Years 1 and 2 (Key Stage One)
From the Early Years Foundation Stage (Nursery and Kindergarten), children can transfer, on completion of a successful admission’s interview, to Years One and Two of the Primary School where they begin a more formalised approach to learning. The Key Stage 1 curriculum is broad and diverse and whilst it is subject based, there are many opportunities for a cross curricular approach to learning. Specialist teachers teach daily Mandarin Chinese, Music and Physical Education. The majority of the timetable is classroom-based with each class having a teaching support assistant.
In this very important phase of their education, children apply the skills they have learned in the Foundation Stage and begin to develop new approaches to learning. As children progress through the Key Stage, we encourage them to become increasingly independent as learners by helping them to: –
- Be resilient – show determination and initiative
- Be resourceful – self-select resources that helps with their learning
- Be reflective – thinking about the next step in their learning, how to do better next time
The main focus of teaching in Key Stage 1 is in the core subjects of English and mathematics. English and mathematics follow the teaching frameworks used in the UK. These frameworks place great emphasis on children acquiring key skills.
During key stage 1 pupils learn to speak confidently and listen to what others have to say. They begin to read and write independently and with enthusiasm. They use language to explore their own experiences and imaginary worlds.
Reading: during key stage 1 pupils’ interest and pleasure in reading is developed as they learn to read confidently and independently. They focus on words and sentences and how they fit into whole texts. They work out the meaning of straightforward texts and say why they like them or do not like them.
Writing: during key stage 1 pupils start to enjoy writing and see the value of it. They learn to communicate meaning in narrative and non-fiction texts and spell and punctuate correctly.
In mathematics the children develop their knowledge and understanding of through practical activity, exploration and discussion. They learn to count, read, write and order numbers to 100 and beyond. They develop a range of mental calculation skills and use these confidently in different settings. They learn about shape and space through practical activity which builds on their understanding of their immediate environment. They begin to grasp mathematical language, using it to talk about their methods and explain their reasoning when solving problems.
Pupils observe, explore and ask questions about living things, materials and phenomena. They begin to work together to collect evidence to help them answer questions and to link this to simple scientific ideas. They evaluate evidence and consider whether tests or comparisons are fair. They use reference materials to find out more about scientific ideas. They share their ideas and communicate them using scientific language, drawings, charts and tables.
Design and technology
During key stage 1 pupils learn how to think imaginatively and talk about what they like and dislike when designing and making. They build on their early childhood experiences of investigating objects around them. They explore how familiar things work and talk about, draw and model their ideas. They learn how to design and make safely and could start to use design and technology as part of their designing and making.
During key stage 1 pupils explore computing and learn to use it confidently and with purpose to achieve specific outcomes. They start to use computing to develop their ideas and record their creative work. They become familiar with hardware and software.
During key stage 1 pupils learn about people’s lives and lifestyles. They find out about significant men, women, children and events from the recent and more distant past, including those from both Britain and the wider world. They listen and respond to stories and use sources of information to help them ask and answer questions. They learn how the past is different from the present.
During key stage 1 pupils investigate their local area and a contrasting area in Hong Kong or abroad, finding out about the environment in both areas and the people who live there. They also begin to learn about the wider world. They carry out geographical enquiry inside and outside the classroom. In doing this they ask geographical questions about people, places and environments, and use geographical skills and resources such as maps and photographs.
Art and Design
During key stage 1 pupils develop their creativity and imagination by exploring the visual, tactile and sensory qualities of materials and processes. They learn about the role of art, craft and design in their environment. They begin to understand colour, shape and space and pattern and texture and use them to represent their ideas and feelings.
During Key Stage 1 pupils listen carefully and respond physically to a wide range of music. They play musical instruments and sing a variety of songs from memory, adding accompaniments and creating short compositions, with increasing confidence, imagination and control. They explore and enjoy how sounds and silence can create different moods and effects.
During Key Stage 1 pupils build on their natural enthusiasm for movement, using it to explore and learn about their world. They start to work and play with other pupils in pairs and small groups. By watching, listening and experimenting, they develop their skills in movement and coordination, and enjoy expressing and testing themselves in a variety of situations.
- provokes challenging questions about the meaning and purpose of life, beliefs, the self, issues of right and wrong, and what it means to be human. It develops pupils’ knowledge and understanding of Christianity, other principal religions, and religious traditions that examine these questions, fostering personal reflection and spiritual development
- encourages pupils to explore their own beliefs (whether they are religious or non-religious), in the light of what they learn, as they examine issues of religious belief and faith and how these impact on personal, institutional and social ethics and to express their responses. This also builds resilience to anti-democratic or extremist narratives
- enables pupils to build their sense of identity and belonging, which helps them flourish within their communities and as citizens in a diverse society
- teaches pupils to develop respect for others, including people with different faiths and beliefs, and helps to challenge prejudice
- prompts pupils to consider their responsibilities to themselves and to others, and to explore how they might contribute to their communities and to wider society. It encourages empathy, generosity and compassion.
Personal, social, health and economic education
Personal, social, health, citizenship and economic (PSHCE) education is an important and necessary part of all pupils’ education. We use the PSHCE education programme to equip pupils with a sound understanding of risk and with the knowledge and skills necessary to make safe and informed decisions.
PSHCE education builds, where appropriate, on the statutory content in the national curriculum and UK statutory guidance on: drug education, financial education, sex and relationship education (SRE) and the importance of physical activity and diet for a healthy lifestyle.