How
the sheets are devised:
‘Areas
to be marked’ are extracted from National Curriculum
documents. They are taken from each subject’s KNOWLEDGE,
SKILLS AND UNDERSTANDING and are then compared to the LEVEL
DESCRIPTORS. Thus in ENGLISH SPEAKING AND LISTENING, take
turns in speaking is something which needs to be marked. In
READING, how techniques, structure, forms and styles vary,
and in WRITING, develop logical arguments and cite evidence.
These are part of the National Curriculum and are ‘areas
to be marked’ for English. As soon as a mark out of
10 has been entered for take turns in speaking, the Level
is produced by the marking system! (Even though you might
not want to tell the student his/her level after only one
aspect of the work has been marked). As each mark is added
this level is altered instantly. In English this means different
levels for each AT, and then an overall level. All this information
appears on the sheet instantly for each individual student
as each mark out of 10 is entered.
The
table below shows each subject with some examples of the AREAS
TO BE MARKED. In PSHE there is no level, simply the mark BELOW
EXPECTATIONS, AT EXPECTATIONS, BEYOND EXPECTATIONS.
| SUBJECT |
AREAS
TO BE MARKED (EXAMPLES)Extracted from national curriculum |
| DESIGN
TECHNOLOGY |
·
identify relevant sources |
·
respond to design briefs |
·
develop criteria for designs |
·
generate design proposals |
·
consider aesthetics and issues that influence
planning |
·
suggest plans for designing/making |
|
| ART |
·
explore ideas |
·
assess and select ideas |
·
use ICT to develop ideas |
·
reflect your own view or meaning |
·
manipulate materials to communicate meaning |
|
| ENGLISH
SPEAKING AND LISTENING |
·
ask questions to clarify their understanding |
·
respond to sound patterns in language |
·
take turns in speaking |
·
choose words with precision |
|
| ENGLISH
READING |
·
reflect on the writer's presentation of ideas
and issues |
·
distinguish between the attitudes of characters
and those of the author |
· recognise how techniques, structure,
forms and styles vary.
The system gives a level for each of the AT's
as well as an overall Level
|
|
| ENGLISH
WRITING |
·
present material clearly, using appropriate layout,
illustrations and organisation |
·
develop logical arguments and cite evidence |
·
use persuasive techniques and rhetorical devices |
|
| DANCE |
·
improve performance |
·
choreograph and refine skills |
·
perform |
·
organise response through dance and express ideas
through movement |
|
| GEOGRAPHY |
·
ask geographical questions |
·
use geographical vocabulary |
·
use knowledge/skills/understanding to observe/record
and investigate |
·
recognise and compare places |
·
observe where features are located and why |
|
| HISTORY |
·
identify trends and links between local, British,
European and World history |
·
identify/ select/use a range of sources of information
|
·
evaluate sources used |
·
select relevant information |
·
use of dates, vocabulary and conventions |
·
analyse relationships between periods: e.g. ideas,
attitudes of people in the past |
|
| ICT |
·
test predictions and discover patterns in relationships
|
·
automate frequently used processes |
·
organise and present good quality information
to an intended audience |
·
critically develop and improve quality |
·
consider use of ICT to society |
·
judge ICT effectiveness and be independent and
discriminating in its use |
|
| M F L |
·
techniques for memorising words, phrases and short
extracts |
·
use context and other clues to interpret meaning |
·
use knowledge of English or another language when
learning the target language |
·
initiate and develop conversations |
·
ask and answer questions |
·
use correct pronunciation and intonation |
|
| MUSIC |
·
perform by ear |
·
perform with notation |
·
improvisation |
·
musical effect |
·
improving musical effect |
|
| P E |
·
select skills and techniques |
·
combine skills and techniques |
·
apply skills and techniques |
·
acquire precision, control, fluency, originality |
·
develop precision, control, fluency, originality |
·
analyse and comment on skills |
|
| P S H E |
·
recognise how others see them |
·
give/ receive constructive feedback and praise |
·
recognise the stages of emotions associated with
loss and change |
·
relate job opportunities to their personal qualifications |
·
plan realistic targets for key stage 4 |
|
| R E |
·
analyse/explain/interpret how religious beliefs/ideas
are transmitted by people/texts/traditions |
·
reflect on relationship between beliefs/teachings
and ultimate questions |
·
communicate their ideas with reason |
·
interpret/evaluate sources, and how beliefs inform
answers to ultimate questions |
·
investigate/explain beliefs of individuals/societies,
why people belong to faith communities |
|
| SCIENCE |
·
execute fair tests |
·
make predictions, present information and data
scientifically |
·
record, observe, measure and interpret |
·
explain patterns and draw conclusions |
·
select, use and interpret sources |
·
collect evidence, making observations and measurements |
· execute fair tests, make predictions.
The Science examples refer to Science 1: Science
2, 3 and 4 are also covered in depth, the system
giving a level for each of these as well as
an overall Level.
|
|
·
Inspection copies
· Unfortunately, we are unable to supply
Inspection copies. However, the Total marking System is now
used in over 2000 schools.
|
