Computing Key Stage 2

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1 Computing Key Stage 2 A high-quality computing education equips pupils to use computational thinking and creativity to understand and change the world. Computing has deep links with mathematics, science, and design and technology, and provides insights into both natural and artificial systems. The core of computing is computer science, in which pupils are taught the principles of information and computation, how digital systems work, and how to put this knowledge to use through programming. Building on this knowledge and understanding, pupils are equipped to use information technology to create programs, systems and a range of content. Computing also ensures that pupils become digitally literate able to use, and express themselves and develop their ideas through, information and communication technology at a level suitable for the future workplace and as active participants in a digital world. The national curriculum for computing aims to ensure that all pupils: can understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems are responsible, competent, confident and creative users of information and communication technology. Key stage 2 Pupils should be taught to: design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts use sequence, selection, and repetition in programs; work with variables and various forms of input and output use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs understand computer networks including the internet; how they can provide multiple services, such as the world wide web; and the opportunities they offer for communication and collaboration use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact.

2 Art and Design Key Stage 2 Art, craft and design embody some of the highest forms of human creativity. A high-quality art and design education should engage, inspire and challenge pupils, equipping them with the knowledge and skills to experiment, invent and create their own works of art, craft and design. As pupils progress, they should be able to think critically and develop a more rigorous understanding of art and design. They should also know how art and design both reflect and shape our history, and contribute to the culture, creativity and wealth of our nation. The national curriculum for art and design aims to ensure that all pupils: produce creative work, exploring their ideas and recording their experiences become proficient in drawing, painting, sculpture and other art, craft and design techniques evaluate and analyse creative works using the language of art, craft and design know about great artists, craft makers and designers, and understand the historical and cultural development of their art forms. Key stage 2 Pupils should be taught to develop their techniques, including their control and their use of materials, with creativity, experimentation and an increasing awareness of different kinds of art, craft and design. Pupils should be taught: to create sketch books to record their observations and use them to review and revisit ideas to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay] about great artists, architects and designers in history.

3 Music Key Stage 2 Music is a universal language that embodies one of the highest forms of creativity. A high-quality music education should engage and inspire pupils to develop a love of music and their talent as musicians, and so increase their self-confidence, creativity and sense of achievement. As pupils progress, they should develop a critical engagement with music, allowing them to compose, and to listen with discrimination to the best in the musical canon. The national curriculum for music aims to ensure that all pupils: perform, listen to, review and evaluate music across a range of historical periods, genres, styles and traditions, including the works of the great composers and musicians learn to sing and to use their voices, to create and compose music on their own and with others, have the opportunity to learn a musical instrument, use technology appropriately and have the opportunity to progress to the next level of musical excellence understand and explore how music is created, produced and communicated, including through the inter-related dimensions: pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate musical notations. Key stage 2 Pupils should be taught to sing and play musically with increasing confidence and control. They should develop an understanding of musical composition, organising and manipulating ideas within musical structures and reproducing sounds from aural memory. Pupils should be taught to: play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression improvise and compose music for a range of purposes using the inter-related dimensions of music listen with attention to detail and recall sounds with increasing aural memory use and understand staff and other musical notations appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians develop an understanding of the history of music.

4 Physical Education Key Stage 2 A high-quality physical education curriculum inspires all pupils to succeed and excel in competitive sport and other physically-demanding activities. It should provide opportunities for pupils to become physically confident in a way which supports their health and fitness. Opportunities to compete in sport and other activities build character and help to embed values such as fairness and respect. The national curriculum for physical education aims to ensure that all pupils: develop competence to excel in a broad range of physical activities are physically active for sustained periods of time engage in competitive sports and activities lead healthy, active lives. Key stage 2 Pupils should continue to apply and develop a broader range of skills, learning how to use them in different ways and to link them to make actions and sequences of movement. They should enjoy communicating, collaborating and competing with each other. They should develop an understanding of how to improve in different physical activities and sports and learn how to evaluate and recognise their own success. Pupils should be taught to: use running, jumping, throwing and catching in isolation and in combination play competitive games, modified where appropriate [for example, badminton, basketball, cricket, football, hockey, netball, rounders and tennis], and apply basic principles suitable for attacking and defending develop flexibility, strength, technique, control and balance [for example, through athletics and gymnastics] perform dances using a range of movement patterns take part in outdoor and adventurous activity challenges both individually and within a team compare their performances with previous ones and demonstrate improvement to achieve their personal best. Swimming and water safety All schools must provide swimming instruction either in key stage 1 or key stage 2. In particular, pupils should be taught to: swim competently, confidently and proficiently over a distance of at least 25 metres use a range of strokes effectively [for example, front crawl, backstroke and breaststroke] perform safe self-rescue in different water-based situations.

