Band 3 Band 4 Band 5 Band 6explore shading, using different media

draws familiar objects with correct proportions

use line, tone and shading to represent things seen, remembered or imagined in three dimensions

begin to develop an awareness of composition, scale and proportion in their work

understand and identify key aspects such as complementary colours, colour as tone, warm and cold colours

create different effects by using a variety of tools and techniques such as bleeds, washes, scratches and splashes

mix colours to express mood, divide foreground from background or demonstrate tones

use simple perspective in their work using a single focal point and horizon

compare and recreate form of natural and manmade objects

plan a sculpture through drawing and other preparatory work

develop skills in using clay including slabs, coils and slips

use techniques, colours, tones and effects in an appropriate way to represent things seen - brushstrokes following the direction of the grass, stippling to paint sand, watercolour bleeds to show clouds

he/she is able to create a collage using overlapping and layering

experiment with creating mood, feeling, movement and areas of interest by selecting appropriate materials and learnt techniques

add collage to a painted, drawn or printed background using a range of media, different techniques, colours and textures

produce intricate patterns and textures in a malleable media

create printing blocks using relief or impressed techniques

use a variety of techniques e.g. marbling, silkscreen and cold water paste

experiment with using layers and overlays to create new colours/textures

use different techniques, colours and textures when designing and making pieces of work and explain his/her choices

add detail to work using different types of stitch, including cross-stitch

print on fabrics using tie-dyes or batik

return to work over longer periods of time and use a wider range of materials

create intricate printing patterns by simplifying and modifying sketchbook designs

follow a design brief to achieve an effect for a particular function

Art and Design – Techniques

Band 3 Band 4 Band 5 Band 6use a sketchbook for recording observations, for experimenting with techniques or planning out ideas

use a sketchbook for collecting ideas and developing a plan for a completed piece of artwork

develop different ideas which can be used and explain his/her choices for the materials and techniques used

select ideas based on first hand observations, experience or imagination and develop these through open ended research

experiment with different materials to create a range of effects and use these techniques in the completed piece of work

use taught technical skills to adapt and improve his/her work

confidently and systematically investigate the potential of new and unfamiliar materials and use these learnt techniques within his/her work

refine his/her use of learnt techniques

explain what he/she likes or dislikes about their work

articulate how he/she might improve their work using technical terms and reasons as a matter of routine

evaluate his/her work against their intended outcome

adapt his/her own final work following feedback or discussion based on their preparatory ideas

know about some of the great artists, architects and designers in history and describe their work

describe some of the key ideas, techniques and working practices of artists, architects and designers who he/she has studied

research and discuss various artists, architects and designers and discuss their processes and explain how these were used in the finished product

describe the work and ideas of various artists, architects and designers, using appropriate vocabulary and referring to historical and cultural contexts

explain and justify preferences towards different styles and artists

Art and Design – Learning

DT Banding Assessment

Band 3 Band 4 Band 5 Band 6Design Can I use simple

annotated sketches to communicate my ideas?Can I plan the order of my work?

Can I use simple annotated sketches to communicate my ideas?Can I plan what materials I will use? Can I draw pattern pieces to construct my product?

Can I discuss my design with others and use annotated sketches to communicate my ideas?Can I draw my design accurately from different views?

Can I discuss my design with others and use annotated sketches to communicate my ideas?Can I draw my design accurately from different views or use CAD software?

Evaluate Can I evaluate a range of products?

Does my product meet the design criteria?

Can I evaluate a range of products?

Does my product meet the design criteria?

Does my product meet the design criteria?Can I identify key events and individuals in Victorian Britain who have helped shape the world in Design & Technology?

Does my product meet the design criteria?Can I identify key events and individuals during the war and post wars who have helped shape the world in Design & Technology?

Make Can I measure, mark out, score, cut out and join card?

Can I measure, mark out, score, cut out and construct products made from card & textiles?Can I join card or textiles in a variety of ways?

Can I measure, mark out, score, cut out and join wood? Can I use a variety of tools accurately?

Can I measure, mark out, score, cut out and join wood or textiles?Can I use a variety of tools accurately?

Technical Knowledge

Can I strengthen and reinforce card to make a 3D or free standing product?

Can I construct a card mechanism using levers and pivots to produce movement?Can I use an electrical system incorporating a switch, light or buzzer?

Can I make a mechanism using a cam and a follower to produce movement?

Can I use strengthening and joining skills to construct a load bearing frame from card?Can I construct a mechanical system using gears and pulleys?Can I use an electrical system incorporating a motor?

Cooking & Nutrition

Can I identify ingredients which form part of a healthy diet?Can I combine fresh ingredients to make a tasty & healthy lunch?Can I explain how to prepare food hygienically?Can I chop, slice and mix ingredients?

Can I measure, mix, ‘rub in’, knead ingredients?

