HOME > Curriculum> KS 2
  
 
 
 

Speaking and listening

listen to presentations and discussions
talk intelligently about what they have heard
develop and shape ideas and stories, using language imaginatively to interest the listener
use some of the features of formal English when the occasion is right.
 

Reading

understand important ideas, themes, events and characters
read between the lines
give ideas about a text, supporting them by referring to it
use different ways to find information in print and on screen (for example, an index, or web site links).
 

Writing

write in a lively, thoughtful way in a range of forms
organize ideas to draw them to the reader's attention
use words adventurously, and for effect
spell words accurately, most of the time
use punctuation to show where sentences begin and end, and to
make meaning clear within the sentence
write legibly and fluently in joined-up writing.
 
 

Using and applying mathematics

tackle a problem using different approaches, trying out ideas of their own
apply mathematics to practical problems
present their results in a clear and organized way.
 

Number

multiply and divide decimals by 10 or 100, and whole numbers by 1000 in their heads
put in order a set of numbers with up to three decimal places
work with decimals to add and subtract on paper
reduce a fraction to its simplest form (for example, four-sixteenths to one-quarter)
work out fractions of numbers or quantities (for example, they should be able to work out five-eighths of 32, seven-tenths of 40 and nine-one hundredths of 400 centimeters)
 
understand that a percentage is the number of parts in every hundred, and work out simple percentages of whole numbers
 
solve problems involving ratio and proportion
know all the times tables and use them to divide as well as multiply
use +, -, ¡À, and \ to solve problems given in words, which could be about numbers or measures (kilograms, kilometers and so on)
 
use paper and pencil methods of multiplying and dividing for harder calculations (for example, 434.25 multiplied by 8, 195 divided by 6 and 352 multiplied by 27).
 
 

Shape, space and measure

use a protractor to measure angles to the nearest degree
calculate the perimeter and area of shapes that can be split into rectangles
read and plot coordinates in all four quadrants
interpret numbers accurately on a range of measuring instruments
tell the time and solve problems involving time on a 12-hour or 24-hour clock.
 

Handling data

solve a problem by collecting and using information in tables, graphs and charts.
 
 

Scientific enquiry

recognize that scientific ideas are based on evidence
suggest practical ways to answer scientific questions
set up a fair test by varying one thing while keeping everything else the same (for example, to see the effect of light on plant growth they could change the lighting conditions but keep the water supply and temperature the same)
 
choose the equipment they need
make a series of observations or measurements, and record them using tables, bar charts and simple graphs
 
make predictions (for example, that coins are magnetic) and draw conclusions (for example, 'from my own observations and from what I have found out from reference books, only steel coins are magnetic').
 
 

Life processes and living things

name major body organs (for example, heart and lungs), and know where these organs are name plant organs, such as a stamen
 
identify and group animals and plants by using methods ('keys') based on their features
explain some ideas about the food chain (for example, animals eat other animals and plants, some are predators, some are prey, some are both).
 
 

Materials and their properties

classify materials by their different properties (for example, as solid, liquid, gas)
describe ways of separating substances (for example, filtering)
use scientific names for some important changes (for example, evaporation, condensation)
use knowledge about which changes can or cannot be reversed (for example, melted chocolate goes hard again but cooked egg
 
stays cooked) to predict whether other changes can be reversed.
 

Physical processes

connect, make changes to and draw diagrams of simple electrical circuits
describe what happens to light and sound when we see and hear
describe the appearance of the Sun, Earth and Moon and how their positions change
make generalizations about forces (for example, magnets attract and repel, friction slows things down).
 
 
find out how people use different kinds of products, and use this information to guide their own design ideas and work out how existing products might be improved
 
explain their design ideas, working out how to achieve them in step-by-step pla
put together materials with some accuracy
pay attention when using finishing techniques
understand how different kinds of properties - such as the flexibility of plastics or the hardness of wood - can be used to improve designs
 
with support from the teacher where necessary, work with a broad range of tools and equipment, including computers, to develop ideas and improve products
 
explore what is working well and how to improve their work, recognizing that the quality of a product depends on how well it is made and how well it fits its purpose.
 
 
 
use ICT to present information and share ideas in different ways, including using email
check the reliability of information
think carefully about their audience when presenting and communicating information
write and test simple computer programs to control and monitor events (for example, children might create programs that monitor temperature change, or switch on a light bulb
 
when light levels drop below a certain point)
use simulation software and spreadsheets to test theories and explore patterns in data.
 
 
collect information to help them develop ideas
combine materials, tools and techniques to communicate their ideas
comment on art works, thinking about how time and place affect the ideas and methods used adapt and improve their own work.
 
 
 
explain natural and human features of places and how places are similar and different
know where important places and environments are in the UK, Europe and the wider world (for example, learning country locations and capital cities)
 
explain patterns of natural features (for example, how seasons change) and human features (for example, the layout of roads in a town), and how natural and human processes change places and environments
 
describe how people can damage and improve environments and how and why they protect them.
find out about places and environments by observing them, asking and answering questions, finding out about different people's views and by using other resources, such as maps and photographs.
 
 
 
describe some of the most significant people from the periods they have studied
describe some of the main events, situations and changes, giving reasons and results
sometimes give detailed answers to questions, using dates and historical terms
choose and combine information from different sources to answer questions in history
describe the important features of the societies they have studied
show they know that the past has been depicted and explained in different ways.
 
 
express themselves in their singing, and sing in tune
be aware of how their own part fits into a group performance, and understand how all the parts of the performance fit together
 
make up their own pieces of music
talk and write about music using musical terms - describing different types, comparing them and making judgements
 
improve their own and others' work.
 
 
join skills together for an activity in a smooth, fluid way
understand how to use rules and tactics in competitive games and activities, and how to compose and perform dances and gymnastic sequences
 
say what they need to concentrate on to improve their performance, and how to practice and prepare for activity safely
 
explain how exercise affects their bodies and how it helps to keep them healthy and fit
get involved in physical activity in their own time.
Most schools will aim to make sure that the time your child spends exercising at school - including PE and any out-of-hours sports - adds up to about two hours per week.
 
  Why do schools teach personal, social and health education (PSHE) and citizenship?

To lead independent, happy lives, children must develop their self-confidence. This involves taking responsibility for their own health and well-being. In this subject, children learn about these important life skills. They learn not only about their own rights, duties and responsibilities but also about the rights and responsibilities of others. Teaching aims to help them respect and value the richness and diversity of our society.

Primary schools do not have to teach PSHE and citizenship, but the government encourages them to do so. It might not be taught as a subject in its own right - it could be taught:

through other subjects
through special time set aside
by creating special opportunities for children to take responsibility.