Key Stage 2

Key Stage 2

Key Stage 2

Key Stage 2

Key Stage 2

Key Stage 2

National Curriculum 2014 for Key Stage 2:

Cavendish Primary Phase offers a curriculum which is balanced and broadly based and which:
• promotes the spiritual, moral, cultural, mental and physical development of pupils at the school and of society, and
• prepares pupils at the school for the opportunities, responsibilities and experiences of later life.
National Curriculum 2014 provides pupils with an introduction to the essential knowledge that they need to be educated citizens. It introduces pupils to the best that has been thought and said; and helps engender an appreciation of human creativity and achievement.
National Curriculum 2014 is just one element in the education of every child at Cavendish. There is time and space in the school day and in each week, term and year to range beyond the national curriculum specifications. The national curriculum provides an outline of core knowledge around which teachers can  develop exciting and stimulating lessons to promote the development of pupils’ knowledge, understanding and skills as part of the wider school curriculum.

Structure of the National Curriculum 2014:

Pupils of compulsory school age in community and foundation schools, including community special schools and foundation special schools, and in voluntary aided and voluntary controlled schools, must follow National Curriculum 2014. In primary school it is organised on the basis of 2 key stages and eleven subjects, classified in legal terms as ‘core’ and ‘other foundation’ subjects.
National Curriculum 2014 is required to publish programmes of study for each national curriculum subject, setting out the ‘matters, skills and processes’ to be taught at each key stage. Schools are free to choose how they organise their school day, as long as the content of the national curriculum programmes of study is taught to all pupils. The structure of National Curriculum 2014, in terms of which subjects are compulsory are set out in the table below:
All schools are also required to teach Religious Education across both key stages. At Cavendish we follow the locally agreed syllabus.

Learning environments

Classroom management reflects our aim to encourage children to be independent, well organised and to develop good learning behaviours. This will require flexibility in the organisation of furniture and creativity in learning.  Each classroom promotes a positive learning ethos, which is calming and open ended.

Each learning environment will contain working walls in English and Maths to aid children in their learning.  The classroom environment is used to create a safe working environment which promotes good behaviours for learning and celebrates success.

Spelling, Punctuation and Grammar

Opportunities for teachers to enhance pupils’ vocabulary arise naturally from their reading and writing. As vocabulary increases, teachers show pupils how to understand the relationships between words, how to understand nuances in meaning, and how to develop their understanding of, and ability to use, figurative language. They also teach pupils how to work out and clarify the meanings of unknown words and words with more than one meaning. References to developing pupils’ vocabulary are also included within the appendices.

Pupils are taught to control their speaking and writing consciously and to use Standard English. They are taught to use the elements of spelling, grammar, punctuation and ‘language about language’ listed.

Throughout the programmes of study, teachers teach pupils the vocabulary they need to discuss their reading, writing and spoken language. It is important that pupils learn the correct grammatical terms in English and that these terms are integrated within teaching.

English

The overarching aim for English at Cavendish is to promote high standards of language and literacy by equipping pupils with a strong command of the spoken and written word, and to develop their love of literature through widespread reading for enjoyment. The national curriculum for English aims to ensure that all pupils:

  • read easily, fluently and with good understanding
  • develop the habit of reading widely and often, for both pleasure and information
  • acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language
  • appreciate our rich and varied literary heritage
  • write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences
  • use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas
  • are competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate

English resources

Maths

Our principal aim when teaching Maths in the Primary Phase is to meet the requirements of the   National Curriculum 2014 for the teaching and learning of mathematics.  It is also our intent to give pupils a consistent and smooth progression of learning in all key areas of Mathematics across all year groups and for all learners, taking into account that we use Maths No Problem! – a Singaporean teaching style in our daily Maths lessons.

Concrete, Visual, Abstract:

A key principle behind the Singapore Maths and Maths Mastery is based on the concrete, pictorial and abstract approach. Pupils are first introduced to an idea or skill by acting it out with real objects (a hands- on approach).  Pupils are then moved onto the pictorial stage, where they are encouraged to relate the concrete understanding to pictorial representations. The final abstract stage is a chance for pupils to represent problems by using mathematical notion. Whilst our intent is to apply the CPA approach to all maths learning, it is not always noted further up the year groups. However, it is expected that the CPA approach is used continuously in all new learning and calculations even when not noted.

Pupils are taught strategies to develop and strengthen their mental agility on a daily basis through our Number Zoo sessions. They also need to be able to apply written calculation skills in order to:

  • represent work that has been done practically
  • support, record and explain mental calculation
  • keep track of steps in a longer task
  • work out calculations that are too difficult to do mentally

Across Key Stage 2, pupils are taught using a Maths Mastery approach to develop their ability to solve a range of problems, including with simple fractions and decimal place value. Teaching will also ensure that pupils draw with increasing accuracy and develop mathematical reasoning so they can analyse shapes and their properties, confidently describing the relationships between them. Pupils will also be taught to use measuring instruments with accuracy and make connections between measure and number.

By the end of Year 4, pupils should have memorised their multiplication tables up to and including the 12 multiplication table, showing precision and fluency in their work. Children should also be able to recall the division facts for their multiplication tables. Pupils should read and spell mathematical vocabulary correctly and confidently, using their growing word reading knowledge and their knowledge of spelling.

Maths Resources:

Curriculum Planning