KEY STAGE 2
KEY STAGE 2
From its start as an Early Years setting, Banana Island School now offers exceptional Key Stage 2 education.
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Key Stage 1: Ages 5 – 7
Key Stage 2: Ages 8 – 11
Children transition from the Reception class with a secure Early Years foundation into Year 1 and move up through the School until the end of Key Stage 2 (Age 11).
CURRICULUM & EDUCATION
For Years 3, 4, and 6, our highly qualified and enthusiastic teachers inspire and bring learning to life: their multisensory and crosscurricular approach complement our broad curriculum.
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For example:
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In English, we encourage children to read and interpret text, exercise their imagination and express themselves via the written word, debates and drama.
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Our Maths teaching works on the basis that meaningful learning comes from understanding how and why mathematical principles relate to everyday life and experiences.
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Themes and Topic Work lead into group work, peer discussion and kinesthetic tasks. Our location and facilities mean we can offer a far broader and more balanced education than many other schools in Nigeria. Education isn’t only about formal exams: we believe in taking children beyond the classroom tour garden, the park, the supermarket as well as the wider locality to bring Maths, English, Science, Geography, Religious Studies and History to life – and making sure sports, music and the arts flourish alongside other academic disciplines. A broad and balanced education founded on academic excellence: teaching the whole child.
LITERACY (Year 3 & 4)
By the end of the year our aim is that the children should be secure in the following skills:
Writing (Transcription)

Use further prefixes and suffixes and understand how to add them

Spell further homophones

Spell words that are often misspelt

Place the possessive apostrophe accurately in words with regular plurals [for example, girls’, boys’] and in words with irregular plurals [for example, children’s]

Use the first two or three letters of a word to check its spelling in a dictionary

Write from memory simple sentences, dictated by the teacher, that include words and punctuation taught so far.
Writing (Composition)
Plan their writing by:

Discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar

Discussing and recording ideas
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Draft and write by:

Composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures

Organising paragraphs around a theme

In narratives, creating settings, characters and plot

In nonnarrative material, using simple organisational devices [for example, headings and subheadings]
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Evaluate and edit by:

Assessing the effectiveness of their own and others’ writing and suggesting improvements

Proposing changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns in sentences

Proofread for spelling and punctuation errors

Read aloud their own writing, to a group or the whole class, using appropriate intonation and controlling the tone and volume so that the meaning is clear.
Hand Writing

use the diagonal and horizontal strokes that are needed to join letters and understand which letters, when adjacent to one another, are best left unjoined

increase the legibility, consistency and quality of their handwriting [for example, by ensuring that the down strokes of letters are parallel and equidistant; that lines of writing are spaced sufficiently so that the ascenders and descenders of letters do not touch].
Reading

Develop positive attitudes to reading and understanding of what they read by:

Listening to and discussing a wide range of fiction, poetry, plays, nonfiction and reference books or textbooks

Reading books that are structured in different ways and reading for a range of purposes

Using dictionaries to check the meaning of words that they have read

Increasing their familiarity with a wide range of books, including fairy stories, myths and legends, and retelling some of these orally

Asking questions to improve their understanding of a text

Drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence

Predicting what might happen from details stated and implied

identifying main ideas drawn from more than one paragraph and summarising these

Identifying how language, structure, and presentation contribute to meaning

Retrieve and record information from nonfiction

Participate in discussion about both books that are read to them and those they can read for themselves, taking turns and listening to what others say.
NUMERACY (Year 3 & 4)
By the end of the year our aim is that the children should be secure in the following skills:
Number & Place Value
By the end of the year 4 pupils should be able to:

Count in multiples of 6, 7, 9, 25 and 1000

Find 1000 more or less than a given number

Count backwards through zero to include negative numbers

Recognise the place value of each digit in a fourdigit number (thousands, hundreds, tens, and ones)

Order and compare numbers beyond 1000

Identify, represent and estimate numbers using different representations

Round any number to the nearest 10, 100 or 1000

Solve number and practical problems that involve all of the above and with increasingly large positive numbers
Addition, subtraction, multiplication and division
Have an understanding of:

Add and subtract numbers with up to 4 digits using the formal written methods of columnar addition and subtraction where appropriate

Estimate and use inverse operations to check answers to a calculation

Solve addition and subtraction twostep problems in contexts, deciding which operations and methods to use and why.

