Key Stage 2
THE NATIONAL CURRICULUM:
YEARS 3 TO 6
The National Curriculum (NC) for
Key Stage 2 starts at the beginning of Year 3 (aged 7) and finishes at the end
of Year 6 (aged 11), when children are formally assessed by National Curriculum
tests in English, mathematics and science.
STATUTORY SUBJECTS
National
curriculum core subjects
English: Speaking and listening; Reading; Writing
Mathematics: Using and applying mathematics; Number
and algebra; Shape, space and measures; Handling data
Science: Experimental and investigative science;
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: Using, exploring and discussing experiences of ICT; Developing ideas;
Presenting ideas
History: Chronology; Range and depth of historical
knowledge and understanding; Interpretations of history; Historical enquiry;
Organisation and communication
Geography: Geographical skills; Places; Thematic
study
Art and design: Investigating and making; Knowledge and
understanding
Music: Performing and composing; Listening and
appraising
Physical education: Games; Gymnastic activities; Dance;
Athletic activities; Outdoor and adventurous activities; Swimming
Additional
statutory areas
Religious education: Content determined by local education
authorities (LEAs) in most schools, or faith foundation. Advised to cover
learning about religions and learning from religions
Sex education: Content determined by policy of governors
Non-statutory
areas
Personal, social and
health education and citizenship: Non-statutory guidelines are on pages 139-142 of
the National Curriculum Handbook for primary teachers in England, Key
Stages 1 and 2.
Modern foreign languages: Guidelines are on pages 143-146 of the National
Curriculum Handbook for primary teachers in England, Key Stages 1 and 2.
Speaking; Reading and responding; Writing
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.
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.
ATTAINMENT TARGETS AND
LEVEL DESCRIPTIONS
In Key Stage 2 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 2 will be working within levels 2-5, achieving at least level 4 by
the completion of Key Stage 2 at the end of Year 6. The level descriptions
provide a basis for assessing children's achievements at the end of Key Stage 2
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 2 to
5.
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.
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:
·
planning
using the schemes of work
·
examples
of how primary teachers have adapted
units to better meet their pupils' needs or to make best use of resources
·
information
about combining units that reflects how primary teachers are
making the most of powerful links between pupils' learning in different
subjects.
