Curriculum Key Stage 2 – Subject requirements and Health & Safety

The National Curriculum applies to pupils of compulsory school age in community and foundation schools, including community special schools and foundation special schools, and voluntary aided and voluntary controlled schools. It is organised on the basis of four key stages.

Key stage 1: Ages 5-7 (Years 1-2)

Key stage 2: Ages 7-11 (Years 3-6)

Key stage 3: Ages 11-14 (Years 7-9)

Key stage 4: Ages 14-16 (Years 10-11).

At key stages 1 and 2 the statutory subjects that all pupils must study are art and design, design and technology, English, geography, history, information and communication technology, mathematics, music, physical education and science. Religious education must also be provided at key stages 1 and 2.

For each subject and for each key stage, programmes of study set out what pupils should be taught, and attainment targets set out the expected standards of pupils' performance. It is for schools to choose how they organise their school curriculum to include the programmes of study.

Programmes of study

The programmes of study (as defined by the Education Act 1996, section 353b) set out what pupils should be taught in each subject at each key stage, and provide the basis for planning schemes of work. When planning, schools should also consider the four general teaching requirements (use of language, use of ICT and health and safety and inclusion) that apply across the programmes of study.

Health and safety

This statement applies to science, design and technology, ICT, art and design, and PE.

When working with tools, equipment and materials, in practical activities and in different environments, including those that are unfamiliar, pupils should be taught:

•              about hazards, risks and risk control

•              to recognise hazards, assess consequent risks and take steps to control the risks to themselves and others

•              to use information to assess the immediate and cumulative risks

•              to manage their environment to ensure the health and safety of themselves and others

•              to explain the steps they take to control risks.

Combining games with learning is a fantastic way to teach children, and making education fun is key to success.  Based on this rule Keystagetwo.com, a virtual learning environment has now become one of the top websites for Key Stage Two pupils (children aged between 7 and 11).

KeyStageTwo.com is compliant with the National Curriculum in England, Scotland, Wales and Northern Ireland, and UK schools are now availing of the service.  On completion of quick set-up and installation, Schools and teachers use it for…..

-Saving time on marking tests.

-By issuing homework online, reducing photocopying and paper costs.

-By using the individual and class results summary, pinpointing areas requiring improvement, thus raising children’s performance.

-Clearly viewing children’s analysis displaying strengths and weaknesses, allowing the teacher to focus on them and provide feedback where necessary.

Parents use the system in one of two ways; firstly if their children’s school is enrolled in the system already, parents can log on and view their own child’s performance and results, tracking their progress.  They also use it to read teacher feedback and use the system with their little ones on a one-to-one basis.  Secondly, if a child’s school is not yet enrolled, parents can sign up to the system for just ten pounds per month offering unlimited anytime access to all the resources, effectively tutoring the child themselves, for a fraction of the traditional tutoring costs.

Finally, and most importantly KeyStageTwo.com offers fantastic benefits for the kids, too many to mention here!  Nip over to the website to learn more.

We would love to have you on board, whether you are a school, primary teacher, parent, tutor or even just a casual reader seeking educational resources with a difference!

Now taking sign-ups for October 2011 at http://www.keystagetwo.com or try the Demo at http://www.keystagetwo.com/demo

Curriculum Key Stage 2 – Use of language.

General Teaching Requirements, The use of language in Key Stage Two education.

Pupils should be taught in all subjects to express themselves correctly and appropriately and to read accurately, with understanding.

Since standard English, spoken and written, is the predominant language in which knowledge and skills are taught and learned, pupils should therefore be taught to recognise and use standard English.

Writing

In writing, pupils should be taught to use correct spelling and punctuation and follow grammatical conventions. They should also be taught to organise their writing in logical and coherent forms.

Speaking

In speaking, pupils should be taught to use language precisely and cogently.

Listening

Pupils should be taught to listen to others, and to respond and build on their ideas and views constructively.

