Key Stage 2 (KS2) is the second stage of Primary School, a phase of education for 8-11 year olds. Years 3, 4, 5 and 6 make up KS2. Pupils generally enter KS2 from KS1 (Year 2). Year 3 and Year 4 are known as Lower KS2 and Year 5 and Year 6 are known as Upper KS2.
There are 3 core subjects, taught by the class teacher; Maths, English and Science. These subjects are taught in the classroom. Other subjects are also studied; History, Geography, Computing, Languages, PE, Art and Design, Drama, PSHCE ( Personal, Social, Health, Citizenship and Economic Education) and Music. All classes are taught by qualified teachers with the support of a Teaching Assistant (TA). Pupils are expected to have more independence in KS2 and are encouraged to take an active part in their learning; to develop skills of enquiry and critical thinking.
TAKE THE FIRST STEP
Steps done with heart, soul, mind & strength
There are specialist teachers for Computing, Languages, Art and Design, Drama and Music. This gives a focused approach to these subjects. They are generally taught in a designated specialist room.
The Cambridge Primary Curriculum is followed throughout Year 3, 4, 5 and 6 in all subject areas.
Music is incorporated into the curriculum. There is an opportunity for children to try different sounds, rhythms and textures on a variety of musical instruments. They experience a range of sensory exploration as well as engage in purposeful accompaniment with familiar action songs and rhymes as well as learning new songs.
Throughout the year all pupils are provided with the opportunity to listen to different musicians perform and different genres of music.
Drama is incorporated into the curriculum. We believe that enthusiastic students who learn to speak out clearly and relate confidently with others will have an inside track to lifetime success.
Your child will get the opportunity to develop at their own pace, with plenty of positive encouragement. Our drama classes are using a wide range of unique drama activities to focus the bold, outspoken child and to draw out the quiet child or the inarticulate child and help them reach into themselves to discover their full potential.
In KS2, we feel it is particularly important to provide an opportunity to visit a range of everyday places of interest. Children learn how to behave when away from the classroom and home environment as well as discover the community and world around them. Places they may visit will include local shops, places of interest etc.
Children are assessed at the end of each term in all subject areas. (Three times per year.) Year 6 students will undertake Cambridge Checkpoint exams at the end of the academic year. All exam results are communicated with the parents in the end of term report cards. Any low performers will be highlighted and extra support will be given. High achievers are given mastery assignments to accelerate their learning in accordance with their ability.
At the end of Year 6, KS2 is completed, pupils will move to Year 7, KS3 and Lower Secondary School.
Throughout KS2 years there will be areas which provide enhanced space within an enabling environment and continuous provision to support play, development and learning. Emphasis is given to both the indoor and outdoor provision and may include experiences of bikes and scooters, sensory play, exploration of natural objects, mark making opportunities, sharing books, small world, role play imaginary play, instruments to play and ‘cosy corners’, dens and tunnels to relax and explore.
Each area of learning and development must be implemented through planned, purposeful play and through a combination of:
- Child initiated activities –pupils are given a choice from a range of structured activities with an adult hand to model and support
- Adult led activities – a planned activity with learning objectives pitched individually, working one to one or in small groups
- Individual learning targets- these are two or three targets decided upon with parents and the class teacher during arranged ‘learning conversations’ each term. They are specifically related to the needs of the child. Staff then focus on these during the school week as frequently as possible.