KEY STAGE 2

Shrewsbury International School is a warm, friendly and caring school that welcomes children from all cultures, backgrounds and experiences.  It is important to us that we maintain an ethos where each child can be happy, secure, valued and fulfilled and their individuality is recognised and respected.  It is a vibrant, lively and challenging place for children to learn and thrive.  While respecting the language and culture of Thailand, all children develop English as the language of the classroom.

Learning in Key Stage 2 is based around 4 core themes:

HOLISTIC, ROUNDED DEVELOPMENT:  We continue to develop the child academically, socially and emotionally in Years 3-6. And because of this balance our children become well-adjusted individuals who go on to achieve great things. 

TOPIC-BASED:  The curriculum objectives are taught through a range of inspiring topics that encourage the children to be creative.  These topics are delivered in a variety of ways to ensure that all learning styles are met, and that a suitable amount of challenge is presented. 

CHILD-LED:  Children take a more active role in their learning, recognising that the responsibility for becoming a life-long learner begins with them.  Their voice allows teachers to ensure that they are delivering a current and relevant curriculum.

A PARTNERSHIP WITH HOME: At Shrewsbury International School we promote a very close working relationship with our parents.  Parents are kept informed and we work together to ensure that every child has an enriching educational experience. 

The English National Curriculum objectives and standards for the basis of our teaching. We provide our children with many opportunities to perform, present and listen in a variety of situations.  They are encouraged to participate in assemblies, class performances and whole school events to share their achievements and talents whilst developing and strengthening their confidence and self-belief.  There is an incredible sense of community within the school where the children build vital teamwork skills, pride in themselves and respect for their peers.

The Key Stage 2 education we offer to is based on the following principles:

• It builds on what our children already know and can do
• It encourages independence, resilience, confidence and self-assurance
• It highlights children’s unique qualities and nurtures them
• It supports children to develop and learn in different ways and at different rates
• It offers a structure for learning
• It provides a rich and stimulating environment
• It builds positive relationships

These principles influence our staff roles, organisation, planning, assessment, environment, equipment and relationships with parents.

Shrewsbury International School City Campus has been purposefully designed to facilitate our curriculum and to meet the varying needs of the children in our care.  The classrooms are designed to allow for the children to flow freely between the classrooms and the internal space, giving children opportunities to work collaboratively with their peers from other classes as well as a lot of space to achieve this.  

The Years 3-6 classes are positioned in our “main” classroom block, which also accommodates Years 1 and 2. Every classroom has views of, and access to, outside spaces which are much part of the child’s learning environment.

The overall environment is very carefully planned and resourced with high quality equipment, all to support the children’s learning.

The brand new facilities are purpose built for primary aged children, giving them the best opportunities to thrive. These include specialist learning spaces that enhance their learning, including a Food Technology space, a Science Laboratory and a Digi-Pod. The opposite building is home to our "creative hub", which includes : a Dance studio, a Drama room, a Design, Technology and Art room, Music practice rooms, a Music Recital Hall as well as an Auditorium.

The children have access to a lot of physical equipment and natural materials in the playground to support their play. This enables children to continue to build important relationships, engage in creative play, develop physical skills and sustain their independence during break and lunch times.  

The day starts with the children meeting their class teacher at 7.30am. After registration time they start their first of 6 lessons in the day. In the morning they have four lessons, each of 1 hour, with a 20-minute break between the second and third lesson. After the lunch break the children meet for afternoon registration at 12.50pm and then have two more lessons, with the fifth lesson of the day being 1 hour and the final lesson a shorter 30-minute period. 

The children are taken down to the playground at 2.30pm, to be met by parents or carers. Any children not collected after 2.40pm will go to a supervised late pick up or supervision room. Those children who have a “You-Time!”  have a snack in the canteen.

Below is an example of what a week in Year 3-6 could look like.

