Você está na página 1de 6

The national Curriculum http://www.education.gov.

uk/schools/teachingandlearning/curriculum/b0020 0366/about-the-school-curriculum National Curriculum key stage 2 The programs of study set out what pupils should be taught in each additional curriculum subject at each key stage. Attainment targets= the knowledge, skills and understand pupils of different abilities and maturities are expected to have at the end of each key stage. There are 8 levels of increasing difficulty, all including breadth of study The statutory subjects that all pupils must be taught at Key Stage 2 are: art and design, design and technology, English, geography, history, information and communication technology, mathematics, music, physical education and science. Religious education must also be provided. non-statutory programmes of study A framework for PSHE and citizenship education

Teaching should ensure that work in 'speaking and listening', 'reading' and 'writing' is integrated. In English, during Key Stage 2 pupils learn to change the way they speak and write to suit different situations, purposes and audiences. They read a range of texts and respond to different layers of meaning in them. They explore the use of language in literary and non-literary texts and learn how language works. Speaking and listening: Speaking Listening Group discussion and interaction Drama Standard English Language variation Reading: Reading strategies Understanding texts Reading for information Literature Non-fiction and non-literary texts Language structure and variation Writing: Composition

Planning and drafting Punctuation Spelling Spelling strategies Morphology Handwriting and presentation Standard English Language structure

Cross-Curriculum: ICT- composing on screen and on paper

During Key Stage 2 pupils use the number system more confidently. They move from counting reliably to calculating fluently with all four number operations. They always try to tackle a problem with mental methods before using any other approach. Pupils explore features of shape and space and develop their measuring skills in a range of contexts. They discuss and present their methods and reasoning using a wider range of mathematical language, diagrams and charts. Number and algebra Using and applying number: o Problem solving o Communicating o Reasoning Numbers and number system: o Counting o Number patterns and sequences o Integers o Fractions, percentages and ratio o Decimals Calculations: o Number operations and the relationship between them o Mental methods o Written methods o Calculator methods o Solving numerical problems Shape, space and measure Using and applying shape space and measures o Problem solving o Communicating o Reasoning Understanding properties of shape Understanding properties of position movement Understanding measures

Handling data Using and applying handling data o Problem solving o Communicating o Reasoning Processing, representing and interpreting data Cross-Curriculum: English speaking and listening- speaking English writing- composition ICT- Using mathematical software e.g. plan alternative layout for a room

During Key Stage 2 pupils learn about a wider range of living things, materials and phenomena. They begin to make links between ideas and to explain things using simple models and theories. They apply their knowledge and understanding of scientific ideas to familiar phenomena, everyday things and their personal health. They begin to think about the positive and negative effects of scientific and technological developments on the environment and in other contexts. They carry out more systematic investigations, working on their own and with others. They use a range of reference sources in their work. They talk about their work and its significance, and communicate ideas using a wide range of scientific language, conventional diagrams, charts and graphs. Scientific enquiry: Ideas and evidence in science Investigative skills Planning Obtaining and presenting evidence Considering evidence and evaluating Life processes and living things: Life processes Humans and other animals Nutrition Circulation Movement Health Green plants Growth and nutrition Reproduction Variation and classification Living things in the environment Adaptation 3

Feeding relationships Micro-organisms

Materials and their properties Grouping and classifying materials Changing materials Separating mixtures of materials Physical processes Electricity simple circuits Forces and motion types of force Light and sound- Everyday effects of light, seeing, vibration and sound The earth and beyond- the sun, earth and moon, periodic changes, Cross-Curriculum: English speaking and listening- breadth of study English reading- reading information Maths Shape, space and measures- understanding measures Maths Shape, space and measures- Using and applying shape, space and measures Maths units of measurment Maths numbers and number systems- decimals Maths numbers and number systems- solving numerical problems Maths handling data- processing, representing and interpreting data ICT opportunity research, pc programs ICT- developing ideas ICT- exchanging and sharing information

During Key Stage 2 pupils use a wider range of ICT tools and information sources to support their work in other subjects. They develop their research skills and decide what information is appropriate for their work. They begin to question the plausibility and quality of information. They learn how to amend their work and present it in a way that suits its audience. Finding things out Developing ideas and making things happen Exchanging and sharing information Reviewing, modifying and evaluating work as it progresses

Cross-Curriculum: English reading- reading for information English writing- planning and drafting Maths number- solving numerical problems

Every Child Matters http://www.education.gov.uk/consultations/downloadableDocs/EveryChildMat tersSummary.pdf ECM (green paper) is a UK government initiative for England that was launched in 2003, at least partly in response to the death of Victoria Climbi. The aim SHEEP- safe, healthy, enjoyment/achieve, economic well being, positive contribution

Be healthy (enjoying good physical and mental health and living a healthy lifestyle) Stay safe (being protected from harm and neglect) Enjoy and achieve (getting the most out of life and developing skills for adulthood) Make a positive contribution (being involved with the community and society and not engaging in anti-social or offending behaviour) Achieve economic well-being (not being prevented by economic disadvantage from achieving their full potential in life)

How This Green Paper sets out our existing plans to build on these successes through: Creating Sure Start Childrens Centres in each of the 20 percent most deprived neighbourhoods. These combine nursery education, family support, employment advice, childcare and health services on one5 Promoting full service extended schools which are open beyond school hours to provide breakfast clubs and after-school clubs and childcare, and have health and social care support services on site Increasing the focus on activities for children out of school through the creation of a Young Peoples Fund with an initial budget of 200 million Increasing investment in child and adolescent mental health services (CAMHS) to deliver a ten percent increase in CAMHS capacity each year for the next three years. All areas are expected to put in place a comprehensive CAMHS by 2006 Improving speech and language therapy. The forthcoming National Service Framework for Children will set out proposals to improve

services, including training para-professionals, supported by specialist staff Tackling homelessness. By March 2004, no homeless family with children should be placed in bed and breakfast accommodation, unless in a short term emergency Reforms to the youth justice system. The Government intends to revise the Child Safety Order to make it more effective and build on the success of the Intensive Supervision and Surveillance Programme by using it more widely as an alternative to custody. We will also create a new range of community sentences and make greater use of a wider range of residential placements such as intensive fostering for young offenders, including for 10 and 11 year old persistent offenders

Who Focusing action on four main areas: Supporting parents and carers improve parenting and family support through universal services (school, health services), targeted and specialist support and compulsory action (parenting orders as a last resort for children offending) Early intervention and effective protection- Improving information sharing, developing common assessment framework, introducing a lead professional and developing on the spot service delivery Accountability and integration locally, regionally and nationally Workforce reform- Our goal must be to make working with children an attractive, high status career, and to develop a more skilled and flexible workforce

Each of these themes has a detailed framework attached whose outcomes require multi-agency partnerships working together to achieve. The agencies in partnership may include children's centres, early years, schools, children's social work services, primary and secondary health services, playwork, and Child and Adolescent Mental Health services (CAMHS). In the past it has been argued that children and families have received poorer services because of the failure of professionals to understand each other's roles or to work together effectively in a multi-disciplinary manner. ECM seeks to change this, stressing that it is important that all professionals working with children are aware of the contribution that could be made by their own and each others' service and to plan and deliver their work with children and young people accordingly.