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Sheet: Foundation

Art
P4 Pupils show some awareness of cause and effect in a creative process. They explore materials systematically, for example, tearing and scrunching paper to complete a collage. They are aware of starting or stopping a process. They make marks intentionally on a surface with fingers or tools, for example, pressing objects into clay or putting paint on paper. They repeat an activity to make the same or similar effect. They show an active interest in a range of tools and materials, taking part in familiar activities with some support.
P5 Pupils handle or use tools and materials purposefully. They show preferences for activities and begin to carry out simple processes. They choose tools and materials which are appropriate to the activity, for example, picking brushes or rollers for painting. They show they can create and apply familiar techniques to a task, for example, manipulating and shaping malleable materials to produce a desired effect or applying glue to a surface to make materials stick together in making a model.
P6 Pupils show an intention to create. They start to use tools, materials and simple actions to produce a piece of work. They imitate the use of tools, materials and simple actions, for example, cutting. They practise new skills with less support, developing their knowledge of the process of making, for example, selecting and gathering suitable resources and tools for a piece of work.
P7 Pupils communicate ideas, events or experiences through their use of colour, form, line and tone. Working in two or three dimensions they may intentionally represent or symbolise an object or an emotion. They purposefully choose colours or techniques. They show confidence in using a variety of processes and make appropriate use of tools and materials.
P8 Pupils develop their ideas and use materials and processes working in two and three dimensions. They finish a piece of work following an established pattern of activity, for example, gathering appropriate materials, taking part in an activity and stopping work when finished. They know that paintings, sculptures and drawings have meaning. They use a growing art vocabulary and begin to express meaning in their own work.
1 Pupils respond to ideas. They use a variety of materials and processes to communicate their ideas and meanings, and design and make images and artefacts. They describe what they think or feel about their own and others' work.
2 Pupils explore ideas. They investigate and use a variety of materials and processes to communicate their ideas and meanings, and design and make images and artefacts. They comment on differences in others' work, and suggest ways of improving their own.
3 Pupils explore ideas and collect visual and other information for their work. They investigate visual and tactile qualities in materials and processes, communicate their ideas and meanings, and design and make images and artefacts for different purposes. They comment on similarities and differences between their own and others' work, and adapt and improve their own.
Geography
P4 Pupils extend the skills to help them explore the world. They handle artefacts and materials given to them, for example, looking at the postal worker’s bag and letters, or using a bin to collect litter. They know that certain actions produce predictable results, for example, pushing the button will make the fire engine siren sound. They know familiar places and people and what they are there for, for example, park, school, police person, and use gestures, signs, symbols or single words to show that they know them.
P5 Pupils consolidate a sense of place and direction, for example, they can follow set routes around familiar places. They show their awareness (through gestures, signs, symbols or words) of significant differences between specific physical/natural and human/made features of places, for example, ‘cars here’ on a noisy street, ‘cars gone’ in the park. They can answer simple questions about places and people, for example, ‘Who can help us?’ They start to sort and classify objects in terms of simple features or properties, for example, pebbles or rocks found on a local walk, according to colour or size.
P6 Pupils understand the differences between the physical/natural and human/made features of places. They use pictures or symbols to show familiar places and what they are for, such as making simple plans and maps of familiar areas. They show what they think about different people and environments and answer simple questions about places and people, for example, ‘What can you buy in this shop? ‘What can you do in the park?’
P7 Pupils communicate their preferences about the physical/natural and human/made features of places. They begin to use symbols to represent direction, and can represent and record key features of a place using models or symbols. They are aware of their role in caring for their own environment, for example, watering plants in the classroom or garden, picking up litter.
P8 Pupils recognise the physical/natural and human/made features of places, for example, identifying buildings and their uses. They use simple geographical language to communicate their ideas about various locations, functions and roles. They use resources given to them and their own observations to respond to simple questions about places and people. They recognise simple symbols or representations on maps and plans. They show some understanding of environmental awareness and how it relates to their own lives and they express their views on features of the environment which they find attractive or unattractive.
1 Pupils show their knowledge, skills and understanding in studies at a local scale. They recognise and make observations about physical and human features of localities. They express their views on features of the environment of a locality. They use resources that are given to them, and their own observations, to ask and respond to questions about places and environments.
2 Pupils show their knowledge, skills and understanding in studies at a local scale. They describe physical and human features of places, and recognise and make observations about those features that give places their character. They show an awareness of places beyond their own locality. They express views on the environment of a locality and recognise how people affect the environment. They carry out simple tasks and select information using resources that are given to them. They use this information and their own observations to help them ask and respond to questions about places and environments. They begin to use appropriate geographical vocabulary.
