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GCSE

English Language

8700/1 Paper 1 Explorations in creative reading and writing

Mark Scheme

8700

June 2017

Version: 1.0 Final

MARK SCHEME – GCSE ENGLISH LANGUAGE – 8700/1 – JUNE 2017

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Mark schemes are prepared by the Lead Assessment Writer and considered, together with the relevant

questions, by a panel of subject teachers. This mark scheme includes any amendments made at the

standardisation events which all associates participate in and is the scheme which was used by them in

this examination. The standardisation process ensures that the mark scheme covers the students’

responses to questions and that every associate understands and applies it in the same correct way.

As preparation for standardisation each associate analyses a number of students’ scripts. Alternative

answers not already covered by the mark scheme are discussed and legislated for. If, after the

standardisation process, associates encounter unusual answers which have not been raised they are

required to refer these to the Lead Assessment Writer.

It must be stressed that a mark scheme is a working document, in many cases further developed and

expanded on the basis of students’ reactions to a particular paper. Assumptions about future mark

schemes on the basis of one year’s document should be avoided; whilst the guiding principles of

assessment remain constant, details will change, depending on the content of a particular examination

paper.

Further copies of this mark scheme are available from aqa.org.uk

Copyright © 2017 AQA and its licensors. All rights reserved. AQA retains the copyright on all its publications. However, registered schools/colleges for AQA are permitted to copy material from this booklet for their own internal use, with the following important exception: AQA cannot give permission to schools/colleges to photocopy any material that is acknowledged to a third party even for internal use within the centre.

MARK SCHEME –GCSE ENGLISH LANGUAGE – 8700/1 – JUNE 2017

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Introduction

The information provided for each question is intended to be a guide to the kind of answers anticipated and is neither exhaustive nor prescriptive. All appropriate responses should be given credit. Level of response marking instructions Level of response mark schemes are broken down into four levels (where appropriate). Read through the student’s answer and annotate it (as instructed) to show the qualities that are being looked for. You can then award a mark. You should refer to the standardising material throughout your marking. The Indicative Standard is not intended to be a model answer nor a complete response, and it does not exemplify required content. It is an indication of the quality of response that is typical for each level and shows progression from Level 1 to 4. Step 1 Determine a level Start at the lowest level of the mark scheme and use it as a ladder to see whether the answer meets the descriptors for that level. The descriptors for the level indicate the different qualities that might be seen in the student’s answer for that level. If it meets the lowest level then go to the next one and decide if it meets this level, and so on, until you have a match between the level descriptor and the answer. With practice and familiarity you will find that for better answers you will be able to quickly skip through the lower levels of the mark scheme. The Indicative Standard column in the mark scheme will help you determine the correct level. Step 2 Determine a mark Once you have assigned a level you need to decide on the mark. This requires you to fine tune within the level to see how well each of the skills descriptors for that level has been met. Since responses rarely match a level in all respects, you need to balance out the range of skills achieved and allow strong performance in some aspects to compensate for other skills that may be only partially fulfilled. The standardising scripts will help. There will be an answer in the standardising materials which will correspond with each level of the mark scheme. This answer will have been awarded a mark by the Lead Examiner. You can compare the student’s answer with the example to determine if it is the same standard, better or worse than the example. You can then use this to allocate a mark for the answer based on the Lead Examiner’s mark on the example. You may well need to read back through the answer as you apply the mark scheme to clarify points and assure yourself that the level and the mark are appropriate. An answer which contains nothing of relevance to the question must be awarded no marks.


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Advice In fairness to students, all examiners must use the same marking methods. The following advice may seem obvious, but all examiners must follow it closely.

1. Refer constantly to the mark scheme and standardising scripts throughout the marking period.

2. Always credit accurate, relevant and appropriate responses that are not necessarily covered by

the mark scheme or the standardising scripts.

3. Use the full range of marks. Do not hesitate to give full marks if the response merits it.

4. Remember the key to accurate and fair marking is consistency.

5. If you have any doubt about how to allocate marks to a response, consult your Team Leader.


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SECTION A: READING – Assessment Objectives

AO1

Identify and interpret explicit and implicit information and ideas.

Select and synthesise evidence from different texts.

AO2

Explain, comment on and analyse how writers use language and structure

to achieve effects and influence readers, using relevant subject

terminology to support their views.

AO3

Compare writers’ ideas and perspectives, as well as how these are

conveyed, across two or more texts.

AO4

Evaluate texts critically and support this with appropriate textual references.

SECTION B: WRITING – Assessment Objectives

AO5

Communicate clearly, effectively and imaginatively, selecting and adapting

tone, style and register for different forms, purposes and audiences.

Organise information and ideas, using structural and grammatical features

to support coherence and cohesion of texts.

AO6

Candidates must use a range of vocabulary and sentence structures for

clarity, purpose and effect, with accurate spelling and punctuation. (This

requirement must constitute 20% of the marks for each specification as a

whole).


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Assessment Section A

Objective

AO1

AO2

AO3

N/A

AO4

Section B

AO5

AO6


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0 1 Read again the first part of the source, from lines 1 to 5.

List four things about Rosabel from this part of the source.

[4 marks]

Give 1 mark for each point about Rosabel:

responses must be true, and drawn only from lines 1 to 5 of the text

responses must relate to Rosabel

students may quote or paraphrase

a paraphrased response covering more than one point should be credited for each point made – though paraphrased responses must demonstrate evidence of identification of information that is specific to the focus of the question as required by AO1

responses that copy the whole section of the text from lines 1 to 5 verbatim should not be credited any marks as this does not provide any evidence of identification of information that is specific to the focus of the question as required by AO1.

Note: The indicative content must not be treated as exhaustive and reference must be made to the selected section of the text.

AO1 Identify and interpret explicit and implicit information and ideas

Select and synthesise evidence from different texts

This assesses bullet point 1: identify and interpret explicit and implicit information and ideas

Indicative content; students may include:

she bought a bunch of violets

she had a scone, a boiled egg and a cup of cocoa for tea

she worked in a hat shop

she had worked hard all day

she swung onto the step of the bus

she grabbed her skirt with one hand

she clung to the railing of the bus with her other hand

she wanted a dinner that was hot and strong and filling.

Or any other valid responses that you are able to verify by checking the source.


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0 2 Look in detail at this extract, from lines 6 to 14 of the source:

(Extract in question paper)

How does the writer use language here to describe Rosabel’s bus journey home?

You could include the writer’s choice of:

words and phrases

language features and techniques

sentence forms.

[8 marks]

AO2 Explain, comment on and analyse how writers use language and structure to achieve effects and influence readers, using relevant subject terminology to support their views

This question assesses Language ie: Words/Phrases/Language Features/Language

Techniques/Sentence Forms

Level Skills Descriptors How to arrive

at a mark

Indicative Standard

This indicative standard is not a model answer, nor a

complete response. Nor does it seek to exemplify any

particular content. Rather, it is an indication of the

standard for the level.

Level 4 Detailed,

perceptive analysis

7-8 marks

Shows detailed and perceptive understanding of language:

Analyses the effects of the writer’s choices of language

Selects a judicious range of textual detail

Makes sophisticated and accurate use of subject terminology

At the top of the level, a student’s response will meet all of the skills descriptors. At the bottom of the level, a student will have Level 3 and at least one of the skills descriptors.

The writer employs very different language to describe the view from the bus and the claustrophobic, mundane atmosphere within it. As the light catches the misty window panes, jewellers’ shops are transformed into ‘fairy palaces’ for Rosabel. Metaphorically, these shops symbolise a dream-like fantasy world full of sparkle, magic and enchantment, a world that is completely unobtainable for a lower class shop girl like her. However, the passengers inside the bus are described collectively as ‘one meaningless, staring face’, suggesting their features are indistinguishable: they have blurred into a single anonymous being that personifies the hollow, pointless existence that seems to be their lives. In the bus journey home, the writer’s use of language contrasts the outside world of Rosabel’s hopes and dreams with the inside reality of her life.

Level 3 Clear,

relevant explanation

5-6 marks

Shows clear understanding of language:

Explains clearly the effects of the writer’s choices of language

Selects a range of relevant

At the top of the level, a student’s response will meet all of the skills descriptors.

The writer uses positive language to describe the view from the bus on Rosabel’s journey home. The jewellers’ shops are ‘fairy palaces’, an image to suggest that the light shining on the steamed-up bus windows makes the buildings sparkle and appear dream-like and magical to Rosabel. However, negative language is then used to portray the stuffy atmosphere inside the bus. She says


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textual detail

Makes clear and accurate use of subject terminology

At the bottom of the level, a student will have Level 2 and at least one of the skills descriptors.

the people ‘seemed to resolve into one meaningless, staring face’, a metaphor to imply that everyone looks alike and blurs into one dull, ordinary group going about their pointless, everyday lives. In this way, the writer’s use of language contrasts Rosabel’s imaginary world outside the bus with what her life is really like.

Level 2 Some

understanding and

comment

3-4 marks

Shows some understanding of language:

Attempts to comment on the effect of language

Selects some appropriate textual detail

Makes some use of subject terminology, mainly appropriately


The writer describes the jewellers’ shops that Rosabel can see through the wet bus window as ‘fairy palaces’. This image shows the shops are sparkling in the light and look pretty. Inside the bus is different, because the people sitting opposite her have ‘one meaningless, staring face’. This is a metaphor to tell us that all the passengers look the same and seem really bored as they travel home.

Level 1 Simple, limited

comment

1-2 marks

Shows simple awareness of language:

Offers simple comment on the effect of language

Selects simple references or textual details

Makes simple use of subject terminology, not always appropriately

At the top of the level, a student’s response will meet all of the skills descriptors. At the bottom of the level, a student will have at least one of the

skills descriptors.

The writer says the jewellers’ shops were ‘fairy palaces’ and the word ‘fairy’ makes it sound like something out of a fairy story. Inside the bus the people have ‘one meaningless, staring face’ so the looks on their faces don’t mean anything.

