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 understands that the Gospels give accounts of Jesus’ death and resurrection and that Jesus’ death was somehow ‘for us’.

Secure

The learner knows that Christians interpret Jesus’ death in variety of ways:

·         a sacrifice for sin

·         victory over sin, death and the devil

·         paying the punishment as a substitute for everyone’s sins

·         rescuing the lost – leading them to God

·         leading from darkness to light, slavery to freedom

…and celebrate His sacrifice through Holy Communion, (also called The Last Supper, the Eucharist or Mass).

The learner will know of how the death of other key figures from World Religions, such as Muhammad, Moses or Krishna have been recorded.

Mastery

The learner knows that belief in Jesus’ resurrection confirms to Christians that Jesus is the incarnate Son of God and that death is not the end; giving hope for new life with God, now and in the after-life. The learner will be able to analyse how the death of another religious figure has been interpreted.

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 knows that the parables suggest that there will be a future Kingdom, where God’s reign will be complete.

Secure

The learner knows that the Kingdom of God is compared to a feast where all are invited to join in. Not everyone chooses to do so. The learner will be able to relate with what other World Religions compare God’s Kingdom to.

Mastery

The learner knows that many Christians try to extend the Kingdom of God by challenging unjust social structures in their locality and in the world. The learner will be able to evaluate from text the shared social concerns of the different world religions.

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 the Good News Is not just about setting an example for good behaviour and challenging bad behaviour; it is that Jesus offers a way to heal the damage done.

Secure

The learner will know that Christians see Jesus’ teachings and example cut across expectations – the Sermon on the Mount is an example of this, where Jesus’ values favour serving the weak and vulnerable, not making people comfortable. The learner will be able to use the text from another world religion to represent similar values to those of the Sermon on the Mount.

Mastery

The learner will know that Christians believe that they should bring Jesus’ Good News into the world; but that it is not only for now but that it also points toward a restored, transformed life in the future. The learner will be able to use text from another World Religion to show how they perceive the future beyond this world.

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 the most important causes and consequences of an historical event.

Secure

A leaner can devise a set of questions to ascertain whether an outcome was a direct effect of a suggested cause.

Mastery

A learner can explain and justify their decision about the priority of different causes and consequences affecting a broad group of people or nation.

Key Concept

Interpretation – how someone might explain or understand a specific event:

Emergent

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

Developing

A learner can identify different viewpoints.

Secure

A learner can explain historical situations, events, developments and individuals from more than one viewpoint.

Mastery

A learner can evaluate a number of viewpoints and decide which is most credible.

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 identify the features of an historical enquiry and understand what a historian does.

Secure

A learner can devise independently a significant historical enquiry and produce substantiated responses.

Mastery

A learner can comment upon the varying usefulness and reliability of a range of sources for particular enquiries.

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

Using an atlas and map the learner can name and locate familiar places and countries.

Secure

The learner can use four and six figure grid references in order to locate places within a map.

Mastery

The learner can identify the different types of information that can be retrieved from different types of maps and atlases.

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 describe how physical landscapes can be affected by human.

Secure

A learner can identify how a biome has been affected by human activity.

Mastery

A learner can evaluate how land is being ill-used and create a programme of conservation in response.

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 describe the different types of industry in the local area.

Secure

The learner can explain how and why the different industries have changed over time.

Mastery

The learner can offer reasoned analysis and explanation as to how different industries affect local habitants.

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 energy balance and the implications of dietary excess or deficiency, e.g. malnutrition, maintenance of a healthy weight.

Secure

The learner can modify a recipe and can cook a savoury dish based on current healthy eating messages.

Mastery

The learner can evaluate the influence of food marketing, advertising and promotion on their own diet and purchasing behaviour.

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 some of the health, safety and environmental issues in relation to using some resources.

Secure

Working within a team the learner can ‘see’ a project through from the design to evaluation stage, whilst working with real an abstract constraints, e.g. such as time, economies, global influences, health warnings.

Mastery

The learner can analyse a project and communicate how computer technology could improve the efficiency.

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 recognise those products within familiar settings which have taken into account cultural and societal differences.

Secure

Drawing upon familiar products the learner applies their understanding of the characteristics of culture and society when developing and communicating their own ideas.

Mastery

The learner responds creatively to design briefs and tests their ideas and plans against a range of cultural considerations.

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 demonstrate that they can act responsibly when using the internet. A learner can discuss the consequences of particular behaviours when using digital technology relating how to report 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

Secure

A learner can show that they can think through the consequences of their actions when using digital technology identifying rules underpinning acceptable use of digital technology. A learner knows a range of ways to report concerns and inappropriate behaviour in a variety of contexts.

Mastery

A learner can consider critically some of the wider implications of the use of digital technology. A learner can consider questions of ethics and morality in relation to digital technology. A learner can consider how they would determine the best way to address particular concerns or inappropriate behaviour.

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 program that accepts keyboard and mouse or touch screen input and produces output on screen and through speakers.

Secure

The learner can write a program that accepts inputs other than keyboard and mouse and produces outputs other than screen or speakers.

Mastery

The learner can use principles of good user-interface design, including accessibility, when developing programs. The learner should take account of the needs of the users and be able to explain how these have influenced design and development decisions, testing  their program with intended users, making changes on the basis of the feedback they receive.

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 use online tools to create a collaborative project (e.g. creating an app).

Secure

A learner can apply the use of online tools and carry out a collaborative project.

