booklets
5	Evaluation	To understand the importance of evaluation and what we learn from them To identify strengths and weaknesses in both your performance in practical and the outcome of the dish made To suggest potential improvements to your work	Written	N/A

Year 9

Half Term	Assessment Title	Skills & Knowledge	Assessment Type	Revision Source
1	Practical: Ham & Cheese Potato Cakes	To understand health and safety rules and successfully demonstrate those in a practical setting To demonstrate shaping by producing equally sized potato cakes To coat the potato cakes successfully by using ingredients in the correct order	Practical	N/A
2	End of Unit Test	To retrieve knowledge on prior learning from both practical and theory	Online	Work booklets
3	Evaluation	To understand the importance of evaluation and what we learn from them To identify strengths and weaknesses in both your performance in practical and the outcome of the dish made To suggest potential improvements to your work	Practical	N/A

Textiles

Year 7

Half Term	Assessment Title	Skills & Knowledge	Assessment Type	Revision Source
1&2	Skills Development	To explore and develop basic sewing skills through the use of hand embroidery techniques for both construction & decorative purposes. Pupils will be able to identify different embroidery stitches. To be able to identify & use specialist equipment safely, with confidence & independence	Booklet Assessment against agreed expectations	N/A
3&4	Record & Communicate	To be able to communicate intentions and ideas through creating unique design ideas considering formal elements (Colour & Composition) and needs of the starting point/brief To be able to explain thoughts and intentions through the use of annotation.	Booklet Assessment against agreed expectations	N/A
5&6	Present	To be able to create a textile product using a range of textile techniques and processes To explore the process of surface decoration techniques such as applique and embellishments and know how to apply these techniques to enhance final outcome To have an understanding of how to construct a textile item using pattern making/cutting processes and to have understanding of the importance of accuracy within this process To be able to evaluate their own progress through the making stages of the project, identifying strengths and areas of improvement. To work independently to create a final outcome using knowledge and skills gained To be able to present a personal outcome that meets the needs of the starting point/ brief	Booklet Assessment against agreed expectations	N/A

Year 8

Half Term	Assessment Title	Skills & Knowledge	Assessment Type	Revision Source
1&2	Record & Communicate	To be able to communicate intentions and ideas through creating unique design ideas considering formal elements and needs of the brief To be able to explain thoughts and intentions through the use of annotation. To be able to use other cultures to inspire design work	Booklet Assessment against agreed expectations	N/A
3&4	Skills Development	To develop knowledge & understanding of the functions of a Sewing Machine Develop skills/ confidence using the sewing machine including safe use & control skills. To explore and develop skills in dying and printing methods such as CAD (sublimation printing), print making and tie dye processes. Show knowledge of a range of fastening & decorative finishes that can be applied to a Textile product To be able to identify & use specialist equipment safely, with confidence & independence	Booklet Assessment against agreed expectations	N/A
5&6	Present	To be able to create a textile product using a range of textile techniques and processes- Dyeing & printing methods. To have the knowledge & understanding of more complex construction methods using pattern making/cutting processes- Patchwork, Envelope fold. To be able to work independently to create a final outcome using knowledge and skills gained To be able to evaluate their own progress through the making stages, identifying strengths and areas of improvement. To be able to present a personal outcome that meets the needs of the brief	Booklet Assessment against agreed expectations	N/A

Year 9

Half Term	Assessment Title	Skills & Knowledge	Assessment Type	Revision Source
1&2	Record & Communicate	To be able to communicate intentions and ideas through creating unique design ideas considering formal elements and needs of the starting point/brief To be able to explain thoughts and intentions through the use of annotation. To be able to use artists/designers work to inspire own work	Booklet Assessment against agreed expectations	N/A
3&4	Skills Development	To develop knowledge & understanding of the functions of a Sewing Machine Develop skills/ confidence using the sewing machine including safe use & control skills To explore new techniques such as free motion embroidery, fabric painting, transfer foil To be able to use prior learning to select and refine appropriate surface decoration techniques To be able to identify & use specialist equipment safely, with confidence & independence	Booklet Assessment against agreed expectations	N/A
5&6	Present	To be able to create a textile product using a range of independently chosen textile techniques and processes inspired by the works of others. To have the knowledge & understanding of more complex construction methods using pattern making/cutting processes (Bag construction, linings, straps & fastenings) To be able to work independently to create a final outcome using knowledge and skills gained throughout the KS3 curriculum To be able to evaluate their own progress through the making stages, identifying strengths and areas of improvement To be able to present a personal outcome that meets the needs of the brief	Booklet Assessment against agreed expectations	N/A

