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Concept descriptions for assessment of the Foundation Subjects - Year 4

Religious Education:

Key Concept	Salvation: Christian’s 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 know that Christians see Holy Week as the culmination of Jesus’ earthly life, leading to His death and resurrection. That this week is celebrated by Christians.
Secure	The learner will be able to demonstrate understanding that the various events of Holy Week, such as the Last Supper, were important in showing the disciples what Jesus came to do. The learner will be able to identify the features of a similar week from another World Religion.
Mastery	The learner will know that Christians read the ‘big story’ of the Bible as pointing out the need for God to save people. This salvation includes the ongoing restoration of human’ relationship with God. The learner will be able to make a comparison between Christianity and Islam, of how each teaches about the restoration of human’s relationship with God.
Key Concept	Kingdom of God: the idea of the ‘Kingdom of God’ reflects God’s ideal for human life in the world.
Emergent	The learner is able to access the year groups’ curriculum.
Developing	The learner understands that Christians celebrate Pentecost, and see it as the beginning of the Church.
Secure	The learner knows that Christians believe that staying connected to Jesus means that the fruit of the Spirit can grow in the lives of Christians. The learner will know how other religious communities try to live out their faith, e.g. the Bahai or Islamic community.
Mastery	The learner knows that Jesus told many parables about the Kingdom of God. These suggest that God’s rule has begun, through the life, teaching and example of Jesus, and subsequently through the lives of Christians who live in obedience to God. The learner will be able to interpret a parable or story from another world religion; recognising its deeper meaning.
Key Concept	Gospel: the Christian belief that Jesus is ‘good news’ for humans.
Emergent	The learner is able to access the year groups’ curriculum.
Developing	The learner will know that Christians believe that Jesus challenges everyone about how to live - he set the example for loving God and your neighbour, putting others first.
Secure	The learner will know that Christians believe that Jesus’ life shows what it means to love God and love your neighbour, and that he particularly challenged hypocrisy (pretending to be good), showing love and forgiveness to unlikely people. The learner will know how other World Religions express their love for God.
Mastery	The learner will know that Christians try to be like Jesus; that as they get to know Him better they try to put His teachings and example into practice in lots of ways, from church worship to social justice. The teaching of Jesus will be compared with those of Muhammed and the learner will be able to articulate how the teachings could be put into practise.

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 distinguish between motive and cause.
Secure	A learner can explain why different individuals or groups of people have different motives.
Mastery	A leaner can analyse how the consequence of an event has affected people and places in different ways.
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 differentiate between fact and opinion.
Secure	The learner can give a reason why two accounts of the same historical event might differ.
Mastery	The learner can comment on a range of possible reasons for differences in a number of accounts.
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 distinguish between different types of historical evidence and text, e.g. fact or opinion, primary or secondary source.
Secure	A learner can indicate from which sources of evidence they were able to determine different facts.
Mastery	A learner can analyse differing opinions and state how they might lead to different interpretations of a past event.

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 generate geographical questions about a place.
Secure	The learner can take part in a fieldwork investigation into an area.
Mastery	The learner can create a questionnaire that responded to a geographical question.
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	The learner can identify the advantages and disadvantages of living somewhere.
Secure	The learner can describe how some physical processes can cause hazard to people.
Mastery	The learner can produce a pros and cons argument for why someone might choose to live in a hazard prone area.
Key Concept	Human Processes – how humans use and develop land:
Emergent	The learner is able to access the year groups’ curriculum.
Developing	The learner can identify the main land use within different human environments.
Secure	The learner can give reasoned explanation as to why land use changes over time and between place.
Mastery	The learner can analyse how differing land use creates links between places.

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 a healthy diet is made up from a variety of different drinks and foods; that these provide different substances required for health, namely nutrients (carbohydrate, protein, fat, vitamins and minerals), water and fibre.
Secure	The learner can apply an increasing range of food preparation skills, e.g. accurate weighing, measuring and appropriate storage.
Mastery	The learner can create informative food labels providing an audience with appropriate nutritional and life style information.
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 understands that resources are chosen depending on their properties, upon constraints and lastly criteria.
Secure	The learner can work within a team understanding the application and ‘pros and cons’ of delegation; i.e. different roles to different team members.
Mastery	The learner can analyse a making process and communicate ways of improving efficiency, e.g. through the use of alternative technologies, reducing waste or through the delegation of roles within a larger team.
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 can collate different aspects of a culture which will have to be taken into consideration when designing a product.
Secure	The learner can research and apply an effective alteration to their product in order to take account of cultural consideration/understanding.
Mastery	The learner can analyse whether or not a range of products are suitable for use by differing cultures.

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 use digital technology safely and show respect for others when working online (Scratch communities) identifying what would be unacceptable or inappropriate behaviour in a range of contexts. A learner knows to talk about concerns and inappropriate online behaviour in school to a trusted adult.
Secure	A learner can demonstrate that they can act responsibly when using computers. A learner talks about concerns and inappropriate online behaviour to a trusted adult in school or at home.
Mastery	A learner can evaluate whether behaviour is responsible when using computers and online communities e.g. observing copyright and any terms and conditions. A learner can discuss the consequences of particular behaviours when using digital technology. A learner knows to talk about concerns and inappropriate behaviour in a range of contexts e.g. adults at home or in school or external agencies such as child line, CEOP or the police
Key Concept	Programming – the automation of a process.
Emergent	The learner is able to access the year groups’ curriculum.
Developing	A learner can use sequences and commands in order to programme a simple scripted animation, turtle graphic or musical composition. A learner can write a program to produce output on screen.
Secure	A learner can apply sequences of commands, block instructions and repetition to a program in order to make a game. A learner can write a program that accepts typed input to produce an on-screen output. (e.g. If space button is pressed the sprite moves 10 steps).
Mastery	A learner can create a program with sequences of commands, block, repetition and selection.
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 wiki page.
Secure	A learner can work collaboratively with classmates on a shared wiki page making useful contributions and providing feedback to others.
Mastery	A learner can adapt the contributions of comments and pages begun by others.

