KS1 & KS2 English National caite.info · KS1 & KS2 Mathematics National KS2 International Education - History & Georgraphy National caite.info Apr 16, The statutory school curriculum vs the national curriculum Maintained schools in England must teach the national curriculum to pupils aged. Computing programmes of study: key stages 1 and 2. National curriculum in England. Purpose of study. A high-quality computing education equips pupils to use.
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This document sets out the framework for the national curriculum at key stages 1 programmes of study for key stages 1 and 2 for all the national curriculum. The national curriculum for mathematics aims to ensure that all pupils: ▫ become fluent in the fundamentals of mathematics, including through varied and. Sep 11, The national curriculum primary programmes of study and attainment targets for key stages Ref: DFE PDF, MB, pages.
It empowers students with the knowledge, skills and attitudes to make rational, informed decisions about their own lives and to develop personal responsibility and judgment in matters of values and morals. Focus of the learning Physical Education focuses on: Students will have opportunities to face challenges, and to find satisfaction in recreation, relaxation, and personal fitness. Moral Education focuses on: Health Education focuses on: Progression of Learning Students will undertake study in this learning area throughout their schooling.
It will start with an integrated approach in the early years involving strategies such as modelling, story-telling, drama and games. As students progress through their schooling they will study the specific subjects of Healthy Living at the Primary level and Physical Education and Social Education at the Secondary level.
While this area of learning has relevance to the whole school curriculum, these subjects will focus on specific knowledge, understanding, skills, and attitudes related to Health, Physical and Moral Education. Subjects in the learning area Other subjects and activities that contribute to this area of learning include Home Economics, Social Studies, Drama, and Science. The PD curriculum includes the study of religion in individual and community life but instruction in specific faiths remains the responsibility of parents, individual churches and their communities.
Curriculum authorities will ensure that there is time in the overall program for individual schools to schedule Religious Instruction lessons as determined by their particular community. These categories encompass other important groups of skills, such as creative skills, interpersonal skills and practical life skills. The nine essential skills categories are: All the essential skills are important if students are to achieve their potential and to participate fully in society, including the world of work.
In planning learning programs, schools need to ensure that all students have the opportunity to develop the full range of the essential skills to the best of their ability. The categories are simply convenient labels for grouping the essential skills which all students need to develop. These skills cannot be developed in isolation. They will be developed through the essential learning areas and in different contexts across the curriculum.
By relating the development of skills to the contexts in which they are used, both in the classroom and in the wider world, school programs will provide learning which students provide learning which students can see to be relevant, meaningful, and useful to them.
Communication skills Students will: Numeracy skills Students will: Information skills Students will: Social and cooperative skills Students will: Decision-making and critical thinking skills Students will: Coping and self-management skills Students will: Physical skills Students will: Work and study skills Students will: Attitudes are the feelings we have towards things, ideas, or people that make us lean towards certain types of action.
Students' motivation, teachers' expectations, the support of parents and the community are all significant factors influencing how successfully students learn. The school curriculum will encourage positive attitudes towards all areas of learning. It will provide challenging learning activities that are relevant to students' experiences and appropriate to their levels of achievement. Schools will give students ongoing constructive feedback about their learning and progress.
Values are sets of beliefs or principles of behaviour held by individuals or groups. They are expressed in the ways in which people think and act. No schooling is value- free. Values are mostly learned through students' experience of the total environment, rather than through direct instruction. The content of a school's curriculum reflects what is valued by a society and a school community. Although the values held both by individuals and by various groups in society may vary greatly, those that are reflected in the Kiribati Curriculum are supported by most people in most communities.
The school curriculum, through its practices and procedures, will reinforce the commonly held values of individual and collective responsibility, which underpin Kiribati's democratic society. The school curriculum will help students to develop and clarify their own values and beliefs, and to respect and be sensitive to the rights of individuals, families, and groups to hold values and attitudes which are different from their own.
Curriculum structure 5. All subjects from Primary to Senior Secondary are assigned to one of these learning areas. The table below shows the overall organisation of learning areas and subjects for each level of schooling. All schools are required to offer students the opportunity to study all learning areas and to develop the essential knowledge, skills, values and attitudes however arrangements may differ from school to school in order to meet the needs of students and the community.
In order to plan teaching approaches schooling is considered at various stages of development.
