CCEA Comment bank for KS3 Schools 07/08 Communication across the curriculum—Key Stage 3 Talking and Listening--Level 1 listens to and understands simple information takes on a role during play understands the meaning of short explanations and simple discussions follows single step instructions asks and answers simple questions talks in <his/her> own words about <his/her> thoughts and feelings talks in an imaginative way during play makes some attempt to talk about things <he/she> does or events that happen speaks so that <he/she> can be heard and understood makes eye contact with the listener takes <his/her> turn when talking and listening to others Talking and Listening--Level 2 listens for the main points of a conversation or short explanation takes part in role-play with others follows short, straightforward instructions follows a discussion and joins in at a suitable time when <he/she> has something to say asks questions to find out information and answers questions from others talks in <his/her> own words about <his/her> thoughts, imaginings and opinions talks about events in the order in which they happen speaks clearly so that <he/she> can be understood uses body language to show <he/she> is listening Talking and Listening--Level 3 listens to find specific information takes on a role in given situations follows the main points of a discussion makes comments which show understanding asks questions about what <he/she> hears explains <his/her> views and thinking uses suitable words to express <himself/herself> talks about events in the order in which they happen makes some attempt to plan <his/her> talk speaks in different ways for different audiences understands that <his/her> body language may have an effect on the listener Talking and Listening--Level 4 listens and concentrates brings <his/her> own ideas to a role offers and builds on ideas to keep discussion going picks up on other people’s ideas and says what <he/she> thinks about them says what <he/she> thinks about others’ ideas in an appropriate way expresses information, ideas and opinions clearly uses words that are relevant to the situation and topic plans how best to go about Talking and Listening activities plans how to make <his/her> key points follows through with <his/her> own ideas and opinions speaks in a way that gets the interest of listeners uses body language to get the interest of the listener Talking and Listening--Level 5 listens closely to what is said and picks up on relevant information and ideas uses relevant ideas in different roles asks questions to explore and develop ideas offers reasons to support <his/her> own ideas challenges the views of others in an appropriate manner shows understanding by communicating detailed information uses words that are specific to situation and topic organises points in a clear sequence deliberately uses language to get a particular response speaks in a way that suits a range of listeners and situations deliberately uses body language to get a particular response Talking and Listening--Level 6 listens closely to complex information picks up on underlying messages uses role to move discussion on responds sensitively to others’ ideas and opinions fully explains ideas which have a number of different parts fully explains aspects of an opinion puts across main points in ways that make them clearly understood plans and organises talking in a logical way that listeners can follow uses language in ways that maintain the interest of the listener uses body language in ways that maintain the interest of the listener Talking and Listening--Level 7 fully describes and explains how complex messages are put across makes significant contributions that stand out in different talking and listening roles influences the decisions of others by agreeing with them and questioning their points of view puts across complex information in original ways locates and uses evidence from a range of sources to back up <his/her> arguments effectively uses language in deliberate ways to get complex messages across effectively uses body language in ways that maintain the interest of the listener Reading--Level 1 understands that print, pictures and images can tell us something recognises some sounds in words matches letters with the sounds they make and uses this in reading recognises some everyday words, signs and symbols in <his/her> surroundings uses picture clues to help <him/her> find information uses some language connected with books talks about what <he/she> reads and answers questions Reading--Level 2 understands and retells what <he/she> reads puts information in the right order uses various strategies to read unfamiliar words finds information to answer questions in a given text uses knowledge of the alphabet and/or visual clues to find information recognises that texts are put together in a variety of ways asks questions and gives an opinion makes a prediction based on what <he/she> reads Reading--Level 3 retells what <he/she> reads in <his/her> own words and in sequence understands the main points of a text uses a range of reading strategies without help understands that texts are written and organised in different ways uses <his/her> understanding of how texts are organised to find information realises that different types of texts are put together in different ways makes deductions from the information in the text gives an opinion about what <he/she> reads and the reason for it Reading--Level 4 identifies and understands the main points and