KS2 Curriculum Overview 

    KS2 follow a broad and balanced, ambitious curriculum designed around closing gaps, meeting and developing SEMH needs, and as far as possible, consistency with mainstream.

    Key Stage 2

    English

    The overarching aim for English in the national curriculum is to promote high standards of language and literacy by equipping pupils with a strong command of the spoken and written word, and to develop their love of literature through widespread reading for enjoyment.

    On arrival at West Cumbria Learning Centre, pupil’s attainment in English is often below the expected standard for their age. The English curriculum therefore, primarily focuses on the acquisition and practise of basic skills, with children completing similar tasks at their appropriate level. Information shared by their referring school and initial assessments, are used to set targets for each child and identify any necessary interventions for their 12-week placement.

    Reading

    • Each child will be assessed on entry using the Fresh Start Phonics Assessment and York Assessment of Reading and Comprehension (YARC).  Data from these tests will then be used to determine the appropriate teaching required for each child’s reading development.
    • Daily Skills Boost sessions focusing on phonics and reading, spelling and times tables will take place.
    • Children identified as requiring phonics teaching will access a daily 1:1 Fresh Start session which will provide intensive, targeted support to address specific gaps in a child’s reading.
    • Children with secure phonic knowledge will access daily 1:1 Read Write Inc. Spelling sessions.
    • Children will be heard reading independently at least two times per week, from decodable texts aligned to their phonics learning or from the wider class library – reading records will be kept.
    • co.uk (an online platform designed to support the learning of spelling by providing a comprehensive range of activities, interactive spelling games, and spelling lessons) will be used to embed learning from their Fresh Start or Read Write Inc. Spelling sessions.
    • Children will be encouraged to choose from a variety of fiction and non-fiction books from the class library and topic resource packs.
    • Children will be encouraged to read aloud in class during a variety of subject lessons (with the exception of Fresh Start students).
    • Children will complete comprehension tasks to check for reading understanding (with the exception of Fresh Start students, who will complete comprehension tasks within their Fresh Start module).
    • The teacher will read to the children daily, from the KS2 core reading spine.

    KS2 Core Reading Spine

    Class Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
    KS2 Year 1 Windrush Child – Benjamin Zephaniah There’s a Boy in the Girls’ Bathroom – Louis Sachar Skellig – David Almond Fireweed – Jill Paton Walsh The Boy at the Back of the Class – Onjali Q Rauf Perry Angle’s Suitcase – Glenda Millard
    KS2 Year 2 Holes – Louis Sachar The Firework Maker’s Daughter – Phillip Pullman Varjak Paw – SS Said Why the Whales Came – Michael Morpurgo The Midnight Fox – Betsy Byars River Boy – Tim Bowler

    Speaking & Listening

    Pupils will be taught to:

    • listen and respond appropriately to adults and their peers
    • ask relevant questions to extend their understanding and knowledge
    • use relevant strategies to build their vocabulary
    • articulate and justify answers, arguments and opinions
    • give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings
    • maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments
    • use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas
    • speak audibly and fluently with an increasing command of Standard English
    • participate in discussions, presentations, performances, role play, improvisations and debates
    • gain, maintain and monitor the interest of the listener(s)consider and evaluate different viewpoints, attending to and building on the contributions of others
    • select and use appropriate registers for effective communication.

    Writing

    Children will experience a variety of fiction and non-fiction writing through the use of ‘The Power of Reading’ and ‘The Literacy Shed’, which will use a text or animation as a focus for a half-term of work.

    TERM WRITING FOCUS
    Term 1 HOME SWEET HOME (Animation)

    –      Advertisement

    –      Setting description (expanded noun phrases)

    –      Character description (use pronouns and possessive apostrophes)

    –      Dialogue (rules of direct speech)

    –      Playscript

    –      Drama – perform playscript

    –      Narrative Recount
    Term 2 THE ICE PALACE (Book)

    –      Snowy setting descriptive poem

    –      Character description – facts, thoughts and character

    –      First person recount

    –      Story mapping – identify and sequence key events

    –      Informal letter – writing in role

    –      Poetry

    –      Information leaflet – surviving in snow
    Term 3 DREAMGIVER (Animation)

    –      Setting description (fronted adverbials, similes and metaphors)

    –      Character descriptions (expanded noun phrases, focus on imagery)

    –      Fantasy narrative – dream sequence, building tension

    –      First person recount – chase scene

    –      Newspaper/TV report – include headline and reported speech
    Term 4 THE IRON MAN (Book)

    –      Action sequence – reported from the viewpoint of an observer (first person)

    –      Poetry – retell opening chapter in 3 verses.