Level 0 No marks

Nothing to reward

AO2 content may include the effect of ideas such as:

contrasting language to describe the view outside the bus and the passengers within it

symbolism of ‘fairy palaces’ to suggest Rosabel’s fantasy world

use of metaphor to convey the reality of Rosabel’s life.


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0 3 You now need to think about the whole of the source.

This text is from the beginning of a short story.

How has the writer structured the text to interest you as a reader?

You could write about:

what the writer focuses your attention on at the beginning of the source

how and why the writer changes this focus as the source develops

any other structural features that interest you.

[8 marks]

AO2 Explain, comment on and analyse how writers use language and structure to achieve effects and influence readers, using relevant subject terminology to support their views

This question assesses how the writer has structured a text. Structural features can be: at a

whole text level eg. beginnings/endings/perspective shifts; at a paragraph level eg. topic

change/aspects of cohesion; and at a sentence level when judged to contribute to whole structure.

Level Skills Descriptors How to

arrive at

a mark

Indicative Standard

This indicative standard is not a model answer, nor a

complete response. Nor does it seek to exemplify any

particular content. Rather, it is an indication of the standard

for the level.

Level 4 Perceptive,

detailed analysis

7-8 marks

Shows detailed and perceptive understanding of structural features:

Analyses the effects of the writer’s choices of structural features

Selects a judicious range of examples

Makes sophisticated and accurate use of subject terminology


At the beginning the writer focuses on the private thoughts of Rosabel who is travelling home ‘after a hard day's work in a hat shop’. Her social situation is immediately established as we learn she would have ‘sacrificed her soul for a good dinner’: she is poor, hungry and lower class. Time is then used as a structural feature as Rosabel experiences a flashback to ‘all that had happened during the day’, and the focus narrows as she reflects specifically on serving a ‘girl with beautiful red hair’. The rest of the text involves the reader in the directness of their exchange through dialogue, and we witness Rosabel’s public persona of a subservient shop girl in real time. Rosabel’s external actions in this section, together with her earlier, more private, internal thoughts, now provide the reader with a fully rounded character. In the final line, the red-haired girl tells her boyfriend she is going to wear her new hat when ‘I come out to lunch with you,’ which takes us back to the beginning when Rosabel could not afford a decent meal. This circular structure manipulates the reader into favouring Rosabel, and possibly disliking the red-haired girl for her privilege and wealth.


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Level 3 Clear,

relevant explanation

5-6 marks

Shows clear understanding of structural features:

Explains clearly the effects of the writer’s choices of structural features

Selects a range of relevant examples

Makes clear and accurate use of subject terminology


At the beginning the writer focuses our attention on the thoughts of Rosabel, who is travelling home ‘after a hard day's work in a hat shop’. We learn that she would have ‘sacrificed her soul for a good dinner’, so this immediately establishes the main character as a lower class girl who is poor and hungry, despite how hard she works. We then shift in time as Rosabel experiences a flashback to ‘all that had happened during the day’, with the focus narrowing to her serving a ‘girl with beautiful red hair’. In the final line of their exchange, the girl tells her boyfriend she is going to wear her new hat when ‘I come out to lunch with you’. This reminds us of the beginning when Rosabel was hungry, so the structure emphasises how very different the two girls are.

Level 2 Some

understanding and

comment

3-4 marks

Shows some understanding of structural features:

Attempts to comment on the effect of structural features

Selects some appropriate examples

Makes some use of subject terminology, mainly appropriately


The writer focuses on Rosabel’s thoughts at the beginning of the text, saying she would have ‘sacrificed her soul for a good dinner’, so right from the start we understand that the main character in the story is hungry and we feel sorry for her. Then the focus shifts to Rosabel’s bus journey home, and then goes back in time when she remembers that day at work and serving ‘a girl with beautiful red hair’ who is rich.


comment

1-2 marks

Shows simple awareness of structural features:

Offers simple comment on the effect of structure

Selects simple references or examples

Makes simple use of subject terminology, not always appropriately

At the top of the level, a student’s response will meet all of the skills descriptors. At the bottom of the level, a student will have at least one of the skills descriptors.

The text begins with Rosabel so we know she’s the main character in the story, and we learn what she had for tea. Then she goes home on the bus and remembers serving ‘a girl with beautiful red hair’.

Level 0 No marks

Nothing to reward


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AO2 content may include the effect of ideas such as:

the use of Rosabel’s thoughts at the beginning of the source to establish her lower class lifestyle

the use of flashback to make a distinction between her public persona and her private thoughts

the circular nature of the text through the motif of food.


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14

0 4 Focus this part of your answer on the second part of the source, from line 19 to the end.

A student said, ‘This part of the story, set in the hat shop, shows that the red-haired girl

has many advantages in life, and I think Rosabel is right to be angry.’

To what extent do you agree?

In your response, you could:

consider your own impressions of the red-haired girl

evaluate how the writer conveys Rosabel’s reactions to the red-haired girl

support your response with references to the text.

[20 marks]

AO4

Evaluate texts critically and support this with appropriate textual references

Level Skills Descriptors How to

arrive at a

mark

Indicative Standard

This indicative standard is not a model

answer, nor a complete response. Nor

does it seek to exemplify any particular

content. Rather, it is an indication of the

standard for the level.

Level 4 Perceptive,

detailed evaluation

16-20 marks

Shows perceptive and detailed evaluation:

Evaluates critically and in detail the effect(s) on the reader

Shows perceptive understanding of writer’s methods

Selects a judicious range of textual detail

Develops a convincing and critical response to the focus of the statement

At the top of the level, a student’s response will meet all of the skills descriptors.

Although Rosabel’s anger is understandable, it is not entirely justified, even though the red-haired girl does appear to have many advantages in life. She has wealth, beauty and happiness, all characteristics of a privileged lifestyle, and the writer’s use of colour to describe her - ‘beautiful red hair and a white skin and eyes the colour of that green ribbon shot with gold’ - implies she is also radiant, vivacious and exotic. This is in direct contrast to the brown-haired Rosabel, who can only dream of being like this. I think Rosabel is envious and maybe even resentful, which is why her anger is understandable. When Rosabel tries on the hat, the key sentence ‘Let me see how it looks on you,’ is significant because, just for one moment, their lives overlap. In a way, Rosabel is being taunted with a symbol of another, much better life, but this is not deliberate, which is why her ‘sudden, ridiculous feeling of anger’ is not really fair on the girl. The adjective ‘sudden’ implies the fury comes out of nowhere, as if Rosabel has no control over it, and ‘ridiculous’ suggests it is unreasonable to the point of being absurd. The girl does have many of life’s advantages, but she is a product of her


15

At the bottom of the level, a student will have Level 3 and at least one of the skills descriptors.

upbringing in much the same way as Rosabel, and is not to blame for the class divisions in society.

Level 3 Clear,

relevant evaluation

11-15 marks

Shows clear and relevant evaluation:

Evaluates clearly the effect(s) on the reader

Shows clear understanding of writer’s methods

Selects a range of relevant textual references

Makes a clear and relevant response to the focus of the statement


The red-haired girl does seem to have many advantages in life. She arrives in a carriage to go hat shopping, which tells us she’s wealthy, and she has a ‘well-dressed’ boyfriend, all outward signs of success. She is also attractive, and the writer uses colour to imply how alive and vibrant she is: ‘beautiful red hair and a white skin and eyes the colour of that green ribbon shot with gold’. She has everything that Rosabel doesn’t have, and I think this makes Rosabel jealous because she recognises how unfair life is. However, the girl isn’t unpleasant so I’m not sure that Rosabel is right to get annoyed. When Rosabel tries on the hat, her anger is ‘sudden’ and ‘ridiculous’, adjectives that show her reaction is unexpected and ultimately silly because there’s nothing she can do about the girl having all these advantages and her having none.

Level 2 Some,

evaluation

6-10 marks

Shows some attempts at evaluation:

Makes some evaluative comment(s) on effect(s) on the reader

Shows some understanding of writer’s methods

Selects some appropriate textual reference(s)

Makes some response to the focus of the statement


I agree the red-haired girl has many advantages in life. She arrives in a carriage to go shopping, which tells us she’s rich, and she has a ‘well-dressed’ boyfriend. She’s also pretty, and the writer uses colour to show she is bright and cheerful: ‘beautiful red hair and a white skin and eyes the colour of that green ribbon shot with gold’. I think Rosabel might be jealous of all the things the girl has that she doesn’t have. When Rosabel tries on the hat she has a ‘sudden, ridiculous feeling of anger’, but the word ‘ridiculous’ tells us she is silly to get so annoyed.


16


comment

1-5 marks

Shows simple, limited evaluation:

Makes simple, limited evaluative comment(s) on effect(s) on reader

Shows limited understanding of writer’s methods

Selects simple, limited textual reference(s)

Makes a simple, limited response to the focus of the statement

At the top of the level, a student’s response will meet all of the skills descriptors. At the bottom of the level, a student will have at least one of the skills descriptors.

I agree the red-haired girl has many advantages in life because she arrives at the shop in a carriage. The writer uses colour to describe the girl’s ‘beautiful red hair’ and ‘white skin’, which makes her sound pretty as well, but Rosabel doesn’t have a carriage and I don’t think she’s pretty so she’s right to be angry.

Level 0

No marks

Nothing to reward.

AO4 content may include the evaluation of ideas such as:

the advantages the red-headed girl has

the writer’s use of colour to convey the girl’s vibrancy

the differences between the red-haired girl and Rosabel

whether or not Rosabel’s anger is justified.


17


18

0 5 Your local newspaper is running a creative writing competition and they intend to publish

the winning entries.

Either:

Describe a journey by bus as suggested by this picture: (passengers on a bus)

or

Write a story about two people from very different backgrounds.

(24 marks for content and organisation and

16 marks for technical accuracy)

[40 marks]

AO5 Content and Organisation

Communicate clearly, effectively and imaginatively, selecting and adapting tone, style and register

for different forms, purposes and audiences.

Organise information and ideas, using structural and grammatical features to support coherence and

cohesion of texts.