ideas summarises the main points and ideas reads independently finds information and makes appropriate use of it understands how parts of a text are put together to suit audience and purpose picks up on underlying meanings and reads between the lines backs up <his/her> opinion by giving explanations Reading--Level 5 uses details of text to deepen <his/her> understanding identifies the main themes, points, processes or ideas selects and manages information from a variety of sources recognises the intentions of the writer and picks up on underlying meanings and attitudes identifies the difference between fact and opinion explains how language and structure work explains how layout and other visual features work uses evidence from texts to back up <his/her> views and draw conclusions Reading--Level 6 weighs up the usefulness of information and adapts it appropriately identifies the main points in text and how they are developed compares information from different sources to reach more informed conclusions picks up on and follows suggestion, points of view, lines of reasoning and bias uses appropriate evidence from texts to back up <his/her> views and draw conclusions explains how language, structure and presentation achieve certain effects Reading--Level 7 judges information in terms of relevance, reliability and accuracy combines information for a variety of purposes explains in some detail how language and methods of presentation are used takes meaning out of text carries out independent research to develop opinion Writing--Level 1 talks about what <he/she> is going to write records thoughts, feelings and ideas using symbols and pictures records ideas using words, phrases or simple sentences matches letters with the sounds they make and uses this to write words writes words which are personal and important forms lower and upper case letters Writing--Level 2 talks about what <he/she> is going to write and how <he/she> is going to set out <his/her> writing looks back over <his/her> writing to check if <he/she> has done what <he/she> set out to do and makes changes writes about <his/her> thoughts, feelings and ideas using simple vocabulary uses basic punctuation spells and writes common words so that they can be recognised produces handwriting that can be read Writing--Level 3 talks about and plans <his/her> writing makes improvements to <his/her> writing organises <his/her> writing so that it follows a suitable structure writes about <his/her> ideas and opinions adds detail to make the meaning more clear uses a variety of suitable words to make <his/her> writing more interesting writes in a form to suit the task chooses a variety of ways to begin sentences uses basic punctuation and grammar accurately spells frequently used and topic words correctly produces handwriting which is accurately formed and consistent in size Writing--Level 4 checks and corrects <his/her> writing to improve accuracy and meaning structures ideas for writing, including the use of paragraphs expresses thoughts, feelings and opinions, giving reasons gets meaning across clearly by using words correctly and by giving sufficient detail writes in different ways depending on why <he/she> is writing and who <he/she> is writing for uses a range of sentence structures uses a range of punctuation accurately uses accurate spelling and grammar on most occasions Writing--Level 5 makes changes in order to improve the quality of <his/her> writing structures <his/her> writing in a logical way gets meaning and ideas across by using precise words uses content that is relevant depending on who <he/she> is writing for and why <he/she> is writing gets information across effectively, using a formal style when appropriate uses sentence structures to get <his/her> meaning across uses a range of punctuation consistently and accurately uses accurate grammar and spelling Writing--Level 6 makes changes to <his/her> writing for effect writes in a way that develops ideas fully organises and presents <his/her> writing to influence the reader’s response uses a tone of voice and writes in a way that is appropriate uses more sophisticated written language and carefully constructed sentences uses punctuation for deliberate effect Writing--Level 7 makes decisions that improve the quality of written language in order to make a deliberate impact on the reader uses writing to clearly get across ideas and opinions which may be difficult to understand uses information and evidence to support detailed ideas and conclusions reaches conclusions based on analysis of different materials and viewpoints matches style and tone of writing to present in a way that impacts on the reader uses more sophisticated written language and carefully constructed sentences uses punctuation to make written messages stronger and meaning clearer Using Mathematics across the curriculum—Key Stage 3 Using and Applying-- Level 1 can use the equipment needed for simple, practical problems talks about ways to solve simple, everyday problems is beginning to work in an organised way when taking part in practical activities can count forwards and backwards from a given point can talk about simple patterns and say what comes next can collect information and talk about it can show <his/her> work using pictures and objects talks about <his/her> work using some simple mathematical language Using and Applying--Level 2 can suggest how to do an activity or problem can select and use equipment for a simple, practical problem can use the right method