Recall multiplication and division facts for multiplication tables up to 12 × 12

Use place value, known and derived facts to multiply and divide mentally, including: multiplying by 0 and 1; dividing by 1; multiplying together three numbers

Recognise and use factor pairs and commutativity in mental calculations

Multiply twodigit and threedigit numbers by a onedigit number using formal written layout

Solve problems involving multiplying and adding, including using the distributive law to multiply two digit numbers by one digit, integer scaling problems and harder correspondence problems such as n objects are connected to m objects.
Geometry/Statistics
Have an understanding of:

Convert between different units of measure [for example, kilometre to metre; hour to minute]

Measure and calculate the perimeter of a rectilinear figure (including squares) in centimetres and metres

Find the area of rectilinear shapes by counting squares

Estimate, compare and calculate different measures, including money in pounds and pence

Read, write and convert time between analogue and digital 12 and 24hour clocks

Solve problems involving converting from hours to minutes; minutes to seconds; years to months; weeks to days.

Compare and classify geometric shapes, including quadrilaterals and triangles, based on their properties and sizes

Identify acute and obtuse angles and compare and order angles up to two right angles by size

Identify lines of symmetry in 2D shapes presented in different orientations

Complete a simple symmetric figure with respect to a specific line of symmetry.

Describe positions on a 2D grid as coordinates in the first quadrant

Describe movements between positions as translations of a given unit to the left/right and up/down

Plot specified points and draw sides to complete a given polygon.

Interpret and present discrete and continuous data using appropriate graphical methods, including bar charts and time graphs.

Solve comparison, sum and difference problems using information presented in bar charts, pictograms, tables and other graphs.
Fractions Including Decimals
Pupils will be taught to:

Recognise and show, using diagrams, families of common equivalent fractions

Count up and down in hundredths; recognise that hundredths arise when dividing an object by one hundred and dividing tenths by ten.

Solve problems involving increasingly harder fractions to calculate quantities, and fractions to divide quantities, including nonunit fractions where the answer is a whole number

Add and subtract fractions with the same denominator

Recognise and write decimal equivalents of any number of tenths or hundredths

Recognise and write decimal equivalents to , ,

Find the effect of dividing a one or twodigit number by 10 and 100, identifying the value of the digits in the answer as ones, tenths and hundredths

Round decimals with one decimal place to the nearest whole number

Compare numbers with the same number of decimal places up to two decimal places

Solve simple measure and money problems involving fractions and decimals to two decimal places.
LITERACY (Year 5 & 6)
By the end of the year our aim is that the children should be secure in the following skills:
Writing (Transcription)

Use further prefixes and suffixes and understand the guidance for adding them

Spell some words with ‘silent’ letters [for example, knight, psalm, solemn]

Continue to distinguish between homophones and other words which are often confused

Use knowledge of morphology and etymology in spelling and understand that the spelling of some words needs to be learnt specifically, as listed in English Appendix 1

Use dictionaries to check the spelling and meaning of words

Use the first three or four letters of a word to check spelling, meaning or both of these in a dictionary

Use a thesaurus.
Writing (Composition)
Plan their writing by:â€‹

Identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own

Noting and developing initial ideas, drawing on reading and research where necessary

In writing narratives, considering how authors have developed characters and settings in what pupils have read, listened to or seen performed
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Draft and write by:

Selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning

In narratives, describing settings, characters and atmosphere and integrating dialogue to convey character and advance the action

Précising longer passages

Using a wide range of devices to build cohesion within and across paragraphs

Using further organisational and presentational devices to structure text and to guide the reader [for example, headings, bullet points, underlining]
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Evaluate and edit by:

Assessing the effectiveness of their own and others’ writing

Proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning

Ensuring the consistent and correct use of tense throughout a piece of writing

Ensuring correct subject and verb agreement when using singular and plural, distinguishing between the language of speech and writing and choosing the appropriate register

Proofread for spelling and punctuation errors
Hand Writing

Write legibly, fluently and with increasing speed by:

Choosing which shape of a letter to use when given choices and deciding whether or not to join specific letters

Choosing the writing implement that is best suited for a task.
Reading

Maintain positive attitudes to reading and understanding of what they read by:

Continuing to read and discuss an increasingly wide range of fiction, poetry, plays, nonfiction and reference books or textbooks

Reading books that are structured in different ways and reading for a range of purposes

Increasing their familiarity with a wide range of books, including myths, legends and traditional stories, modern fiction, fiction from our literary heritage, and books from other cultures and traditions

Recommending books that they have read to their peers, giving reasons for their choices

Identifying and discussing themes and conventions in and across a wide range of writing

Making comparisons within and across books

Learning a wider range of poetry by heart

Preparing poems and plays to read aloud and to perform, showing understanding through intonation, tone and volume so that the meaning is clear to an audience

Understand what they read by:

Checking that the book makes sense to them, discussing their understanding and exploring the meaning of words in context