3 Pupils show their knowledge, skills and understanding in studies at a local scale. They describe and compare the physical and human features of different localities and offer explanations for the locations of some of those features. They are aware that different places may have both similar and different characteristics. They offer reasons for some of their observations and for their views and judgements about places and environments. They recognise how people seek to improve and sustain environments. They use skills and sources of evidence to respond to a range of geographical questions, and begin to use appropriate vocabulary to communicate their findings.
History
P4 Pupils recognise themselves and other people in pictures of the recent past. They link the passage of time with a variety of indicators, for example, weekend activities, summer holidays or seasonal changes. They use single words, signs or symbols to confirm the function of everyday items from the past, for example, ‘cup’, ‘bed’, ‘house’.
P5 Pupils know they took part in past events and they listen and respond to familiar stories about their own past. They begin to communicate about activities and events in the past, for example, saying or signing ‘baby toys’, in response to personal items from their own early childhood. With some prompting or support, they answer simple questions about historical artefacts and buildings, for example, identifying a bowl as being made out of wood.
P6 Pupils recognise and make comments about themselves and people they know in pictures of the more distant past. They recognise some obvious distinctions between the past and the present in their own lives and communicate about these, for example, noting their attendance at a different school in the past. They begin to pick historical artefacts out from collections of items, for example, identifying old plates, items of clothing or hand tools.
P7 Pupils begin to recognise some distinctions between the past and present in other people’s lives as well as their own and communicate about these in simple phrases and statements. They listen to and follow stories about people and events in the past as well as events in their own lives. They sort objects to given criteria, for example, old toys and new toys.
P8 Pupils indicate if personal events and objects belong in the past or present. They begin to use some common words, signs or symbols to indicate the passage of time, for example, now/then, today/yesterday. They can recount episodes from their own past and some details from other historical events with prompts, for example, past school or local events. They answer simple questions about historical stories and artefacts.
1 Pupils recognise the distinction between present and past in their own and other people's lives. They show their emerging sense of chronology by placing a few events and objects in order, and by using everyday terms about the passing of time. They know and recount episodes from stories about the past. They find answers to some simple questions about the past from sources of information
2 Pupils show their developing sense of chronology by using terms concerned with the passing of time, by placing events and objects in order, and by recognising that their own lives are different from the lives of people in the past. They show knowledge and understanding of aspects of the past beyond living memory, and of some of the main events and people they have studied. They are beginning to recognise that there are reasons why people in the past acted as they did. They are beginning to identify some of the different ways in which the past is represented. They observe or handle sources of information to answer questions about the past on the basis of simple observations.
3 Pupils show their developing understanding of chronology by their realisation that the past can be divided into different periods of time, their recognition of some of the similarities and differences between these periods, and their use of dates and terms. They show knowledge and understanding of some of the main events, people and changes studied. They are beginning to give a few reasons for, and results of, the main events and changes. They identify some of the different ways in which the past is represented. They use sources of information in ways that go beyond simple observations to answer questions about the past.
Music
P4 Pupils use single words, gestures, signs, objects, pictures or symbols to communicate about familiar musical activities or name familiar instruments. With some support, they listen and attend to familiar musical activities and follow and join in familiar routines. They are aware of cause and effect in familiar events, for example, what happens when particular instruments are shaken, banged, scraped or blown, or that a sound can be started and stopped or linked to movement through a sound beam. They begin to look for an instrument or noisemaker played out of sight. They repeat, copy and imitate actions, sounds or words in songs and musical performances.
P5 Pupils take part in simple musical performances. They respond to signs given by a musical conductor, for example, to start or stop playing. They pick out a specific musical instrument when asked, for example, a drum or a triangle. They play loudly, quietly, quickly and slowly in imitation. They play an instrument when prompted by a cue card. They listen to, and imitate, distinctive sounds played on a particular instrument. They listen to a familiar instrument played behind a screen and match the sound to the correct instrument on a table.
P6 Pupils respond to other pupils in music sessions. They join in and take turns in songs and play instruments with others. They begin to play, sing and move expressively in response to the music or the meaning of words in a song. They explore the range of effects that can be made by an instrument or sound maker. They copy simple rhythms and musical patterns or phrases. They can play groups of sounds indicated by a simple picture or symbol-based score. They begin to categorise percussion instruments by how they can be played, for example, striking or shaking.
