Countess Anne School - a Church of England Academy

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Concept descriptions for assessment of the Foundation Subjects – Year 3

Religious Education:

Key Concept

God: Fundamental to Christian belief is the existence of God; Father, Son and Holy Spirit.

Emergent

The learner is able to access the year groups’ curriculum.

Developing

The learner knows that Christians believe God is Trinity, Father, Son and Holy Spirit.

Secure

The learner that Christians ‘see’ Jesus as the revelation of what God the Father is like. They believe He promises to stay with them and Bible stories show how God keeps His promises.

Mastery

The learner knows that Christians find that understanding God challenging, that it is a life journey and that they try to describe God using symbols, similes and metaphors, in song, story, poems and art.

Key Concept

Creation: The universe and human life are God’s good creation.

Emergent

The learner is able to access the year groups’ curriculum.

Developing

The learner will know that Christians believe that humans should care for the world because it belongs to God and that they do best when listening to Him.

Secure

The learner will know that the Bible shows that God wants to help people to be close to him – he keeps His relationship with them, gives them guidelines on good ways to live (e.g. the Ten Commandments) and offers them forgiveness even when they keep on falling short.

Mastery

The learner will know that Christians show that they want to be close to God too, through obedience and worship, which includes saying sorry when falling short.

Key Concept

Incarnation: the Christian belief that Jesus is God in flesh.

Emergent

The learner is able to access the year groups’ curriculum.

Developing

The learner will know that Christians believe that Jesus is one of three persons of the Trinity: God the Father, God the Son, and God the Holy Spirit.

Secure

The learner will know that Christians worship God as Trinity; the Father creates, His Son who saves, who in turn send the Holy Spirit to His followers.

Mastery

The learner will know that Christians believe the Holy Spirit is God’s power as work in the world and in their lives today, enabling them to follow Jesus.

 

History:

Key Concept

Chronology - the arrangement of events according to dates of occurrence.

 

Emergent

The learner is able to access the year groups’ curriculum.

Developing

A learner can identify relevant features of particular historical themes, events and people from local, national and global history and independently order them chronologically using a number of everyday time terms and discuss the similarities and differences between them.

Secure

A learner can demonstrate knowledge and understanding, give reasons and the results of some of the main events, people and changes and sequence these e.g. within Egyptian times.

Mastery

A learner can describe characteristics and use these to analyse past and present societies and periods and begin to make links between them, in addition to making comparisons.

Key Concept

Significance – to ‘carry’ a level of importance/distinctiveness:

 

Emergent

The learner is able to access the year groups’ curriculum.

Developing

A learner can identify a range of significant aspects of a theme or society, period or person and offer some comments on why they have selected these aspects.

Secure

A learner can provide some valid reasons for selecting an event, development or person as significant.

Mastery

A learner can select what is most significant in an historical account.

Key Concept

Change and Development – how things differ over time:

Emergent

The learner is able to access the year groups’ curriculum.

Developing

A learner can identify different sources from which to determine how a place and peoples’ lives have changed.

Secure

Using a range of sources a learner can identify a range of similarities, differences and changes within a specific time period.

Mastery

A learner can identify a range of similarities, differences and changes across time periods.

 

Geography:

Key Concept

Place – the features that give a region its identity.

 

Emergent

The learner is able to access the year groups’ curriculum.

Developing

The learner understands that different localities can have different geographical features.

Secure

The learner can describe the physical and human geography of a distant place and how it is different to their own locality.

Mastery

The learner can give explanation as to the similarities and differences of a distant place to their own locality.

Key Concept

Physical Processes – how natural processes form our landscapes and local environments:

Emergent

The learner is able to access the year groups’ curriculum.

Developing

The learner can locate different physical features around the world and use appropriate vocabulary to describe them.

Secure

The learner can describe and name the key landscape features e.g. of rivers or mountains.

Mastery

The learner can analyse how some physical features are located in certain parts of the world and why this might be.

Key Concept

Scale – the relative dimension of features, places and impact:

 

Emergent

The learner is able to access the year groups’ curriculum.

Developing

The learner can define the audience of different types of industry/service.

Secure

The learner can identify some industries/services that work on a world wide scale and others work on a local scale.

Mastery

The learner can explain what is needed to turn a local scale industry into a world-wide industry.

 

Design and Technology:

Key Concept

Design: the generation and communication of a proposed solution to a need or problem.

Emergent

The learner is able to access the year groups’ curriculum.

Developing

The learner can generate ideas by collecting other peoples’ ideas, taking users views about aesthetics into account.

Secure

The learner can produce step-by-step plans using words, labels and sketches.

Mastery

The learner can analyse how their product might need to change in order to accommodate different users and can communicate alternative design features.

Key Concept

Making: the manipulation of materials and tools to create a product.

Emergent

The learner is able to access the year groups’ curriculum.

Developing

The learner can work with a range of tools and equipment.

Secure

The learner can work with a variety of materials and components with some accuracy paying attention to the quality of finish and function.

Mastery

The learner can identify features of precision in order to analyse if the tools have been used accurately.

Key Concept

Evaluation: the judgement of a product against the criteria and environment within which it has to function.

Emergent

The learner is able to access the year groups’ curriculum.

Developing

The learner can identify practical problems that their models will need to overcome.

Secure

The learner can check their work against specific criteria as it develops.

Mastery

The learner tests and evaluates their product, showing that they understand the constraints and situations within which it will function.

 

Computing:

Key Concept

Technology & the environment - the responsible use of automation within society.

Emergent

The learner is able to access the year groups’ curriculum.

Developing

A learner understands that there can be pros and cons to having machines, e.g. additional use of energy and that waste is produced.

