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some advice re KS1 expected standards/ attainment for an overseas friend please

(4 Posts)
timetosmile Mon 24-Sep-12 12:35:13

I just recieved this as part of an email from a good British friend currently doing volunteer relief work in the Phillipines....I can answer most of it as my DCs are a similar age, but if any of you have any useful links to curricular contents/ expected attainments for an average yr2 child, I'd be really grateful if you could post them below.

She and her DH are doing fab work and it'd be great to help her out as she's feeling pretty disconnected from the UK system!

Thanks a million xx

"I want to compare what level Joshua is with the schooling here in Philippines compared to UK.

1. He was 6 years old in June (Born 2006). What year would he be in now in school if he was in the UK?

2. Is there a way of finding out what work/level year 1 and year 2 are doing in literacy and maths. (eg an online workbook so I can compare with the work he is doing now here)

3. What other subjects do they do in year 1 and year 2?

4. How many hours a week classtime?

5. Any helpful websites

6. Any other useful information!!! "

timetosmile Mon 24-Sep-12 15:36:23

bump for the afterschoolers?

anice Mon 24-Sep-12 19:00:09

UK doesn't apply as there would be different answers for England and Scotland.
However, in England:-
1. Children start primary school in the September before their 5th birthday. For some this means they are aged 4 years + 1 day and for others it means that they are 5 exactly. The start in reception and stay in primary until year 6. Joshua would be in year 2 at the moment.
2. IXL offers the Uk national curriculum for maths. I don't know about english though except to say able to write a short paragraph and spell words like "like".
3. Project work such as all about the Romans/ Tudors/ Ancient Egypt etc starts in year 3. Years 1 & 2 tend to be more about butterflies or stones. By the end of the year they will be learning how to look at basic maps, there will be RE, some basic science, some PE, some art etc At the end of year 2, the children sit SATS.
4. 5 hours in class for 5 days a week for 6 half terms of 6 weeks each, less 5 INSET days.

mrz Mon 24-Sep-12 19:36:40

In year 2 he would be expected to write in a variety of styles
Letters, stories, recounts, instructions, non chronological reports, descriptions, poems, riddles ...

He would be expected to write at length (roughly a side of A4) use punctuation, connectives, spell common words correctly and make plausible attempts at others, form letters correctly with well structured sentences.


1. Pupils should be taught to:
a. use adventurous and wide-ranging vocabulary
b. sequence events and recount them in appropriate detail
c. put their ideas into sentences
d. use a clear structure to organise their writing
e. vary their writing to suit the purpose and reader
f. use the texts they read as models for their own writing.
Planning and drafting

2. Working with the teacher and with others, in order to develop their writing, pupils should be taught to:
a. write familiar words and attempt unfamiliar ones
b. assemble and develop ideas on paper and on screen
c. plan and review their writing, discussing the quality of what is written
d. write extended texts, with support [for example, using the teacher as writer].

3. Pupils should be taught:
a. how punctuation helps a reader understand what is written
b. the connections between punctuation and sentence structure, intonation and emphasis
c. to use capital letters, full stops, question marks and to begin to use commas.

4. Pupils should be taught to:
Spelling strategies

a. write each letter of the alphabet
b. use their knowledge of sound-symbol relationships and phonological patterns [for example, consonant clusters and vowel phonemes]
c. recognise and use simple spelling patterns
d. write common letter strings
e. spell common words
f. spell words with common prefixes and inflectional endings
Checking spelling

g. check the accuracy of their spelling, using word banks and dictionaries
h. use their knowledge of word families and other words
i. identify reasons for misspellings.
Handwriting and presentation

5. In order to develop a legible style, pupils should be taught:

a. how to hold a pencil/pen
b. to write from left to right and top to bottom of a page
c. to start and finish letters correctly
d. to form letters of regular size and shape
e. to put regular spaces between letters and words
f. how to form lower- and upper-case letters
g. how to join letters

h. the importance of clear and neat presentation in order to communicate their meaning effectively.
Standard English

6. Pupils should be taught some of the grammatical features of written standard English.
Language structure

7. In composing their own texts, pupils should be taught to consider:
a. how word choice and order are crucial to meaning
b. the nature and use of nouns, verbs and pronouns
c. how ideas may be linked in sentences and how sequences of sentences fit together.
Breadth of study

8. During the key stage, pupils should be taught the knowledge, skills and understanding through addressing the following ranges of purposes, readers and forms of writing.

9. The range of purposes for writing should include:
a. to communicate to others
b. to create imaginary worlds
c. to explore experience
d. to organise and explain information.