P7 Pupils listen to music and can describe music in simple terms, for example, describing musical experiences using phrases or statements combining a small number of words, signs, symbols or gestures. They respond to prompts to play faster, slower, louder, softer. They follow simple graphic scores with symbols or pictures and play simple patterns or sequences of music. Pupils listen and contribute to sound stories, are involved in simple improvisation and make basic choices about the sound and instruments used. They make simple compositions, for example, by choosing symbols or picture cue cards, ordering them from left to right, or making patterns of sounds using computer software.
P8 Pupils listen carefully to music. They understand and respond to words, symbols and signs that relate to tempo, dynamics and pitch, for example, faster, slower, louder, higher, and lower. They create their own simple compositions, carefully selecting sounds. They create simple graphic scores using pictures or symbols. They use a growing musical vocabulary of words, signs or symbols to describe what they play and hear, for example, fast, slow, high, low. They make and communicate choices when performing, playing, composing, listening and appraising, for example, prompting members of the group to play alone, in partnerships, in groups or all together.
1 Pupils recognise and explore how sounds can be made and changed. They use their voices in different ways such as speaking, singing and chanting, and perform with awareness of others. They repeat short rhythmic and melodic patterns and create and choose sounds in response to given starting points. They respond to different moods in music and recognise well-defined changes in sounds, identify simple repeated patterns and take account of musical instructions.
2 Pupils recognise and explore how sounds can be organised. They sing with a sense of the shape of the melody, and perform simple patterns and accompaniments keeping to a steady pulse. They choose carefully and order sounds within simple structures such as beginning, middle, end, and in response to given starting points. They represent sounds with symbols and recognise how the musical elements can be used to create different moods and effects. They improve their own work.
3 Pupils recognise and explore the ways sounds can be combined and used expressively. They sing in tune with expression and perform rhythmically simple parts that use a limited range of notes. They improvise repeated patterns and combine several layers of sound with awareness of the combined effect. They recognise how the different musical elements are combined and used expressively and make improvements to their own work, commenting on the intended effect.
DT
P4 With help, pupils begin to assemble components provided for an activity, for example, placing bricks together. They contribute to activities by coactively grasping and moving simple tools, for example, a glue spreader. They explore options within a limited range of materials, for example, adding grapes or chopped apple to a fruit salad.
P5 Pupils use a basic tool, with support, for example, pushing a roller. They demonstrate preferences for products, materials and ingredients, for example, selecting a preferred filling for a sandwich.
P6 Pupils recognise familiar products and explore the different parts they are made from. They watch others using a basic tool and copy the actions, for example, preparing a surface with a glass paper block. They begin to offer responses to making activities, for example, suggesting the colour or shape of a product.
P7 Pupils operate familiar products, with support, and explore how they work. They use basic tools or equipment in simple processes, chosen in negotiation with staff, for example, in cutting or shaping materials. They begin to communicate preferences in their designing and making, for example, adding selected felt shapes to fabric.
P8 Pupils explore familiar products and communicate views about them when prompted. With help, they manipulate a wider range of basic tools in making activities, for example, joining components together to make their intended product. They begin to contribute to decisions about what they will do and how, for example, communicating their approval of certain features of a process.
1 Pupils generate ideas and recognise characteristics of familiar products. Their plans show that, with help, they can put their ideas into practice. They use pictures and words to describe what they want to do. They explain what they are making and which tools they are using. They use tools and materials with help, where needed. They talk about their own and other people's work in simple terms and describe how a product works.
2 Pupils generate ideas and plan what to do next, based on their experience of working with materials and components. They use models, pictures and words to describe their designs. They select appropriate tools, techniques and materials, explaining their choices. They use tools and assemble, join and combine materials and components in a variety of ways. They recognise what they have done well as their work progresses, and suggest things they could do better in the future.
3 Pupils generate ideas and recognise that their designs have to meet a range of different needs. They make realistic plans for achieving their aims. They clarify ideas when asked and use words, labelled sketches and models to communicate the details of their designs. They think ahead about the order of their work, choosing appropriate tools, equipment, materials, components and techniques. They use tools and equipment with some accuracy to cut and shape materials and to put together components. They identify where evaluation of the design and make process and their products has led to improvements.
RE
P4 Pupils use single elements of communication, for example, words, gestures, signs or symbols, to express their feelings. They show they understand ‘yes’ and ‘no’. They begin to respond to the feelings of others, for example, matching their emotions and laughing when another pupil is laughing. They join in with activities by initiating ritual actions or sounds. They may demonstrate an appreciation of stillness and quietness.
P5 Pupils respond appropriately to simple questions about familiar religious events or experiences and communicate simple meanings. They respond to a variety of new religious experiences, for example, involving music, drama, colour, lights, food, or tactile objects. They take part in activities involving two or three other learners. They may also engage in moments of individual reflection.
