School Curriculum - Key Stage 1
 Your child's progress through school is measured
in Key Stages.
Key Stage 1 is the period beginning with his or
her becoming compulsory school-age. It ends at the same time as the
school year in which
the majority of pupils in his or her class reach the age of seven.
At the end of each key stage, each National Curriculum subject
has a target: your child should have reached a particular level
of skills, knowledge and understanding.
Why have targets and tests?
Children get a sense of achievement from reaching each milestone
in their learning, and going beyond it.
Schools use them to check on children's progress, so that they
can match their teaching to each child's needs and abilities.
The government uses them to see how many children are making the
right kind of progress (especially in English and mathematics,
where children take National Curriculum tests and tasks at age
7).
Of course, some children may not make as much progress as others
and some have special educational needs. Please read the important
information about this in the section on frequently asked questions.
As a parent or carer, you have a very important role to play in
helping your child learn. Some parents are afraid of doing the
wrong thing. (If you are unsure about how to help, you can always
ask your child's teacher.) The most important things you can do
are:
take an interest in what your child is learning at school, and
encourage them to tell you about it
praise them when they have done well.
There are other things you can do, too: this book also gives ideas
and tips for each subject. Don't feel you have to do all of them,
but any you can do will support your child's learning at school.
Lambton primary School Key Stage One
Curriculum
Literacy
There are three levels to the Literacy Strategy in Key Stage One;
these are word level, sentence level and text level.
In text level the children look at a range of fiction, poetry and
non-fiction texts. The fiction includes stories with familiar settings
and those from other cultures, traditional and fairy tales as well
as looking at stories from well known authors. In non-fiction they
look at dictionaries and glossaries, instructions, non-chronological
reports and recounts. In word level the children are
taught the beginning and end blends and the long vowel
sounds.
In sentence level work the children learn about sentence structure,
full stops, capital letters, exclamation marks and question marks.
Numeracy
These are the key objectives for Year One children.
· Count reliably at least 20 objects.
· Count on and back in ones from any small number, and in tens from
and back to zero.
· Read, write and order numbers from 0 to at least 20; understand
and use the vocabulary of comparing and ordering these numbers.
· Within the range 0 to 30, say the number that is 1 or 10 more or
less than any given number.
· Understand the operation of addition, and of subtraction (as 'take
away' or 'difference'), and use the related vocabulary.
· Know by heart all pairs of numbers with a total of 10.
· Use mental strategies to solve simple problems using counting,
addition, subtraction, doubling and halving, explaining methods
and reasoning orally.
· Compare two lengths, masses or capacities by direct comparison.
· Suggest suitable standard or uniform non-standard units and measuring
equipment to estimate, then measure, a length, mass or capacity.
· Use everyday language to describe features of familiar 3-D and
2-D shapes
These are the key objectives for children in Year Two.
· Count, read, write and order whole numbers to at least 100; know
what each digit represents (including 0 as a place holder).
· Describe and extend simple number sequences (including odd/even
numbers, counting on or back in ones or tens from any two-digit
number, and so on).
· Understand that subtraction is the inverse of addition; state the
subtraction corresponding to a given addition and vice versa.
· Know by heart all addition and subtraction facts for each number
to at least 10.
· Use knowledge that addition can be done in any order to do mental
calculations more efficiently.
· Understand the operation of multiplication as repeated addition
or as describing an array.
· Know and use halving as the inverse of doubling.
· Know by heart facts for the 2 and 10 multiplication tables.
· Estimate, measure and compare lengths, masses and capacities, using
standard units; suggest suitable units and equipment for such measurements.
· Read a simple scale to the nearest labelled division, including
using a ruler to draw and measure lines to the nearest centimetre.
· Use the mathematical names for common 2-D and 3-D shapes; sort
shapes and describe some of their features.
· Use mathematical vocabulary to describe position, direction and
movement.
· Choose and use appropriate operations and efficient calculation
strategies to solve problems, explaining how the problem was solved.
Science
Children learn about their senses and how they can use them to
explore the world around them. They also learn that humans and
other animals move and grow. They learn that animals (including
humans) grow and reproduce. They can use ideas about feeding
and growth to learn about ways we need to look after ourselves
to stay healthy.
Children are introduced to the idea of plants as living things
which grow and change. They learn about plants and animals in their
immediate environment. They will learn that although individual
living things are different there are similarities which can help
to sort them into groups and that this is helpful.
Children learn about the characteristics and uses of a range of
common materials. They learn to distinguish between an object and
the material from which it is made. They learn about some of the
ways materials can be changed and that heating can cause changes
which produce materials which are often useful.
The children are taught of the need for light in order to see things.
They learn that darkness is the absence of light and that in the
absence of sunlight other light sources are seen more easily.
Children learn about different sorts of movement and how to describe
these. They relate movement to pushes and pushes. They investigate
how pushes and pulls affect the movement and shape of objects. Children
develop their understanding of the huge variety of sounds and sources
of sound they encounter. They relate sounds to their
sense of hearing and are introduced to the idea that sounds travel
away from a source. The children are introduced to the concept of electricity and the
essential role it plays in everyday life. It introduces children
to the hazards associated with mains electricity.
ICT
In ICT the children are introduced to drawing using paint packages,
creating text using a word processor. They learn to search for
information using CD ROMs and the internet. They are introduced
to different ways of representing information including graphs
and databases. They learn about machines that need instructions
and learn how to control a floor robot.
History
In History the children learn about toys, seaside holidays and
houses and homes from the past. They also learn about an event
and a famous person beyond living memory such as Florence Nightingale
and The Great Fire of London.
Geography
The children learn about the local area and places further away.
They learn about what and who is in the local area and changes
that have been made, they also think about how they could make
the local area safer. The children compare their own area to
a seaside town. They learn about life on an island and what life
is like in another country.
Art
In art the children make self portraits, investigate materials
through weaving, learn about the work of sculptors and make a
relief collage or a sculpture. They learn about collage and photographs
and use simple techniques for appliqué.
Design Technology
The children develop an understanding of simple mechanisms such
as levers and sliders through moving pictures. They learn about
structures and how they can be made stronger. Through making
vehicles they learn about axles and wheels. They learn how to
mark, cut and join fabric by making coats for a doll and puppets.
The children also design and make a healthy salad.
Music
The children learn about the elements of music such as sounds they
and instruments can make, duration, tempo, timbre and pitch. They
also use symbols to represent sounds and play the instruments by
using these symbols.
P.E
There are three aspects to physical education. In gymnastics the
children create body movements and sequences on the floor and
on the apparatus. In dance the children repeat and create dances
by themselves and in groups. In games the children learn skills
required for net and field and striking games, for example, throwing,
catching and rolling.
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