of calculation to solve a problem is beginning to check <his/her> work is beginning to work out the answer ‘in <his/her> head’ can recognise patterns and simple relationships and talk about what comes next can collect information and talk about what it means can suggest some ways of recording <his/her> answers talks about <his/her> work using simple mathematical language Using and Applying--Level 3 can suggest different ways to approach an activity or problem can select and use suitable equipment for a practical problem can select the appropriate mathematics to use is beginning to organise and check <his/her> own work uses mental methods effectively to work out the answer can identify and explain patterns and relationships and make predictions can find and collect information and understand what it means can record, present and communicate <his/her> findings using simple mathematical language and formats Using and Applying--Level 4 can identify and use the right equipment and mathematics for a problem can plan and work in an organised way reviews and checks <his/her> work for accuracy uses different ways to solve problems explores patterns and relationships can present and explain <his/her> findings clearly, using appropriate mathematical language and formats Using and Applying--Level 5 can independently identify the information and equipment needed to solve problems plans and works in an organised way checks that <his/her> work is accurate and that <his/her> findings and results make sense chooses and uses a range of ways to solve problems can make simple predictions and test to see if they are right can summarise <his/her> findings can record, present and communicate <his/her> ideas clearly and appropriately Using and Applying--Level 6 can plan and carry out the necessary steps to solve a problem can identify relevant information, mathematics and methods can work to a given degree of accuracy can check and evaluate <his/her> work on an ongoing basis, making changes as necessary can make predictions, test them and draw conclusions can find, use and summarise information from a range of sources can present and communicate <his/her> work in different ways for different purposes Using and Applying--Level 7 can ask questions to define what needs to be done to solve a problem can plan, order and carry out the necessary steps to solve a problem considers and uses a wide range of appropriate mathematical techniques, explaining the reasons for <his/her> chosen approach can work to an appropriate degree of accuracy can critically review <his/her> work can make and test predictions, make generalisations and explain <his/her> findings using mathematical justifications can obtain and analyse information from a number of sources uses a wide range of suitable ways to present, explain and communicate findings Number and Algebra --Level 1 can understand, use, add and subtract numbers up to 10 can estimate how many objects there are can make and describe patterns using objects, numbers or pictures recognises and uses coins Number and Algebra --Level 2 can read, write and order numbers up to 100 understands the difference between tens and units understands and uses halves and quarters understands the link between adding and subtracting can add and subtract up to at least 20 understands and uses the appropriate coins to carry out shopping activities Number and Algebra --Level 3 can understand, use, add and subtract numbers up to 1000 can round numbers to the nearest 10 or 100 can understand and use simple fractions in practical activities can describe number patterns within the 100 square solves problems involving multiplication and division in practical situations can remember number facts up to 20 knows 2, 3, 4, 5 and 10 multiplication tables can use <his/her> number skills to solve money problems up to £10 Number and Algebra --Level 4 understands and uses simple fractions and percentages understands and uses simple mathematical rules described in words knows and can use multiplication facts up to 10x10 can add, subtract, multiply and divide using whole numbers can work out mathematical problems mentally, on paper and by using a calculator can add and subtract numbers up to two decimal places can make choices about spending and value for money knows about different methods of payment Number and Algebra --Level 5 can multiply and divide with numbers up to two decimal places understands negative numbers in practical situations understands and uses the relationship between fractions, decimals and percentages works out fractions and percentages of quantities can add and subtract simple fractions can use simple mathematical formulae and rules can make informed choices about personal budgeting, spending and saving understands what interest is when saving and borrowing Number and Algebra --Level 6 can carry out calculations with numbers of any size in practical situations can calculate with, and convert between, fractions, decimals and percentages to solve problems understands, uses and calculates ratio, proportion and scale can confidently apply <his/her> mathematics in financial situations can understand and use simple equations and formulae Number and Algebra --Level 7 uses a calculator efficiently to solve increasingly complex problems can make estimates and give answers by rounding to a significant figure can express one number as a percentage of another and work out percentage increase and decrease confidently calculates using fractions understands and uses