TIME	monday	tuesday	wednesday	thursday	friday
7.30am - 7.45am (Soft Start)	Child-led activity / registration	Child-led activity / registration	Child-led activity / registration	Child-led activity / registration	Child-led activity / registration
7.45am - 8.45am  PERIOD 1	Mandarin	Maths	Literacy	Assembly/PE	Literacy
8.45am - 9.45am PERIOD 2	Maths	Literacy	Maths	Literacy	Maths
9:45-10.05am	BREAK
10.05-11.05am PERIOD 3	Literacy	Guided Reading	Art / Design Technology	Maths	Humanities
11.05am-12.05pm PERIOD 4	PE	Computing	Thai	Mandarin	Library
12.05-12.50pm	LUNCH
12.50-1.00pm	REGISTRATION
1.00 - 2.00pm PERIOD 5	Science	Swimming	Music	Guided Reading	Thai
2.00-2:30pm PERIOD 6	Thai	Mandarin	Library	Music	Learning for Life
2.45-3.30pm	"YOU-TIME!" (after school activities)

All students follow a broad, creative and balanced curriculum across Years 3, 4, 5 and 6. The majority of subjects are taught by class teachers in Year 3 to 6 with the support of a specialist teachers in certain areas. Thai, Mandarin, Music and Physical Education/Swimming  are taught by specialist teachers throughout Key Stage 2. The majority of lessons are taught in mixed ability classes throughout the Key Stage.

KS2 Core Curriculum

Throughout Years 3-6 (KS2) children are taught all of the following subjects by their class teacher

• Literacy
• Mathematics
• Science 
• Art and Design Technology
• Humanities (History and Geography) 
• Computing/Digital Literacy
• Learning for Life
• Drama

Each of these subject areas is integrated and tied together within a creative topic-based curriculum. Over the course of an academic year, each year group will study a series 5-8 topics, through which the core curriculum objectives are delivered. Topic-based learning is challenging, innovative and engaging, with each topic being selected and developed to be meaningful and purposeful. A topic based approach allows learning to be put into real-life contexts, with a deeper understanding gained and greater connections made.

As part of the topic approach, students often undertake a long term, which provides a structure for much of their home learning. Through their activities, students will learn to plan and evaluate their projects, and reflect on how they can meet the targets that have been set. They will be encouraged to collaborate in projects and share information, as well as draw on their learning experiences from their class topics.

Every month a “Value of the Month” is shared in the Assembly and then discussed in class. Examples of values are “compassion”, “honesty” and “courage”. As well as this all teachers continually support the children in their social and emotional development through the Learning for Life programme.

Day visits, visitors and special days are arranged to support topic-based learning, and to build social skills, independence, collaboration and confidence.

Ks2 Specialist Subjects

The subjects taught by specialist teachers in Key Stage 2 comprise:

• Thai Language and Culture
• Mandarin
• Music
• Physical Education & Swimming

There are 5-8 topics throughout the academic year. Example topics could include:

• Inspiring Inventors
• Super South America
• The Roaming Romans
• Endangered Animals
• Show Stoppers!
• Ancient City Adventure

example year 3 topic: endangered animals

Are you aware that, on average, 5,000 species of animals become extinct each year? Together we locate different species around the world who are losing their homes and whose body parts are being used as fashion accessories. Can we do more to help?

Let’s investigate and help save their lives...

subject	learning outcomes
Literacy	Research and write non-chronological reports about endangered animals and different conservation projects in Asia  Use information paragraphs to give details of an endangered animal in Asia Invent our own endangered animal to write a report on Use storytelling techniques to tell stories about endangered animals and write our own story based on our invented endangered animal
Maths	Learn to use coordinates to plot a graph Use measure and weight to find out how much different endangered animals weigh, how tall they are, how much they eat Use data handling techniques to create graphs about endangered animals habitats
Science	Create food webs and food chains for different species Identify habitats and their features Consider why different animals are suited to different environments
Humanities	Use atlases to locate where endangered animals live Use drama to consider different points of view about endangered animals and conservation issues Consider how humans impact on different habitats
Art	Create animal prints or prints of animals Make an animal template and print onto bag or t-shirt Learn to draw the outline of different endangered animals Make stencils of endangered animals

 

There are 5-8 topics throughout the academic year. Example topics could include:

• Walk Like an Egyptian                    
• Bright Sparks
• Harry Potter                          
• Show Time
• Natural Disasters                              
• Incredible India

One of the topics may include a short residential trip to enhance learning, and promote the development of social skills, confidence, independence and collaboration.

example year 4 topic: incredible india

As we immerse ourselves into this magical topic, our senses will be filled with the sights, sounds and smells of incredible India. We will decorate our classrooms and ourselves with beautiful rangoli patterns, become artists as we design and create batik masterpieces and we will have a true taste of India when we visit restaurants and make our own food!

subject	learning outcomes
Literacy	Reading, writing and exploring through drama a range of traditional tales set in India Researching using a wide range of sources children will become experts in their chosen field. They will then create an interactive information text on this topic
Maths	Position and Direction: Using maps of India children will learn to use directional language to describe position of key locations in India Using data handling skills to create and interpret bar and line graphs based on the climate and rainfall in different areas of India Problem solving with number: Using menus from the Indian restaurant working out costings for the class trip
Science	Studying living things and their habitats children will learn about the vast range of wildlife found in India Using investigative skills to learn how animals and humans adapt to their environment
Humanities	Using map work skills to describe India in terms of economic development, climate, terrain, towns, cities, and rivers
Art	Designing and creating Rangoli Patterns Using Batik onto textiles to produce an Indian decoration

 

There are 5-8 topics throughout the academic year. Example topics could include:

• Bustling Bangkok and Calming Khao Yai  (including a residential trip)
• Mission to Mars                                
• Groovy Greeks
• Daring Detectives                                                     
• Charity
• Mini Enterprise

One of the topics may include a short residential trip to enhance learning, and promote the development of social skills, confidence, independence and collaboration.

example year 5 topic: ancient greece

Turn back the sundials and experience the world of Greek myths and legends. Delve into the fascinating history of Ancient Greece through tales, drama and archaeology and develop your understanding of the unique legacy of this civilisation...how the Greeks have shaped the modern world.

subject	learning outcomes
Literacy	Learn about the structure of myths through drama and role-play. Create a hero, setting and mythical beast to be woven into an historical narrative Write a recount from the perspective of an Athenian or Spartan, demonstrating an understanding of the differences and similarities of these two renowned city-states.
Maths	Statistics, including averages and graphs, using mythical beast and Archimedes’ eureka moment. Addition, subtraction, multiplication and division with a final outcome of  a Greek Puzzle book. Number and place value
Science	Find out if you can really move the Earth with a long enough lever, as proposed by Archimedes. Help Hermes choose some new shoes based on friction investigations Experiment with air resistance...how can we slow down an olympic athlete?
Humanities	Unearth the mysteries of the past with an archeological dig Research aspects of Ancient Greek life such as warfare, Gods, beasts, government and city-states Locate and map a range of Ancient Greek sites.
Art	Study the patterns and images used on Ancient Greek Pottery Design a vase using this knowledge and depict a scene based around myth writing Create the 3D base using clay before painting and evaluating the outcome and learning

 

Year 6 is the final year of Primary education before the children move to Senior School. The focus of our varied and challenging curriculum is to encourage the children to become more independent, creative and motivated learners. In Year 6, students have the opportunity to take on positions of responsibility as House Captains and Heads of School. They can also mentor younger children by working as Play Leaders.

To enhance the children’s learning, understanding and enjoyment of the curriculum, day trips and residential trips are fully integrated into the curriculum. The day trips focus on children developing greater awareness of their community and social responsibilities. The children visit local schools having designed and made games to teach the children English. A residential trip helps to develop team building skills in readiness for the children’s transition to Senior School.

There are up to six topics taught across the year. Example topics could include:

• Life on the River                                           
• Explorers
• Shakespeare and the Performing Arts        
• Moving Up (Transition)
• World War 2 – (2 x half terms. Asian perspective and European perspective)

One of the topics may include a short residential trip to enhance learning, and promote the development of social skills, confidence, independence and collaboration.

example year 6 topic: world war 2 through the eyes of a child

What are World Wars and how do they start? Why did WW2 change the face of history?
Using primary and secondary sources, our residential to Kanchanaburi and hands on experiences the students will gain an understanding of how this world event affected children around the globe.

subject	learning outcomes
Literacy	The Blitz experience emotive poems using a range of poetic techniques. Newspaper reports and digital media based on the Year 6 residential
Maths	Ratio, proportion, weights and measures based on rationing Data handling - countryside and city locations of evacuees Area and perimeter of vegetable patches for Dig for Victory
Science	How we see - investigations linked to the Black out, to time spent in an air raid shelter and how our eyes adjust Cook using rationed ingredients
Humanities	Causes of World War 2 The Blitz Experience and life as an Evacuee Learn about a child’s experiences during World War 2 from Germany, Japan, Britain, Philippines and Thailand Look at the role of propaganda
Art	Learn how to draw the human figure Study of the work of artists who draw the human figure, including Giacometti and Jack Chalker Detailed sketches of people, paying attention to proportion, positions, angles and perspectives. Produce 3-d sculptures in the style of Giacometti

 

Talk for Writing is a teaching strategy used throughout the school to help accelerate the acquisition of spoken and written literacy. 

In this method, the children are introduced to text type, both fiction and non-fiction, and exposed to a range of different examples which they read and analyse. This gives them an opportunity to familiarise themselves with the language and structure of a particular genre, whilst beginning to recognise common language features. The children then learn to recite texts, enabling them to fully internalise the vocabulary and language features within. The children then work with the text, changing different elements, to begin to make it their own. Finally they are provided with creative opportunities to use their new knowledge on their own independent composition.

In addition to Talk for Writing, Reading forms an integral and critical part of the Literacy curriculum. Students are encouraged to experience different genres and text types and to read for pleasure. Guided Reading takes place every day, where the children and teachers are given the opportunity to work in small focused groups, developing a particular reading skill. We encourage the children to see reading as a thinking process and provide opportunities for them to analyse, discuss and develop their own opinion about a text. 

Our Numeracy curriculum has been designed to emulate some of the best pedagogy from around the world. The curriculum in Early Years, Key Stage 1 and Key Stage 2 is designed to allow children to become increasingly secure in their number facts, and to progress to their Senior School education able to communicate mathematically and to solve challenging everyday problems.

Every Maths lesson is planned to incorporate activities that challenge children and that help to develop their skills in three key areas; mathematical fluency, reasoning and problem-solving. Mastering these skills helps children to become confident mathematicians, and in turn, enhances their understanding of the world around them and their learning in other subjects, especially the sciences.

Our mastery approach to teaching Maths encourages discussion, collaborative paired work and ‘hands-on’ learning. We use pictorial representations and highly visual resources to help explain mathematical concepts, and help children to “see” and understand the patterns and structures that underlie them. To assist this, Teachers are equipped with a range of tactical, hands-on resources including Dienes blocks, bead strings and Numicon.

Curriculum

We follow the Numeracy programme outlined in the 2014 National Curriculum of England, which aims to ensure that all pupils:

• Become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
• Reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language.
• Can solve problems by applying their mathematics to a variety of routine and non routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.

Coverage

In Numeracy, objectives are covered wherever possible through exciting practical and problem-solving activities using a theme linked to the termly topic where possible and appropriate.

Children have a Numeracy lesson every day during which, they will revisit and build upon previous learning.

Useful Websites

Here are some useful websites you may like to look at with your child:
(Some may require sign up or subscription to receive full functionality)

www.bbc.co.uk/bitesize/ks1/maths
http://mrnussbaum.com/
https://www.khanacademy.org/
https://www.sumdog.com/

Science

Children learn about a wide range of living things, materials and phenomena. Students are encouraged to go beyond a simple description and explain what they experience using simple scientific models and theories. Students are also taught to begin to appreciate and evaluate the impact that science has on our lives. In their practical work students develop a more systematic approach to investigating problems and learn to use a wide range of scientific conventions to communicate their ideas.

HUMANITIES

The learning of history and geography forms a central part of every topic. Children are encouraged to undertake independent research, develop their analytical skills and become more aware of the world around them. Day trips are arranged to support the theme, with residential visits for Years 4, 5 and 6.

Art and Design

The children gain experience of using different media, such as sculpture, printing and painting. All children develop their creativity and ideas through sketchbooks they keep from Year 3 to Year 6. Many lessons are taught in our specialist Art room.

DESIGN TECHNOLOGY

The DT curriculum is designed around the topics the children are studying and encourages them to use their imaginations when designing a wide assortment of objects, ranging from a tasty snack to a cuddly cushion. A variety of practical skills are taught using different tools, materials and equipment. They work with food, textiles, wood, plastic, card and paper.
The children develop both their creative and problem solving skills as well as being able to work independently. Evaluating their own work and the work of others is also an integral part of the DT curriculum.

DRAMA

Pupils use Drama in many different subjects to enhance their learning. It is a valuable tool which allows pupils to experience and visualise alternative situations and bring their learning to life.
Pupils will mostly use Drama within other subject lessons such as Literacy and topic work. Role play areas are used to enhance children’s understanding. Children in Years 3 and 4 puts on a fantastic show of singing, dancing, and drama. These shows build on pupils performance skills and are the focus of their learning.

Drama skills develop the children’s ability to act in role, with a focus on voice, physicality and gestures. It also enhances their personal confidence and ability to perform to an audience. Group work skills are also incorporated into many of the activities.

Learning for Life (Personal, Social and Health Education)

Every month we have a value which is shared in Assembly and then discussed and followed up with work in the class. Values of the month in the last academic year have included Environmental Awareness, Respect and Kindness. In addition teachers continually support the children in their social and emotional development through the Learning for Life programme. Some aspects of world religions are studied through themes. 

COMPUTING/Digital Literacy

Children in Years 3 to 6 are taught Computing by their class teacher supported by a specialist Digital Literacy Teacher. We integrate Computing into every subject of our topic based curriculum by utilising the latest hardware and software programmes to make the children’s learning both inspiring and relevant.

The use of iPads as a learning tool and the creative use of other digital technologies allow the children to collaborate on projects, explore multimedia through the use of animation, picture editing, video editing and digital storytelling. For example, Year 4 make their own documentaries, utilising technology such as Green Screens and Animation Software.

Learning using technology is firmly embedded in the curriculum. Taking advantage of the portability of tablet devices, the children bring their own iPads to school in Year 5 and 6. This enables them to access and continue their work both in school and at home. They develop the key skills of locating, organising, understanding, evaluating and analysing information through the use of digital technology and are able to show their learning in a variety of creative ways.

 

THAI STUDIES

To meet the requirements of Thai Ministry of Education, Thai Studies is a compulsory subject for both Thai and foreign students at all international schools in Thailand. The goal of the Thai National Curriculum is to produce students who achieve academically, are attuned to Thai customs and social etiquette, and happy in their learning.

Objectives for Thai Students: 

• To develop the use of language in listening, speaking, reading and writing accurately and effectively showing full comprehension
• To read Thai literature, stories, poetry, proverbs, folktales and idioms for a variety of purposes with understanding and enjoyment
• To learn moral and social responsibility through historical and cultural activities such as Wai Kru, Loy Krathong, King’s Birthday and Songkran
• To acknowledge and take pride in Thai culture, society and local wisdom

Objectives for Non-Thai Students

• Developing everyday usage of Thai, with focus on the four language skills: listening, speaking, reading and writing
• To understand and respond to simple daily language appropriately
• To develop the ability to read and write simple Thai words and sentences
• To express appreciation and show respect of the unique and diverse culture and ways of life in Thailand
• To share and exchange different cultures, festivals and celebrations
• To understand the role of monarchy and Royal Family and their contribution throughout Thai history

Both Thai and Non-Thai students have opportunities to enjoy traditional Thai culture through special days and occasions, such as Wai Kru Day, Loy Krathong Festival, the King’s Birthday, Makhabhucha Day, Visakhabhucha Day, Songkran Festival, and Coronation Day.

MANDARIN CHINESE

Mandarin is the Modern Foreign Language at City Campus. This starts in Year 1, immersing the children in the language in a variety of ways.

Languages are part of the cultural richness of all societies and the world in which we live and work. Learning languages contributes to mutual understanding, a sense of global citizenship and personal fulfillment. The ability to communicate in another language is a lifelong skill through which students will learn to appreciate different countries, cultures, communities and people.

Students will develop their listening, speaking, reading and writing skills and to express themselves with increasing confidence. They will develop their communication skills and will explore the structures of language which will lay the foundations for future study of other languages. This will also support the development of literacy skills in the students’ own language.