Level Skills descriptors How to arrive at a

mark

Level 4

19-24 marks

Compelling, Convincing

Upper

Level 4

22-24 marks

Content

Register is convincing and compelling

for audience

Assuredly matched to purpose

Extensive and ambitious vocabulary

with sustained crafting of linguistic

devices Organisation

Varied and inventive use of structural

features

Writing is compelling, incorporating a

range of convincing and complex ideas

Fluently linked paragraphs with

seamlessly integrated discourse

markers

At the top of the range, a

student’s response will meet

all of the skills descriptors for

Content and Organisation

At the bottom of the range, a

student will have the lower

range of Level 4 and at least

one of the skills descriptors

for Content and Organisation

from the upper range of Level

4

Lower

Level 4

19-21 marks

Content Register is convincingly matched to

audience

Convincingly matched to purpose

Extensive vocabulary with conscious

crafting of linguistic devices

Organisation Varied and effective structural features

Writing is highly engaging with a range

of developed complex ideas





At the bottom of the

range, a student will have the

upper range of Level 3 and at

least one of the skills


19

Consistently coherent use of

paragraphs with integrated discourse

markers

descriptors for Content and

Organisation from the lower

range of Level 4

Level 3

13-18 marks

Consistent, Clear

Upper Level 3

16-18 marks

Content Register is consistently matched to

audience

Consistently matched to purpose

Increasingly sophisticated vocabulary

and phrasing , chosen for effect with a

range of successful linguistic devices

Organisation Effective use of structural features

Writing is engaging, using a range of,

clear connected ideas

Coherent paragraphs with integrated

discourse markers











3

Lower Level 3

13-15 marks

Content Register is generally matched to

audience

Generally matched to purpose

Vocabulary clearly chosen for effect

and appropriate use of linguistic

devices

Organisation Usually effective use of structural

features

Writing is engaging, with a range of

connected ideas

Usually coherent paragraphs with

range of discourse markers






student will have the upper




from the lower range of Level

3

Level 2

7-12 marks

Some success

Upper Level 2

10-12 marks

Content Some sustained attempt to match

register to audience

Some sustained attempt to match

purpose

Conscious use of vocabulary with

some use of linguistic devices

Organisation Some use of structural features

Increasing variety of linked and

relevant ideas

Some use of paragraphs and some

use of discourse markers











2


20

Lower Level 2

7-9 marks

Content Attempts to match register to audience

Attempts to match purpose

Begins to vary vocabulary with some

use of linguistic devices

Organisation Attempts to use structural features

Some linked and relevant ideas

Attempt to write in paragraphs with

some discourse markers, not always

appropriate






student will have the upper





2

Level 1

1-6 marks

Simple, Limited

Upper Level 1

4-6 marks

Content Simple awareness of register/audience

Simple awareness of purpose

Simple vocabulary; simple linguistic

devices

Organisation Evidence of simple structural features

One or two relevant ideas, simply

linked

Random paragraph structure











1

Lower Level 1

1-3 marks

Content Occasional sense of audience

Occasional sense of purpose

Simple vocabulary Organisation Limited or no evidence of structural

features

One or two unlinked ideas

No paragraphs






student will have at least one

of the skills descriptors for



1

Level 0 No marks

Students will not have offered any meaningful writing to assess. Nothing to reward


21

Turn over for AO6 Technical Accuracy skills descriptors


22

AO6 Technical Accuracy

Students must use a range of vocabulary and sentence structures for clarity, purpose and effect,

with accurate spelling and punctuation. (This requirement must constitute 20% of the marks for each

specification as a whole.)

Level Skills descriptors How to arrive at a

mark

Level 4

13-16 marks

Sentence demarcation is consistently secure and

consistently accurate

Wide range of punctuation is used with a high level

of accuracy

Uses a full range of appropriate sentence forms for

effect

Uses Standard English consistently and

appropriately with secure control of complex

grammatical structures

High level of accuracy in spelling, including

ambitious vocabulary

Extensive and ambitious use of vocabulary

At the top of the level, a


all of the skills descriptors

At the bottom of the level, a

student will have Level 3 and

at least one of the skills

descriptors

Level 3

9-12 marks

Sentence demarcation is mostly secure and mostly

accurate

Range of punctuation is used, mostly with success

Uses a variety of sentence forms for effect

Mostly uses Standard English appropriately with

mostly controlled grammatical structures

Generally accurate spelling, including complex and

irregular words

Increasingly sophisticated use of vocabulary







descriptors

Level 2

5-8 marks

Sentence demarcation is mostly secure and

sometimes accurate

Some control of a range of punctuation

Attempts a variety of sentence forms

Some use of Standard English with some control of

agreement

Some accurate spelling of more complex words

Varied use of vocabulary







descriptors


23

Level 1

1-4 marks

Occasional use of sentence demarcation

Some evidence of conscious punctuation

Simple range of sentence forms

Occasional use of Standard English with limited

control of agreement

Accurate basic spelling

Simple use of vocabulary





student will have at least one

of the skills descriptors

Level 0

No marks

Students’ spelling, punctuation etc. is sufficiently poor to prevent understanding

or meaning.


24

To be ‘On Target’ or ‘Above Target’ this term, I need to be able to…

When did I demonstrate

this?

1/2 Recognise the positive result for Oxygen and Hydrogen

3 Define ‘pure substance’, ‘compound’, ‘mixture’ and formulation

4 State examples of formulations. Describe the method for paper chromatography.

5 Describe the tests for hydrogen, oxygen, carbon dioxide and chlorine.

6 Explain what happens to substances during chromatography

7 Interpret data to identify pure and impure substances. Calculate the Rf

values from chromatograms.

8/9 Justify melting and boiling points in terms of intermolecular forces. Evaluate the use of chromatography to distinguish between pure and impure substances.

Scheme Skills Audit

Subject Science

Year 11

Term AUT

Focus Chemical Analysis



this?

1/2 State the gases and particulates that may be released when a fuel is burnt. Describe the composition of the atmosphere.

3 Label an accurate pie chart to show the composition of the atmosphere. Describe the problems of reducing carbon footprints.

4 Describe how greenhouse gases are produced. Discuss the effects of global warming. Describe what a carbon footprint is and how it can be reduced.

5 Describe the theory of the evolution from Earth’s early atmosphere. Explain how sedimentary rock formation changed the composition of the atmosphere. Explain how greenhouse gases make the Earth habitable. Construct word equations for complete and incomplete combustion.

6 Compare the Earth’s atmosphere to that of Mars + Venus. Examine how algae and plants changed the composition of the atmosphere. Analyse the long term effects of increased greenhouse gases in the atmosphere.

7 Interpret evidence relating to the evolution of the Earth’s atmosphere. Link the effects of climate change to the problems caused by increased amounts of pollutants in the air.

8/9 Evaluate different theories about the evolution of the Earth’s atmosphere. Evaluate the use of models for predicting climate change. Evaluate the quality of evidence in reports on climate change. Evaluate the implications of climate change.

Scheme Skills Audit

Subject Science

Year 11

Term AUT

Focus Chemistry of the Atmosphere



this?

1/2 State how organisms are adapted to their environment. State factors that plants + animals may compete for. Construct a food chain.

3 Define ‘ecosystem’. Describe a food chain using key terminology.

4 Describe the biotic + abiotic factors that may affect a community. Describe structural, behavioural + functional adaptations of different organisms.

5

Describe methods of ecological investigation including calculations. Describe the Carbon cycle. Explain the biological impact of waste, land use, deforestation + global warming. Explain the conservation programmes in place to reduce the negative human impact on the environment.

6 Use graphs to model predator-prey cycles. Evaluate the impact of environmental change on an ecosystem.

7

Evaluate information about human impact on the environment, including biodiversity. Interpret population + food production statistics to evaluate food security.

8/9 Extract and interpret information to explain the impact of changes in abiotic factors on a community.

Scheme Skills Audit

Subject Science

Year 11

Term AUT

Focus Ecology

skills To be ‘On Target’ or ‘Above Target’ this term, I need to be able to…

When did I secure this?

Com

plet

e, d

efin

e a

nd a

pply

1/2

• Understand processes for statistical averages and decide which is the best average to use to represent a data set.

• Understand stages for angle facts and triangle facts. Use information to work out simple missing angles

• Describe laws for rounding SF and DP. Understand fractions and describe processes for calculations with fractions

• Apply grouped frequency tables to collect and represent data.

• Understand how to work out the mode, median, mean and range of small sets of data Apply prime factors and HCF/LCM.

Und

erst

and

stag

es o

f pro

cess

3

• Describe processes for geometry and measures: Angles, triangles, polygons and quadrilaterals

• Explore and understand concepts of bearings and how to approach real life worded problems.

• Describe processes how to make approximations and estimations.

• Describe processes for calculations for fractions.

Desc

ribe

proc

esse

s

4

• Evaluate and explain methods for calculations with fractions and fractions on a calculator.

• Fluently understand y=mx + C and apply it in algebra • Evaluate and explain functions to draw linear graphs. • Complex problems in algebra for factoring with powers • Describe processes to find missing angles using Pythagoras.

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ain

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5

• Explain methods in ratio and proportion and rates of change: Ratio, speed and proportion

• Explain and explore processes in algebra for expressions and formulae including expanding and factorising quadratics.

• Link drawing graphs skills and algebra skills for solving simultaneous equations.

• Explain and explore applications to find the equation of lines from graphs and the equation of lines from parallel lines.

• Explain worded problems for fractions with real life problems.

• Explain algebra skills to apply rules for basic trigonometry.

Scheme Skills Audit Subject Maths

Year 11

Term AUT

Focus Number, Probability, Algebra, Shape, Data Handling

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6

• Evaluate methods for number and sequences problems involving quadratic.

• Tackle mixed problems with ratio and proportion compound interest and reverse percentages.

• Evaluate geometrical properties of a diagram to calculate a bearing.

• Understand methods and skills in shape to evaluate processes for transformations, constructions and loci.

• Analyse and evaluate processes for Length, area and Volume (prisms, pyramids, cylinders and spheres)

• Evaluate and explore algebra skills to apply rules for trigonometry

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7

• Link and combine methods in shape and number to solve problems in area/ volume and similar shapes.

• Link methods in algebra to work out real life problems involving Pythagoras and trigonometry

• Evaluate methods to find lengths of sides and angles in right-angled triangles using the sine and cosine functions.

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8/9

• Synthesize algebra and number skills to solve worded problems with quadratic sequences.

• Analyse, evaluate and manipulate algebra and shape to tackle worded problems in 3d trigonometry.

• Use deeper algebraic skills manipulation and calculator methods with shape for finding missing lengths when volume of prisms, pyramids, cylinders and spheres are given.

GCSE History Skills Audit

AQA Health and the People Paper 2 Section A AO1 Knowledge and Understanding AO2 Second Order Concepts AO3/4 Sources and Interpretations

Grade To be ‘On Target’ or ‘Above Target’ this term, I need to be able to… When did I

achieve this?

1/2 AO1 Identification of ideas about causes and treatments in an historical period. (e.g. Medieval) AO2 Identification of the beliefs around diagnosis and treatment in medicine. (e.g. Four Humour Theory) AO3/4 Identification of any relevant historical detail from a source. (e.g. label a source with relevant detail)

3

AO1 Describe the key ideas about causes and treatments in an historical period. (e.g. Medieval, Renaissance) AO2 Description of the causes or consequences of beliefs around diagnosis and treatment in an historical period. (e.g. use of the Four Humour Theory) AO3/4 Draw simple conclusions from a source using historical content.

4

AO1 Describe the key ideas about causes and treatments in an historical period alongside the description of the contribution of key individuals to medicine. (e.g. Galen, Vesalius) AO2 Explanation of the causes and consequences of beliefs around diagnosis and treatment in an historical period supported by relevant historical content. (Impact of Four Humour Theory) AO3/4 Explain the value of a source to investigating an historical period. (e.g. Medieval)

5

AO1 Demonstrate accurate and appropriate knowledge showing a clear understanding of ideas in medicine and the contribution of key individuals. AO2 Explanation of multiple factors that influenced medicine in an historical period supported by relevant historical content and presented in a structured manner. AO3/4 Construct and analysis of a range of sources, in context, to investigate the value of a source to an historical period. (e.g. Medieval)

6

AO1 Demonstrate mostly relevant and comprehensive knowledge combining a clear understanding of ideas in medicine and the contribution of key individuals. AO2 Explanation of multiple factors that influenced medicine in an historical period supported by relevant historical content and presented in a structured manner with analysis. (e.g. judgement or conclusion) AO3/4 Construct and analysis of a range of sources, in context and using both the content and the provenance of a source to investigate the value of a source to an historical period. (e.g. using content or provenance to explain utility of source)

7

AO1 Demonstrate relevant and comprehensive knowledge combining a developed understanding of ideas in medicine and the contribution of key individuals. AO2 Explanation of multiple factors that influenced medicine in an historical period supported by relevant historical content and presented in a structured manner with comprehensive analysis. (e.g. a supported judgement or conclusion) AO3/4 Construct a comprehensive analysis of a range of sources, in context and using both the content and the provenance of a source to investigate the value of a source to an historical period. (e.g. using both content and provenance to explain utility of source)

8/9

AO1 Demonstrate relevant and comprehensive knowledge combining a sophisticated understanding of ideas in medicine and the contribution of key individuals. AO2 Explanation of multiple factors that influenced medicine in an historical period supported by relevant historical content and presented in a structured manner with a convincing analysis. AO3/4 Construct a comprehensive critical analysis of a range of sources, in context and using both the content and the provenance of a source to investigate the value of a source to an historical period.

To be ‘On Target’ or ‘Above Target’ this term, I need to be able to… When did I

secure

this?

1/2 …demonstrate a very basic understanding of the UK and its population.

…comment on the problems of the UK economy but they are not always accurate.

3 … identify how the UK’s human and physical landscape can affect us.

… make straightforward comments about the UK’s role, globally.

4 … describe how the UK’s population is changing and how it is predicted to change in the

future.

… recognise the challenge faced by the UK with an ageing population.

5

… describe the location of core economic hubs around the UK and begin to explain

how these influence local population and business.

… make straight forward comments about the issues of the UK’s over-dependence on

London as an economic centre.

6

… explain how the economy of the UK has changed and the importance of London

within the UK economy.

… use this information to put forward a heavily one sided argument that starts to

consider different points of view and whether there is an over reliance on London.

7

… explain why the human and physical landscape of the UK has changed.

… explain, using some accurate statistics and information, how the changes have

evolved and how a range of issues, such as the weakening UK’s global influence, these

changes have created (effects).

… order this information into a well thought out, balanced argument with a conclusion

that uses some evidence.

8

… explain why the human landscape of the UK has changed and will continue to change

in the 21st

Century. I will be able to analyse the social, economic and environmental

impacts of these changes, at both a national and international level.

… accurately use a wide range of keywords and key statistics. I can clearly explain what

influence UK has on the modern world and link to regions including the Middle East.

… order my thoughts into a coherent argument and draw upon accurate statistics and

research to form well-argued conclusions.

Scheme Content Audit Subject Geography

Year KS4

Term Summer 2018

Focus UK in the 21st Century



this?

1/2 Identify reasons why cities change in size over time

3 Describe reasons why cities change differently in ACs and LIDCs.

4 Describe the causes and consequences of movements in population. These movements could be into other countries, into cities or away from cities.

5 Explain a range of reasons as to why cities have grown at a faster in LIDCs using push and pull factors. I will also need to explain how cities create more opportunities but also more challenges for local people and the government.

6 Analyse (examine in detail and interpret) the changes, opportunities and challenges of life in an AC and EDC city.

7

Evaluate the changes, opportunities and challenges of life in an AC and EDC city by comparing and contrasting these two cities. I will need to do this by using some place specific information, geographical terminology or data. I will need to order this information into an analytical argument with a conclusion.

8/9

Critically evaluate how specific cities in ACs and EDCs have/will continue to respond to challenges they face using a range of place specific information, geographical terminology or data. I will need to order this information into a well thought out argument with different points of view and a clear conclusion.

Scheme Skills Audit

Subject Geography

Year KS4

Term Spring

Focus Urban Futures AO1 – knowledge of locations, places, processes, environments and scales AO2 – Understanding of concepts and inter relationships between places, environments and processes AO3 – Interpret, analyse and evaluate information and issues to make judgements AO4 – select, adapt and use a variety of skills/techniques to investigate questions and communicate findings

GCSE Skills Audit

AQA Sociology: Unit 2: Crime and deviance Paper 2 Section A AO1 Knowledge and Understanding AO2 Key ideas and studies AO3/4 Evaluation and Interpretations

Grade To be ‘On Target’ or ‘Above Target’ this term, I need to be able to… When did I

achieve this?

1/2 AO1 Identify different factors of criminal behaviour

3 AO1 Describe different factors of criminal behaviour AO2 Description of the factors resulting to criminal behaviour

4

AO1 Describe the key factors of criminal behaviour in society AO2 Explanation of the causes and consequences of factors concerning criminal behaviour while identifying key ideas concerning criminality. AO3/4 Explain key sociological perspectives regarding a range of theoretical principles.

5

AO1 Demonstrate accurate and appropriate knowledge showing a clear understanding of the ideas of criminal behaviour. AO2 Explanation of multiple factors that influenced criminal behaviour supported by relevant sociological studies and presented in a structured manner. AO3/4 Construct and analysis of a range of factors and ideas to investigate criminal behaviour, with links to sociological perspectives.

6

AO1 Demonstrate mostly relevant and comprehensive knowledge combining a clear understanding of factors influencing criminal behaviour and the contribution of key sociological studies. AO2 Explanation of multiple factors that influenced criminal behaviour supported by relevant sociological studies and presented in a structured manner with analysis. (e.g. judgement or conclusion) AO3/4 Construct and analysis of a range of sources, in context and using both the subject content and the studies to investigate criminal behaviour.

7

AO1 Demonstrate relevant and comprehensive knowledge combining a developed understanding of factors influencing criminal behaviour and the contribution of key studies. AO2 Explanation of multiple factors that influenced criminal behaviour in society supported by relevant theoretical perspectives and presented in a structured manner with comprehensive analysis. (e.g. a supported judgement or conclusion) AO3/4 Construct a comprehensive analysis of a range of factors and studies, in context and using both the content and the theoretical perspectives to investigate criminal behaviour.

8/9

AO1 Demonstrate relevant and comprehensive knowledge combining a sophisticated understanding of factors resulting to criminal behaviour. AO2 Explanation of multiple factors that influenced criminal behaviour in society supported by relevant theoretical ideas presented in a structured manner with a convincing analysis. AO3/4 Construct a comprehensive critical analysis of a range of factors influencing criminal behaviour, drawing upon key theoretical frameworks.

Year 11 Psychology Skills Audit

Autumn – Psychological Problems



1/2 Identify a basic knowledge and understanding about problems with mental health including theories of depression or addiction.

3 Identify knowledge and understanding about problems with mental health including theories of depression and addiction.

4 Describe knowledge and understanding about problems with mental health including the characteristics of depression and addiction.

5 Explain problems with mental health with reference to biological and psychological explanations of depression and addiction, using mostly accurate subject terminology.

6

Apply knowledge and understanding of psychological ideas to concepts surrounding mental health problems including both the causes and treatments, using a range of subject terminology. Explain the difference between the biological and psychological explanations.

7

Demonstrate accurate and appropriate knowledge and understanding of mental health problems including causes of them and the effectiveness of treatments available. Demonstrate a detailed understanding of the biological and psychological explanations.

8/9

Develop a comprehensive understanding of the wider impacts of mental health problems as well as using accurate terminology to explain the causes and effectiveness of multiple treatment options available. Demonstrate a detailed understanding of the biological and psychological explanations.

