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Singin' in
the Rain Jr

Concept descriptions for assessment of the Foundation Subjects – Year 2

Religious Education:

Key Concept	Salvation: Christians’ belief that Jesus’ death and resurrection affect the rescue or salvation of humans.
Emergent	The learner is able to access the year groups’ curriculum.
Developing	The learner will understand that Easter is very important in the ‘big story’ of the Bible. Jesus showed that he was willing to forgive all people, even for putting him on the cross.
Secure	The learner will now that Christians believe Jesus rose from the dead, giving people hope of a new life.
Mastery	The learner will know that Christians believe Jesus builds a bridge between God and humans.
Key Concept	Kingdom of God: the idea of the ‘Kingdom of God’ reflects God’s ideal for human life in the world – a vision of life lived in the way God intended for human beings.
Emergent	The learner is able to access the year groups’ curriculum.
Developing	The learner will know that Christians believe that Jesus inaugurated the ‘Kingdom of God’ – i.e. Jesus’ whole life was a demonstration of his belief that God is king. , not just in heaven but here and now. (‘Your kingdom come your will be done.)
Secure	The learner will know that Christians believe that Jesus is still live, rules in their hearts and lives through the Holy Spirit, if the let Him.
Mastery	The learner will know that Christians believe that after Jesus returned to be with God the Father, he sent the Holy Spirit at Pentecost to help the church to make Jesus’ invisible Kingdom visible by living lives that reflect the love of God.
Key Concept	Gospel: the Christian belief that Jesus is ‘good news’ for humanity.
Emergent	The learner is able to access the year groups’ curriculum.
Developing	The learner will know that Christians believe that Jesus brings Good News for all people.
Secure	The learner will know that for Christians the good News includes being loved by God, being forgiven for bad things and that Jesus is a friend to the poor and friendless.
Mastery	The learner will know that Christians believe the teachings of Jesus make people think about how to live and shows them the right way.

History:

Key Concept	Cause and Consequence – reasons for and effects of a specific event.
Emergent	The learner is able to access the year groups’ curriculum.
Developing	A learner can identify at least one relevant cause for, and consequence of, an event covered.
Secure	A learner can recognise a number of relevant causes and consequences for some main historical event.
Mastery	A learner can make direct links between a cause and consequence within a historical event and beyond.
Key Concept	Interpretation – how someone might explain or understand a specific event.
Emergent	The learner is able to access the year groups’ curriculum.
Developing	The learner can determine what they think is happening when looking at a piece of historical evidence such as a film, painting or photograph.
Secure	The learner can identify a range of emotions (and reasons for) that might be being experienced by people involved within an historical event.
Mastery	The leaner can create two or more interpretations of what might have caused an event.
Key Concept	Historical Enquiry – the manner of historical investigation and use of differing sources.
Emergent	The learner is able to access the year groups’ curriculum.
Developing	A learner can ask and answer questions about an historical event.
Secure	A learner can choose and use parts of historical sources to show that they know and understand key features of an historical event.
Mastery	A learner can identify what information is not available from some historical recounts.

Geography:

Key Concept	Geographical Enquiry – the manner in which people try to understand and interpret different places.
Emergent	The learner is able to access the year groups’ curriculum.
Developing	The learner can record features of their local environment.
Secure	The learner can make a simple sketch map recording a journey in the local area.
Mastery	The learner can identify features of the local area using a range of geographical sources, photographs, 2D/3D maps, descriptions.
Key Concept	Interconnections – understanding the links, networks and effect that places and people have with one another.
Emergent	The learner is able to access the year groups’ curriculum.
Developing	A learner can identify the geographical features of a place.
Secure	A learner can list geographical similarities and differences between two places.
Mastery	A learner can give reasons for similarities and differences.
Key Concept	Human Processes – how humans use and develop land.
Emergent	The learner is able to access the year groups’ curriculum.
Developing	A learner can talk about their local environment – the places the visit and how these places meet their needs.
Secure	The learner can identify a range of human environments, within the local area and describe them and some of the activities that occur there using appropriate vocabulary.
Mastery	The learner can identify a range of human environments within the local area and a contrasting settlement, analysing how the environments differ.