    –      Dialogue (rules of direct speech)

    –      Instructions (for trapping the Iron Man)

    –      Menu (themed on Iron Man’s diet of metal)

    –      Social Media report – summary of key points within 50 words (Twitter)
    Term 5 TREASURE (Animation)

    –      Descriptive writing (use of antonyms to show contrasting descriptions)

    –      Setting description (using 5 senses)

    –      Diary entry – character’s clothing, personality, inside qualities and back story

    –      Persuasive letter – formal style, emotive language

    –      Predict story ending – write in-role as character
    Term 6 FLY, EAGLE, FLY (Book)

    –      Responding to text – identify central theme, describe /sequence key ideas

    –      Setting description – visualisation, descriptive words and phrases

    –      Character description – consider differing thoughts and feelings

    –      Poetry – story told from perspective of chosen character

    –      Non-Chronological Report – eagle fact file
    • Children will write for a variety of audiences.
    • Children will focus on the grammar and punctuation objectives that are at the appropriate level for their learning.
    • Children will have regular handwriting sessions to ensure letters are formed in the correct direction, starting and finishing in the right place, letters are sized correctly, that letters are joined with the correct strokes so that they can develop a joined legible and fluent script which enables them to write with increasing speed.
    • Children will have opportunities to use ICT to compose, revise and edit their written work.
    • Spelling will be assessed on entry using Vernon Spelling. Children with secure phonic knowledge will access daily 1:1 Read Write Inc. Spelling sessions during their Skills Boost Session.
    • Children receiving daily 1:1 Fresh Start sessions will complete the end of module written task.
    • ICT resources targeting spelling and reading will be used (Spellingframe.co.uk).

    Maths

    Mathematics is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment.  Our curriculum is designed to cover the National Curriculum 2014 through short maths blocks providing coverage of a wide curriculum, allowing children to revisit most topics within their 12-week placement.  On entry pupils are assessed against age expected standards and individualised learning programs are planned to meet their needs.  The programmes of study covered are:

    • Number and Place Value
    • Addition and Subtraction
    • Multiplication and Division
    • Fractions (including decimals and percentages)
    • Measurement
    • Geometry (properties of shapes, position and movement)
    • Statistics
    • Ratio and Proportion
    • Algebra

    The following methods of teaching are employed

    • Oral maths recorded on white boards
    • Practical maths using numeracy aids (100 square, counting stick, multi-link, place value cards etc.)
    • Written work matched to key objectives for each child.
    • Internet websites – interactive mathematical games (e.g.TT Rockstars, mathsframe.co.uk)
    • Mathematical games (e.g. money snap, time bingo etc.)
    • Numeracy Stile

    Science

    Science helps to provide students with meaning and understanding of their bodies and the world in which they live, encouraging curiosity and a desire to know how and why.  The aim of the science curriculum is to provide pupils with the skills, concepts, knowledge and approach to science that will enable them to maintain pace with their peers in mainstream school. WCLC KS2 curriculum will:

    • Provide a broad and varied curriculum
    • Encourage a questioning approach to science, with pupils recalling facts and searching for information within the field of science
    • Provide opportunities to experience scientific concepts first hand using practical work and outside visits
    • Develop pupil’s understanding of, interests in, and respect for the world around them, including the local environment and other areas of the world
    • Develop a safe and structured approach towards practical work
    • Use a variety of resources / approaches to ensure that different learning styles are met.
    • Be practical and investigative, where pupils are encouraged to predict, make observations and have hands on experience
    • Make use of DVD / iPlayer clips and computer programmes to enhance teaching, and embed learning in the ‘real world’
    • Use ICT to research and present scientific findings
    • Use library services project books to enhance the resources available to pupils
    • Engage in workshops led by external providers (e.g. STEM).

    The WCLC KS2 science curriculum will focus on the Lower and Upper KS2 programmes of study. Children will work scientifically by being taught to use the following practical scientific methods, processes and skills:

    • asking relevant questions and using different types of scientific enquiries to answer them
    • setting up simple practical enquiries, comparative and fair tests; including recognising and controlling variables where necessary
    • making systematic and careful observations and, where appropriate, taking accurate measurements using standard units, using a range of equipment, including thermometers
    • gathering, recording, classifying and presenting data in a variety of ways to help in answering questions
    • recording findings using simple scientific language, drawings, labelled diagrams, bar charts, line graphs, scatter graphs, tables and classification keys
    • reporting on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions
    • using results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions
    • identifying differences, similarities or changes related to simple scientific ideas and processes
    • using straightforward scientific evidence to answer questions or to support their findings.

    Through the teaching of the programme of study content selected below:

    • plants
    • animals, including humans
    • rocks
    • light
    • forces and magnets
    • living things and their habitats
    • states of matter
    • sound
    • electricity
    • scientists & inventors

    Computing

    The use of computing is an integral part of the National Curriculum and is a key skill for everyday life.  Computers, tablets, programmable robots, digital and video cameras and tape recorders can be used to acquire, organise, store, manipulate, interpret, communicate and present information.