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 has a growing awareness of reading and writing rhythm notation with simple time symbols.
Secure	A learner can read and write rhythm notation with simple time symbols.
Mastery	A learner can improvise a variety of four beat rhythms using rhythm names and rests.
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 simple rhythm phrase or a simple pitched phrase.
Secure	A learner can respond with a rhythm phrase that is different to an initial phrase. A learner can improvise on tuned percussion, a pitch element to a given rhythm.
Mastery	A learner can compose a melody, creating their own rhythm.
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 has a growing experience of performing vocally and instrumentally within class lessons.
Secure	A learner can perform pitched or rhythm phrases on a range of percussion instruments, using them in an approved way. A learner can perform individually or with a group using their singing voice.
Mastery	A learner can perform with a singing voice that has good tone, pitch, and articulation in a variety of situations. A learner can perform improvised pitched and rhythm phrases on a range of percussion instruments.

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 recognise the different roles that individuals can have within a team and that these roles might require different skills.
Secure	A learner can work with others to organise and keep games going.
Mastery	A learner can adapt their own performance within a team depending on the role that they are taking.
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 can sustain their concentration and purpose when competing.
Secure	A leaner can participate in a number of games adapting to the rules of each game.
Mastery	A learner can adapt the rules of a game to benefit the attacking or defending individual / team.
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 identify what clothing, footwear and equipment is most appropriate for different games / sports.
Secure	A learner can recognise what types of fitness are peculiar to different activities/sports.
Mastery	A learner can create a particular warm up activity that prepares a participant for a particular sport.

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 select and use relevant resources and references to develop their ideas to show tint, shade and value scale. A learner can use sketchbooks, purposefully to improve understanding, inform ideas and plan for an outcome using tint, shade and value scale (for instance, sketchbooks will show several different versions of an idea and how research has led to improvements in their proposed outcome).
Secure	A learner can investigate the nature and qualities of different tints, shades and value scales and the materials required to create these. A learner can apply the technical skills they are learning to improve the quality of their work (for instance, in painting they select and use different brushes and colours to create different tints, shades and value scales).
Mastery	A learner can regularly reflect upon their own work, and use comparisons with the work of others (pupils and artists) to identify how to improve their use of tint, shade and value scales. A learner can describe the key ideas, techniques and working practices of a variety of artists, crafts makers, architects and designers that they have studied in relation to tint, shade and value scales.
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 select and use relevant resources and references to develop their ideas to show positive and negative space and the composition of their work. A learner can use sketchbooks, purposefully to improve understanding, inform ideas and plan for an outcome using deliberate composition of positive and negative space (for instance, sketchbooks will show several different versions of an idea and how research has led to improvements in their proposed outcome).
Secure	A learner can investigate the nature and qualities of different compositions of positive and negative space and the materials required to create these. A learner can apply the technical skills they are learning to improve the quality of their work.
Mastery	A learner can regularly reflect upon their own work, and use comparisons with the work of others (pupils and artists) to identify how to improve their composition of positive and negative space. A learner can describe the key ideas, techniques and working practices of a variety of artists, crafts makers, architects and designers that they have studied in relation to space.
Key Concept	Texture: How an object feels when touched.
Emergent	The learner is able to access the year groups’ curriculum.
Developing	A learner can select and use relevant resources and references to develop their ideas to show real and implied textures in their work. A learner can use sketchbooks, purposefully to improve understanding, inform ideas and plan for an outcome using deliberate composition of real and implied textures (for instance, sketchbooks will show several different versions of an idea and how research has led to improvements in their proposed outcome).
Secure	A learner can investigate the nature and qualities of different real and implied textures and the materials required to create these. A learner can apply the technical skills they are learning to improve the quality of their work.
Mastery	A learner can regularly reflect upon their own work, and use comparisons with the work of others (pupils and artists) to identify how to improve their composition of real and implied textures. A learner can describe the key ideas, techniques and working practices of a variety of artists, crafts makers, architects and designers that they have studied in relation to texture.

Modern Foreign Language:

Key Concept	Understanding
Emergent	The learner is able to access the year groups’ curriculum.
Developing	The learner can recognise simple instructions and respond accordingly.
Secure	The learner can recognise and read out a few familiar words or phrases, connecting these to images as well as performing a familiar story, poem, song or game.
Mastery	The learner can read and understands familiar words, following the instruction given and create their own games using appropriate vocabulary (Simon says).
Key Concept	Fluency
Emergent	The learner is able to access the year groups’ curriculum.
Developing	The learner gives mostly accurate pronunciation when reciting familiar rhymes and songs.
Secure	The learner can accurately pronounce rhymes and songs as well as words and phrases.
Mastery	The learner can have an accurate conversation using familiar words, asking and responding to questions.
Key Concept	Intercultural Understanding
Emergent	The learner is able to access the year groups’ curriculum.
Developing	The learner can locate France on map and discuss which other countries would also speak French. Discuss some French conventions.
Secure	The learner can locate county/countries that speak French across the globe. Identify social conventions at home and compare with other cultures
Mastery	The learner can locate countries that speak French on map and suggest how they are linked. Compare British and French conventions and offer suggestions as to why they are similar or/and different.