Reading

In reading, pupils should be taught strategies to help them read with understanding, to locate and use information, to follow a process or argument and summarise, and to synthesise and adapt what they learn from their reading.

Pupils should be taught the technical and specialist vocabulary of subjects and how to use and spell these words. They should also be taught to use the patterns of language vital to understanding and expression in different subjects. These include the construction of sentences, paragraphs and texts that are often used in a subject [for example, language to express causality, chronology, logic, exploration, hypothesis, comparison, and how to ask questions and develop arguments].

Combining games with learning is a fantastic way to teach children, and making education fun is key to success.  Based on this rule Keystagetwo.com, a virtual learning environment has now become one of the top websites for Key Stage Two pupils (children aged between 7 and 11).

KeyStageTwo.com is compliant with the National Curriculum in England, Scotland, Wales and Northern Ireland, and UK schools are now availing of the service.  On completion of quick set-up and installation, Schools and teachers use it for…..

-Saving time on marking tests.

-By issuing homework online, reducing photocopying and paper costs.

-By using the individual and class results summary, pinpointing areas requiring improvement, thus raising children’s performance.

-Clearly viewing children’s analysis displaying strengths and weaknesses, allowing the teacher to focus on them and provide feedback where necessary.

Parents use the system in one of two ways; firstly if their children’s school is enrolled in the system already, parents can log on and view their own child’s performance and results, tracking their progress.  They also use it to read teacher feedback and use the system with their little ones on a one-to-one basis.  Secondly, if a child’s school is not yet enrolled, parents can sign up to the system for just ten pounds per month offering unlimited anytime access to all the resources, effectively tutoring the child themselves, for a fraction of the traditional tutoring costs.

Finally, and most importantly KeyStageTwo.com offers fantastic benefits for the kids, too many to mention here!  Nip over to the website to learn more.

We would love to have you on board, whether you are a school, primary teacher, parent, tutor or even just a casual reader seeking educational resources with a difference!

Now taking sign-ups for October 2011 at http://www.keystagetwo.com or try the Demo at http://www.keystagetwo.com/demo

Curriculum Key Stage 2 – General teaching requirements in the use of I.C.T

As with many Key Stage Two subjects, I.C.T plays a big part in Key Stage Two education.  "ICT" is used as a general term for all kinds of technologies which enable users to create, access and manipulate information. The term ICT is a combination of information technology and communications technology.

The use of ICT in teaching.

Teachers should give pupils the opportunity to apply and develop their ICT capability through the use of ICT tools to support their learning in all subjects.

At key stage 1, it is statutory to teach the use of ICT in English, mathematics and science. Teachers should use their own judgement to decide where it is appropriate across these subjects.

At other key stages, there are statutory requirements to use ICT in all statutory subjects, except PE.

Pupils should be given opportunities to support their work by being taught to:

-          Find things out from a variety of sources, selecting and synthesising the information to meet their needs and developing an ability to question its accuracy, bias and plausibility.

-          Develop their ideas using ICT tools to amend and refine their work and enhance its quality and accuracy.

-          Exchange and share information, both directly and through electronic media.

-          Review, modify and evaluate their work, reflecting critically on its quality, as it progresses.

Key Stage Two.com is the perfect setting to combine I.C.T experience with fun games and education.

Combining games with learning is a fantastic way to teach children, and making education fun is key to success.  Based on this rule Keystagetwo.com, a virtual learning environment has now become one of the top websites for Key Stage Two pupils (children aged between 7 and 11).

KeyStageTwo.com is compliant with the National Curriculum in England, Scotland, Wales and Northern Ireland, and UK schools are now availing of the service.  On completion of quick set-up and installation, Schools and teachers use it for…..

-Saving time on marking tests.

-By issuing homework online, reducing photocopying and paper costs.

-By using the individual and class results summary, pinpointing areas requiring improvement, thus raising children’s performance.

-Clearly viewing children’s analysis displaying strengths and weaknesses, allowing the teacher to focus on them and provide feedback where necessary.