Can I measure, mix, and combine a variety of savoury ingredients?Can I choose ingredients to change the flavour of a basic recipe?Can I explain where and how a variety of ingredients are grown?

Can I explain where and how a variety of ingredients are grown?Can I explain how during the war and years afterwards seasonality of ingredients dictated recipes.Can I explain how rationing effected what people ate?

Geography Banding Assessment

Band 3 Band 4 Band 5 Band 6ask and respond geographical questions, e.g. Describe the landscape. Why is it like this? How has man affected what it looks like? What do you think about that? What do you think it might be like if…continues?

understand and use a widening range of geographical terms e.g. specific topic vocabulary - contour, height, valley, erosion, deposition, transportation, headland, volcanoes, earthquakes etc.

understand and use a widening range of geographical terms e.g. specific topic vocabulary - climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle

locate the world's countries, using maps to focus on Europe (including the location of Russia) and North and South America, concentrating on their environmental regions, key physical and human characteristics, countries, and major cities

analyse evidence and draw conclusions e.g. make comparisons between locations using aerial photos/pictures e.g. population, temperatures etc.

measure straight line distances using the appropriate scale

identify and describe the significance of the Prime/Greenwich Meridian and time zones including day and night

name and locate counties and cities of the United Kingdom, geographical regions and their identifying human and physical characteristics, key topographical features (including hills, mountains, coasts and rivers), and land-use patterns; and understand how some of these aspects have changed over time

recognise that different people hold different views about an issue and begin understand some of the reasons why

explore features on OS maps using 6 figure grid references

recognise the different shapes of countries

identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle, the Prime/Greenwich Meridian and time zones (including day and night)

communicate findings in ways appropriate to the task or for the audience

recognise the different shapes of continents

identify the World's countries within North America human and physical characteristics, key topographical features and land use patterns

understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom, a region in a European country, and a region within North or South America

understand and use a widening range of geographical terms e.g. specific topic vocabulary - meander, floodplain, location, industry, transport, settlement, water cycle etc.

draw accurate maps with more complex keys and / or demonstrate patterns

know about the wider context of places - county, region, country,

describe and understand key aspects of physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle

use basic geographical vocabulary such as cliff, ocean, valley, vegetation, soil, mountain, port, harbour, factory, office

plan the steps and strategies for an enquiry

know and describe where a variety of places are in relation physical and human features

describe and understand key aspects of human geography, including: types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water

make more detailed fieldwork sketches/diagrams

to know features about places around them and beyond the UK

know location of: capital cities of countries of British Isles and U.K., seas around U.K., European Union countries with high populations and large areas, largest cities in each continent

use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied

use fieldwork instruments e.g. camera, rain gauge

describe human features of UK regions, cities and /or counties

compare the physical or human features of a region of the UK and a region in North America, identifying similarities and differences

use the eight points of a compass, four and six-figure grid references, symbols and key (including the use of Ordnance Survey maps) to build his/her knowledge of the United Kingdom and the wider world

to use and interpret maps, globes, atlases and digital / compute mapping to locate countries and key features

understand the effect of landscape features on the development of a locality

understand about world weather patterns around the World and relate these climate zones

use fieldwork to observe, measure, record and present the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies

use four figure grid references

describe how people have been affected by changes in the environment

know how rivers erode, transport and deposit materials

understand and use a widening range of geographical terms e.g. specific topic vocabulary - urban, rural, land use, sustainability, tributary, trade links etc.

use the 8 points of a compass

know about the wider context of places - region, country,

know about the physical features of coasts and begin understand erosion and deposition

identify and describe the significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle,

make plans and maps using symbols and keys

identify where countries are within Europe; including Russia

understand how humans affect the environment

use maps, charts etc. to support decision making about the location of places e.g. new bypass

know the physical and human features of the locality

understand why there are similarities and differences between places

know about changes the World environment

compare the physical and human features of a region of the UK and a region within South America, identifying similarities and differences

identify where counties are within the UK and thie key

recognise that people have differing quality of

understand why people seek manage and sustain their

topographical features

life living in different locations and environments

environment

name and locate the cities of the UK

know how the locality is set within a wider geographical context

understand why there are similarities and differences between places

explain about key natural resources e.g. water in the locality

develop an awareness of how places relate each other

explore weather patterns around parts of the world

explain about weather conditions / patterns around the UK and parts of Europe

  