P6 Pupils express and communicate their feelings in different ways. They respond to others in group situations and cooperate when working in small groups. Pupils listen to, and begin to respond to, familiar religious stories, poems and music, and make their own contribution to celebrations and festivals. They carry out ritualised actions in familiar circumstances. They show concern and sympathy for others in distress, for example, through gestures, facial expressions or by offering comfort. They start to be aware of their own influence on events and other people.
P7 Pupils listen to and follow religious stories. They communicate their ideas about religion, life events and experiences in simple phrases. They evaluate their own work and behaviour in simple ways, beginning to identify some actions as right or wrong on the basis of the consequences. They find out about aspects of religion through stories, music or drama, answer questions and communicate their responses. They may communicate their feelings about what is special to them, for example, using role play. They begin to understand that other people have needs and to respect these. They make purposeful relationships with others in group activity.
P8 Pupils listen attentively to religious stories or to people talking about religion. They begin to understand that religious and other stories carry moral and religious meaning. They are increasingly able to communicate ideas, feelings or responses to experiences or to retell religious stories. They communicate simple facts about religion and important people in religions. They begin to realise the significance of religious artefacts, symbols and places. They reflect on what makes them happy, sad, excited or lonely. They demonstrate a basic understanding of what is right and wrong in familiar situations. They are often sensitive to the needs and feelings of others and show respect for themselves and others. They treat living things and their environment with care and concern.
1 Pupils use some religious words and phrases to recognise and name features of religious life and practice. They can recall religious stories and recognise symbols, and other verbal and visual forms of religious expression.
2 Pupils use religious words and phrases to identify some features of religion and its importance for some people. They begin to show awareness of similarities in religions. Pupils retell religious stories and suggest meanings for religious actions and symbols. They identify how religion is expressed in different ways.
3 Pupils use a developing religious vocabulary to describe some key features of religions, recognising similarities and differences. They make links between beliefs and sources, including religious stories and sacred texts. They begin to identify the impact religion has on believers' lives. They describe some forms of religious expression.
PE
P4 Pupils’ movement patterns are established and they perform single actions, for example, rolling, running, jumping or splashing. They respond to simple commands, for example, ‘stop’. They recognise familiar pieces of equipment, for example, a ball or hoop. They show awareness of cause and effect, for example, knocking down skittles.
P5 Pupils link two actions in a sequence, for example, crawling and walking, or climbing and jumping. They follow simple instructions although they may need the support of symbols or other prompts. They explore a variety of movements and show some awareness of space. They understand some basic concepts, for example, taking big and little steps in movement activities or placing big and small balls in different baskets. They take turns with a partner or in a small group. They recognise and collect, on request, familiar pieces of equipment, for example, a mat to lie on or a hoop to jump into.
P6 Pupils work in pairs and in small groups cooperatively, although they may need support to follow instructions and keep on task. They move in a variety of ways, for example, slowly and quickly. They link movements in a simple sequence, although they may require support to do this. They recognise small and large apparatus and use it with some basic control. They throw and kick a ball, but lack direction.
P7 Pupils express themselves through repetitive and simple sequences and movement patterns. Their control and coordination skills are developing, for example, they kick a ball towards a target or throw a ball to a partner. They listen to instructions and stop and start with some accuracy. They work closely in pairs, trios or small groups. They share and wait their turn. They are aware of the changes that happen to their bodies when they are active.
P8 Pupils move with some control and coordination, for example, they travel under and over climbing equipment. They follow and imitate sequences and patterns in their movements. They use small and large apparatus safely. They are aware of space, themselves and others. They play simple games and may require support to keep score and follow game rules. They recognise the changes that happen to their bodies when they are active.
1 Pupils copy, repeat and explore simple skills and actions with basic control and coordination. They start to link these skills and actions in ways that suit the activities. They describe and comment on their own and others' actions. They talk about how to exercise safely, and how their bodies feel during an activity.
2 Pupils explore simple skills. They copy, remember, repeat and explore simple actions with control and coordination. They vary skills, actions and ideas and link these in ways that suit the activities. They begin to show some understanding of simple tactics and basic compositional ideas. They talk about differences between their own and others' performance and suggest improvements. They understand how to exercise safely, and describe how their bodies feel during different activities.
3 Pupils select and use skills, actions and ideas appropriately, applying them with coordination and control. They show that they understand tactics and composition by starting to vary how they respond. They can see how their work is similar to and different from others' work, and use this understanding to improve their own performance. They give reasons why warming up before an activity is important, and why physical activity is good for their health.