For all stages and year levels the times are provided as a guide. Schools have the flexibility to create their own curriculum program within the guidelines provided. Early Years Year In these foundation years the development of the foundation skills in literacy and numeracy will occur within an integrated curriculum that allows the student to link growing knowledge with their own world by using a theme or topic where a number of learning area outcomes will be realised through integrated activities.
It requires sufficient time being allocated for literacy and numeracy to be effectively taught. Through the development of these foundation skills aspects of the physical, social and cultural world of children can be explored.
The minimum hours of instruction for students in Years 1 to 2 are 25 hours a week. Kiribati writing, reading, speaking and listening 7. For many students this is a critical time in which to consolidate the foundation skills developed through literacy and numeracy programs. The minimum hours of instruction for primary students in Years 3 to 6 are 25 hours per week.
The minimum hours of instruction for primary students in Years 7 to 9 are 30 hours per week however school management can elect to increase the hours. The minimum hours of instruction for secondary students in years 10 to 11 is 30 hours per week however school management can elect to increase the hours. The suggested allocation of hours per week subjects is: Students will study one option from the Community and Culture subject learning area offered by the school.
All subjects shall be allocated a minimum time of instruction of 4 hours per week. All subjects shall be allocated a minimum time of instruction of 5 hours per week.
In Years 12 and 13 schools must also provide timetabled hours for Personal Development and for students to undertake Research and Study Works. Language in Education Policy Approximately , people, speaking one common language, live on the scattered islands of the Republic of Kiribati.
Some of the inhabited islands are quite remote from the central island of Tarawa that presents some degree of difficulty in provision of services such as schooling. The language, Te Kiribati, shows no relationship to any other language family or group in Micronesia, Polynesia or Melanesia.
It is unique in the world. There are three dialects spoken: Te Kiribati is widely used in most domains of daily life including Parliament, where it is used as the language of debate. English, the other official language, is used for written communications during the conduct of government business and commerce in and around Tarawa.
On the outer islands very little English is used, and is thus realistically described as a foreign language rather than a second language for learners. Even the impact of the money economy on traditional subsistence lifestyles has not had a noticeable effect on the use of English. The Ministry of Education Strategic Plan is designed to achieve a renewed vision for the future of Kiribati schools.
One of these policies is the Language in Education Policy The following section provides details of the Language in Education Policy to be implemented in all Kiribati schools. The goal is to enable students to become bilingual and bicultural throughout schooling so that they recognise the value of: Encouraging children to be active participants in the educational process involves having a child-centred, well-balanced curriculum based on sound pedagogy sourced in Kiribati and global culture.
Language is a tool in this process. This is why some students who can speak their language fluently and confidently, may not progress academically until they have learned these new ways of interacting in and through language.
In this way they can actively engage in enquiry with their teachers and peers, and develop the thinking skills so vital to academic achievement.
The Ministry — in relation to: Curriculum 1 Generates and distributes to all schools the syllabuses and support materials consistent with the language policy. Teachers College 4 Provides appropriate training to increase knowledge base for teacher trainers in courses relevant to language, literacy and bilingual education. Monitoring and Evaluation 8 Develops a process for monitoring and evaluating the progress of the language in education policy against the established benchmarks.
School administrators 1 Take a leadership role in planning for the implementation of the language policy in their school. The following time allocations are to be used for teaching in the two languages across all Years in Kiribati schools. It ensures that students continue to strengthen their knowledge of their first language and culture as they learn about their world then build on their knowledge and understanding as they achieve high levels of proficiency in the second language.
Development of high levels of ability in Te Kiribati is essential for the maintenance, further development and preservation of the I-Kiribati language and way of life. The I-Kiribati life-style is defined by the language, and it carries within it the Kiribati traditional culture, skills and identity.
Using Te Kiribati in the early years of schooling lays the foundation for the development of cognitive, problem solving and decision-making abilities. It is essential that students develop these skills so that they are active learners who can achieve at higher academic levels without loss to their Kiribati cultural identity. When they come to school they are taught reading and writing in order to be able to access print materials and to take part in the literate community.
They learn to develop higher level thinking skills when they understand what they are reading. The skills they learn in Te Kiribati literacy can be transferred to English literacy once they are fluent readers and writers of Te Kiribati.
