KEY STAGE 2 BRITISH CURRICULUM
(YEARS 3, 4, 5 & 6)
In Key Stage 2, we use a wide range of teaching styles to teach a creative and challenging curriculum as set out in the Teaching and Learning Policy. We set challenging targets for our children and share them with parents termly. Assessment for Learning underpins our teaching and provides a clear pathway of progression for the children, ensuring that they have next steps provided to them through clear marking and feedback. Topic overviews are shared with parents via Class Dojo and also are available on our homework websites.
Topic overviews are shared with parents via Class Dojo and also are available on our homework websites:
Year 3: www.year3homework.weebly.com
Year 4: www.year4homework.weebly.com
Year 5: www.year5homework.weebly.com
Year 6: www.year6homework.weebly.com
We encourage parents to explore the termly topic at home with their child to enhance learning further.
In addition to teaching discrete Maths, English and Science lessons, we also ensure that, we as a school do the following:
- Plan a cross curricular approach to each topic, making links to the NC subjects and developing writing opportunities.
- Compiling topic overviews which are stuck into the front of pupils’ topic books at the start of each topic.
- Providing topic medium term planning which has been led by the children’s ideas – what do they want to learn in the topic?
- Including digital activities in lessons to ensure that ICT is integrated fully in all subjects and not just seen as a stand – alone subject. We have also invested heavily in two new programmes of study; Maths No Problem and Read, Write, Inc and FreshStart.
The Maths No Problem programme is based on the Singapore model of Maths teaching. In this style of teaching, pupils will spend enough time to fully explore a concept before moving on to a different topic. Each mathematical unit is designed to provide minimal step progression through the material so that all pupils can move forward together at broadly the same pace.Provision is provided for struggling learners and advanced learners so that concepts are embedded and deepened without the need to accelerate.
Read Write Inc Phonics is a method of teaching reading and writing, which is centred around learning the sounds of the letters (phonics) and then blending them together to read words. The children also learn to break down words into individual sounds in order to write them.
At the end of each half term the children will be assessed again to check they have made progress and will be grouped again. In addition to the Read Write Inc programme the children will also be working on writing skills and storytelling in their classes with their own class teacher.
Fresh Start is a synthetic phonics intervention programme by to enable pupils in Years 5 and 6 and to catch up and develop fluent reading and writing skills.
We aim to meet the needs of all learners within school. This may be achieved through a variety of methods. Support is provided through differentiation, targeted group work, adult support, 1:1 and paired working, interventions and resources to enhance learning.
Support may be formalised through IEP’s which is overseen by the SEN Co within school. Details of SEND support are set out in the termly SEN Provision Map which is shared with staff and is met through differentiation in Quality Wave 1 teaching within the classroom and through challenging activities for A.G.T. pupils.
Across Primary both formative and summative forms of assessment are used to track a students’ progress. Both Primary and Secondary use the same language – Emerging, Expected and Exceeding Age Related Expectations (ARE). Teachers make their judgements based on their knowledge of their pupils, the work in pupils’ books and any tests (both internal and external) that are set. There are four internal data drops a year and one external data drop.
GL data from the previous year’s external assessments is used as a starting point for each year group. To align the internal and external data we use the following guidelines when considering ARE.
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