Design and Technology:

Key Concept	Nutrition: the provision of nourishment through the food that we eat.
Emergent	The learner is able to access the year groups’ curriculum.
Developing	The learner understands that we all need a balanced and varied diet to grow and maintain our health; that we need more of some foods than others.
Secure	The learner can apply basic health and safety principles when using a range of basic tools to prepare healthy foods.
Mastery	The learner can evaluate the suitability of recipes in the light of season, allergy tolerance and occasion.
Key Concept	Technology: is the collection of techniques, skills, methods and processes used in the production of goods, services or in the accomplishment of objectives.
Emergent	The learner is able to access the year groups’ curriculum.
Developing	The learner can recognise the different resources, both abstract and concrete, that making a product might involve.
Secure	The learner can manage different resources applying processes of planning, organising and quality control.
Mastery	The learner can evaluate a number of processes and offer descriptions of the differing degrees of efficiency, e.g. noting time taken, amount of waste, quality and quantity of resources.
Key Concept	Cultural Understanding: the recognition that peoples’ differing needs, beliefs and customs affect the manner in which products are designed and made.
Emergent	The learner is able to access the year groups’ curriculum.
Developing	The learner understands that different groups of people have different needs and that products need to be adapted to these needs.
Secure	The learner can make an alteration so that their product can be used by a specific group of people, e.g. labelling in a different language, providing audible instructions.
Mastery	The learner can analyse how a product has made a positive contribution to a life style.

Computing:

Key Concept	E-Safety – the safe and respectful use of technology.
Emergent	The learner is able to access the year groups’ curriculum.
Developing	A learner can keep themselves safe when using technology and know what to do if they encounter inappropriate content e.g. shutting the lid on a laptop etc. A learner should know that information stored online can be seen by others.
Secure	A learner knows how to keep themselves safe by preventing themselves from seeing inappropriate content e.g. to use filtered safe search when looking up pictures online. A learner should know that photos/information stored online can reveal where they were taken and how to prevent this.
Mastery	A learner can evaluate whether technology is being used responsibly and respectfully. A learner can suggest ways in which a person could be impacted due to available information stored on the internet for a long time.
Key Concept	Programming – the automation of a process.
Emergent	The learner is able to access the year groups’ curriculum.
Developing	A learner can write a series of instructions to control a device to move to trace out a simple shape or route.
Secure	A learner can sequence a simple program on screen for a particular purpose or goal, adapting coded instructions to correct errors.
Mastery	A learner can create a complex program of instructions for a particular purpose or goal. A learner can evaluate and modify their own and others’ programs.
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 that some communication is kept secure, that access is limited.
Secure	A learner can use passwords and security questions to limit access to a piece of information.
Mastery	A learner can create a three step security process for another pupil to access their communication.

Music:

Key Concept	Rhythm - the pattern of longer and shorter sounds often linked to the pattern of the words in a song.
Emergent	The learner is able to access the year groups’ curriculum.
Developing	A learner can perform song rhythm phrases sometimes using instruments.
Secure	A learner can perform song rhythms and use spoken rhythm names in simple time.
Mastery	A learner can analyse a melody according to its rhythm patterns.
Key Concept	Composing - creating a melody or rhythm or a combination of these with voice or instruments either individually or in a group.
Emergent	The learner is able to access the year groups’ curriculum.
Developing	A learner can improvise a phrase with two levels of pitch (soh-me).
Secure	A learner can improvise pitch to given rhythm notation (lah-soh-me).
Mastery	A learner can create, read, and write rhythm notation with added pitch.
Key Concept	Performance - being able to perform a melody, rhythm or harmony individually or as part of a group in front of an audience.
Emergent	The learner is able to access the year groups’ curriculum.
Developing	A learner, in a group, can tap simple rhythm phrases.
Secure	A learner can perform song rhythm phrases, sometimes using instruments, while keeping in time with the pulse.
Mastery	A learner can keep the pulse while tapping a rhythm at the same time (for example, walking the pulse while tapping the rhythm of a song).