To be ‘On Target’ or ‘Above Target’ this term, I need to be able to… When did I secure

this?

1/2

I can show minimal ability to create design ideas that reference my chosen photographers/themes. I can demonstrate minimal control with camera settings and techniques. I can show some understanding of formal elements.

3

I can show moderate ability to create design ideas that reference my chosen photographers/themes. I sometimes apply the formal elements appropriately, showing purposeful consideration of techniques and materials.

4

I can create appropriate design ideas that are generally consistent in terms of image quality. My design ideas show clear influence from my chosen photographers/themes. I can make purposeful decisions regarding formal elements and visual language.

5 I can show a consistent ability to create effective design ideas that show further explore/develop my chosen photographers/themes. I can show creative manipulation of materials and techniques that are appropriate to the photographers/themes.

6

I can show a confident ability to develop personal and meaningful design ideas that creatively interpret the photographers/themes. I can demonstrate consistent image quality across all ideas and select and apply materials/processes with confidence.

7

I can show a highly developed ability to create original and meaningful design ideas that have been inspired by my critical influences and existing work. I can demonstrate an advanced level of skill with image taking, editing and in the recording of my ideas.

8/9 I can demonstrate exceptional skill and independence in the development and execution of my design ideas and combine influences meaningfully. My ideas are fully realised, ambitious and show an exceptional understanding of visual language.

Scheme Skills Audit

Subject GCSE Photography

Year 11

Term Autumn Term

Focus Portraiture - Design Ideas



1/2 I can demonstrate an understanding of the script. (Key characters)

3 I can portray a relevant character in a performance from the script beginning to use some drama skills.

4 I can play a relevant character in a performance showing a narrow range of drama skills.

5 I can play a character in a performance from the script showing a fair range of drama skills.

6 I can play a character in a performance from the script showing a fair range of drama skills consistently and confidently.

7 I can play a character in a performance from the script showing a wide range of drama skills consistently and confidently.

8/9 I can play a character in a performance from the script showing an extensive range of drama skills consistently and confidently.

Scheme Skills Audit

Subject Drama

Year 11

Term Autumn 1 & 2

Focus Texts in practice

SKILL

S-Driv

enScheme Skills Audit

Subject

Music

Year 11

Term Autumn

Focus TCTT



1/2

Basic statements are made with some effectiveness. Generalised musical terms are used.

3Some assessment is made about the music relating to simpler features such as structure and texture.

4Student can listen and identify basic music features using correct terminology.

5Student understands the differences between era and styles.

6Contextual information is understood and this helps to support the musical choices made by the composers of the time.

7Student understands the intricate details between the different eras and consistently apply the key terminology effectively.

8Abstract links can be made and supported with musical evidence.

SKILL

S-Driv

en

New Grade

Algorithms Programming and

Developing Data and Dara Representation

Hardware and Processing

Communication and Network

IT

9

I can create a complex program that uses many techniques and functions correctly. I can create complex code using a range of blocks including VARIABLES, more than one IF block and multiple LOOPS. I can add detailed comments to my code that show a detailed understanding of how it works using programming terminology. I can create one or more accurate flow diagrams to plan more than one part of my program including loops and decisions. I can design a solution to a problem that depends on solutions to smaller instances of the same problem (recursion). I can understand that some problems cannot be solved computationally.

I can understand and use two dimensional data structures.

I can understand and can explain the need for data compression, and performs simple compression methods (LOSSY and LOSSLESS) I know what a relational database is, and understands the benefits of storing data in multiple tables.

I can explain the role of the CPU. I can explain the 4 different types of software with examples. I have practical experience of a small (hypothetical) low level programming language. I can understand and can explain multitasking by computers (RAM, CORES, CACHE), I can explain Moore’s Law.

I can understand the hardware associated with networking computer systems, including WANs and LANs, understands their purpose and how they work, including MAC addresses. I can use a range of encryption methods correctly.

I explain e-safety issues covering all of the following:

identity/privacy I can give examples of how each issue may effect different people. I can give advice to others on how to ensure that they are safe in each of the 4 areas. I can confidently identify a wide range of safe and unsafe practices online and show others how to protect their online identity and privacy and report concerns. I can understand the ethical issues surrounding the application of information technology, and the existence of legal frameworks governing its use e.g. Data Protection Act, Computer Misuse Act, Copyright etc. Distance Selling Act. Health and Safety Act. I can follow a system life cycle for project development

9-1 GRADE DESCRIPTORS – GCSE COMPUTER SCIENCE

8

I can use logical reasoning to explain how an algorithm works. I can represent algorithms independently using structured language.

I can use advanced tools, such as variables and levels, to control an object in Scratch. I can design and write nested modular programs that enforce reusability utilising sub-routines where ever possible. I can understand the difference between ‘While’ loop and ‘For’ loop, which uses a loop counter.

I can understand how and why values are data typed in many different languages when manipulated within programs. I can perform operations using bit patterns e.g. conversion between binary and hexadecimal, binary subtraction etc.

I know that processors have instruction sets and that these relate to low-level instructions carried out by a computer (MAR, MDR, CIR).

I can name 3 different network topologies and explain them. I can understand the client-server model including how dynamic web pages use server-side scripting and that web servers process and store data entered by users. I can recognise that persistence of data on the internet requires careful protection of online identity and privacy.

I can confidently identify a range of safe and unsafe practices online and know how to protect my online identity and privacy and report concerns. I can explain and justify how the use of technology impacts on society, from the perspective of social, economical, political, legal, ethical and moral issues. I can create an extensive, original and detailed plan that can be followed by a third person (annotation). I can create a detailed testing with explanations I can accurately record detailed copyright information

7

I can recognise and compare the expression of an algorithms in different programming languages. I can evaluate the effectiveness of algorithms and models for similar problems. I can recognise where information can be filtered out in generalising problem solutions (abstraction).

I can use advanced tools, such as variables, to control an object in Scratch. I can appreciate the effect of the scope of a variable e.g. a local variable can’t be accessed from outside its function whereas a global variable can. I can understand and apply parameter passing. (call a procedure etc.)

I have a sound understanding of why computers use binary and I can confidently convert denary to binary and binary to denary. I know the relationship between data representation and data quality. I can understand the relationship between binary and electrical circuits, including Boolean logic.

I can understand von Neumann architecture in relation to the fetch-execute cycle, including how data is stored in memory. (a computer system)

I understand the advantages and disadvantages of computer networks and can name at least 2 different network topologies. I know the purpose of the hardware and protocols associated with networking computer systems. I can use encryption correctly.

I can undertake creative projects that collect, analyse, and evaluate data to meet the needs of a known user group. E.g. Target Audience. I can effectively design and create digital artefacts for a wider or remote audience I can consider the properties of media when importing them into digital artefacts. I can document user feedback, the improvements identified and the refinements made to the solution.

I can understand the difference between, and use, both pre-tested e.g. ‘while’, and post-tested e.g. ‘until’ loops I can apply a modular approach to error detection and correction.

6

I can understand that a recursive solution to a problem can be used repeatedly (Loops) I can recognise that some problems share the same characteristics and use the same algorithm to solve both (generalisation). I can understand the efficiency for two different algorithms. (Performance).

I can use nested selection (IF within and IF) statements. I can appreciate the need for, and write, custom functions including use of parameters. I know the difference between, and can use appropriately, procedures and functions. I can understand and use negation with operators. I can use and manipulates one dimensional data structures (Array). I can detect and correct syntax (code grammar) errors.

I can explain why computers use binary and can convert denary to binary and binary numbers to denary. I can understand how numbers, images, sounds and character sets use the same bit patterns. I can perform simple operations using bit patterns e.g. binary addition. I can understand the relationship between resolution and colour depth, including the effect on file size. I can distinguish between data used in a simple program (a variable) and the storage structure for that data (Array).

I can correctly identify and explain multiple key input and output devices I can understand the basic function and operation of location addressable memory (Von Neumann Cycle).

I can identify different types of network and where they are best used. I know the names of hardware e.g. hubs, routers, switches, and the names of protocols e.g. SMTP, iMAP, POP, FTP, TCP/IP, associated with networking computer systems. I can explain the uses of encryption. E.g. Caesar cypher I can use technologies and online services securely, and knows how to identify and report inappropriate conduct.

I can justify the choice of and independently combine and use multiple digital devices, internet services and application software to achieve given goals. I can evaluate the trustworthiness of digital content and consider the usability of visual design features when designing and creating digital artefacts for a known audience. Identifies and explains how the use of technology can impact on society. I can design criteria for users to evaluate the quality of solutions, use the feedback from the users to identify improvements and can make appropriate refinements to the solution. I can record all secondary and primary resources accurately I can accurately record copyright information I can create an extensive, original and detailed plan with some minor lack of detail

5 I can understand that iteration is the

I can control objects in Scratch and use a

I can explain why computers use binary and

I can correctly identify and

I can identify different types of

I can evaluate the appropriateness of digital devices, internet services

repetition of a process such as a loop. I can recognise that different algorithms exist for the same problem (efficiency). I can represent solutions using a structured notation. Pseudo Code I can identify similarities and differences in situations and can use these to solve problems (pattern recognition).

scoring system. I can understand that programming bridges the gap between algorithmic solutions and computers. I have practical experience of a high-level textual language (python), including using standard libraries when programming. I can use a range of operators and expressions e.g. Boolean, and apply them in the context of program control. I can select the appropriate data types (Integer, Sting, Boolean, Real etc.).

can convert denary to binary. I know that digital computers use binary to represent all data. I can understand how bit patterns represent numbers and images. I know that computers transfer data in binary. I can understand the relationship between binary and file size (uncompressed, LOSS and LESS). I can define data types: real numbers and Boolean. I can query data on one table using a typical query language.

explain key input and output devices. I can correctly identify and explain the main parts of a computer. I can recognise and understand the function of the main internal parts of basic computer architecture (Von Neumann cycle). I can understand the concepts behind the fetch-execute cycle I know that there are a range of operating systems and application software for the same hardware (Windows, Linux, and Unix).

network and where they are best used. I have some understanding of the advantages and disadvantages of computer networks. I can understand how search engines rank search results (SEO). I can understand how to construct static web pages using HTML and CSS. I can understand data transmission between digital computers over networks, including the internet i.e. IP, MAC Address and packet switching.

and application software to achieve given goals. I can recognise ethical issues surrounding the application of information technology beyond school. I can design criteria to critically evaluate the quality of solutions, use the criteria to identify improvements and can make appropriate refinements to the solution. I can produce a plan identifying colour, layout and physical size I can check that spelling and grammar are correct and make amendments. I can create a product that resembles the planning I can select appropriate file types for the saving of a particular image

4

I can show an awareness of tasks best completed by humans or computers. I can design solutions by breaking down a problem and creating a sub-solution for each of these parts (decomposition)

I can control an object in Scratch using keyboard commands and have multiple characters. I can understand the difference between, appropriately used IF and IF, THEN and ELSE statements.