Learning to read and write and discuss issues in a language they understand means they can become literate quite quickly. As they progress up the grades and learn more English, they transfer their learning strategies to learning in and through English.
The cognitive processes fostering intellectual growth, such as comprehension, use of abstractions, analysis, synthesis and evaluation that assist students to make progress academically are learned in and through the first language and transferred to the second language. This process of learning enables students to reach higher levels of academic achievement without loss to their first language and culture.
It supports their development into well-informed, analytical thinkers who can make a positive contribution to their nation. Students learn to carry out special classroom tasks in a language they understand. They develop initial literacy skills and competence in Te Kiribati in the first two years in school before being introduced to print texts in English. Teachers plan to engage students in learning experiences that move from the oral mode to the written mode in the same well-planned unit of work.
At this stage, students are at the Beginners literacy level.
The four modes of language: This methodology includes a range of strategies that introduce children to concepts of print and literacy so that meaning is retained as they learn to read. Aspects of grammar, vocabulary and phonics are embedded in planning.
Recognition and spelling of sight words is taught along with the phonics of Te Kiribati. Students also learn the Kiribati words to talk about print, e. For writing, students are introduced to the Process Writing approach for constructing their own texts. They also learn how to form the letters of their alphabet.
Programming and planning for first language follows the Te Kiribati syllabus. Programming and planning for English follows the English syllabus. Kiribati cultural mathematics is taught in Te Kiribati as is other Kiribati cultural content. Students who have little experience of the English language will be introduced to the sounds and rhythms of English through stories, poems, songs, rhymes and musical games for 20 minutes each day.
They can also learn some English greetings and responses. This lays the foundation for later conceptual development in and through English. Reading fluency is encouraged by teaching students the use of decoding strategies, recognition of high-frequency words, prediction and self-correction, increasing vocabulary knowledge and how to use prior knowledge in understanding meaning in texts.
Aspects of Kiribati grammar, vocabulary and phonics continue to be taught in shared-book sessions. The strategy of negotiating text with students assists them to increase their competence in producing different Te Kiribati language text types in the oral and written mode. Teachers introduce students to the notion that different kinds of reading and writing suit different real-life purposes. They teach the characteristics of different kinds of text for demonstrating different kinds of knowledge, taking into account purpose, audience, subject matter and text structure.
Teachers use benchmarks to assess student progress and to increase the complexity of the concepts dealt with. As well, the literacy and speaking and listening skills and knowledge to be used in expressing those concepts also increases in complexity. Cultural mathematics is taught in Te Kiribati, with the western mathematics system introduced gradually through the year. The teaching of English is gradually phased in. Students continue their production of and listening to the sounds of English through stories, poems, songs, rhyme and musical games for 30 minutes each day.
In addition, teachers tell or read simple English stories, which the children can dramatise, taking the speaking parts of the characters in the stories. Again, the recommended methodology is that of shared-book reading, since students by now will be familiar with the routines practised in Te Kiribati literacy and will therefore be able to concentrate on learning the new language. They are confident and competent in presenting material orally to their class and some adults.
They are learning to become critical thinkers through expressing opinions, presenting reasons for opinions taken, arguing a case on the basis of evidence, analysing and synthesizing new knowledge. They are continuing to develop as fluent readers and writers of different text types in Te Kiribati through which such thinking is expressed. At this stage English teaching and learning builds on previous knowledge of English.
Students are introduced to English print texts through shared reading strategies. Using the whole text as the foundation for literacy learning, teachers draw attention to simple text structure, some simple grammar items such as comparatives, simple sentence structure, vocabulary and the sounds that make up some words of the stories, songs and poems previously learned orally and some new stories.
Stories songs and poems that students have learned orally can be written down and also used as reading resources. Starting from a shared experience, teachers demonstrate through negotiating text with students how to write the kinds of texts specific to certain subject areas: Students pay attention to the structure, grammar, and vocabulary through which such texts are constructed. Some grammar items may need to be emphasised in separate lessons.
Writing sessions involve the strategy of process writing to assist students develop the concepts of first, second and final drafts. At all class levels throughout their schooling, students are encouraged to express themselves in Te Kiribati.
Te Kiribati is used for explanations of new concepts and for instructions where necessary. Relevant Kiribati cultural content is taught through Te Kiribati.
