Countess Anne School - a Church of England Academy

Life at Countess Anne School - a Church of England Academy Life at Countess Anne School - a Church of England Academy Life at Countess Anne School - a Church of England Academy Life at Countess Anne School - a Church of England Academy Life at Countess Anne School - a Church of England Academy Life at Countess Anne School - a Church of England Academy Life at Countess Anne School - a Church of England Academy Life at Countess Anne School - a Church of England Academy Life at Countess Anne School - a Church of England Academy Life at Countess Anne School - a Church of England Academy Life at Countess Anne School - a Church of England Academy

Concept descriptions for assessment of the Foundation Subjects – Year 1:

Countess Anne School: A Church Of England Academy

Appendix 1:

Religious Education:

Key Concept

God: the Christian belief of 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 in God, and that they find out about God in the Bible.

Secure

The learner knows that Christians believe God is loving, kind, fair and also Lord and King; and there are stories that show this.

Mastery

The learner knows that Christians worship God and try to live in ways that please Him.

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 God created the universe.

Secure

The learner will know that Christians believe the Earth and everything in it are important to God.

Mastery

The learner will know that Christians believe that God has a unique relationship with human beings as their Creator and Sustainer.

Key Concept

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

Emergent

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

Developing

The learner will know that Christians believe that Jesus is God and that he was born as a baby in Bethlehem.

Secure

The learner will know that Christians believe that the bible points out that his birth showed that he was extraordinary for example, he is worshipped as a king) and that he came to bring good news, for example to the poor.

Mastery

The learner will know that Christians celebrate Jesus’ birth, and Advent for Christians is a time for getting ready for Jesus’s coming.

 

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 within their personal history, historical themes and events, place them in chronological order with support and begin to use everyday time terms such as   'now', 'then', 'old' and 'new'.

Secure

A learner can identify relevant features within historical themes and events, place them in chronological order independently and use everyday time terms confidently, such as  'yesterday', 'year', ‘before’ and ‘after’.

Mastery

A learner can identify and give reasons for similarities and differences between different periods of time e.g. old and new.

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 people and events within their own life which are significant.

Secure

A learner can consider one reason why a historical event or person might be significant, e.g. explain why we remember a particular event of person.

Mastery

A learner can create an imaginary significant person; giving reasons why they are significant.

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 changes that have occurred over time in themselves and their environment.

Secure

Using photographs and pictures a learner can identify how a place has changed over time.

Mastery

Using analysis a learner can give simple explanations as to why a place has changed.

 

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 can describe and make observations about the local area, including identifying green areas.

Secure

The learner can describe and make observations about the local area and its physical and human geography.

Mastery

The learner can create their own map representing the different areas within the local area.

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

A learner can talk about a natural environment and usual weather patterns within their locality.

Secure

The learner can talk about seasonal patterns and the changes that occur during these seasons.

Mastery

The learner can recognise differing local natural environments allocating specific vocabulary to each.

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 make comparisons of size and quantity.

Secure

The learner can identify some geographical features are much larger than others, e.g. streams to rivers, hills to mountains, villages to cities.

Mastery

The learner can map a fictitious place that has various geographical features of different scale.

 

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 their own ideas.

Secure

The learner can communicate their ideas through drawings.

Mastery

The learner can evaluate saying ‘How’ and ‘Why’ a change to their model has improved it.

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 variety of materials.

Secure

The learner can attach and manipulate a range of materials.

Mastery

The learner can use a range of simple methods to attach differing materials together to create a desired effect.

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 understands that they are making a model to fulfil a function/purpose.

Secure

The learner can decide how to recognise whether a design or model works or not.

Mastery

The learner can suggest ways of improving their models.

 

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 can understand the common uses of technology within and beyond school.

Secure

A learner can recognise how some machines are used to support vulnerable groups within society.

Mastery

A learner can create a pretend machine, e.g. out of junk modelling that could overcome a problem.

Key Concept

Programming – the automation of a process:

Emergent

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

Developing

The child can understand that goals can be achieved by following a sequence of steps.

Secure

The learner can use algorithms as sequences of instructions in everyday

contexts; taking real-world problems and planning a sequence of steps to solve these, e.g.  moving a Bee Bot from one point to another.

Mastery

A learner will create and record a series of instructions to evaluate and correct potential errors.

Key Concept

Communicating - – the retrieval and sending of digital information:

Emergent

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

Developing

A learner can store information using technology, e.g. through the use of cameras, sound recording devices or saving a piece of work in their network space.

Secure

A learner can access a range of stored information, repeatedly going back to retrieve more information when needed.

Mastery

A learner can analyse how information can be grouped in order to make it more accessible.

 

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 exploring their singing voice and beginning to recognise higher and lower sounds of pitch in age appropriate songs.

Secure

A learner recognises the higher and lower sounds of pitch and is beginning to match their singing voice more accurately to age appropriate songs.

Mastery

A learner has found their singing voice. They can match their pitch accurately of a variety of age appropriate songs and can sometimes change the starting pitch.

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 understand that tempo means fast or slow. They are exploring understanding of the pulse.

Secure

A learner can sing an age appropriate song faster or slower than the original. They can tap the pulse to a steady beat.

Mastery

A learner shows understanding of pulse and can set the tempo of a familiar song.

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 sound differences in voices and instruments.

Secure

A learner can recognize different voices by sound quality and recognize different instruments by sound alone.

Mastery

A learner can describe and evaluate the quality of a sound in a piece of music.

 

 

 

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 show awareness of personal and general space

Secure

A learner can travel with control in a variety of ways.

Mastery

A learner can alter their movement in response to a range of needs and stimuli.

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 perform a limited range of sequential movements or skills with a partner using simple relationships such as ‘Follow my leader’ and working side by side.

Secure

A learner can independently sequence patterns of 3 or more movements which they can remember and repeat.

Mastery

A learner can sustain concentration and practise in order to improve a sequence demonstrating a clear beginning and end.

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 has knowledge of the skills that are needed for a particular activity.

Secure

A learner can apply a basic skill, such as catching, throwing or striking with some degree of accuracy; using repeated practice to improve performance.

Mastery

A learner can express how they know that a particular skill has been used successfully.

 

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 outline and sketch objects and people using simple lines and is beginning to experiment with an open mind and recognise that ideas can be expressed in art work.

Secure

Using outline and sketch, a learner can try out a range of materials and processes recognising that they have different qualities. A learner can use materials purposefully to achieve outline and sketch.

Mastery

A learner can recognise key features of outline and sketch in their own work. A learner uses their understanding of outline and sketch by accurately using characteristics of width, length and direction in their work.

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 experiment with their drawing of geometric and organic shapes (free-flowing, informal and irregular shapes in nature).

Secure

Using geometric an organic shapes, a learner can try out a range of materials and processes recognising that they have different qualities. A learner can use materials purposefully to achieve a positive drawing of an object (the shape of an object).

Mastery

A learner can recognise key features of geometric, organic and positive shapes in their own work. A learner uses their understanding of those by forming a line or lines across an enclosed space, giving height and width but no depth.

 

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 experiment with an open mind and work purposefully with colour, making sensible choices about what to do next when trying out different activities.

Secure

Using hue and intensity, a learner can try out a range of colours, materials and processes recognising that they have different qualities. A learner can use materials purposefully to achieve the desired hue and intensity.

Mastery

A learner can recognise key features of hue and intensity in their own work. A learner uses their understanding of colour by accurately using characteristics of hue, intensity and value in their work. The learner can use the names of the tools, techniques and the formal elements associated with creating colours.