inverse proportion can solve more complex problems and make informed decisions involving money can solve problems using equations and formulae Shape, Space and Measures --Level 1 uses language such as ‘longer/shorter/heavier/lighter than’ to describe and compare objects can put events in the right order recognises ‘special’ times, such as lunch time, on the clock knows the days of the week can sort, make and describe 2-D and 3-D shapes can use everyday language to describe position, e.g. under, beside, above can use language and follow instructions for movement, e.g. forwards, backwards, sideways Shape, Space and Measures --Level 2 can measure using steps, hands, yoghurt pots etc knows the most commonly used units for measurement, including time knows the days of the week, months of the year and seasons, and can put them in order can tell the time in hours and half hours can recognise, name and sort common 2-D and 3-D shapes can follow and give instructions for direction, eg left turn, right turn Shape, Space and Measures --Level 3 can estimate, measure and record length, weight, capacity, time and temperature can work out the area of a shape by counting squares can read simple scales and digital displays can read and solve problems using a calendar can recognise, name and describe simple 2-D and 3-D shapes recognises how shapes are symmetrical or can fit together can identify right angles in <his/her> surroundings Shape, Space and Measures --Level 4 can accurately estimate and measure length, weight, capacity, time and temperature, using appropriate units understands the relationship between units of measurement, e.g. that 100 centimetres = 1 metre can add and subtract measures uses practical ways to find the perimeter, area and volume of simple shapes can use am, pm and the 24-hour clock when working with time can describe 2-D shapes in terms of sides, angles and symmetry understands and uses appropriate language to describe lines, angles and location can use coordinates to plot points Shape, Space and Measures --Level 5 can convert from one metric unit to another, e.g. from kilometres to metres can add, subtract, multiply and divide measures can calculate the area and volume of some shapes understands and uses scale in maps and drawings can solve problems involving timetables knows the properties of 2-D shapes and can describe 3-D shapes can measure, draw and label angles Shape, Space and Measures --Level 6 can calculate the circumference of circles can work out the perimeter, area and volume of a combination of shapes can carry out calculations involving measures, including converting between units understands and uses compound measures, such as speed and density can recognise and use 2-D representations of 3-D objects Shape, Space and Measures --Level 7 can use three-figure bearings to define direction can use <his/her> knowledge of scale to enlarge shapes accurately can solve more complex problems involving length, area and volume understands error margins when taking measurements Handling Data--Level 1 can sort objects for one criterion, e.g. by colour records results using real objects, drawings or ICT Handling Data--Level 2 can sort objects using two criteria, e.g. by colour and size can collect, record and talk about information using simple tables, graphs and diagrams Handling Data--Level 3 can collect and record information needed for an activity can draw and label simple bar charts and pictograms can find and read information from tables, charts, diagrams and databases Handling Data--Level 4 can identify, collect, record and present information in different ways can find and interpret information from tables, diagrams, charts and graphs can describe probability using words such as ‘certain’, ‘likely’ and ‘impossible’ Handling Data--Level 5 can interpret, create and label a range of tables, diagrams and graphs can design and use data collection sheets can calculate mean and range can compare and order events according to likelihood, e.g. very likely, less likely, unlikely Handling Data--Level 6 can collect and record different types of data can create and interpret more complex graphs, tables, diagrams and charts can use statistical methods to compare data understands and uses the probability scale understands the concept of insurance Handling Data--Level 7 can explore an issue and pursue <his/her> own lines of inquiry using statistical methods can select and use appropriate ways to collect, record and present data, including continuous data can solve problems involving probability in practical situations Using ICT across the curriculum—Key Stage 3 Using ICT--Level 1 can use the mouse or other similar device to interact with software can access information from digital sources provided by the teacher can explore and interact with digital simulations, games and entertainment devices can express <his/her> own ideas by using ICT to create pictures can express <his/her> own ideas by using ICT to compose text can add <his/her> own voiceover to ICT work using simple software can present <his/her> work in graphical form can present <his/her> work in more than one form can print <his/her> own work Using ICT--Level 2 can use ICT to access and select appropriate information can use the computer keyboard or other similar devices in a meaningful way can use ICT to add pictures and sounds to work can use ICT to enter and edit text can collect data and enter it into the computer can use ICT to present data and can talk about what it means