Art

Year 7

Half Term	Assessment Title	Skills & Knowledge	Assessment Type	Revision Source
2	Formal elements	Skills: To be able to understand and apply line, shape, space. Skill: To be able to understand form, tone, texture and pattern. Skill: To be able to understand and experiment with colour and composition with confidence.	End point - formal class lesson 60 mins	Class discussion- recap on K&U of skills and techniques taught.
4	Formal elements, (pattern, texture and the colour families.)	Skills : To understand the colour theory behind primary, secondary, tertiary colours and know how to apply these skills. Skills: To understand tints and shades and know how to recreate them using primary, secondary and tertiary colours. Skill: To know how to create different effects and textures using a variety of oil pastels skills and techniques.	End point - formal class lesson 60 mins	Class discussion- recap on K&U of skills and techniques taught.
6	Exploring and developing drawing and media skills Sweets and Treats	Skill: To understand and apply the skills of one and two point perspective to a drawing. Skill: To explore and develop drawing/sketching skills by drawing through shape and applying the skills of one and two point perspective. Skill: To apply the knowledge and skill of different colour mixing techniques to a sustained final outcome (sweets 2D.)	End point - formal class lesson 60 mins	Class discussion- recap on K&U of skills and techniques taught.

Year 8

Half Term	Assessment Title	Skills & Knowledge	Assessment Type	Revision Source
2	Animals in art- Formal Drawing Skills	Skill: To understand how to draw using the grid method Skill: To know and understand scale, enlargement and decreasing and image in size. (secondary source images)	End point - formal class lesson 60 mins	Class discussion- recap on K&U of skills and techniques taught.
4	Fur and feathers (Developing colour and media)	Skill: Colour mixing and blending using skills and techniques of different media. Skill:Pencil and watercolour mixed media. Skill: Application and development of Y7 Oil pastel blending and more complex skill application.	End point - formal class lesson 60 mins	Class discussion- recap on K&U of skills and techniques taught.
6	Bugs and Insects skills (Exploring , experimenting & mark making)	Skill: Drawing from observation including primary and secondary sources. Skill: Technique of pen and ink in the style of artists studied. Skill: Exploring , experimenting and mark making)	End point - formal class lesson 60 mins	Class discussion- recap on K&U of skills and techniques taught.

Year 9

Half Term	Assessment Title	Skills & Knowledge	Assessment Type	Revision Source
2	Mechanical- (Recording Skills - wider media)	Skill: Drawing from observation using primary sources. Skill: Proportion and measurement - using a pen/pencil to measure primary source proportions.	End point - formal class lesson 60 mins	Class discussion- recap on K&U of skills and techniques taught.
4	Industrial Art - 3D exploring and creating	Skill: Using skills of measuring, marking and cutting out (safely) Skill: To create a 2D mechanical design. Skill: To successfully take that 2D design into a 3D cardboard form. Skills: To use skills and techniques accumulated along the KS3 learning journey to create a 3D outcome in card (other materials.)	End point - formal class lesson 60 mins	Class discussion- recap on K&U of skills and techniques taught.
6	Steam Punk - Collage & mixed media.	Skill: To use ICT for images related to the theme. Skill: To create an image in collage from research. Skill: To embellish with drawing skills (mark making) and culminating media techniques, knowledge and skills.	End point - formal class lesson 60 mins	Class discussion- recap on K&U of skills and techniques taught.