I can understand computers use binary and can convert binary to denary. I can perform more complex searches for information e.g. using Boolean and relational operators (SQL). I can analyse and evaluate data and

I can identify a range of input and output devices. I can understand why and when computers are used. I can understand the main functions of the operating system

I can identify different types of network. I can understand how to effectively use search engines, and knows how search results are selected, including that search engines use ‘web crawler programs’.

I can explain e-safety issues covering 4 of the following:

I can make judgements about digital content when evaluating and repurposing it for a given audience. I can recognise the audience when designing and creating digital

I can use multiple comparisons by using AND / OR commands. I can use WHILE and FOR loops to repeat my code while something is true. I can add comments to my code that show an understanding of how it works. .

I can use a variable and relational operators within a loop to govern termination. I can design, write and debug modular programs (sub routines) using procedures. I know that a procedure can be used to hide the detail with sub-solution (procedural abstraction).

information, and recognise that poor quality data leads to unreliable results, and inaccurate conclusions.

(passwords). I know the difference between physical, wireless and mobile networks.

I can select, combine and use internet services. I can demonstrate responsible use of technologies and online services, and I know a range of ways to report concerns.

content. I can understand the potential of information technology for collaboration when computers are networked. I can use criteria to evaluate the quality of solutions, can identify improvements making some refinements to the solution, and future solutions. I can carry constructive peer assessment I can produce a plan with some details

3

I can design algorithms that use repetition and two-way selection i.e. if, then and else. I can use diagrams to express solutions. Flowcharts I can use logical reasoning to predict outputs, showing an awareness of inputs.

I can create programs that implement algorithms to achieve given goals. I can declare and assign variables. I can use post-tested loop e.g. ‘UNTIL’, and a sequence of selection statements in programs, including an IF, THEN and ELSE statement.

I can explain why computers use binary. I can understand the difference between data and information. I know why sorting data in a flat file can improve searching for information. I can use filters or can perform single criteria searches for information (SQL).

I can identify some input and output devices. I can identify some parts of a computer. I know that computers collect data from various input devices, including sensors and application software. I can understand the difference between hardware and application software (defragmentation), and their roles within a computer system.

I can understand the difference between the internet and internet service e.g. browser. I can show an awareness of, and can use a range of internet services e.g. VOIP (voice over internet protocol). I can recognise what is acceptable and unacceptable behaviour when using technologies and online services.

I can explain e-safety issues covering 3 of the following:

online identity/privacy

I can collect, organise and present data and information in digital content. I can create digital content to achieve a given goal through combining software packages and internet services to communicate with a wider audience e.g. blogging, Twitter. I can make appropriate improvements to solutions based on feedback received, and can comment on the success of the solution I can produce a basic plan

I can test final products I can create an electronic folder system with sensible file names I can save some files with appropriate file types I can save some files logically in the correct folder I can record and distinguish differences between primary and secondary sources I can enter basic search criteria into a search engine to find appropriate information

2

I can understand that algorithms are implemented on digital devices as programs. I can design simple algorithms using loops, and selection i.e. if statements. I can use logical reasoning to predict outcomes. I can detect and corrects errors i.e. debugging, in algorithms.

I can use arithmetic operators, IF statements, and loops, within programs. I can use logical reasoning to predict the behaviour of programs. I can detect and correct simple semantic (syntax) errors i.e. debugging, in programs.

I can recognise different types of data: String, Integer. I can appreciate that programs can work with different types of data (use numbers and letters). I can recognise that data can be structured in tables to make it useful.

I can identify two main parts of a computer. I can recognise that a range of digital devices can be considered a computer. I can recognise and can use a range of input and output devices. I can understand how programs specify the function of a general purpose computer (OS, Software).

I can navigate the web and can carry out simple web searches to collect digital content. I can demonstrate the use of computers safely and responsibly, knowing a range of ways to report unacceptable content and contact when online. I can define what encryption is.

I can describe two of the following e-safety issues:

I can use technology with increasing independence to purposefully organise digital content. I can show awareness for the quality of digital content collected (Copyright). I can use a variety of software to manipulate and present digital content: data and information. I can share my experiences of technology in school and beyond the classroom. I can talk about my work and make improvements to solutions based on

feedback received. I can test a product before it is finished- 'trying it out' (Prototyping).

1

I can define an algorithm. I can understand what an algorithm is and can create a simple visual algorithm. I can state that computers need precise instructions. I can demonstrate care and precision to avoid errors. I can change multiple number variable using mathematical operators such as +, -, *, /

I can control an object in Scratch using keyboard commands. I know that users can make their own programs using graphical user interfaces (GUI). I can execute, check and change programs. I can understand that programs execute by following precise instructions.

I can describe that computers use binary. I can recognise that digital content can be represented in many forms. I can distinguish between some of these forms and can explain the different ways that they communicate information.

I can define what an input and output device is. I can identify one main part of a computer. I can understand that computers have no intelligence and that computers can do nothing unless a program is executed. I can recognise that all software executed on digital devices is programmed.

I can identify one type of network. I can obtain content from the world wide web using a web browser. I can understand the importance of communicating safely and respectfully online, and the need for keeping personal information private. I know what to do when concerned about content or being contacted.

I can define of the following e-safety issues in simple terms:

aviour

I can use software under the control of the teacher to create, store and edit digital content using appropriate file and folder names. I can understand that people interact with computers I can share their use of technology in school. I know common uses of information technology beyond the classroom. I can talk about my work and make changes to improve it. I can make an attempt to save work on the home drive I can make an attempt to record resources. I can record some resources in a table. I can make a basic attempt at planning I can correct obvious spelling errors

Arena Academy – GCSE Business Studies (9-1) Grade Descriptor

KS4 iMedia Grade

KS4 GCSE BUSINESS STUDIES THEME 1Exam Unit Indicative Writing Skills

9

Exceptional and comprehensive knowledge and very sophisticated understanding regarding Enterprise and Entrepreneurship concepts.

Accurate vocabulary and historical conventions are used throughout. Accurate SPAG is used throughout. Meaning of sentences is always clear.

Exceptional analysis and evaluation of advantages and disadvantages, forming very convincing justifications.

Exceptional analysis of primary and secondary sources, producing a very convincing solution for the scenario.

8

Relevant and comprehensive knowledge, using first order concepts, with sophisticated understanding of key features and characteristics.

Critically analyses and evaluates demonstrating an understanding of why they differ to reach reasoned substantiated judgements

Critically analyses a range of sources, in context, to investigate issues and reach reasoned, substantiated solutions by applying.

7

Accurate and appropriate Enterprise and Entrepreneurship knowledge with good understanding of key features and characteristics.

Generally accurate vocabulary and historical conventions are used throughout. Generally accurate SPAG is used throughout. Meaning of sentences is almost always clear.

Begins to critically analyse and interpret and use contextual knowledge to reach mostly substantiated judgements

Begins to critically select, analyse and interpret sources and use contextual knowledge to reach mostly substantiated judgements and solutions.

6

Mostly accurate and appropriate Enterprise and Entrepreneurship knowledge with clear understanding of key features and characteristics.

Generally accurate vocabulary and historical conventions are used throughout. Generally accurate SPAG is used throughout. Meaning of sentences is almost always clear Some errors in vocabulary and conventions, although meaning is usually clear. A number of mistakes in SPAG. Meaning of sentences is sometimes in doubt

Analyses and evaluates using contextual knowledge to discuss limitations, differences or omissions

Analyses and evaluates sources, using contextual knowledge to discuss the strengths, limitations, differences or omissions of a solution.

5

Mostly accurate and appropriate Enterprise and Entrepreneurship knowledge with generally clear understanding of key features and characteristics. Some irrelevance or inaccuracy may occur.

Analyses and provides some evaluation and reasoned judgements.

Analyses and provides some evaluation of a range of sources, in context, to reach a solution with reasoned judgement.

4

Some accurate and appropriate Enterprise and Entrepreneurship knowledge although there may be significant misconceptions or irrelevance.

Begins to analyse by making comparisons and using contextual knowledge to draw simple evaluative conclusions.

Begins to explore strategies to sources of information by making comparisons and using contextual knowledge to draw simple evaluative conclusions.

3 Some specific knowledge of Business Start-up processes demonstrated and the use of some specialised business vocabulary. Good understanding of common business words

A large number of errors in vocabulary and persistent misuse of media key

Describes some of the content of and compares strengths and weaknesses referring to the specific brief. words. SPAG has numerous errors although meaning is generally still clear. Many sentences have doubtful meanings Describes the content of the scenario and applies the key descriptions to Enterprise and Entrepreneurship conventions.

2

Generalised Enterprise and Entrepreneurship knowledge, using everyday language and basic understanding of business features and characteristics.

Draws simple conclusions by identifying key information.

Draw simple conclusions about the scenarios issues by comprehending surface detail of sources.

1

Generalised enterprise and business knowledge with vague references to Enterprise and Entrepreneurship techniques. A large number of errors in vocabulary and persistent misuse of media key words. SPAG has numerous errors although meaning is generally still clear. Many sentences have doubtful meanings

Identifies basic points in an evaluation.