Parents use the system in one of two ways; firstly if their children’s school is enrolled in the system already, parents can log on and view their own child’s performance and results, tracking their progress.  They also use it to read teacher feedback and use the system with their little ones on a one-to-one basis.  Secondly, if a child’s school is not yet enrolled, parents can sign up to the system for just ten pounds per month offering unlimited anytime access to all the resources, effectively tutoring the child themselves, for a fraction of the traditional tutoring costs.

Finally, and most importantly KeyStageTwo.com offers fantastic benefits for the kids, too many to mention here!  Nip over to the website to learn more.

We would love to have you on board, whether you are a school, primary teacher, parent, tutor or even just a casual reader seeking educational resources with a difference!

Now taking sign-ups for October 2011 at http://www.keystagetwo.com or try the Demo at http://www.keystagetwo.com/demo

Curriculum Key Stage 2 - General teaching requirements

The curriculum should provide relevant and challenging learning to all children. It should follow the three principles set out in the statutory inclusion statement:

A. Setting suitable learning challenges

B. Responding to pupils’ diverse learning needs

C. Overcoming potential barriers to learning and assessment for individuals and groups of pupils.

 

Learning challenges

A. Setting suitable learning challenges

Teachers should aim to give every pupil the opportunity to experience success in learning and to achieve as high a standard as possible. The national curriculum programmes of study set out what most pupils should be taught but teachers should teach the knowledge, skills and understanding in ways that suit their pupils’ abilities. This may mean choosing knowledge, skills and understanding from earlier or later stages so that individual pupils can make progress and show what they can achieve. Where it is appropriate for pupils to make extensive use of content from an earlier stage, there may not be time to teach all aspects of the programmes of study. A similarly flexible approach will be needed to take account of any gaps in pupils’ learning resulting from missed or interrupted schooling.

For pupils whose attainments fall significantly below the expected levels at a particular stage, a much greater degree of differentiation will be necessary. In these circumstances, teachers may need to use the content of programmes of study as a resource or to provide a context, in planning learning appropriate to the requirements of their pupils.

For pupils whose attainments significantly exceed the expected levels,  teachers will need to plan suitably challenging work. As well as drawing on work from later stages, teachers may plan further differentiation by extending the breadth and depth of study.

Diverse needs

B. Responding to pupils’ diverse learning needs

When planning, teachers should set high expectations and provide opportunities for all pupils to achieve, including boys and girls, pupils with special educational needs, pupils from all social and cultural backgrounds, pupils from different ethnic groups including travellers, refugees and asylum seekers, and those from diverse linguistic backgrounds. Teachers need to be aware that pupils bring to school different experiences, interests and strengths which will influence the way in which they learn. Teachers should plan their approaches to teaching and learning so that pupils can take part in lessons fully and effectively.

To ensure that they meet the full range of pupils’ needs, teachers should be aware of the requirements of the equal opportunities legislation that covers race, gender and disability.

Teachers should take specific action to respond to pupils’ diverse needs by:

•              creating effective learning environments

•              securing their motivation and concentration

•              providing equality of opportunity through teaching approaches

•              using appropriate assessment approaches

•              setting targets for learning.

Potential barriers

C. Overcoming potential barriers to learning and assessment for individuals and groups of pupils

A minority of pupils will have particular learning and assessment requirements which go beyond the provisions described above and, if not addressed, could create barriers to learning. These requirements are likely to arise as a consequence of a pupil having a special educational need or disability or may be linked to a pupil’s progress in learning English as an additional language.

Teachers must take account of these requirements and make provision, where necessary, to support individuals or groups of pupils to enable them to participate effectively in the curriculum and assessment activities. During end of key stage assessments, teachers should bear in mind that special arrangements are available to support individual pupils.