Content can be taught in Te Kiribati then repeated in English with a different focus or emphasis. Increasingly, students are expected to demonstrate their knowledge and learning of curriculum content in and through English language.
Students engage in speaking and listening for exchanging information, sharing and exploring ideas, giving opinions, getting things done and entertaining one another. They use strategies to make meaning such as identifying purpose, calling on prior knowledge, questioning others, identifying main ideas, summarising and reflecting.
Teaching of oral English is built into a balanced English literacy approach, with spoken language integrated with reading and writing for carrying out academic tasks requiring students to develop the cognitive and academic skills and knowledge required for further learning.
Teachers use a range of question types to encourage reading for meaning. As students develop confidence and competence with English, teachers can model for them in a supportive manner how to express new language and concepts in English. Students use Te Kiribati in a variety of informal and formal situations with different audiences in and out of the classroom. They are capable of reading, writing, understanding and responding to, more complex texts in Te Kiribati. Lower-order thinking skills of comprehension and application are well developed.
Teachers use a range of semantic maps and text types to encourage student use of higher-order thinking skills of analysis, synthesis and evaluation. Students are confident in using a range of academic language functions such as seeking information, informing, comparing and contrasting, ordering and classifying, justifying and persuading, evaluating and synthesising ideas to form a whole.
English language progress builds from Te Kiribati language competence. Students transfer their firmly-based academic and cognitive skills and knowledge to English as their schooling is continued through the medium of English.
However, in English, they are still several levels behind their fluency in Te Kiribati across speaking, listening, reading and writing. Oral English fluency is promoted through creating learning tasks that allow students to speak for a variety of purposes and being encouraged to participate in both formal and informal conversations with different audiences and situations.
English reading texts at this level are still simpler than the Te Kiribati texts because students have not been learning English for as long as they have learned Te Kiribati. Teaching focuses on reading for meaning, using strategies in the first language previously taught in the lower classes.
Texts of different types are taught in reading and writing activities that arise from the curriculum content. Teachers model the writing process and negotiate the texts with students when introducing new text types, discussing the process with them as the text proceeds. In this way, students learn about the most important criteria for constructing the texts, taking into account purpose, audience, topic and the grammar that achieves the communicative purpose of the text.
They can identify how particular texts communicate subject-specific information and how to construct such texts. They are able to identify how people, characters, places, events and things are represented in particular ways.
They are able to express, defend and argue for a particular position based on all the available evidence. They can talk about how being highly literate in Te Kiribati builds their capacity to participate or work effectively, in culturally appropriate ways, in their community. They are able to express their thoughts about being I-Kiribati in a changing world. Students are still developing academic competence as they transfer to English as the medium of instruction.
Their knowledge of English grammar and spelling is improved by analysing texts for grammar and vocabulary and through ongoing study of prefixes and suffixes and other parts of speech. Students are developing the ability to read texts in different ways to meet different needs: They demonstrate transfer of knowledge of the three-cueing systems from Te Kiribati reading to English to improve their fluency in reading. Their comprehension of new material gives evidence of drawing on prior knowledge of subject matter and contextual cues to interpret, infer from and evaluate a range of texts, particularly those sourced from the learning areas.
Teachers can encourage fluent, comprehensible writing in English by having students write for different purposes, encouraging them to plan before writing, and reminding them to edit their drafts. For example, stories have an orientation, a complication, a climax and a resolution. Expository and persuasive texts have an introduction, supporting details and conclusion.
Particular texts are used to display specialised knowledge of a topic. They have developed the capacity to think and reason at high levels on reasonably complex issues at their age and interest level. They further extend their language and cultural knowledge as they engage in ongoing teaching and learning in and through Te Kiribati. English becomes the medium of instruction for most of the curriculum content at this level and students are introduced to increasingly intensive informational books and reference materials in English from which to gather information and ideas for tasks.
Published 11 September Last updated 6 May — see all updates. Department for Education.
Applies to: National curriculum: These must be taught in all local-authority-maintained primary schools in England. Related content Collection Primary school teachers: Explore the topic Primary curriculum, key stage 1 Primary curriculum, key stage 2. Is this page useful? Maybe Yes this page is useful No this page is not useful Is there anything wrong with this page? The curriculum has been amended to improve its manageability, simplify its presentation, and strengthen the focus on literacy.
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