5 Languages Key Stage 2 Learning a foreign language is a liberation from insularity and provides an opening to other cultures. A high-quality languages education should foster pupils curiosity and deepen their understanding of the world. The teaching should enable pupils to express their ideas and thoughts in another language and to understand and respond to its speakers, both in speech and in writing. It should also provide opportunities for them to communicate for practical purposes, learn new ways of thinking and read great literature in the original language. Language teaching should provide the foundation for learning further languages, equipping pupils to study and work in other countries. The national curriculum for languages aims to ensure that all pupils: understand and respond to spoken and written language from a variety of authentic sources speak with increasing confidence, fluency and spontaneity, finding ways of communicating what they want to say, including through discussion and asking questions, and continually improving the accuracy of their pronunciation and intonation can write at varying length, for different purposes and audiences, using the variety of grammatical structures that they have learnt discover and develop an appreciation of a range of writing in the language studied. Teaching may be of any modern or ancient foreign language and should focus on enabling pupils to make substantial progress in one language. The teaching should provide an appropriate balance of spoken and written language and should lay the foundations for further foreign language teaching at key stage 3. It should enable pupils to understand and communicate ideas, facts and feelings in speech and writing, focused on familiar and routine matters, using their knowledge of phonology, grammatical structures and vocabulary. The focus of study in modern languages will be on practical communication. If an ancient language is chosen the focus will be to provide a linguistic foundation for reading comprehension and an appreciation of classical civilisation. Pupils studying ancient languages may take part in simple oral exchanges, while discussion of what they read will be conducted in English. A linguistic foundation in ancient languages may support the study of modern languages at key stage 3. Pupils should be taught to: listen attentively to spoken language and show understanding by joining in and responding explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help* speak in sentences, using familiar vocabulary, phrases and basic language structures develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases* present ideas and information orally to a range of audiences*

6 read carefully and show understanding of words, phrases and simple writing appreciate stories, songs, poems and rhymes in the language broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionary write phrases from memory, and adapt these to create new sentences, to express ideas clearly describe people, places, things and actions orally and in writing understand basic grammar appropriate to the language being studied, including (where relevant): feminine, masculine and neuter forms and the conjugation of high-frequency verbs; key features and patterns of the language; how to apply these, for instance, to build sentences; and how these differ from or are similar to English.

7 English Key Stage 2 The following genres will be approached in each class. It is important that teachers cover the range of genres and through these address the Programmes of Study laid out in the National Curriculum for English. Teachers should choose the genres so they fit most appropriately with the other aspects of the curriculum they are covering. It is essential that every effort is made to teach and practice skills in reading, writing and communication through the context of other subject areas. Class 4 Class 5 Class 6 Stories with Familiar Settings Shape Poetry and Calligrams Instructions Myths and Legends Stories set in Imaginary Worlds Adventure and Mystery Recounts: Newspapers/ Magazines Language Play Persuasive Texts Authors and Letters Reports Information Texts Recounts Novels and Stories by Significant Authors Traditional Stories and Fables Poetry: Exploring Form Information Texts Explanation Texts Stories from other Cultures Older Literature Reports: Newspaper Classic and Narrative Poems Instructions Persuasion Persuasion Narrative Poetry 1 Biography and Autobiography Journalistic Writing Authors and Texts Argument Poetry 2 Formal / Impersonal Stories with Flashbacks Extending Narrative

8 Understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom, a region in a European country, and a region within North or South America History Geography Design & Technology Computing Art and Design Music P.E. MFL Year A Theme in British History that goes beyond 1066 Local History Unit Early Civilization Ancient Egypt Year B Ancient Greece A Non European Society that provides contrasts with British history Year C Stone Age to the Iron Age The Roman Empire and its impact on Britain Year D Britain s settlement by Saxons and Scots The Vikings and Saxons struggle for England Rivers, Settlements and Landuse Economic Activity, Trade Links, Climate Zones, Biomes and Vegetation Belts Volcanoes Earthquakes Distribution of Natural Resources Mountains, Coastlines, The Water Cycle Textiles Electrical Construction/ Mechanisms Construction/ Graphics Electrical Construction/Food Construction/ Mechanisms Textiles An aspect of food could be covered every year during Healthy School s Week Communicating Coding Collecting Connecting Communicating Coding Collecting Connecting Communicating Coding Collecting Connecting Communicating Coding Collecting Connecting Painting Drawing Printing Textiles Digital Media Painting Drawing Sculpture Collage Digital Media Painting Drawing Collage Digital Media Painting Drawing Printing Digital Media Children should experience learning in music by -controlling sounds through singing and playing (performing) -creating and developing musical ideas (composing) -responding and reviewing (describing) -representing musical sounds (transcribing) Games Dance Gymnastics Swimming Athletics Outdoor Adventurous Activities Games Dance Gymnastics Swimming Athletics Outdoor Adventurous Activities Games Dance Gymnastics Swimming Athletics Outdoor Adventurous Activities Games Dance Gymnastics Swimming Athletics Outdoor Adventurous See Programmes of Study. These will be covered every year in a variety of forms. Activities

9 Religious Education Christmas and Divali: what can we learn from the celebrations? Beautiful world/ wonderful God? Hindu beliefs and lifestyles SEAL Theme 1: New beginnings Theme 2: Getting on and falling out Theme 3: Say no to bullying Theme 4: Going for goals! Theme 5: Good to be me Theme 6: Relationships Theme 7: Changes Christian journeys Muslim beliefs and lifestyles. Buddhist beliefs and lifestyles. Theme 1: New beginnings Theme 2: Getting on and falling out Theme 3: Say no to bullying Theme 4: Going for goals! Theme 5: Good to be me Theme 6: Relationships Theme 7: Changes Stories of authority about Jews and Christians in the Bible. Christian beliefs and lifestyles. Sikh beliefs and lifestyle. Theme 1: New beginnings Theme 2: Getting on and falling out Theme 3: Say no to bullying Theme 4: Going for goals! Theme 5: Good to be me Theme 6: Relationships Theme 7: Changes Symbolism in worship at the Cathedral. What do Easter celebrations mean for Christians? What is special about Hindu family life? Theme 1: New beginnings Theme 2: Getting on and falling out Theme 3: Say no to bullying Theme 4: Going for goals! Theme 5: Good to be me Theme 6: Relationships Theme 7: Changes

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