    The internet offers a wealth of information and is an effective tool in embedding learning in the ‘real world’.  The WCLC KS2 curriculum recognises that pupils are entitled to quality hardware and software and a structured and progressive approach to the learning of the skills needed to enable them to use technology effectively.  Thus, computing will be used and taught where possible through all areas of the curriculum.

    Foundation

    The WCLC KS2 curriculum incorporates the following foundation subjects:

    • Art and Design
    • History
    • Geography
    • Design and Technology / Cooking and Nutrition
    • Swimming
    • Outdoor Education and Forest Schools

    Foundation subject learning in the classroom is enhanced by visits to museums, bespoke museum led workshops, field trips led by Cumbria Rivers Trust, visits to work places (e.g. RNLI, Mountain Recuse, Cumbria Recycling Ltd) farm to fork projects and workshops delivered through Primary Business Partnership, Centre for Leadership Performance.

    Pupils access a weekly 1 hour swimming lesson at St.Bee’s School where they are split into 2 swimming groups each led by a qualified swimming instructors to ensure they make maximum progress within their swimming lesson.

    Personal Development

    The health, social and emotional well-being of pupils in KS2 is of paramount importance and therefore, children are taught social, emotional and behavioural skills (self-awareness, managing feelings, motivation, empathy and social skills) throughout the school day and in bespoke 1:1 sessions with the intervention tutor.

    PSHE, Citizenship and Relationship Education helps equip children with essential skills for life; teaching them how to stay safe and healthy, build successful relationships and become active, responsible participants in society.  The PSCHE scheme of work is centred around three core strands: Relationships, Health and Wellbeing and Living in the Wider World.  Within these three strands units focussing on British Values, Global Citizenship, Personal Safety, Health, Relationship Sex Education (RSE) and Mental Wellbeing are included.

     

    Health and Well Being Units                                                              Relationships Units Living in the Wider World Units
    Safety First – physical health, emotional wellbeing, safety, emotions, self-esteem and self-care. TEAM – building positive relationships, cooperation, teamwork, resolving differences and communication skills. One World – global citizenship, including respecting other cultures and caring for the environment.
    It’s my body – physical health and self-care, including exercise, healthy eating, sleep and keeping clean. Growing Up – parts of the body, reproduction, puberty, consent and healthy relationships. Britain – British Values of democracy, the rule of law, individual liberty and mutual respect and tolerance.
    Think Positive – mental wellbeing and self-care, including making positive choices, understanding emotions, self-care and strategies for self-regulation. VIPs – healthy and respectful relationships, including families and friendships, kindness and conflict, getting on and falling out. Respecting Rights – universal human rights, making sure that everyone’s human rights are met and human rights heroes around the world.
    Aiming High – aspirations, careers, goal-setting and growth mindset. Be Yourself – self-respect, assertiveness, communication skills and recognising and expressing emotions. Money Matters – teach financial education, including spending, saving, budgeting, value for money and keeping money safe.

     

    We are a registered Kidsafe UK Provider and are committed to safeguarding children through the delivery of the Kidsafe Child Protection Programme.  The aim of the program ‘is to equip children with effective skills to keep themselves safe from various forms of child abuse without shattering their innocence.’  The program may be delivered more than once within an academic year due to the transient nature of our classes.

    The PSHE Association’s KS2 Inclusion, belonging and addressing extremism unit is delivered to develop pupils’ understanding of the issues surrounding extremism – to build resilience and reduce susceptibility to the divisive narratives and ideologies spread by extremists.  The three areas explored are: belonging to a community, stereotypes and extremism.

    Religious Education

    Religious Education is taught through theme days throughout the year.  The origins, core beliefs, festivals, special places and traditions of the 6 main religions (Hinduism, Christianity, Judaism, Sikhism, Buddhism and Islam) are taught.  A Cooking and Nutrition lesson links each half-term to the main religion being taught.

    Outdoor Learning & Forest School

    At West Cumbria Learning Centre, our Outdoor Learning Programme facilitates alternative learning platforms, and gives depth to our school’s curriculum. Complementing all other subjects, it plays a fundamental role in supporting a student’s physical, personal and social education.

    Many young people in Key Stage 2 find Outdoor Learning an easier way to express themselves and manage their emotions, transferring these positive experiences back into the classroom environment. Giving them confidence and developing self-awareness is just as important as being able to read and write and at West Cumbria Learning Centre, we acknowledge the need for a holistic approach towards education. We aim to support a student’s individual needs whilst teaching them about integration and having a good level of social understanding.

    The students access a wide range of activities such as canoeing, climbing, hill walking, gorge walking, survival skills, den building, team games, Forest School and many more. These activities support self-esteem, confidence and motivation; which improve team skills, communication and social awareness.