Identifies a basic point in the scenario.


this?

1/2 I demonstrate a very basic understanding of what ‘Modern Banking’ is. I show that I understand how to stay safe online

3

I attempt to identify the different kinds of modern banking. I can identify most of these correctly. I show that I understand how people can use modern banking to suit their lifestyle.

4

I can describe the different tools available to manage money electronically. I can describe the basic characteristics of income and spot whether it is online or telephone banking

5

I can describe why people use different types of modern banking and describe some consequences of using them. I can start to compare sources to identify similarities and differences between telephone and mobile banking.

6

I can explain why it is important to keep track of finances, using a range of alternatives and explaining consequences. I can extract information from sources and include this information to support my arguments about the most suitable type of modern banking to suit different lifestyles.

7

I can explain why it is important to ensure security features of automated payments are kept safe. I can explain the impact this could have on a person, their finances or identity. I can use sources appropriately and start to suggest the strengths and limitations of each source for using online banking.

8/9

I can explain why people use online banking and can be exposed to fraud. I can explain the impact it may have on a person’s finances. I will give my opinion on whether it is a good idea to use online banking. I can evaluate and justify case studies by applying to a real life business situation.

Scheme Skills Audit

Subject Financial Education

Year 10

Term Term 1.2

Focus Unit 1: What is Modern Banking and how do we manage it?


this?

1/2 I demonstrate a very basic understanding of what money is? I show that I understand most people have an income and income can come from various places

3

I attempt to identify the different sources of money. I can identify most of these correctly. I show that I understand how people can use sources of money to suit their lifestyle.

4 I can describe how to calculate income. I can describe the basic calculation of income and spot whether it is gross or net income

5

I can describe why people pay tax to the government and describe some consequences of paying tax / not paying tax I can start to compare sources to identify similarities and differences between salary and wages.

6

I can explain why it is important to store money safely, using a range of alternatives and explaining consequences. I can extract information from sources and include this information to support my arguments about how people should store money safely.

7

I can explain why it is important to manage money well by budgeting, spending, saving and selling goods or items. I can explain the impact this could have on a person and their finances. I can use sources appropriately and start to suggest the strengths and limitations of each source for explaining budgeting and spending.

8/9

I can explain why people borrow money, take out insurance and can be exposed to fraud. I can explain the impact it may have on a person’s finances. I will give my opinion on whether it is a good idea to borrow money or take out insurance and justify my answer. I can evaluate and justify case studies by applying to a real life business situation.

Scheme Skills Audit

Subject Financial Education

Year 10

Term Autumn 1

Focus Unit 1: What is money and how do we manage it?

Arena Academy - L2 Enterprise & Marketing Grade Descriptor

KS4 iMedia Grade

Exam Unit R064 (50%) Indicative Writing Skills

a) Knowledge b) Evaluation c) Problem Solving

9 Exceptional and comprehensive knowledge and

very sophisticated understanding regarding Enterprise and Marketing concepts.

Exceptional analysis and evaluation of advantages and disadvantages, forming

very convincing justifications.

Exceptional analysis of primary and secondary sources, producing a very convincing solution for the scenario.

Accurate vocabulary and historical conventions are used throughout. Accurate SPAG is used throughout.

Meaning of sentences is always clear. 8

Relevant and comprehensive knowledge, using first order concepts, with sophisticated

understanding of key features and characteristics.

Critically analyses and evaluates demonstrating an understanding of why

they differ to reach reasoned substantiated judgements

Critically analyses a range of sources, in context, to investigate issues and reach

reasoned, substantiated solutions by applying.

7 Accurate and appropriate Enterprise and

Marketing knowledge with good understanding of key features and characteristics.

Begins to critically analyse and interpret and use contextual knowledge to reach

mostly substantiated judgements

Begins to critically select, analyse and interpret sources and use contextual

knowledge to reach mostly substantiated judgements and

solutions.

Generally accurate vocabulary and historical conventions are used throughout. Generally accurate

SPAG is used throughout. Meaning of sentences is almost always clear

6

Mostly accurate and appropriate Enterprise and Marketing knowledge with clear

understanding of key features and characteristics.

Analyses and evaluates using contextual knowledge to discuss limitations,

differences or omissions

Analyses and evaluates sources, using contextual knowledge to discuss the strengths, limitations, differences or

omissions of a solution.

5

Mostly accurate and appropriate Enterprise and Marketing knowledge with generally clear

understanding of key features and characteristics. Some irrelevance or inaccuracy

may occur.

Analyses and provides some evaluation and reasoned judgements.

Analyses and provides some evaluation of a range of sources, in context, to

reach a solution with reasoned judgement.

Some errors in vocabulary and conventions, although meaning is

usually clear. A number of mistakes in SPAG. Meaning of sentences is

sometimes in doubt 4

Some accurate and appropriate Enterprise and Marketing knowledge although there may be

significant misconceptions or irrelevance.

Begins to analyse by making comparisons and using contextual knowledge to draw

simple evaluative conclusions

Begins to explore strategies to sources of information by making comparisons

and using contextual knowledge to draw simple evaluative conclusions

3

Some specific knowledge of Business Start-up processes demonstrated and the use of some

specialised business vocabulary. Good understanding of common business words

Describes some of the content of and compares strengths and weaknesses

referring to the specific brief.

Describes the content of the scenario and applies the key descriptions to

Enterprise and Marketing conventions A large number of errors in vocabulary and persistent misuse of

media key words. SPAG has numerous errors although meaning

is generally still clear. Many sentences have doubtful meanings

2

Generalised Enterprise and Marketing knowledge, using everyday language and basic

understanding of business features and characteristics.

Draw simple conclusions by identifying key information.

Draw simple conclusions about the scenarios issues by comprehending

surface detail of sources

1 Generalised enterprise and business knowledge

with vague references to Enterprise and Marketing techniques.

Identifies basic points in an evaluation Identifies a basic point in the scenario

Student Name:

Subject & Year: ICT L2 – KS4

Topic: Term 1: Pre-Production Documents

Skills Audit Grade Descriptors Date

evidenced?

Pass

A) I can state the meaning of a mood board, mind map, visualisation diagram, storyboard and script.

B) I can state the client requirements and target audience for a given client brief.

C) I can state what primary and secondary research is, giving examples.

D) I can create and review pre-production documents and work plans with some accuracy.

E) I can state health and safety and legislative considerations for a given scenario.

F) I can state the file types for images, audio and moving images.

Meri

t

A) I can describe the content and use of a mood board, mind map, visualisation diagram, storyboard and

script.

B) I can describe the clients’ requirements and target audience for a given client brief.

C) I can describe what primary and secondary research is, giving examples.

D) I can plan and create detailed pre-production documents that meet the clients’ needs and include

annotations.

E) I can describe health and safety and legislative considerations for a given scenario, giving details of

the consequences.

F) I can describe a range of file types and their limitations.

G) I can evaluate pre-production documents providing the strengths, weaknesses and areas for

improvement.

Dis

tin

cti

on

A) I can explain and evaluate the purpose and use of a mood board, mind map, visualisation diagram,

storyboard and script.

B) I can explain the clients’ requirements and target audience for a given client brief, assessing the

hardware, software and techniques that could be utilised.

C) I can explain what primary and secondary research is and the impact that it could have on the pre-

production documents produced.

D) I can create a detailed work plan for a client brief, with an appropriate work schedule.

E) I can create detailed pre-production documents that meet the needs of the client, with annotations that

justify my design decisions.

F) I can analyse health and safety and legislative considerations for a given scenario, giving details of

the consequences and preventative strategies.

G) I can evaluate a wide range of file types and assess their limitations in relation to the clients’ needs.

H) I can evaluate pre-production documents in detail providing the strengths and weaknesses and

analyse areas for improvement in terms of the users’ needs (i.e. web developer) , needs of the target

audience and the clients’ needs.

NEW GRADE DESCRIPTORS – OCR L1/2 Cambridge National Creative iMedia

New Grade Cambridge Nationals Award/Certificate/Diploma in Creative iMedia Unit R082

L2D* L2D criteria met throughout all units

L2D

LO1: Understand the purpose and properties of digital graphics. I can produce a summary of how and why digital graphics are used, demonstrating a thorough understanding of the purpose of digital graphics. I can identify a wide range of file types and formats, which are consistently appropriate to digital graphics. [7 8 9] I can demonstrate a thorough understanding of the connection between the properties of digital graphics and their suitability for use. I can demonstrate a thorough understanding of how different purposes and audiences influence the design and layout of digital graphics. [8 9]

• LO2: Be able to plan the creation of a digital graphic. I can produce an interpretation from the client brief which fully meets the client requirements. I can produce a clear and detailed identification of target audience requirements. I can clearly draw upon relevant skills/knowledge/understanding from other units in the specification. [5 6] I can produce a clear and detailed work plan for the creation of the digital graphic, which is fully capable of producing the intended final product. I can produce a clear and detailed visualisation diagram for the intended final product. I can identify most assets needed to create a digital graphic, demonstrating a thorough understanding of their potential use. I can identify most of the resources needed to create a digital graphic, demonstrating a thorough understanding of their purpose. I can demonstrate a thorough understanding of legislation in relation to the use of images in digital graphics. [10 11 12]

•

LO3: Be able to create and save a digital graphic. Sources and creates a wide range of assets for use in the digital graphic. Prepares the assets for use in the digital graphic, all of which are technically appropriate and


compatible. [8 9] I can use of a range of advanced tools and techniques to create the digital graphic is effective and therefore creates a complex digital graphic which is appropriate for the client brief. I can consistently save and export the digital graphic in formats and properties, which are appropriate. I can consistently save electronic files using file and folder names and structures which are consistent and appropriate. [8 9]

L04: Be able to review the digital graphic.

I can produce a review of the finished graphic which demonstrates a thorough understanding of what worked and what did not, fully referencing back to the brief. I can review and identify areas for improvement and further development of the final digital graphic, which are wholly appropriate and justified. [5 6]

L2M

LO1: Understand the purpose and properties of digital graphics.