Physical Education:

Key Concept	Teamwork – the ability to work appropriately, skilfully and in attitude, with others to achieve a common goal.
Emergent	The learner is able to access the year groups’ curriculum.
Developing	A learner can work within a team fulfilling a specific role.
Secure	A learner can identify a common goal for a whole team and for individuals within a team.
Mastery	A learner can respond to the suggestions of other’s about how to alter performance.
Key Concept	Competition – to work actively, through teams or individually, in order to overcome opponents, whilst working within a set of guidelines and rules.
Emergent	The learner is able to access the year groups’ curriculum.
Developing	A learner is able to respond appropriately to winning and losing.
Secure	A learner can use and apply basic rules consistently and fairly in small situations.
Mastery	A learner can create a set of rules for their own small sided game.
Key Concept	Health – to recognise how exercise and nutrition can contribute to a healthy lifestyle.
Emergent	The learner is able to access the year groups’ curriculum.
Developing	A learner can complete a whole body warm-up.
Secure	A learner can lead a partner through short warm – up and cool down routines.
Mastery	A learner can devise and lead a movement routine to support specific bone and muscle development.

Art and design:

Key Concept	Tone and Value: Tone is the intensity, or saturation, of a colour; Value is the degree of light and dark of each colour in a composition.
Emergent	The learner is able to access the year groups’ curriculum.
Developing	A learner can try out different activities using tint and shade and make sensible choices about what to do next. A learner can use tint and shade to record ideas and experiences.
Secure	A learner can deliberately choose to use particular techniques – linked with tint and shade for a given purpose. A learner can develop and exercise some care and control over the range of materials they use to create tint and shade. They do not accept the first mark but seek to refine and improve.
Mastery	When looking at creative work, a learner can express clear preferences about how tint and shade have been used and give some reasons for these (for instance, be able to say “I like that because…”). A learner can talk about the materials, techniques and processes they have used to create tint and shade, using an appropriate vocabulary (for instance, they know the names of the tools and colours they use to achieve these concepts).
Key Concept	Space: The area inside, around or between flat objects on the same plane or between foreground and background objects.
Emergent	The learner is able to access the year groups’ curriculum.
Developing	A learner can try out different activities using positive and negative space on their picture plane and make sensible choices about what to do next. A learner can use positive and negative space to experiments with ideas and experiences.
Secure	A learner can deliberately choose to use particular techniques – linked with positive and negative space for a given purpose. A learner can develop and exercise some care and control over the range of materials they use to create positive and negative space. They do not accept the first mark but seek to refine and improve.
Mastery	When looking at creative work, a learner can express clear preferences about how positive and negative space have been used and give some reasons for these (for instance, be able to say “I like that because…”). A learner can talk about the materials, techniques and processes they have used to create positive and negative space, using an appropriate vocabulary (for instance, they know the names of the tools and techniques they use to achieve these concepts).
Key Concept	Texture: How an object feels when touched.
Emergent	The learner is able to access the year groups’ curriculum.
Developing	A learner can try out different activities using real and implied texture and make sensible choices about what to do next. A learner can use real and implied texture to experiments with ideas and experiences.
Secure	A learner can deliberately choose to use particular techniques – linked with real and implied texture for a given purpose. A learner can develop and exercise some care and control over the range of materials they use to create real and implied texture. They do not accept the first mark but seek to refine and improve.
Mastery	When looking at creative work, a learner can express clear preferences about how real and implied textures have been used and give some reasons for these (for instance, be able to say “I like that because…”). A learner can talk about the materials, techniques and processes they have used to create real and implied texture, using an appropriate vocabulary (for instance, they know the names of the tools and techniques they use to achieve these concepts).