Asking questions to improve their understanding

Drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence

Predicting what might happen from details stated and implied

Summarising the main ideas drawn from more than one paragraph, identifying key details that support the main ideas

Identifying how language, structure and presentation contribute to meaning

Discuss and evaluate how authors use language, including figurative language, considering the impact on the reader

Distinguish between statements of fact and opinion

Retrieve, record and present information from nonfiction

Participate in discussions about books that are read to them and those they can read for themselves, building on their own and others’ ideas and challenging views courteously

Explain and discuss their understanding of what they have read, including through formal presentations and debates, maintaining a focus on the topic and using notes where necessary

Provide reasoned justifications for their views.
NUMERACY (Year 5 & 6)
By the end of the year our aim is that the children should be secure in the following skills:
Number & Place Value
By the end of the year 5 pupils should be able to:

read, write, order and compare numbers up to 10 000 000 and determine the value of each digit

round any whole number to a required degree of accuracy

use negative numbers in context, and calculate intervals across zero

solve number and practical problems that involve all of the above.
Addition, Subtraction, Multiplication and Division:
Have an understanding of:

Multiply multidigit numbers up to 4 digits by a twodigit whole number using the formal written method of long multiplication

Divide numbers up to 4 digits by a twodigit whole number using the formal written method of long division, and interpret remainders as whole number remainders, fractions, or by rounding, as appropriate for the context

Divide numbers up to 4 digits by a twodigit number using the formal written method of short division where appropriate, interpreting remainders according to the context

Perform mental calculations, including with mixed operations and large numbers

Identify common factors, common multiples and prime numbers

Use their knowledge of the order of operations to carry out calculations involving the four operations

Solve problems involving multiplying and adding, including using the distributive law to multiply two digit numbers by one digit, integer scaling problems and harder correspondence problems such as n objects are connected to m objects.
Geometry/Statistics/Measurement
Have an understanding of:

solve problems involving the calculation and conversion of units of measure, using decimal notation up to three decimal places where appropriate

use, read, write and convert between standard units, converting measurements of length, mass, volume and time from a smaller unit of measure to a larger unit, and vice versa, using decimal notation to up to three decimal places

convert between miles and kilometres

recognise that shapes with the same areas can have different perimeters and vice versa

recognise when it is possible to use formulae for area and volume of shapes

calculate the area of parallelograms and triangles

calculate, estimate and compare volume of cubes and cuboids using standard units, including cubic centimetres (cm3) and cubic metres (m3), and extending to other units [for example, mm3 and km3].

draw 2D shapes using given dimensions and angles

recognise, describe and build simple 3D shapes, including making nets

compare and classify geometric shapes based on their properties and sizes and find unknown angles in any triangles, quadrilaterals, and regular polygons

illustrate and name parts of circles, including radius, diameter and circumference and know that the diameter is twice the radius

recognise angles where they meet at a point, are on a straight line, or are vertically opposite, and find missing angles.

describe positions on the full coordinate grid (all four quadrants)

draw and translate simple shapes on the coordinate plane, and reflect them in the axes.

interpret and construct pie charts and line graphs and use these to solve problems

calculate and interpret the mean as an average.
Fractions Including Decimals
Each of these areas will be revisited during the year:

Use common factors to simplify fractions; use common multiples to express fractions in the same denomination

Compare and order fractions, including fractions > 1

add and subtract fractions with different denominators and mixed numbers, using the concept of equivalent fractions

Multiply simple pairs of proper fractions, writing the answer in its simplest form [for example, × = ]

Divide proper fractions by whole numbers [for example, ÷ 2 = ]

Associate a fraction with division and calculate decimal fraction equivalents [for example, 0.375] for a simple fraction [for example, ]

Identify the value of each digit in numbers given to three decimal places and multiply and divide numbers by 10, 100 and 1000 giving answers up to three decimal places

Multiply onedigit numbers with up to two decimal places by whole numbers

Use written division methods in cases where the answer has up to two decimal places

Solve problems which require answers to be rounded to specified degrees of accuracy

Recall and use equivalences between simple fractions, decimals and percentages, including in different contexts.
Algebra/Ratio/Proportions
Have an understanding of:

solve problems involving the relative sizes of two quantities where missing values can be found by using integer multiplication and division facts

solve problems involving the calculation of percentages [for example, of measures, and such as 15% of 360] and the use of percentages for comparison

solve problems involving similar shapes where the scale factor is known or can be found

solve problems involving unequal sharing and grouping using knowledge of fractions and multiples.

use simple formulae

generate and describe linear number sequences

express missing number problems algebraically

find pairs of numbers that satisfy an equation with two unknowns

enumerate possibilities of combinations of two variables.