Maths) - Accurately plotted coordinates on a graph. - Demonstrated a good understanding of linear relationships. - Engaged well with the booklet exercises. - Improved confidence when interpreting graphs. English) - Identified key themes such as power, inequality and manipulation. - Contributed thoughtful ideas during thematic analysis. - Made connections between themes and events in the novel.

Maths) - Continue practising identifying gradient and intercepts. - Work on completing questions more independently. - Check graphing accuracy carefully. English) - Develop ideas with more detailed explanations. - Use specific quotations and textual evidence to support analysis. - Explain the significance of characters and events in relation to themes.

Maths) - Worked through Exercise 3 with a developing understanding of gradient and y-intercept. - Was able to identify the gradient and intercept when these were clearly shown in an equation. - Successfully substituted values into equations when guided through the steps. - Responded well to worked examples and was able to apply the same method to similar questions. - Showed improvement in recognising the relationship between the equation and the corresponding graph. English) - Developed an initial understanding of persuasive writing and how writers aim to influence their audience. - Identified several common persuasive language features and discussed their purpose. - Made relevant connections between the ideas presented in Animal Farm and real-life issues such as inequality, leadership, propaganda and the abuse of power. - able to recognise that the novel communicates broader ideas about society rather than simply telling a fictional story. - Participated well in discussion and was able to explain personal interpretations when prompted.

Maths) -further practice identifying the gradient and y-intercept when the equation is presented in a less familiar form. - Sometimes confused the gradient with the y-intercept, particularly when reading information from a graph. - Continue practising rearranging equations into gradient-intercept form before identifying the gradient and intercept. -slow down particularly with negative gradients and intercepts. English) - develop explanations beyond simply identifying a language feature or theme. - Practise explaining how a particular language feature influences the reader and why the author uses it. - Continue working on linking evidence from Animal Farm to broader real-world issues. - Use more specific examples or quotations from the text to support arguments. - Work on structuring persuasive ideas clearly, with a strong point followed by evidence and explanation. - analyse the effect of language choices on the audience.

Maths) - Worked confidently through the gradient worksheet with minimal assistance. - Accurately found gradients from graphs and equations. - Was able to graph linear relationships independently without prompting. - Demonstrated a solid understanding of how gradient relates to the steepness and direction of a line. - Only required a few corrections, mainly for minor calculation or notation errors. English) - Engaged thoughtfully with the discussion around personal values and beliefs. - able to identify ideas and perspectives that could be developed into a persuasive argument. - Contributed well to discussion and showed a good understanding of the purpose of the assignment. - Began considering how the choice of persona and audience could influence the content and tone of the speech.

Maths) - Continue checking calculations carefully, particularly when working with negative values. - Pay attention to mathematical notation and ensure working is clearly shown. -Continue practising more challenging gradient questions to build speed and consistency. English) - Continue narrowing down the topic and deciding on a clear position to argue. - Develop a stronger understanding of the intended audience and how this should shape a speech. - Plan specific arguments and persuasive techniques

Maths) - Engaged well with the introduction to probability and understood the basic concept of likelihood. - able to identify whether events were more likely, less likely, certain or impossible. - Successfully calculated straightforward simple probability questions. - Demonstrated a good understanding of how to identify favourable outcomes and the total number of possible outcomes. - Applied the method consistently throughout the exercise with some guidance where questions became less familiar. English) -Engaged well with the analysis of Boochani’s speech and was able to identify examples of the three persuasive appeals. - Demonstrated a developing understanding of how ethos, pathos and logos work differently to persuade an audience. -able to discuss the emotional impact of Boochani’s experiences and how this strengthens his argument. - Made relevant observations about how the speaker establishes credibility and uses evidence to support his message. - made connections between the techniques analysed and how they could be applied to own speech.

Maths) - Continue practising identifying the total number of possible outcomes, particularly in less familiar questions. - Take care when simplifying fractions and presenting the final answer. English) - Continue developing analysis beyond identifying the persuasive technique by explaining how and why it affects the audience. - Use specific examples from Boochani’s speech to support analytical points. - Work on clearly distinguishing between ethos, pathos and logos when techniques overlap.