10. Pupils should be taught the value of writing for remembering and developing ideas.

11. The range of readers for writing should include teachers, other adults, children and the writers themselves.

12. The range of forms of writing should include narratives, poems, notes, lists, captions, records, messages, instructions

Reading strategies

1. Pupils should be taught to read with fluency, accuracy, understanding and enjoyment:
Word recognition and graphic knowledge

They should be taught phonemic awareness and phonic knowledge to decode and encode words, including to:
a. hear, identify, segment and blend phonemes in words in the order in which they occur
b. sound and name the letters of the alphabet
c. identify syllables in words
d. recognise that the same sounds may have different spellings and that the same spellings may relate to different sounds
e. read on sight high-frequency words and other familiar words
f. recognise words with common spelling patterns
g. recognise specific parts of words, including prefixes, suffixes, inflectional endings, plurals
h. link sound and letter patterns, exploring rhyme, alliteration and other sound patterns
Understanding text

They should be taught to use grammatical understanding and their knowledge of the content and context of texts to:
i. understand how word order affects meaning
j. decipher new words, and confirm or check meaning
k. work out the sense of a sentence by re-reading or reading ahead
l. focus on meaning derived from the text as a whole
m. use their knowledge of book conventions, structure, sequence and presentational devices
n.draw on their background knowledge and understanding of the content.
Reading for information

2. Pupils should be taught to:
a. use the organisational features of non-fiction texts, including captions, illustrations, contents, index and chapters, to find information
b. understand that texts about the same topic may contain different information or present similar information in different ways
c. use reference materials for different purposes.

3. To develop their understanding of fiction, poetry and drama, pupils should be taught to:
a. identify and describe characters, events and settings in fiction
b. use their knowledge of sequence and story language when they are retelling stories and predicting events
c. express preferences, giving reasons
d. learn, recite and act out stories and poems
e. identify patterns of rhythm, rhyme and sounds in poems and their effects
f. respond imaginatively in different ways to what they read [for example, using the characters from a story in drama, writing poems based on ones they read, showing their understanding through art or music].
Language structure and variation

4. To read texts with greater accuracy and understanding, pupils should be taught about the characteristics of different types of text [for example, beginnings and endings in stories, use of captions].
Breadth of study

5. During the key stage, pupils should be taught the knowledge, skills and understanding through the following ranges of literature and non-fiction and non-literary texts.

6. The range should include:
a. stories and poems with familiar settings and those based on imaginary or fantasy worlds
b. stories, plays and poems by significant children's authors
c. retellings of traditional folk and fairy stories
d. stories and poems from a range of cultures
e. stories, plays and poems with patterned and predictable language
f. stories and poems that are challenging in terms of length or vocabulary
g. texts where the use of language benefits from being read aloud and reread.
Non-fiction and non-literary texts

7. The range should include:
a. print and ICT-based information texts, including those with continuous text and relevant illustrations
b. dictionaries, encyclopedias and other reference materials.


1. To speak clearly, fluently and confidently to different people, pupils should be taught to:
a. speak with clear diction and appropriate intonation
b. choose words with precision
c. organise what they say
d. focus on the main point(s)
e. include relevant detail
f. take into account the needs of their listeners.

2. To listen, understand and respond to others, pupils should be taught to:
a. sustain concentration
b. remember specific points that interest them
c. make relevant comments
d. listen to others' reactions
e. ask questions to clarify their understanding
f. identify and respond to sound patterns in language [for example, alliteration, rhyme, word play].
Group discussion and interaction

3. To join in as members of a group, pupils should be taught to:
a. take turns in speaking
b. relate their contributions to what has gone on before
c. take different views into account
d. extend their ideas in the light of discussion
e. give reasons for opinions and actions.

4. To participate in a range of drama activities, pupils should be taught to:
a. use language and actions to explore and convey situations, characters and emotions
b. create and sustain roles individually and when working with others
c. comment constructively on drama they have watched or in which they have taken part.
Standard English

5. Pupils should be introduced to some of the main features of spoken standard English and be taught to use them.
Language variation

6. Pupils should be taught about how speech varies:
a. in different circumstances [for example, to reflect on how their speech changes in more formal situations]
b. to take account of different listeners [for example, adapting what they say when speaking to people they do not know].
Breadth of study

7. During the key stage, pupils should be taught the knowledge, skills and understanding through the following range of activities, contexts and purposes.

8. The range should include:
a. telling stories, real and imagined
b. reading aloud and reciting
c. describing events and experiences
d. speaking to different people, including friends, the class, teachers and other adults.