Pupils with special educational needs

Curriculum planning and assessment for pupils with special educational needs must take account of the type and extent of the difficulty experienced by the pupil. Teachers will encounter a wide range of pupils with special educational needs, some of whom will have disabilities. In many cases, the action necessary to respond to an individual’s requirements for curriculum access will be met through greater differentiation of tasks and materials, consistent with school-based intervention as set out in the SEN Code of Practice. A smaller number of pupils may need access to specialist equipment and approaches or to alternative or adapted activities, consistent with school-based intervention augmented by advice and support from external specialists as described in the SEN Code of Practice or, in exceptional circumstances, with a statement of special educational need. Teachers should, where appropriate, work closely with representatives of other agencies who may be supporting the pupil.

Teachers should take specific action to provide access to learning for pupils with special educational needs by:

•              providing for pupils who need help with communication, language and literacy

•              planning, where necessary, to develop pupils’ understanding through the use of all available senses and experiences

•              planning for pupils’ full participation in learning and in physical and practical activities

•              helping pupils to manage their behaviour, to take part in learning effectively and safely

•              helping individuals to manage their emotions, particularly trauma or stress, and to take part in learning.

Pupils with disabilities

Not all pupils with disabilities will necessarily have special educational needs. Many pupils with disabilities learn alongside their peers with little need for additional resources beyond the aids which they use as part of their daily life, such as a wheelchair, a hearing aid or equipment to aid vision. Teachers must take action, however, in their planning to ensure that these pupils are enabled to participate as fully and effectively as possible within the national curriculum and the statutory assessment arrangements. Potential areas of difficulty should be identified and addressed at the outset of work, without recourse to formal provisions for disapplication.

Teachers should take specific action to enable effective participation of pupils with disabilities by:

•              planning appropriate amounts of time to allow for the satisfactory completion of tasks

•              planning opportunities, where necessary, for the development of skills in practical aspects of the curriculum

•              identifying aspects of programmes of study and attainment targets that may present specific difficulties for individuals.

Pupils who are learning English as an additional language

Pupils for whom English is an additional language have diverse needs in terms of support necessary in English language learning. Planning should take account of such factors as the pupil’s age, length of time in the country, previous educational experience and skills in other languages. Careful monitoring of each pupil’s progress in the acquisition of English language skills and of subject knowledge and understanding will be necessary to confirm that no learning difficulties are present.

The ability of pupils for whom English is an additional language to take part in the national curriculum may be ahead of their communication skills in English. Teachers should plan learning opportunities to help pupils develop their English and should aim to provide the support pupils need to take part in all subject areas.

Teachers should take specific action to help pupils who are learning English as an additional language by:

•              developing their spoken and written English

•              ensuring access to the curriculum and to assessment.

Have you got a child undertaking Key Stage Two education, aged between 7 and 11? 

If so, why not join http://www.keystagetwo.com

It is a virtual learning environment that successfully manages to combine fun games with education, whilst concentrating on the subjects your child is learning in school to help boost their grades in a fun and engaging way. 

KeyStageTwo.com is National Curriculum compliant and is now being used in schools and homes throughout Northern Ireland, Scotland, England, and Wales. 

Now taking sign-ups for October 2011 at http://www.keystagetwo.com or try the Demo at http://www.keystagetwo.com/demo

Curriculum Key Stage 2

The latest national statistics on Interim Percentage of Pupils Making Expected Progress in English and in Mathematics between Key Stage 1 and Key Stage 2 in England, 2010/11 produced by the Department for Education were released on 29 September 2011 according to the arrangements approved by the UK Statistics Authority.

This Statistical First Release (SFR) provides a short time series of the percentage of pupils making expected progress in each of English and mathematics between Key Stage 1 (KS1) and Key Stage 2 (KS2).

The statistics within this SFR are at national, regional and local authority levels. It provides progression data for pupils reaching the end of KS2 in 2011 based on a revised methodology which takes into account results from KS2 Teacher Assessments for pupils who did not achieve a level 3-5 outcome in the KS2 National Curriculum tests.


The statistics for the 2010/11 academic year will be revised in late 2011.

