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Key Stage 1

 

THE NATIONAL CURRICULUM
The National Curriculum (NC) for key stage 1 starts at the beginning of Year 1 (aged 5) and finishes at the end of Year 2 (aged 7), when children are formally assessed by National Curriculum tests in mathematics and English (reading, writing and spelling).

STATUTORY SUBJECTS

National Curriculum core subjects

English: Speaking and listening; Reading; Writing

Mathematics: Using and applying mathematics; Number; Shape, space and measures

Science: Scientific enquiry; Life processes and living things; Materials and their properties; Physical processes

National Curriculum non-core foundation subjects

Design and technology: Designing; Making

Information and communication technology: Exploring and discussing experiences of ICT; Developing ideas; Presenting ideas

History: Chronology; Historical knowledge and understanding; Historical interpretation; Historical enquiry; Organisation and communication

Geography: Geographical skills; School locality; A contrasting locality; Fieldwork investigations

Art and design: Investigating and making; Knowledge and understanding

Music: Performing skills; Composing skills; Appraising skills; Listening and applying knowledge and understanding; Listening and appraising

Physical education: Dance; Games; Gymnastic activities; plus the option of swimming

Additional statutory area

Religious education: Content determined in most schools by local education authorities (LEAs) or faith foundation. Advised to cover learning about religion and learning from religions.

Non-statutory area

PSHE and citizenship: The non-statutory guidelines can be found on pages 137-138 of the National Curriculum Handbook for primary teachers in England, key stages 1 and 2.

www.nc.uk.net/subject_key.html

THE PROGRAMMES OF STUDY
The programmes of study (PoS) set out what children should be taught in each subject and provide the basis for planning. Individual schools will choose how they organise the curriculum to take account of the PoS - for example subjects might be taught in an integrated way. To aid this, cross-curricular links are indicated in the PoS for all subjects. The National Curriculum PoS have a common structure and design.

www.nc.uk.net/prog_study.html

THE GENERAL TEACHING REQUIREMENTS
There are four general teaching requirements listed in the National Curriculum, which should be considered alongside the programmes of study when planning.

The four general teaching requirements are:

  • inclusion;
  • use of language across the curriculum;
  • use of ICT across the curriculum;
  • health and safety.

www.nc.uk.net/gen_teach.html

ATTAINMENT TARGETS AND LEVEL DESCRIPTIONS
In key stage 1 there are attainment targets for the ten statutory subjects in the National Curriculum. An attainment target identifies the 'knowledge, skills and understanding which pupils of different abilities and maturities are expected to have by the end of each key stage' (as defined by the Education Act, 1996, Section 353a). Attainment targets for each statutory subject include eight level descriptions of increasing difficulty. It is expected that children in key stage 1 will be working within levels 1-3, achieving at least level 2 by the completion of key stage 1 at the end of Year 2. The level descriptions provide a basis for assessing children's achievements at the end of key stage 1.

Programmes of study and attainment targets: www.nc.uk.net/prog_study.html
Level descriptions: www.nc.uk.net/notes_12.html

You will need to familiarise yourself with the level descriptions in each attainment target for levels 1, 2 and 3.

When assessing a child's level of attainment against the level descriptions, teachers should judge which description 'best fits' the child's achievement. When doing this, it is important to consider the descriptions for adjacent levels. A range of evidence should be used when making these assessments - for example, samples of work (drawings, paintings, pieces of writing, a child's model), observations of children, transcripts of conversations with children and discussion with children.

HOW THE NATIONAL CURRICULUM BUILDS ON THE EARLY LEARNING GOALS IN THE FOUNDATION STAGE
By the end of the Reception Year, most children are expected to achieve a set of goals, the early learning goals, as set out in the Curriculum guidance for the foundation stage (DfEE/QCA, 2000). They are organised in the following areas of learning:

  • personal, social and emotional development;
  • communication, language and literacy;
  • mathematical development;
  • knowledge and understanding of the world;
  • physical development;
  • creative development.

The foundation stage begins when children reach the age of three and lasts until the end of the Reception Year in school, when children will progress to the National Curriculum key stage 1 in Year 1. At the end of the Reception Year some children will still be progressing towards the early learning goals and some children will achieve, and progress beyond, them.

Teachers need to take account of children at different stages of development in key stage 1 with regard to the following principles for an inclusive curriculum:

  • setting suitable learning challenges;
  • responding to children's diverse learning needs;
  • overcoming potential barriers to learning and assessment for individuals and groups of pupils.

For more information about Inclusion

THE NATIONAL CURRICULUM AND THE NATIONAL LITERACY AND NUMERACY STRATEGIES
The National Literacy and Numeracy Strategies were introduced into primary schools in September 1998 and 1999 respectively. They are an approach to the teaching of English and mathematics, designed to raise the standards of literacy and numeracy in primary schools in England. They complement and amplify the National Curriculum programmes of study for English and mathematics for key stages 1 and 2.

The frameworks for teaching literacy and numeracy are available on the Standards Site. Links to these are given below.

National Literacy Strategy Framework for teaching: YR to Y6
National Numeracy Strategy Framework for teaching mathematics: YR to Y6

SCHEMES OF WORK
Schemes of work for each National Curriculum subject and religious education (not English and mathematics) have been produced by QCA. (Qualifications and Curriculum Authority) and DfES (Department for Education and Skills). The schemes of work are not statutory.

Many schools take the schemes of work as the starting point for their plans. They make their own decisions about how to make best use of this resource. Schools can use as much or as little as they wish and are free to devise their own ways of meeting the requirements of the National Curriculum. For further guidance see Designing and timetabling the primary curriculum

The units are aimed at pupils who are attaining at levels that are broadly appropriate for their age. You may therefore need to adapt them to meet your children's needs. The 'Adapting the unit' sections provide guidance on doing this.

You may also wish to combine units in more than one subject. The 'Combining units' section gives information on exploiting powerful links between subjects. These can be located http://www.standards.dfes.gov.uk/schemes/

On this site you will find: