Key Stage 2
The Key Stage 2 department follows the British National Curriculum Core subjects in English, Maths, Science and ICT along with the Foundation subjects of Art, Geography, History, Music, Physical Education and Design Technology. In addition to this, Islamic studies/Christianity, Arabic and Egyptian Social Studies are an important part of the curriculum and given appropriate emphasis as required by the Egyptian Ministry of Education.
Students also follow a course of Personal, Social, Health and Citizenship Education (PSHCE).
All Children have at least 1 lesson of literacy teaching every day. Literacy is increasingly linked to learning in other subjects. Language development covers the following areas:
- Speaking and listening
The Key Stage 2 department aims to develop the children's mathematical skills, knowledge and confidence within the framework of the National Curriculum. The curriculum consists of:
- Number and Algebra: Classifying, matching, comparing and ordering. Decimals, fractions and percentages are also taught in later year groups. Algebra is covered at all levels, looking at patterns, sequences, rules and properties, variables and equations.
- Shape. space and measures: This area explores spatial awareness, looking at 2d and 3d shapes, symmetry, lines and angles. The measures units will look at length, area, weight, capacity, time and money.
- Handling Data: This includes graphing, pictograms, and being able to record and interpret data in a real life context.
We encourage students to develop their mental maths skills. Quick recall of basic number facts and multiplication tables will prepare students for the maths lesson.
These areas do not stand alone and children are taught to see links between each area, using and applying previous skills in real life contexts. In the new curriculum, students are encouraged to use skills of problem solving and reasoning. There will numerous occasions for maths investigations to be carried out.
The science teaching at Capital follows the National Curriculum guidelines.
We aim to ensure that all students develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics. We develop their understanding of the nature, processes and methods of science, through different types of science enquiries that help them to answer scientific questions about the world around them.
We aim to equip them with the scientific knowledge required to understand the uses and implications of science, today and in the future. Science is assessed half termly.
The history teaching at Capital aims to ensure that all students: know and understand the history of these islands as a coherent, chronological narrative, from the earliest times to the present day: how people’s lives have shaped this nation and how Britain has influenced and been influenced by the wider world.
They will know and understand significant aspects of the history of the wider world: the nature of ancient civilisations; the expansion and dissolution of empires; characteristic features of past non-European societies; achievements and follies of mankind.
They will understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to make connections, draw contrasts, analyse trends, frame historically valid questions and create their own structured accounts, including written narratives and analyses.
Children will understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed gain historical perspective by placing their growing knowledge into different contexts, understanding the connections between local, regional, national and international history; between cultural, economic, military, political, religious and social history.
The teaching of geography aims to ensure that all students: develop contextual knowledge of the location of globally significant places– both terrestrial and marine – including their defining physical and human characteristics and how these provide a geographical context for understanding the actions of processes.
Students will understand the processes that give rise to key physical and human geographical features of the world, how these are interdependent and how they bring about spatial variation and change over time Children will deepen their understanding of geographical processes, interpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information Systems (GIS)
Children will communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and writing at length.
Capital believes that children should fulfill their full potential whilst learning.
Social, emotional and behavioural skills underlie almost every aspect of school, home and community life, including effective learning and getting on with other people. They are fundamental to school improvement. Where children have good skills in these areas, and are educated within an environment supportive to emotional health and well-being, they will be motivated to, and equipped to:
- Be effective and successful learners;
- Make and sustain friendships;
- Deal with and resolve conflict effectively and fairly;
- Solve problems with others or by themselves;
- Manage strong feelings such as frustration, anger and anxiety;
- Be able to promote calm and optimistic states that promote the achievement of goals;
- Recover from setbacks and persist in the face of difficulties;
- Work and play cooperatively;
- Compete fairly and win and lose with dignity and respect for competitors;
- Recognize and stand up for their rights and the rights of others;
- Understand and value the differences and commonalities between people, respecting the right of others to have beliefs and values different from their own.
At Capital we teach French and German and aim to make language learning fun and accessible to all. Students learn to talk about themselves, their families, their pets and where they live. They develop the ability to count competently, act out various role plays and hold a lengthy conversation.
Students are taught to develop their techniques, including their control and their use of materials, with creativity, experimentation and an increasing awareness of different kinds of art, craft and design.
In key stage 2, the curriculum aims to help children develop the skills to:
- Understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation.
- Analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems.
- Evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems are responsible, competent, confident and creative users of information and communication technology.
When designing and making, students are taught to:
- Design purposeful, functional, appealing products for themselves and other users based on design criteria generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology.
- Select from and use a range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing]
- Select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics.
- Explore and evaluate a range of existing products, evaluate their ideas and products against design criteria