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 5

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 omnipotent, omniscient and eternal, and that this means God is worth worshipping.

Secure

The learner knows that Christians believe God is both holy and loving, and Christians have to balance ideas of God being angered by sin and injustice but also being loving, forgiving and full of grace.

The learner will be able to apply the appropriate descriptions that Muslims use for Allah, Jews use for Jehovah and Hindus for Brahma.

Mastery

The learner knows that Christians try to follow God through their interpretation of the Bible and the teachings of the church; that getting to know God is like getting to know a person rather than learning information. They can interpret the idea of ‘following’ in terms of another world religion.

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 there is much debate and some controversy around the relationship between the accounts of creation in Genesis and contemporary scientific accounts.

Secure

The learner will know that such debates and controversies relate to the purpose and interpretation of the texts, comparing text from different world religions as well as Christianity. For example, does reading Genesis as a poetic account conflict with scientific accounts?

Mastery

The learner will know that there are many scientists throughout history who are Christians and that scientific discoveries can make Christians wonder even more about the power and majesty of the Creator. They can compare stories of creation from other world religions noting similarities and differences.

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 was Jewish and that He was God in the flesh.

Secure

The learner will know that Christians believe that Jesus’ birth, life, death and resurrection were part of a longer plan by God to restore the relationship between humans and God. They will be able to apply this cycle to another World Religion noting difference and similarities.

Mastery

The learner will know that the Old Testament talks about a ‘rescuer’ – a messiah and what He would be like and that Christians believe that Jesus fulfilled these expectations and that He is the Messiah. The learner will be able to relate how other World Religions present the concept of being rescued, e.g. Judasim waiting for the Messiah.

 

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 understands some features associated with

themes, societies, people and events from local, national and global history, sequence events within a time period noting similarities and differences and giving reasons for these.

Secure

A learner understands and comments on significant features of different themes, individuals, societies and events from local, national and global history, sequencing events noting similarities and differences and understand what makes the feature significant.

Mastery

A learner confidently describes characteristics, analyses past and present societies and periods, makes comparisons and evaluates the outcome of the event and analyse alternate outcomes if an event in history had changed e.g. if the Mosquito planes hadn’t been made in Hatfield, how this may have impacted the outcome of the war.

Key Concept

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

Emergent

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

Developing

A learner recognises that the effects of some past significant events can still be felt today.

Secure

A learner can track the significance of an event or person to the present day.

Mastery

A learner can explain why a person, event or period of time was more significant than another.

Key Concept

Change and Development – how things differ over time:

Emergent

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

Developing

The learner can provide valid reasons why some changes and developments were important within Hatfield.

Secure

The learner can compare similarities, differences and changes within and across Hertfordshire.

Mastery

The learner can compare independently how typical similarities, differences and changes were, e.g. Identify and explain whether some developments in communication were exceptional developments or common place everywhere.

 

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 identify the different geographical features of regions within a country.

Secure

The learner can explain why the different regions hold different levels of importance within a country due to their geographical features.

Mastery

The learner can produce persuasive arguments, using geographical features as to why one region is better than another.

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 identify simple physical processes such as the water cycle and erosion.

Secure

The learner can explain a number of key physical processes and the resulting landscape features.

Mastery

The learner can distinguish between those processes which have a large immediate effect on the environment compared to those which have an accumulative effect.

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 identify geographical features on a map.

Secure

The learner can use scale drawings to represent larger features on a map.

Mastery

The learner can interpret geographical evidence on a map drawn to 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 uses various sources of information when generating ideas.

Secure

The learner can clarify these ideas through discussion, drawing and modelling, showing understanding of aesthetic and economic dimensions.

Mastery

The learner can produce plans that outline alternative methods of progressing and develop detailed criteria for their products.

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 works from their own plans, modifying them where appropriate.

Secure

The learner can work with a range of tools, materials, equipment, components and processes with some precision.

Mastery

The learner can analyse and use a range of tools to create different effects.

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 generate success criteria for their work.

Secure

The learner checks their work as it develops and modify their approach in the light of progress.

Mastery

The learner can evaluate their models as they are being used by others within a range of situations and identify ways of improving them.

 

Computing:

Key Concept

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

Emergent

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

Developing

A learner can recognise the increased efficiencies created by the automation of a process.

Secure

A learner can suggest how the idea of automation can be applied to an everyday scenario.

Mastery

A learner can analyse a picture of a robotic world and comment upon the positives and negatives of the ‘world’.

Key Concept

Programming – the automation of a process.

Emergent

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

Developing

The learner can use sequence, selection and repetition in programs; repetition might include exit conditions (e.g. repeat...until...). Selection would normally be of an if...then or if...then...else type. At Yr5, expect the learner to be able to combine repetition with selection.

Secure

The learner can use sequence, selection, repetition and variables in programs. The program should include sequences of commands or blocks, repetition, selection and variables and perhaps a counter-variable for iteration. Selection would normally be of an if...then or if...then...else type.