Performing Arts (Music)

Year 7

Half Term	Assessment Title	Skills & Knowledge	Assessment Type	Revision Source
1	Pulse, Rhythm & Tempo	Learn what a metronome is and why it is important. Learn and understand what a ‘pulse’ is in music and why it is important. Understand, perform and identify syncopated rhythms Understand metre/time signatures and identify simple time Learn to read and identify basic rhythmic notation including Semibreves, Minims, Crotchets and Quavers and the various rests for each note duration. (Include the international definitions of whole, half, quarter and eighth notes) Be able to strum a simple rhythm on a Ukulele while transitioning between 2 chords. Learn the Italian terms for Tempo, specifically Allegro, Andante & Adagio. Have the ability to listen to a piece of music and accurately describe the tempo using the correct terms.	75% written 25% Practical	Google Classroom & individual student workbooks.
2	Pitch, Melody & Texture	Understand and identify Monophonic, Homophonic and Polyphonic textures. Understand stepwise movement, skips and leaps in melody and ascending & descending notes Ability to read notation in the treble clef including flats and sharps Ability to use mnemonics to identify treble clef pitches on a stave Learn the major scale based on the pattern of tones and semitones (T/T/S/T/T/T/S) Develop aural skills in identifying and ‘singing back’ a short melodic phrase. Be able to perform using different textures within ensemble Understand voice types (Soprano/Alto/Tenor/Bass)	75% written 25% Practical	Google Classroom & individual student workbooks.
3	Harmony & Tonality	Understand the difference between major and minor Learn and understand the primary chords I, IV, V Ability to build a major and minor triad Identify basic intervals such as a 3rds and a 5ths Understand harmonic devices such as a Drone & diatonic harmony Understand and describe timbre and apply to listening activities Ability to play and define an arpeggio/broken chord	75% written 25% Practical	Google Classroom & individual student workbooks.
4	Style & Structure	Understand Ground Bass and how it was used including the historical context Learn about pop song structure including riffs and hook87] Develop understanding of chord sequences including secondary chords. Introduce a range of styles such as pop, western classical, blues and musical theatre. Learn the 12 bar blues structure using roman numerals and be able to perform this Develop knowledge of composition techniques in a variety of musical genres	75% written 25% Practical	Google Classroom & individual student workbooks.
5	Dynamics & Instrumentation	Learn the instrument families and which instruments belong in each Learn about the layout and structure of the standard symphony orchestra Develop an understanding of musical instruments, their timbre and how they are played Learn about instruments of different cultures Understand the Italian dynamic terms, theoretically and practically Learn about the range of different instruments and how this relates to their timbre.	75% written 25% Practical	Google Classroom & individual student workbooks.
6	Performance Skills	Read and interpret ukulele tablature Read and interpret ukulele chord charts Learn how to effectively strum chords in time to a pulse Learn how to perform various melodies on the Ukulele Develop ensemble performance skills.	Practical	N/A