9. The range should include opportunities for pupils to listen to:
a. each other
b. adults giving detailed explanations and presentations [for example, describing how a model works, reading aloud]
c. recordings [for example, radio, television].
Group discussion and interaction

10. The range of purposes should include:
a. making plans and investigating
b. sharing ideas and experiences
c. commenting and reporting.
Drama activities

11. The range should include:
a. working in role
b. presenting drama and stories to others [for example, telling a story through tableaux or using a narrator]
c. responding to performances.
Using and applying number

1. Pupils should be taught to:
Problem solving

a. approach problems involving number, and data presented in a variety of forms, in order to identify what they need to do
b. develop flexible approaches to problem solving and look for ways to overcome difficulties
c. make decisions about which operations and problem-solving strategies to use
d. organise and check their work

e. use the correct language, symbols and vocabulary associated with number and data
f. communicate in spoken, pictorial and written form, at first using informal language and recording, then mathematical language and symbols

g. present results in an organised way
h. understand a general statement and investigate whether particular cases match it
i. explain their methods and reasoning when solving problems involving number and data.
Numbers and the number system

2. Pupils should be taught to:

a. count reliably up to 20 objects at first and recognise that if the objects are rearranged the number stays the same; be familiar with the numbers 11 to 20; gradually extend counting to 100 and beyond
Number patterns and sequences

b. create and describe number patterns; explore and record patterns related to addition and subtraction, and then patterns of multiples of 2, 5 and 10 explaining the patterns and using them to make predictions; recognise sequences, including odd and even numbers to 30 then beyond; recognise the relationship between halving and doubling
The number system

c. read and write numbers to 20 at first and then to 100 or beyond; understand and use the vocabulary of comparing and ordering these numbers; recognise that the position of a digit gives its value and know what each digit represents, including zero as a place-holder; order a set of one and two-digit numbers and position them on a number line and hundred-square; round any two-digit number to the nearest 10.

3. Pupils should be taught to:
Number operations and the relationships between them

a. understand addition and use related vocabulary; recognise that addition can be done in any order; understand subtraction as both 'take away' and 'difference' and use the related vocabulary; recognise that subtraction is the inverse of addition; give the subtraction corresponding to an addition and vice versa; use the symbol '=' to represent equality; solve simple missing number problems [for example, 6 = 2 + ? ]
b. understand multiplication as repeated addition; understand that halving is the inverse of doubling and find one half and one quarter of shapes and small numbers of objects; begin to understand division as grouping (repeated subtraction); use vocabulary associated with multiplication and division
Mental methods

c. develop rapid recall of number facts: know addition and subtraction facts to 10 and use these to derive facts with totals to 20, know multiplication facts for the x2 and x10 multiplication tables and derive corresponding division facts, know doubles of numbers to 10 and halves of even numbers to 20
d. develop a range of mental methods for finding, from known facts, those that they cannot recall, including adding 10 to any single-digit number, then adding and subtracting a multiple of 10 to or from a two-digit number; develop a variety of methods for adding and subtracting, including making use of the facts that addition can be done in any order and that subtraction is the inverse of addition
e. carry out simple calculations of the form 40 + 30 = ?, 40 + ? = 100, 56 - ? = 10; record calculations in a number sentence, using the symbols +, -, x , ÷ and = correctly [for example, 7 + 2 = 9] .
Solving numerical problems

4. Pupils should be taught to:
a. choose sensible calculation methods to solve whole-number problems (including problems involving money or measures), drawing on their understanding of the operations
b. check that their answers are reasonable and explain their methods or reasoning.
Processing, representing and interpreting data

5. Pupils should be taught to:
a. solve a relevant problem by using simple lists, tables and charts to sort, classify and organise information
b. discuss what they have done and explain their results.

Using and applying shape, space and measures

1. Pupils should be taught to:
Problem solving

a. try different approaches and find ways of overcoming difficulties when solving shape and space problems
b. select and use appropriate mathematical equipment when solving problems involving measures or measurement
c. select and use appropriate equipment and materials when solving shape and space problems

d. use the correct language and vocabulary for shape, space and measures

e. recognise simple spatial patterns and relationships and make predictions about them
f. use mathematical communication and explanation skills.
Understanding patterns and properties of shape

2. Pupils should be taught to:
a. describe properties of shapes that they can see or visualise using the related vocabulary
b. observe, handle and describe common 2D and 3- shapes; name and describe the mathematical features of common 2D and 3D shapes, including triangles of various kinds, rectangles including squares, circles, cubes, cuboids, then hexagons, pentagons, cylinders, pyramids, cones and spheres
c. create 2D shapes and 3D shapes
d. recognise reflective symmetry in familiar 2D shapes and patterns.
Understanding properties of position and movement