can make digital devices move backwards and forwards and change direction can talk about making improvements to ICT work can save <his/her> work Using ICT--Level 3 can use icons on the desktop to start programs or open documents can connect to the internet and open a search engine can log on to a network using a personal user name and password can use a range of tools within a particular program to modify information can collect and organise data and draw conclusions about it can make predictions when solving problems using ICT can use a range of features when formatting text can add appropriate sound and images to work <he/she> has created can use a range of devices such as: scanner, camera, microphone to create or develop a piece of work can decide which information to use and how to use it can modify information to improve meaning and clarity can print work at various stages to check progress can place copies of <his/her> work in shared folders understands that software such as email can be used to communicate digitally can make changes to <his/her> ICT work can talk about ways of improving <his/her> own work and performance in ICT can choose the right software to use for a range of different tasks can save <his/her> work using <his/her> own filenames can choose which pieces of <his/her> work to post to a shared folder can save work into a folder containing all <his/her> digital work can make <his/her> work available in a range of formats such as: printed, stored on the school network, the computer’s hard disk or removable memory pen Using ICT--Level 4 can use the internet, reference CDs and reference software with some independence to research and find information to support <his/her> work can make a folder to store <his/her> work within a personal storage space can copy work from one storage location to another can say what will happen when using tools to modify information and choose the right one to use for a particular purpose can use simple spreadsheets and is able to make sensible predictions when using them to solve problems can work with text to achieve a variety of effects in a range of programs. can create, add and modify text, images, sound or video to work <he/she> has created can analyse the usefulness of information <he/she> is working on. can adapt information to improve meaning and clarity to suit a particular purpose can print work at draft quality during production to check details quickly can add copies of work to emails as attachments can adapt presentation of <his/her> work to communicate with a range of audiences can show an awareness of acceptable online behaviour such as politeness and appropriate forms of address can use and explain success criteria for <his/her> own ICT work can keep an individual record of <his/her> progress in ICT can suggest ways to improve <his/her> own ICT work and performance can choose the right hardware and software to use for a range of different tasks can save <his/her> work using meaningful filenames and retrieve saved files can post pieces of <his/her> work to a shared folder can present and comment on <his/her> work produced in a range of formats and saved to storage media can contribute to on-line groups which involve sharing information across networks Using ICT--Level 5 can use specific search terms to find digital sources that will support <his/her> work can create a set of folders to store different aspects of <his/her> ICT work can copy work between storage locations demonstrating an understanding of where each location is can explain what will happen when using a range of tools to modify information and give examples of how each one works can confidently obtain responses to a range of investigations by using spreadsheets or databases can use text in ways suited to <his/her> intentions so that documents are legible, attractive and easy to use can work with image, moving image and sound files can make use of a range of ICT resources to enhance the quality and appearance of <his/her> work, such as including digital photographs in a presentation can analyse information and suggest additional resources to use which would support <his/her> own ICT work can modify and update documents to suit individual intentions can contribute to the design and creation of a website/digital video/short animation can choose the right print media to suit the type of work in question, such as transfer paper or transparencies can send copies of work in progress to members of a group involved in a collaborative project can prepare and deliver an effective presentation of <his/her> work which uses text, illustrations and sound can use digital forms to obtain specific information can track changes to <his/her> work can decide on and use personal success criteria to judge <his/her> own ICT work can keep a record of ICT work and discuss progress in terms of agreed criteria can put into practice ideas for improving <his/her> own ICT work and performance can suggest ways to refine <his/her> ICT skills can use the right hardware and software for a range of different purposes and with growing independence can appreciate that sources created by others are not always reliable can save and label various stages of <his/her> work using meaningful filenames can post examples of <his/her> work to a shared folder along with labels and comments can organise a file system containing all <his/her> digital work and arrange the different categories of files within it can present and comment on <his/her> work, taking account