I can produce a summary of how and why digital graphics are used, demonstrating a sound understanding of the purpose of digital graphics. I can identify a range of file types and formats, most of which are appropriate to digital graphics. [4 5 6] I can produce a work plan for the creation of the digital graphic, which is mostly capable of producing the intended final product. I can produce a sound visualisation diagram for the intended final product. I can Identify many assets needed to create a digital graphic, demonstrating a sound understanding of their potential use. I can identify many of the resources needed to create a digital graphic, demonstrating a sound understanding of their purpose. I can demonstrate a sound understanding of legislation in relation to the use of images in


digital graphics. [6 7 8 9]

LO2: Be able to plan the creation of a digital graphic. I can produce an interpretation from the client brief which meets most of the client requirements. I can produce a clear identification of target audience requirements. I can draw upon some relevant skills/knowledge/understanding from other units in the specification. [3 4] I can produce a work plan for the creation of the digital graphic, which is mostly capable of producing the intended final product. I can produce a sound visualisation diagram for the intended final product. I can identify many assets needed to create a digital graphic, demonstrating a sound understanding of their potential use. I can identify many of the resources needed to create a digital graphic, demonstrating a sound understanding of their purpose. I demonstrate a sound understanding of legislation in relation to the use of images in digital graphics. [6 7 8 9]

LO3: Be able to create and save a digital graphic. I can source and create a range of assets for use in the digital graphic. I can prepare the assets for use in the digital graphic, most of which are technically appropriate and compatible. [5 6 7] I can use of standard tools and techniques to create the digital graphic which is effective and therefore creates a digital graphic which shows some detail which is appropriate to most aspects of the client brief. I can mostly save and export the digital graphic in formats and properties which are appropriate. I can mostly save electronic files using file and folder names and structures which are consistent and appropriate. [5 6 7]

LO4: Be able to review the digital graphic.

• I can produce a review of the finished graphic which demonstrates a reasonable understanding of what worked and what did not, mostly referencing back to the brief.

• I can review identifies areas for improvement and further development of the final digital • graphic, which are mostly appropriate and explained well.


• [3 4]

L2P

LO1: Understand the purpose and properties of digital graphics.

I can produce a summary of how and why digital graphics are used, demonstrating a limited understanding of the purpose of digital graphics. I can identify a limited range of file types and formats, only some of which are appropriate to digital graphics. I can demonstrate a limited understanding of the connection between the properties of digital graphics and their suitability for use. I can demonstrate a limited understanding of how different purposes and audiences influence the design and

L02: Be able to plan the creation of a digital graphic. MB1: 1- 2 marks I can produce an interpretation from the client brief which meets a few of the client requirements. I can produce a limited identification of target audience requirements. I can draw upon limited skills/knowledge/understanding from other units in the specification.

[1 2]

MB1: 1-5 marks I can produce a work plan for the creation of the digital graphic, which has some capability in producing the intended final product. I can produce a simple visualisation diagram for the intended final product. I can identify a few assets needed to create a digital graphic, demonstrating a limited understanding of their potential use. I can identify a few of the resources needed to create a digital graphic, demonstrating a limited understanding of their purpose. I can demonstrate a limited understanding of legislation in relation to the use of images in digital graphics.

[1 2 3 4 5] LO3: Be able to create and save a digital graphic.

• MB1: 1-4 marks I can source and create a limited range of assets for use in the digital graphic. I can prepare the assets for use in the digital graphic, some of which are technically appropriate or compatible. [1 2 3 4] MB1: 1-4 marks I can use of standard tools and techniques to create the digital graphic is limited and therefore creates a simple digital graphic which is appropriate to some aspects of the client brief. I occasionally save and export the digital graphic in formats which are appropriate. I occasionally saves electronic files using appropriate file and folder names and structures.


[1 2 3 4]

LO4: Be able to review the digital graphic.

MB1: 1-2 marks MB2: 3-4 marks MB3: 5-6 marks I can produce a review of the finished graphic which demonstrates a limited understanding of what worked and what did not, making few references back to the brief. I review identifies areas for improvement and further development of the final digital graphic, some of which are appropriate and sometimes explained.

[1 2]

Criteria not yet met

Name: Class:

MARK

MARK

MARK

MARK

MARK

MARK

MARK

TOTAL

CAMBRIDGE NATIONALS IN ICT

Use of standard tools and techniques to create the digital graphic

is limited and therefore creates a simple digital graphic which is

appropriate to some aspects of the client brief.

Use of standard tools and techniques to create the digital

graphic is effective and therefore creates a digital graphic which

shows some detail which is appropriate to most aspects of the

client brief.

Use of a range of advanced tools and techniques to create the

digital graphic is effective and therefore creates a complex

digital graphic which is appropriate for the client brief.

Occasionally saves and exports the digital graphic in formats

which are appropriate.

Mostly saves and exports the digital graphic in formats and

properties which are appropriate.

Consistently saves and exports the digital graphic in formats and

properties, which are appropriate.

LO2: Be able to plan the creation of a digital graphicMB1: 1 -2 marks MB2: 3 - 4 marks MB3: 5 - 6 marks

LO1: Understand the purpose and properties of digital graphicsMB1: 1 - 3 marks MB2: 4 - 6 marks MB3: 7 - 9 marks

Demonstrates a limited understanding of how different purposes

and audiences influence the design and layout of digital graphics.

Demonstrates a sound understanding of how different purposes

and audiences influence the design and layout of digital

graphics.

Demonstrates a thorough understanding of how different

purposes and audiences influence the design and layout of digital

graphics.

Produces a summary of how and why digital graphics are used,

demonstrating a limited understanding of the purpose of digital

graphics.


demonstrating a sound understanding of the purpose of digital

graphics.


demonstrating a thorough understanding of the purpose of digital

graphics.

MB1: 1 - 4 marks MB2: 5 - 7 marks MB3: 8 - 9 marks

Unit R082: Creating Digital Graphics

MERIT DISTINCTIONPASSLEVEL 2

Demonstrates a limited understanding of the connection between

the properties of digital graphics and their suitability for use.

Demonstrates a sound understanding of the connection between

the properties of digital graphics and their suitability for use.

Demonstrates a thorough understanding of the connection

between the properties of digital graphics and their suitability

for use.

Identifies a limited range of file types and formats, only some of

which are appropriate to digital graphics.

Identifies a range of file types and formats, most of which are

appropriate to digital graphics.

Identifies a wide range of file types and formats, which are

consistently appropriate to digital graphics.

Produces an interpretation from the client brief which meets few

of the client requirements.

Produces an interpretation from the client brief which meets

most of the client requirements.

Produces an interpretation from the client brief which fully

meets the client requirements.

Produces a limited identification of target audience

requirements. Produces a clear identification of target audience requirements.

Produces a clear and detailed identification of target audience

requirements.

Draws upon limited skills / knowledge / understanding from other

units in the specification

Draws upon some relevant skills / knowledge / understanding

from other units in the specification

Clearly draws upon relevant skills / knowledge / understanding

from other units in the specification

Produces a simple visualisation diagram for the intended final

product.

MB1: 1 - 5 marks MB2: 6 - 9 marks MB3: 10 - 12 marksProduces a work plan for the creation of the digital graphic,

which has some capability in producing the intended final

product.

Produces a work plan for the creation of the digital graphic,

which is mostly capable of producing the intended final product.

Produces a clear and detailed work plan for the creation of the

digital graphic, which is fully capable of producing the intended

final product.

Produces a sound visualisation diagram for the intended final

product.

Produces a clear and detailed visualisation diagram for the

intended final product.

Identifies few assets needed to create a digital graphic,

demonstrating a limited understanding of their potential use.

Identifies many assets needed to create a digital graphic,

demonstrating a sound understanding of their potential use.

Identifies most assets needed to create a digital graphic,

demonstrating a thorough understanding of their potential use.

Identifies few of the resources needed to create a digital graphic,

demonstrating a limited understanding of their purpose.

Identifies many of the resources needed to create a digital

graphic, demonstrating a sound understanding of their purpose.

Identifies most of the resources needed to create a digital

graphic, demonstrating a thorough understanding of their

purpose.

Demonstrates a limited understanding of legislation in relation to

the use of images in digital graphics.

Demonstrates a sound understanding of legislation in relation to

the use of images in digital graphics.

Demonstrates a thorough understanding of legislation in relation

to the use of images in digital graphics.

LO3: Be able to create and save a digital graphicMB1: 1 -4 marks MB2: 5-7 marks MB3: 8-9 marks

Sources or creates a limited range of assets for use in the digital

graphic.

Sources and creates a range of assets for use in the digital

graphic.

Sources and creates a wide range of assets for use in the digital

graphic.

Prepares the assets for use in the digital graphic, some of which

are technically appropriate or compatible.

Prepares the assets for use in the digital graphic, most of which

are technically appropriate and compatible.

Prepares the assets for use in the digital graphic, all of which are

technically appropriate and compatible.

Occasionally saves electronic files using appropriate file and

folder names and structures.

Mostly saves electronic files using file and folder names and

structures which are consistent and appropriate.

Consistently saves electronic files using file and folder names

and structures which are consistent and appropriate.

LO4: Be able to review the digital graphicMB1: 1 -4 marks MB2: 5-7 marks MB3: 8-9 marks

Produces a review of the finished graphic which demonstrates a

limited understanding of what worked and what did not, making

few references back to the brief.


reasonable understanding of what worked and what did not,

mostly referencing back to the brief.


thorough understanding of what worked and what did not, fully

referencing back to the brief.

Review identifies areas for improvement and further

development of the final digital graphic, some of which are

appropriate and sometimes explained.


development of the final digital graphic, which are mostly

appropriate and explained well.


development of the final digital graphic, which are wholly

appropriate and justified.

MB1: 1 -4 marks MB2: 5-7 marks MB3: 8-9 marks

WHAT WORKED WELL... EVEN BETTER IF...