Secure

A learner can apply solutions to reduce the cons of using machines.

Mastery

A learner can analyse whether a machine is being used in an eco-friendly manner.

Key Concept

Programming – the automation of a process.

Emergent

The learner is able to access the year groups’ curriculum.

Developing

A learner can understand that a program is a sequence of coded instructions and can identify the instructions within a program.

A learner can understand the differences between inputs and outputs on a computer.

Secure

A learner can apply a program with a sequence of commands and basic block instructions in an appropriate order to make a simple scripted animation, (an output on screen).

Mastery

A learner can evaluate how a repeated loop could be used within a program in order to create an animation with sound.

Key Concept

Communication – the retrieval and sending of digital information.

Emergent

The learner is able to access the year groups’ curriculum.

Developing

A learner understands the features of email communication.

Secure

A learner can use email and video conferencing within class.

Mastery

A learner can evaluate the pros and cons of email against video conferencing.

 

Music:

Key Concept

Pitch - the melodic aspect of sound; higher or lower.

Emergent

The learner is able to access the year groups’ curriculum.

Developing

A learner is developing greater accuracy in matching pitch in familiar age appropriate songs.

Secure

A learner shows an increasing ability to change and compare differences in pitch. They can match their pitch to a wide variety of age appropriate songs.

Mastery

A learner can compare different levels of pitch and is able change the starting pitch of a wide variety of age appropriate songs. They are exploring singing as a group in a two-part piece.

Key Concept

Tempo - the rate of pace at which the pulse (heartbeat) moves.

Emergent

The learner is able to access the year groups’ curriculum.

Developing

A learner can tap the pulse to a steady beat. They can sing a song faster or slower than the original and recognise the change in tempo.

Secure

A learner can mark the pulse as they sing a song. They are showing increased ability to control and identify changes in tempo.

Mastery

A learner has the ability to control and identify changes in tempo accurately. They are beginning to understand the concept of metre.

Key Concept

Timbre- the character or quality of the sound.

Emergent

The learner is able to access the year groups’ curriculum.

Developing

A learner has an increased awareness of large and small differences in sound quality in the human voice.

Secure

A learner, using sound information only, can detect large and small differences of timbre between singers.

Mastery

A learner can compare the sound qualities of contrasting singers.

 

Physical Education:

Key Concept

Movement – the control of a person’s travel and specific gestures in response to changing and challenging scenarios when trying to achieve a specific goal or target.

Emergent

The learner is able to access the year groups’ curriculum.

Developing

A learner can travel with, send and receive a ball and equipment in different ways.

Secure

A learner can travel with, send and receive a ball and equipment for a specific purpose within a small game scenario.

Mastery

A leaner can analyse how the movement of particular part of their body can affect he overall effectiveness of the whole body movement, e.g. the follow through action, lean of body, positioning of standing foot, side foot or toe punt.

Key Concept

Sequence - the fitting together of a series of increasingly complex movements and patterns

Emergent

The learner is able to access the year groups’ curriculum.

Developing

A learner can link (rather than starting and stopping) two or more variations of movement categories.

Secure

A learner can identify and use combined variations of speed levels, directions and pathways.

Mastery

A learner can work independently as an individual, collectively in pairs or small groups to construct practise evaluate and improve the compositions and quality of sequence of movement.

Key Concept

Agility – the ability to use a range of skills

Emergent

The learner is able to access the year groups’ curriculum.

Developing

A learner can identify the range of skills needed within a game.

Secure

A learner can use a range of skills within a small sided game.

Mastery

A learner can create a practise programme that would support the development of a skill set.

 

Art and design:

Key Concept

Line: A mark on a surface.

Emergent

The learner is able to access the year groups’ curriculum.

Developing

A learner can independently use outline and sketch and exercise care and control over the range of materials they use.

Secure

A learner can use gesture and other concepts to demonstrate the characteristics of line e.g strong, energetic lines that reflect movement or emotions with emphasis on focus (sharp, blurry, fuzzy, choppy) and feeling.

Mastery

A learner can describe the work of some artists and designers focusing on concepts and characteristics of line e.g outline, gesture, sketch, focus and feeling. A learner can explain how to use these techniques they have chosen and take time to reflect upon their own work in order to improve it.

Key Concept

Shape and form: Shape - Formed when a line or lines cross to enclose a space, giving an object height and width but no depth .Form -A 3-dimensional shape.

Emergent

The learner is able to access the year groups’ curriculum.

Developing

A learner can independently use geometric, organic and positive shapes and exercise care and control over the range of materials they use. A learner can experiment with negative space (the shape of an area around an object).

Secure

A learner can use positive and negative space and other concepts to demonstrate the characteristics of shape. A learner can apply these when experimenting with real form (an actual 3-D object that can be held, walked around or walked inside of).

Mastery

A learner can describe the work of some artists and designers focusing on concepts of shape (e.g. geometric, organic, positive, and negative) and the form used (real and implied). A learner can explain how to use these techniques they have chosen and take time to reflect upon their own work in order to improve it.

Key Concept

Colour: The spectrum of light broken down by light hitting an object and being reflected into the eye.

Emergent

The learner is able to access the year groups’ curriculum.

Developing

A learner can independently use hue, intensity and value and exercise care and control over the range of materials they use.

Secure

A learner can use hue, intensity and value to demonstrate the characteristics of colour which reflects the mood and emotions of the pieces of work, with emphasis on focus and feeling.

 

Mastery

A learner can describe the work of some artists and designers focusing on concepts and characteristics of colour. A learner can explain how to use these techniques they have chosen and take time to reflect upon their own work in order to improve it.