Mastery

The learner should be able to evaluate a program decomposing the commands within it and making adjustments in order to produce greater efficiency.

Key Concept

Communication – the retrieval and sending of digital information.

Emergent

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

Developing

A learner can contribute to a class blog or website.

Secure

A learner can work collaboratively with classmates on a shared website or blog.

Mastery

A learner can analyse previous contributions to websites or blogs and adapt comments/pages that have been begun by others.

 

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 beginning to remember and understand the sol-fa singing names. They are developing their knowledge of a tone-set. They can match their pitch accurately when singing in unison age appropriate songs.

Secure

A learner can read and perform sol-fa singing names and understand what a tone-set is. They are developing greater accuracy when singing as part of a group in a two-part piece.

Mastery

A learner can improvise a melody using the sol-fa singing names. They can sing in tune as part of 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 is showing increased ability to control and identify changes in tempo.

Secure

A learner can compare contrasting tempos and identify a suitable speed for performance. They are showing understanding of metre.

Mastery

A learner can apply their knowledge of how the tempo effects the expression within a piece of music when composing.

Key Concept

Timbre- the character or quality of the sound.

Emergent

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

Developing

A learner is beginning to identify the difference between tuned and untuned percussion instruments.

Secure

A learner can identify the difference between tuned and untuned percussion instruments.

Mastery

A learner can choose instruments and justify their choice when composing to control the timbre of the piece.

 

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 use a pattern of movements in order to achieve a specific target or goal.

Secure

A learner can apply defensive and attacking movements within a small game.

Mastery

A learner can provide detailed self and peer evaluation of the effectiveness of their movement.

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 adapt and transfer sequences t different environments, including, but not exclusively, apparatus, within teams and with equipment.

Secure

A learner can apply concepts balanced sequencing including elements of all categories of movement i.e. travel, jump, turn and balance.

Mastery

A learner can accept advice and use it in a reflective manner to improve the quality of their sequence.

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 knows how a particular skill can be adapted for varying degrees of effect.

Secure

A learner can adapt their use of skills in response to different situations and different types of equipment.

Mastery

A learner can group skill sets depending on the different positions that team players have or where an individual is within a race.

 

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 demonstrate an understanding of the previously learnt concepts as well as showing an understanding of contour (lines that suggests the silhouette, the shape and interior detail) and characteristics of line (width, length, direction, focus, feeling).

Secure

A learner can apply the concept of contour lines to suggest the silhouette, the shape and interior detail to make work which effectively reflects their ideas and intentions.

Mastery

A learner can research and discuss the ideas and approaches of various artists, taking into account their particular cultural context and intentions in regards to the concepts of line. A learner can describe the processes that they are using and how they hope to achieve higher quality outcomes using the characteristics of line and independently applying this to a piece of art.

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 demonstrate an understanding of the previously learnt concepts as well as showing an understanding of static (shapes that appear stable and resting) and dynamic (shapes that appear moving and active).

Secure

A learner can apply the concept of static and dynamic shape to suggest the real and implied forms to make work which effectively reflects their ideas and intentions.

Mastery

A learner can research and discuss the ideas and approaches of various artists, taking into account their particular cultural context and intentions in regards to the concepts of shape and form. A learner can describe the processes that they are using and how they hope to achieve higher quality outcomes using the concepts of shape and form,  independently applying this to a piece of art.

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 demonstrate an understanding of the previously learnt concepts as well as showing an understanding of temperature.

Secure

A learner can apply the concept of colour to make work which effectively reflects their ideas and intentions.

Mastery

A learner can research and discuss the ideas and approaches of various artists, taking into account their particular cultural context and intentions in regards to the concepts of colour. A learner can describe the processes that they are using and how they hope to achieve higher quality outcomes using the characteristics of colour and independently applying this to a piece of art.

 

 

 

 

 

Modern Foreign Language:

Key Concept

Understanding

Emergent

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

Developing

The learner can understand familiar phrases and answer, with single words or short phrases, questions about themselves.

Secure

The learner can understand familiar written phrases and answer, in brief, questions about themselves.

Mastery

The learner can understand written phrases and answers questions about themselves, creating their own questions in return.

Key Concept

Fluency

Emergent

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

Developing

The learner can accurately pronounce word and phrases in a conversation and is starting to add expression to highlight understanding – louder for !, inquisitive for ?

Secure

The learner can accurately pronounce word and phrases in a conversation adding expression to highlight understanding – louder for !, inquisitive for ?, acting out meaning for adjectives (stern voice when descripting a stern teacher).

Mastery

The learner can use phrases in a conversation with varying expressions; speaking about experiences, feelings and opinions.

Key Concept

Intercultural understanding

Emergent

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

Developing

The learner can know of some French festivals and celebrations and aspect of everyday life.

Secure

The learner can discuss some French festivals and celebrations and aspect of everyday life.

Mastery

The learner can compare festivals and celebrates in different cultures; France and Britain. Know about aspects of everyday life in France.