 
MUSIC

The aims of the music curriculum are to foster an enjoyment of music through a balance of composing, performing and appraising activities. Learning about and singing a variety of songs from around the world will help to develop their understanding and social skills.

The children learn to play instruments (keyboards, tuned and untuned percussion, as well as any instruments they may be learning to play privately) and sing with increasing confidence, skill, expression and awareness of their own contribution to a group or class performance. They improvise and develop their own musical compositions, in response to a variety of different stimuli; with increasing personal involvement, independence and creativity. They explore their thoughts and feelings through responding physically, intellectually and emotionally to a variety of music from different times and cultures.

We approach music learning from a thematic basis; ensuring that the children’s learning is linked to their Year Group-wide creative curriculum. For example, Year 5 pupils may explore the concept of ‘timbre’ through a wide-ranging study of Greek, Thai and Western music. This links with their learning with their class teacher and with other specialist teachers. This thematic approach applies throughout the Prep School.

Pupils have many opportunities to perform as a group and as individuals; to their own class and to a wider school audience through assemblies and recitals. 

PHYSICAL EDUCATION

Children are given the opportunity to experience a range of sports and activities.

These fall within the following areas:

• Outwitting an opponent (Games)
• Performing at maximum levels (Athletics)
• Accurate replication of movement (Gymnastics/Trampolining)
• Swimming and personal survival

Within PE and games sessions, students develop not only their practical skills but also other concepts that are important in developing an all-round physically educated student. These key concepts are:

• Making and Applying Decisions
• Evaluating and Improving Performance
• Developing an understanding about the importance of leading an active and healthy lifestyle during school and beyond into adult life.

 

 

At Shrewsbury International School we consider all our students to be English language learners. We understand that language acquisition is an ongoing and integral part of learning across a broad and rich curriculum. This is just as true for children who speak English at home as for those who do not.

As a vibrant international school that welcomes children from all over the world, we acknowledge that our students join us with differing levels of proficiency in English, and that it is the responsibility of every teacher to help students to develop and improve their English language skills.

Regardless of the subject they are teaching, teachers plan and deliver lessons that include a focus on and planning for the promotion of English language acquisition. As a community of language learners that recognises how the speaking of English brings our international community together, we place high importance on cooperative learning among students; throughout the school day children are given ample opportunity to use English during discussion, problem solving and hands-on activities. As well as improving the sense of community, this approach provides authentic contexts in which to develop language, the kinds of context that we know work best for developing English.

Support for children new to English

Proficiency and confidence in English will be considered as part of the assessment process. Where necessary, our team of English language specialists will work closely with mainstream teachers to provide targeted support and specially adapted activities for children, until we are confident that they have reached a point where they can cope independently in the classroom. EAL specialists and class teachers plan together and teach together to provide learning experiences that take account of the language learning needs of the children, always in the context of the subjects and themes being taught in the classroom.

Language at Home

It is important to remember that development in English is supported by development in a child’s mother tongue. Children who are strong in their first language stand a better chance of being strong in additional languages too.

Parents can help their children by talking in their first language with them about their day and what they have learnt about at school. Parents can also be fabulous role models in using English where necessary. This is not to suggest that parents should enforce English at home but that when a situation calls for English – such as at school, when meeting English-speaking friends, or when on holiday in an English-speaking country – parents’ use of English shows their children what a valuable tool speaking English can be.

It can be beneficial to promote English language learning during long breaks from school, such as during the summer holidays, by encouraging your children to read English books, play with other English-speaking children, or join clubs and activities that are run in English.
 

The academic programme at school is supported by carefully chosen Home Learning assignments. These tasks may come in a variety of forms that reinforce, extend and consolidate work that stretches students’ understanding further. Home Learning also includes preparation for a new topic and structured daily reading.

Students are given a timetable that indicates when Home Learning tasks are set and to be handed in for each of the subject areas. They are increasingly expected to use their Communication Book to independently record and plan carefully to ensure that all tasks are completed to the best of their ability and to time.

All students are expected to read in English for a minimum of 20 minutes every day. A long term project will be set once per half term and will encompass a variety of skills and outcomes.
 
Topic-based Home Learning is sometimes a long-term project that involves designing and making something at home or preparing a written or oral presentation. All children will be expected to read and fill in their Reading Journal daily.