|
|
|
|
Language and Literacy unites the important skills of reading, writing, speaking and listening. In English, during key stage 2 pupils learn to change the way they speak and write to suit different situations, purposes and audiences. They read a range of texts and respond to different layers of meaning in them. They explore the use of language in literary and nonliterary texts and learn how language works. Language and Literacy is taught using the framework of the literacy hour.
Pupils learn how to speak in a range of contexts, adapting what they say and how they say it to the purpose and the audience. They adopt different roles in role play settings and use language appropriate to that setting. They also learn to respond appropriately to others, listening to and thinking about what has been said and the language used.
Pupils read a range of materials e.g. stories, plays, poems, information texts in print and on computer screens, and use dictionaries and encyclopedias, and use their knowledge of words, sentences and texts to understand and respond to the meaning. They may read as individuals, in pairs or as a member of a small group. They increase their ability to read challenging and lengthy texts independently. They reflect on the meaning of texts, analysing and discussing them with others.
Pupils write in a range of ways and for a variety of audiences to explore feelings, explain, persuade, review and comment. Pupils are taught to plan and draft their work, checking it for punctuation, spelling and grammar. They continue to practice their handwriting and write legibly in cursive and printed styles.
English as an Additional Language (EAL)
The school has many strengths; outstanding among these is the following:
“The attainment and progress of all pupils, but especially of those with English as an additional language are good”
(Independent Schools Inspection Report – February 2003)
The British School of Amsterdam has more than 40- different nationalities on roll and many children enter the school with little or no knowledge of the English language. Children have little, if any inhibition when learning an additional language and progress is rapid. The individual needs of these pupils are met through intensive language courses, additional English lessons, in class support, small group teaching or individual tuition.
Children who attend EAL classes follow a topic-based approach that covers the language areas needed to talk about school and the interests of children at this age. There is a rolling programme that allows children of different levels to work in the same group, and work is differentiated according to ability. Communicating effectively is the priority at this age, and therefore the emphasis is on vocabulary work, speaking and listening skills and competence in essential grammatical structures.
|
|
During key stage 2 pupils use the number system more confidently. They move from counting reliably to calculating fluently with all four number operations. They always try to tackle a problem with mental methods before using any other approach. Pupils explore features of shape and space and develop their measuring skills in a range of contexts. They discuss and present their methods and reasoning using a wider range of mathematical language, diagrams and charts.
Mathematics is taught daily to pupils in Key Stage 2 following the framework of the Numeracy Hour. The lesson is usually divided in to three parts. During the introduction the children work as a whole class developing their oral and mental skills. New concepts and skills are introduced and developed in the main part of the lesson and pupils may work as individuals, in pairs or as part of a small group on activities to develop their understanding. A plenary concludes the lesson during which pupils again work as a whole class to discuss what has been taught, to talk about problems that have arisen and to summarize key facts they have learnt.
|
In key stage 2 pupils learn about a wider range of living things, materials and phenomena. They begin to make links between ideas and to explain things using simple models and theories. They apply their knowledge and understanding of scientific ideas to familiar phenomena, everyday things and their personal health. They begin to think about the positive and negative effects of scientific and technological developments on the environment and in other contexts. They carry out more systematic investigations, working on their own and with others. They develop their investigative skills and are taught to ask questions that can be investigated scientifically and decide how to find out the answers. They consider what sources of information they will use to answer the questions and decide what equipment they will need to carry out an investigation and how they will ensure that a test is fair. They use a range of reference sources in their work. They talk about their work and its significance, and communicate ideas using a wide range of scientific language, conventional diagrams, charts and graphs.
Science is taught through a topic based approach in key stage two. Pupils study a different topic each half term.
|
In key stage 2, children are taught Information and Communication Technology, both as an individual subject and as part of the general curriculum. Each class has lessons in fully equipped ICT labs. Each child uses a variety of online and specific software through which he or she is taught skills including word-processing, communicating information through database and spreadsheet packages, multimedia applications, E-mail and Internet use. These skills are then transferred into the classroom, where children are encouraged to use ICT tools to enhance their work in other areas of the curriculum, for example research in history, using spreadsheets to solve Maths problems, presenting work in Literacy and making a database for a science topic.