Mastery

A learner can use online tools to create, plan, carry out and evaluate a collaborative project.

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 read rhythm sol-fa notation and has a growing understanding of how to write a melody.

Secure

A learner can read and write rhythm sol-fa notation and notate rhythms with note heads.

Mastery

A learner can compose their own melody using their knowledge and understanding of rhythm sol-fa notation.

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 and compose a simple phrase with rhythm and pitch.

Secure

A learner can improvise and compose four 4-beat phrases with rhythm and pitch to a chosen structure.

Mastery

A learner can analyse compositional ideas from a variety of music and use these ideas in their own compositions.

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 can, with encouragement and support, participate in group singing and instrumental work.

Secure

A learner can confidently perform two-part singing and two-part pitch percussion in a group.

Mastery

A learner can perform songs (vocally and instrumentally) with attention to technique and expression.

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 perform in such a way that supports an overall team tactic.

Secure

A learner can offer different team tactics in response to changing game challenges and situations.

Mastery

A learner can offer detailed evaluation of a team’s 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 set an individual target related to their teams’ overall competitive goal.

Secure

A learner shows appropriate determination and perseverance to improve when competing.

Mastery

A learner can offer reasoned advice, using appropriate encouragement in order to improve a team’s performance.

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 describe the ways in which their body reacts in different games and how different foods could possibly affect performance.

Secure

A learner can measure overtime the effects that exercise and diet is having on their body.

Mastery

 A learner can create a weekly programme of nutrition and exercise to support a healthy lifestyle.

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 independently develop a range of ideas which show curiosity, imagination and originality linked to all concepts of tone and value.

A learner can systematically investigate research and test ideas and plans using sketchbooks and other appropriate approaches. For instance Sketchbooks will show in advance how work will be produced and how the qualities of materials will be used to represent the concepts of tone and value.

Secure

A learner can independently take action to refine their technical and craft skills in order to improve their use of the concepts of tone and value.  A learner can independently select and effectively use relevant processes in order to create successful and finished work using the full range of concepts from tone and value.

Mastery

A learner can provide a reasoned evaluation of both their own and professionals’ work which takes account of the starting points, intentions and context behind the work in relation to the concepts of tone and value. A learner can describe, interpret and explain the work, ideas and working practices of some significant artists, craftspeople, designers and architects taking account of the influence of the different historical, cultural and social contexts in which they worked in relation to the concepts of tone and value. A learner can describe the processes that they are using and how they hope to achieve higher quality outcomes using the concepts of tone and value.

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 independently develop a range of ideas which show curiosity, imagination and originality linked to all concepts of space.

A learner can systematically investigate research and test ideas and plans using sketchbooks and other appropriate approaches. For instance Sketchbooks will show in advance how work will be produced and how the qualities of materials will be used to represent the concepts of space.

Secure

A learner can independently take action to refine their technical and craft skills in order to improve their use of the concepts of space.  A learner can independently select and effectively use relevant processes in order to create successful and finished work using the full range of concepts of space.

Mastery

A learner can provide a reasoned evaluation of both their own and professionals’ work which takes account of the starting points, intentions and context behind the work in relation to the concepts of space. A learner can describe, interpret and explain the work, ideas and working practices of some significant artists, craftspeople, designers and architects taking account of the influence of the different historical, cultural and social contexts in which they worked in relation to the concepts of space. A learner can describe the processes that they are using and how they hope to achieve higher quality outcomes using the concepts of 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 independently develop a range of ideas which show curiosity, imagination and originality linked to all concepts of texture.

A learner can systematically investigate research and test ideas and plans using sketchbooks and other appropriate approaches. For instance Sketchbooks will show in advance how work will be produced and how the qualities of materials will be used to represent the concepts of texture.

Secure

A learner can independently take action to refine their technical and craft skills in order to improve their use of the concepts of texture.  A learner can independently select and effectively use relevant processes in order to create successful and finished work using the full range of concepts of texture.

Mastery

A learner can provide a reasoned evaluation of both their own and professionals’ work which takes account of the starting points, intentions and context behind the work in relation to the concepts of texture. A learner can describe, interpret and explain the work, ideas and working practices of some significant artists, craftspeople, designers and architects taking account of the influence of the different historical, cultural and social contexts in which they worked in relation to the concepts of space. A learner can describe the processes that they are using and how they hope to achieve higher quality outcomes using the concepts of texture.

Key Concept

Understanding

Emergent

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

Developing

The learner can act out the meaning of short sentences, respond and ask questions about their immediate surroundings.

Secure

The learner can act out the meaning of written sentences, create a short conversation with a peer about themselves and their surroundings using brief descriptions (orange hair, stern teacher, sad because it is raining).

Mastery

The learner can recognise how speech or written work needs to be altered so it is grammatically correct.

Key Concept

Fluency

Emergent

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

Developing

The learner can act out a familiar sketch  giving mostly accurate pronunciation

Secure

The learner can act out a short sketch involving language studied giving accurate pronunciation.

Mastery

The learner can create and act out a short sketch involving language studied giving accurate pronunciation. And analysing own and others performances on improvements in pronunciation.

Key Concept

Intercultural Understanding

Emergent

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

Developing

The learner will know some French traditional stories. Make contact with countries where French is spoken.

Secure

The learner will know some French traditional stories. Make contact with countries where French is spoken; ask questions about family.

Mastery

The learner can compare traditional stories. Make contact with countries where French is spoken; have a conversation about everyday life.