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Early Years
Key Stage 1
Key Stage 2
Key Stage 3
Key Stage 4
Key Stage 5

Learning Support

 

 

 

 

 


   

 

KEY STAGE 2

 

Key Stage 2 comprises Years 3 to 6 in the primary section of the School, from the ages of seven to eleven.


It is a time when foundations for the more complex academic work of secondary school are laid.  Students usually make rapid progress in these years.  Most attention is focused on the two subjects upon which all other academic work is based, mathematics and English.  In this period, children will develop a competence in Maths so that they master a range of basic mathematical techniques, essential for any future progress in the subject.  In English attention is focused on extending and deepening reading skills.  These are the foundation for building up a range of writing techniques which enable students to express their thoughts and ideas in an increasingly mature manner.


Science is taught in such a way as to build up enthusiasm for the subject.  There is emphasis on participatory activities which allow children to test out ideas and draw conclusions from their own observations.


As you would expect, the curriculum remains broad and challenging.  Children begin the study of French in Year 4 and continue with the Arabic they have started in the early years of School.  They begin to develop their sense of location in time and place through their work in history and geography.  Their creativity is stimulated by their activities in a range of practical and aesthetic subjects – art, design technology and music.  Their physical capabilities are provided with suitable challenges in PE, swimming and games.  Equally, in keeping with the world in which we live, they are given the opportunity to develop their electronic communication skills in IT.


While the English National Curriculum influences what we do at this stage of education, it does not control it.  As an independent school, we are able to escape its straitjacket, in particular the tyranny of its testing procedures.  Our approach to mathematics and English is also much broader than the limiting and instrumental concepts of numeracy and literacy suggest.

 

 

 




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