History Banding Assessment

Band 3 Band 4 Band 5 Band 6use an increasing range of common words and phrases relating to the passing of time (chronological understanding)

place some historical periods in a chronological framework (chronological understanding)

use dates to order and place events on a timeline (chronological understanding)

describe a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods he/she studies

describe memories of key events in his/her life using historical vocabulary (chronological understanding)

use sources of information in ways that go beyond simple observations to answer questions about the past (historical enquiry)

give some reasons for some important historical events (understanding of events, people and changes)

note connections, contrasts and trends over time and show developing appropriate use of historical terms

describe changes in Britain from the Stone Age to the Iron Age

communicate his/her learning in an organised and structured way, using appropriate terminology (organisation and communication)

make comparisons between aspects of periods of history and the present day (historical interpretations)

address and sometimes devise historically valid questions about change, cause, similarity and difference, and significance

describe the Roman Empire and its impact on Britain

use historic terms related to the period of study (chronological understanding)

understand that the type of information available depends on the period of time studied

construct informed responses that involve thoughtful selection and organisation of relevant historical information

describe the achievements of the earliest civilizations - an overview of where and when the first civilizations appeared and a depth study of one of the following: Ancient Sumer; The Indus Valley; Ancient Egypt; The Shang Dynasty of Ancient China

understand that sources can contradict each other (historical interpretations)

evaluate the usefulness of a variety of sources (historical interpretations)

understand how our knowledge of the past is constructed from a range of sources

use a variety of resources to find out about aspects of life in the past (historical enquiry)

compare sources of information available for the study of different times in the past (historical enquiry)

describe a study of an aspect or theme in British history that extends pupils' chronological knowledge beyond 1066

WW2 onwards

describe Britain's settlement by Anglo-Saxons and Scots

present findings and communicate knowledge and understanding in different ways (organisation and communication)

make confident use of a variety of sources for independent research (historical enquiry)

describe the Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the Confessor

provide an account of a historical event based on more than one source (organisation and communication)

use evidence to support arguments (understanding of events, people and changes)

describe a study of Ancient Greek life and achievements and their influence on the western world

describe a local history studyThe Victoriansdescribe a non-European society that provides contrasts with British history - one study chosen from: early Islamic civilization, including a study of Baghdad c. AD 900; Mayan civilization c. AD 900; Benin (West Africa) c. AD 900-1300

  

MUSIC

3 4 5 6Play and perform in solo and ensemble contexts, using voice and playing musical

instruments with increasing accuracy, fluency , control and expression.Children play and correctly hold a range of percussion instruments.Children play on their own in small group.They play instruments with contrasting dynamicsThey play simple tunes on the glockenspiel in small group and whole-class contexts. They follow a conductorThey learn and perform simple playground songs with actions.

Children learn to play the recorder with good tone and technique. They play D,C,B,A and GThey contribute to musical performances in class assemblies.They watch and respond to a conductor, making appropriate changes in tempo, dynamics and pitch.

Children learn and perform longer songs ( some in other languages ) adding their own ostinato rhythms and actions to these songs.Songs become more complex in terms of rhythm and pitch.Children know the names of the major instrument groups of the orchestra, naming some from each group.

Children are confident performers in small groups. They sing with fluency, control and expression.They perform complex songs, some in two parts.

Improvise and compose music for a range of purposes using the inter-related dimensions of music

Children learn the meaning of the terms: tempo, dynamics and pitchThey compose simple tunes using un-tuned percussion using animals as a them, changing the

Children learn the meaning of the term ‘duration’They compose music in response to a variety of stimuli. They continue to use graphic scores, but add known musical symbols and some terminology

Children learn the meaning of timbre and structureThey begin to use standard staff notation

Children learn meaning of term ’texture’They use their knowledge of all seven elements of music to write music . They show their understanding by adding musical signs to show dynamic contrast and variations in tempo.

tempo, dynamics and structure of their music.They write graphic scores to record their compositions.

Use and understand staff and other music notationsChildren make their own symbols to represent sounds and represent these in a graphic score. They write the symbols mf,f,mp and p. They use signs for crescendo and diminuendo.

Children use and understand the following note values when writing and reading simple rhythms:Crotchet,minim,quaver,semibreveThey can write and play on a glockenspiel or recorder the following notes: D,C,B,A,GThey use the following terminology to describe tempo:allegro,largo,andanteThey write simple music with a time signature of 4/4 and 2/4

In addition children use the dotted minims and learn simple rests: semibreve,dotted- minim,minim, crotchet and quaver.They write 12 –bar rhythmsusing simple repetitive structures .They write simple tunes using notes D,C,B,A,GChildren can write a treble clef accurately

Children learn additional notation for the treble clef to complete the stave .They read and write simple rhythms in ¾ timeThey write answering phrases.They use symbols and terminology: accelerando,subito p/f,ritardando

Appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians.

Listen with attention to detail and recall sounds with increasing aural memoryChildren listen recorded extracts and comment on tempo, dynamics and pitch. They say how music makes them feel.

Children listen to music from Mexico and perform a traditional Spanish folk song.They can recognise medieval music and name some of the instruments played ( ‘Passtime with good company’ )

Children listen to and analyse Holst’s ’The Planet Suite’commenting on use of all musical elements. They listen to ‘La Mer’, by Debussy

Demonstrate a developing understanding of the history of musicChildren listen to music from WWII

and appreciate the patriotic nature of the genre, being able to position the period on a time line.