In Year Five and Six the children follow a scheme of work developed by Cambridge International Examinations Board. This assesses the children's capability across a range of applications including word processing,spreadsheets,image manipulation,databases, email and presentation. The children work at their own pace towards the Cambridge ICT Starters award (Next Steps), providing an excellent grounding for their work in key stage 3. |
|
In Key Stage 2, pupils learn about significant people, events and places from both the recent and more distant past from a range of sources of information, including ICT based resources (for example, documents, printed sources, CD-ROMs, databases, pictures, photographs, music and artifacts.) Pupils learn about change and continuity in their own area, in the Netherlands and in other parts of the world. They look at history in a variety of ways, for example from political, economic, technological and scientific, social, religious, cultural or aesthetic perspectives. They use different sources of information to help them investigate the past both in depth and in overview, using dates and historical vocabulary to describe events, people and developments. They also learn that the past can be represented and interpreted in different ways.
Educational visits to historical buildings, museums, galleries and sites help to develop the children’s understanding of the past and how it is different to the present.
|
During key stage 2 pupils investigate a variety of people, places and environments at different scales in the United Kingdom/Netherlands and abroad, and start to make links between different places in the world. They find out how people affect the environment and how they are affected by it. They carry out geographical enquiry inside and outside the classroom. In doing this they ask geographical questions, and use geographical skills and resources such as maps, atlases, aerial photographs and ICT.
Educational visits to local areas of interest help to develop children’s understanding of the immediate environment. The curriculum also draws on the children’s own cultural diversity and they are given opportunities to talk about their home country and other places they have lived.
|
Dutch
In Key Stage 2, pupils learn Dutch following a thematic approach. At this stage, the main focus is on developing speaking and listening skills. This is done in a variety of ways; through role plays, group reading, theatrical activities, playful exercises, singing, card games and through the use of a range of audio material (CDs and CD Roms). Children are also introduced to the basics of reading and writing in Dutch. Native Dutch classes are available for children for whom Dutch is a first language. These children follow a curriculum similar to one they would follow if they were in a Dutch primary school.
French
French is introduced as a third language to some pupils in Year 3 and upwards. French is taught using a thematic approach with the main focus on developing speaking and listening skills. Children are encouraged to use the vocabulary they have learnt through activities such as role plays, group reading, theatrical activities, playful exercises, singing, card games and through the use of a range of audio material (CDs and CD Roms). Reading and writing in French is also introduced. Native French classes are available for children for whom French is a first language.
|
During key stage 2 the children experience a range of musical activities that integrate performing, composing and appraising. The children sing songs and play instruments with increasing confidence, skill, expression and awareness of their own contribution to a group or class performance. They listen to a range of live and recorded music from different cultures and times, for example, from classical, folk and popular genres and by well-known composers and performers. 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. The children use ICT to capture, change and combine music and sounds.
Each year, the children perform in a large scale production which involves singing, playing percussion, acting and dancing.
The school hosts a team of private music teachers who work under the collective title of “Young Musicians BSA”. These teachers give one-to-one instrumental lessons during, and in some cases after, the school day. Teachers are currently available for piano, violin, cello, guitar, flute, clarinet, saxophone, oboe, recorder, trumpet, cornet, French horn, trombone, singing and rhythm and groove. The age at which your child can begin learning an instrument often depends on his/her size and maturity. In general, violin lessons are available for children from Reception age. Recorder and piano lessons are available for children from Year Two onwards. Guitar lessons are available from Year Three. Cello, oboe, clarinet, saxophone, trumpet, cornet, French horn and trombone lessons are available from Year Four. Singing lessons are available to children from Year Five.
During
key stage 2, children enjoy being active and using their creativity and
imagination in physical activity. They learn new skills across a range
of activities that include dance, gymnastics, games, swimming, and
athletics. Pupils find out how to use these skills in different ways,
and link them to make actions, phrases and sequences of movement. They
practice the movements and skills until their performance is clearer,
more accurate and controlled. They enjoy communicating, collaborating
and competing with each other. They develop an understanding of how to
succeed in different activities and learn how to evaluate and recognise
their own success. They are taught why physical activity is important to
their health and well-being.
Swimming
is introduced introduced at the Lower Junior School and children in
Year 2 and 3 swim for half the academic year. Swimming continues in Year
4, 5 & 6 and children have a weekly lesson year round. Children in
both the Lower and Upper Junior School are able to use the Upper School
playing fields in the to pursue sports such as athletics and rounders.
The Upper School is well equipped for physical education. It has a large
gymnasium and a sports and playing field with a grass pitch and an all
weather pitch. The physical education curriculum develops pupils’
knowledge, skills and understanding in football, gymnastics, basketball,
rugby, volleyball, badminton, health related fitness, softball, cricket
and tennis.
|
|
|
|
|
|
|
|
|
|