of the intended audience can take a leading role in on-line groups which involve sharing information across networks Using ICT--Level 6 can use advanced search criteria to exclude unwanted information can draft search criteria to maximise the number of relevant returns from a search engine can check file sizes and save previous versions of <his/her> work as it progresses can choose which form of storage device or medium to use when backing-up files, according to the volume of data to be stored can use a range of tools within an application to change <his/her> work, knowing how the changes will appear can work with data to produce a result and interpret that result. can use text in a variety of ways suited to <his/her> intentions and taking account of the intended audience can work with image, moving image and sound files and recognise the implications of file size for storage can choose whether to use a camera, a scanner or other means of data capture when preparing work for a range of purposes can analyse and interpret information and find additional resources to support <his/her> own ICT work and development can modify and update information to suit individual intentions, taking account of audience and purpose can co-ordinate the work of a group of people producing an ICT project, e.g. a multimedia presentation can choose the right print media for a range of purposes taking into account the relative cost can make work available in a range of ways, taking into account audience and end user, so that others can open shared files can present work taking account of the intended audience, and use feedback to make refinements can correspond using email to obtain information from appropriate organisations can track changes to <his/her> work as it progresses over several successive sessions can put in to practice success criteria for <his/her> own ICT work and check that progress is being made can keep a record of ICT work and discuss progress against agreed criteria with developing insight can put in to practice ways of refining <his/her> ICT skills can use the right hardware and software to prepare materials for a variety of audiences can sensibly assess the reliability of found sources can save and keep copies of the stages of <his/her> work using meaningful filenames and filepath information can update and amend examples of <his/her> work placed in a shared folder can organise a file system containing all <his/her> digital work by placing similar files into separate folders, and using meaningful file names and titles can present, comment on and modify work produced in a range of formats, taking account of the intended audience can take a lead role in activities which involve sharing information across networks and use a range of formats Using ICT--Level 7 can refine advanced search options in a variety of contexts and for a range of specialist searches can save all <his/her> files storing them logically with meaningful file names can decide on the best way to back-up files and regularly updates files so that the transportability of documents is maximised can plan work knowing which ICT tools to use to achieve the desired result can work with and alter data to arrive at a result; and interpret results taking account of audience and purpose can use text in a variety of ways suited to <his/her> intentions and showing awareness of conventions used in a variety of circumstances can manipulate image, moving image and sound files saved in various formats and adjust them to achieve the desired effect can confidently choose which hardware and software to use to produce the best results can find, use and appropriately reference supplementary resources to improve <his/her> own ICT work and understanding can adapt and develop <his/her> own ICT work to suit a variety of purposes and audiences can manage group roles to ensure that ICT products such as a website meet audience requirements can select and use the appropriate print media for a range of purposes and audiences can upload copies of work to websites in a range of formats can present work to different audiences using modified sets of information specific to each can exchange information with appropriate organisations using recognised protocols and forms of address can track and record changes to work over the course of its production can implement <his/her> own success criteria and monitor progress over the development of an ICT project can document and discuss progress against agreed criteria with developing insight and confidence can identify <his/her> own priorities for improvement and carry them out independently can put into practice ways of refining <his/her> ICT skills that <he/she> has decided for <himself/herself> can use ICT to prepare materials, taking account of intended audience and using accepted conventions can judge the quality and reliability of information from a range of digital sources can save and label all the stages of producing ICT work and use the trail to demonstrate <his/her> progress can update and amend examples of <his/her> work posted on school intranet or www can manage and update a file system containing all <his/her> digital work, and regularly backs-up <his/her> files can present, comment on and modify work produced in a range of formats, taking account of audience and using accepted conventions can take a lead role in activities which involve sharing information across networks which has been produced in a range of formats, including documenting the exchanges