Year 8

Half Term	Assessment Title	Skills & Knowledge	Assessment Type	Revision Source
1	Pulse, Rhythm & Tempo	Know the Italian terms for Tempo, such as Presto, Vivace, Largo & Grave. Students should recall previous knowledge of Allegro, Andante & Adagio. Accurately describe the tempo when listening to music. Read and understand basic notation including dotted notes, semiquaver, ties and triplets. Students should retain previous knowledge of Semibreves, Minims, Crotchets and Quavers and the various rests. Understand,identify and perform rhythmic devices such as triplets, dotted notes, cross rhythms and polyrhythms. Students can link this new knowledge with previous learning on syncopation Recall metre and identify time signatures in simple time (note values grouped in pairs) and apply practically. Understand, identify and perform swing rhythms and straight rhythms. Strum a simple rhythm on a Ukulele while transitioning between 3 chords. Students will be able to use technology to compose music using previous knowledge and skills on Bandlab (DAW)	75% written 25% Practical	Google Classroom & individual student workbooks.
2	Pitch, Melody & Texture	Understand and identify various intervals using famous themes (Jaws/Stars Wars etc) Notating melodies using syllabic and melismatic movement and utilising previous learned notation values (semiquavers, triplets, dotted notes) Ability to write notation in the treble clef including flats and sharps Develop knowledge of composing techniques such as serialism and use of pentatonic scales using notation software Learn the major scale based on the pattern of tones and semitones (T/T/S/T/T/T/S) Develop aural skills in identifying and ‘singing back’ a short melodic phrase. Understand and identify voice types (Soprano/Alto/Tenor/Bass)	75% written 25% Practical	Google Classroom & individual student workbooks.
3	Harmony & Tonality	Understand Primary & Secondary chord terminology and know what they refer to. Know about Major & Minor Triads and how to build them on a piano. Understand the term Diatonic Harmony Understand Broken Chords & Arpeggios and know the difference between the two. Know about Intervals up to a Perfect 5th Know what a Drone is and be able to identify one by ear in music. Understand 7th chords and why they are used.	75% written 25% Practical	Google Classroom & individual student workbooks.
4	Style & Structure	Understand key features of film music such as Diegetic/Non-Diegetic, Foley, Leitmotifs & Film Score. Learn about Binary, Ternary and Rondo form and be able to identify aurally Understand the purpose of a film score and how to find hit points (spotting) Be able to identify key features of a variety of musical genres/styles Develop knowledge of Foley skills, how sounds can be layered (texture) and creative use of everyday objects for SFX Use of technology and extended instrumental techniques to create SFX	75% written 25% Practical	Google Classroom & individual student workbooks.
5	Dynamics & Instrumentation	Understand and identify orchestral instruments and the instrument families Learn about the layout and structure of the symphony orchestra Develop an understanding of musical instruments and how they are played Learn the Italian dynamic terms and apply them practically Understand the range of an instrument/voice and how to use this knowledge practically	75% written 25% Practical	Google Classroom & individual student workbooks.
6	Performance Skills	Read and interpret ukulele tablature Read and interpret ukulele chord charts Learn how to effectively strum chords in time to a pulse Learn how to perform various melodies on the Ukulele Develop ensemble performance skills.	Practical	N/A

Year 9

Half Term	Assessment Title	Skills & Knowledge	Assessment Type	Revision Source
1	Musical forms and Devices	Know about the various musical time periods such as Baroque, Classical & Romantic Understand the key features of the different musical time periods Understand & identify musical structures such as Binary, Ternary & Rondo Understand ornamentation as a melodic device. Including: Trill, Mordent & Grace Note Understand other musical devices such as Repetition, Imitation, Ostinato, Drone & Arpeggio/broken chord	Written/Listening	In class notes
2	Music for Ensemble	Understand how the words ‘Ensemble’, ‘Texture’ and ‘Sonority’ relate to music Understand the key features of Blues, Jazz and Musical theatre Know about common instrumentation found in Jazz, Blues & Musical Theatre Understand melody & accompaniment and how the genres above link with melody & accompaniment. Able to identify by ear a unison texture and a chordal texture Know the difference between Monophonic, Homophonic & Polyphonic textures.	Written/Listening	In class notes
3	Film Music	Understand how composers use leitmotifs and thematic transformation to develop musical themes Understand how musical features are adopted by composers to create a mood in descriptive music Know how instrumental and/or vocal timbres are used to create colour/mood Know how minimalistic techniques are used in film music Understand how music technology can be used to further enhance sonority Know how dynamics and contrast are used for the creation of effects and impact in the film	Music Technology Task	In class notes
4	Popular Music	Know about 32 bar song form Know about verse/chorus song structure Understand how Riffs and Hooks are used Understand and be able to identify cadences such as perfect, plagal and interrupted. Understand and be able to identify primary and secondary chords Know about commonly used chord progressions in pop music	Written/Listening/Performance	In class notes
5	Composition		Written/Practical	In class notes
6	Performance

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