Key Points

The percentages of pupils making the expected progress in each of English and mathematics in 2011 are as follows:

• 83 per cent in English (86 per cent for girls and 81 per cent for boys)
• 82 per cent in mathematics (82 per cent for girls and 83 per cent for boys)

How well are English primary school children learning math’s and English?

Progress from key stage 1 to key stage 2 - the levels reached by seven-year-old children in England.

The key figures that come out of the data are:
• Almost 106,000 seven-year-olds have failed to reach level 2 – the standard expected of the age group – in writing
• More than 83,000 pupils have a reading age of a five-year-old or lower. And over 58,000 children are falling behind the expected standard in math’s
• The majority, 85%, reached the expected level or higher in reading, 81% achieved it in writing, 90% made at least level 2 in math’s and 89% reached it in science
• The percentages of pupils achieving level 3 – one above the required standard – in each of these subjects has remained static this year, except in science, where it dropped from 21% to 20%.

Boys are still slightly behind girls, with 89% seven-year-old girls reaching level 2 or higher in reading, compared with 82% of boys. In writing, 87% of girls scored at least level 2 compared with three-quarters (76%) of boys, and in math’s there was a gap of three percentage points, with 91% of girls achieving the expected level against 88% of boys.

Have you got a child undertaking Key Stage Two education, aged between 7 and 11? 

If so, why not join http://www.keystagetwo.com

It is a virtual learning environment that successfully manages to combine fun games with education, whilst concentrating on the subjects your child is learning in school to help boost their grades in a fun and engaging way. 

KeyStageTwo.com is National Curriculum compliant and is now being used in schools and homes throughout Northern Ireland, Scotland, England, and Wales. 

Now taking sign-ups for October 2011 at http://www.keystagetwo.com or try the Demo at http://www.keystagetwo.com/demo

Curriculum Key Stage 2

This piece brought to you by KeyStageTwo.com looks at the School Curriculum, the aims of the curriculum, and finishes with a link to KeyStageTwo.com – Online Education that’s Fun!

The ‘School’ curriculum at Key Stage Two level comprises all learning and other experiences that each school plans for its pupils – Whereas the ‘National’ Curriculum is an important element of the school curriculum.

The school curriculum aims are as follows,

-       To provide opportunities for all pupils to learn and to achieve their goals.

-       To build on pupils' strengths, interests and experiences and develop their confidence in their capacity to learn and work individually and collaboratively.

-       To prepare them with the essential learning skills of literacy, numeracy, and information and communication technology, promoting an enquiring mind and capacity to think rationally.

-       By providing rich and varied contexts for pupils to acquire, develop and apply a broad range of knowledge, understanding and skills, the curriculum should enable pupils to think creatively and to solve problems.

-       To provide an opportunity for pupils to become creative, innovative, enterprising and capable of leadership to equip them for their future lives as workers and citizens.

-       To develop their physical skills and encourage them to recognise the importance of pursuing a healthy lifestyle and keeping themselves and others safe.

-       To promote pupils' spiritual, moral, social and cultural development and, in particular, develop principles for distinguishing between right and wrong.

-       To develop their knowledge, understanding and appreciation of their own and different beliefs and cultures, and how these influence individuals and societies.

The final aim in the School Curriculum is to groom pupils for the next steps in their education, training and employment and to help them to make informed choices at school and throughout their lives, enabling them to appreciate the relevance of their achievements to life and society outside school, including leisure, community engagement and employment.

These curriculum intentions as listed above all support each other. The personal development of pupils, spiritually, morally, socially and culturally, at Key Stage Two level; plays a significant part in their ability to learn and to achieve in life.

The school curriculum should also promote equal opportunities and enable pupils to challenge discrimination and stereotyping. It should develop their awareness and respect for the environments in which they live, and secure their commitment to sustainable development at a personal, local, national and global level. It should also equip pupils as consumers to make informed judgements and independent decisions and to understand their responsibilities and rights.

Have you got a little one who is currently or soon to be, studying Key Stage Two Level education (typically aged 7-11)? 

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