3. Pupils should be taught to:
a. observe, visualise and describe positions, directions and movements using common words
b. recognise movements in a straight line (translations) and rotations, and combine them in simple ways [for example, give instructions to get to the headteacher's office or for rotating a programmable toy]
c. recognise right angles.
Understanding measures

4. Pupils should be taught to:
a. estimate the size of objects and order them by direct comparison using appropriate language; put familiar events in chronological order; compare and measure objects using uniform non-standard units [for example, a straw, wooden cubes], then with a standard unit of length (cm, m), weight (kg), capacity (l) [for example, 'longer or shorter than a metre rule', 'three-and-a-bit litre jugs']; compare the durations of events using a standard unit of time
b. understand angle as a measure of turn using whole turns, half-turns and quarter-turns
c. estimate, measure and weigh objects; choose and use simple measuring instruments, reading and interpreting numbers, and scales to the nearest labelled division.

In Science he will learn

Knowledge, skills and understanding

deas and evidence in science

1. Pupils should be taught that it is important to collect evidence by making observations and measurements when trying to answer a question.
Investigative skills

2. Pupils should be taught to:

a. ask questions [for example, 'How?', 'Why?', 'What will happen if ... ?'] and decide how they might find answers to them
b. use first-hand experience and simple information sources to answer questions
c. think about what might happen before deciding what to do
d. recognise when a test or comparison is unfair
Obtaining and presenting evidence

e. follow simple instructions to control the risks to themselves and to others
f. explore, using the senses of sight, hearing, smell, touch and taste as appropriate, and make and record observations and measurements
g. communicate what happened in a variety of ways, including using ICT [for example, in speech and writing, by drawings, tables, block graphs and pictograms]
Considering evidence and evaluating

h. make simple comparisons [for example, hand span, shoe size] and identify simple patterns or associations
i. compare what happened with what they expected would happen, and try to explain it, drawing on their knowledge and understanding
j. review their work and explain what they did to others.

Life processes

1. Pupils should be taught:
a. the differences between things that are living and things that have never been alive
b. that animals, including humans, move, feed, grow, use their senses and reproduce
c. to relate life processes to animals and plants found in the local environment.
Humans and other animals

2. Pupils should be taught:
a. to recognise and compare the main external parts of the bodies of humans and other animals
b. that humans and other animals need food and water to stay alive
c. that taking exercise and eating the right types and amounts of food help humans to keep healthy
d. about the role of drugs as medicines
e. how to treat animals with care and sensitivity
f. that humans and other animals can produce offspring and that these offspring grow into adults
g. about the senses that enable humans and other animals to be aware of the world around them.
Green plants

3. Pupils should be taught:
a. to recognise that plants need light and water to grow
b. to recognise and name the leaf, flower, stem and root of flowering plants
c. that seeds grow into flowering plants.
Variation and classification

4. Pupils should be taught to:
a. recognise similarities and differences between themselves and others, and to treat others with sensitivity
b. group living things according to observable similarities and differences.
Living things in their environment

5. Pupils should be taught to:
a. find out about the different kinds of plants and animals in the local environment
b. identify similarities and differences between local environments and ways in which these affect animals and plants that are found there
c. care for the environment

Grouping materials

1. Pupils should be taught to:
a. use their senses to explore and recognise the similarities and differences between materials
b. sort objects into groups on the basis of simple material properties [for example, roughness, hardness, shininess, ability to float, transparency and whether they are magnetic or non-magnetic]
c. recognise and name common types of material [for example, metal, plastic, wood, paper, rock] and recognise that some of them are found naturally
d. find out about the uses of a variety of materials [for example, glass, wood, wool] and how these are chosen for specific uses on the basis of their simple properties.
Changing materials

2. Pupils should be taught to:
a. find out how the shapes of objects made from some materials can be changed by some processes, including squashing, bending, twisting and stretching
b. explore and describe the way some everyday materials [for example, water, chocolate, bread, clay] change when they are heated or cooled.


1. Pupils should be taught:
a. about everyday appliances that use electricity
b. about simple series circuits involving batteries, wires, bulbs and other components [for example, buzzers, motors]
c. how a switch can be used to break a circuit.
Forces and motion

2. Pupils should be taught:
a. to find out about, and describe the movement of, familiar things [for example, cars going faster, slowing down, changing direction]
b. that both pushes and pulls are examples of forces
c. to recognise that when things speed up, slow down or change direction, there is a cause [for example, a push or a pull].
Light and sound

3. Pupils should be taught:
Light and dark

a. to identify different light sources, including the Sun
b. that darkness is the absence of light
Making and detecting sounds
c. that there are many kinds of sound and sources of sound
d. that sounds travel away from sources, getting fainter as they do so, and that they are heard when they enter the ear.

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