Key Stage 2

In Key Stage 2 we encourage pupils to apply the basic skills of English and literacy and develop all aspects of language accurately and with a high degree of fluency and understanding. 
Teachers emphasise pupils’ enjoyment and understanding of language, especially vocabulary, to support their reading and writing. 

By the end of year 6, pupils’ reading and writing should be sufficiently fluent and effortless for them to manage the general demands of the curriculum in year 7, across all subjects and not just in English, but there will continue to be a need for pupils to learn subject - specific vocabulary. They should be able to reflect their understanding of the audience for and purpose of their writing by selecting appropriate vocabulary and grammar. 

The principal focus for mathematics in KS2 is to ensure that children can think clearly and logically with greater independence when using a range of numbers and operations to break down and solve problems with greater levels of perseverance.

In lower KS2 (years 3 and 4) children should become fluent with the use of whole numbers and the 4 operations. They should be able to use them effectively when solving problems. By the end of year 4 it is expected that children should know their multiplication tables up to and including 12 times tables.

By the end of KS2 children should be confident in their use of number and be able to use them both in mental calculation and formal written methods.

For a more specific breakdown look at each year groups curriculum map.

As in KS1 lessons are differentiated to cater for individuals needs however it is expected that the majority of children will move through the programme of study at broadly the same pace. However teachers can progress children to the next stage if they have mastered their current stage to extend their learning or use learning intentions from the previous to consolidate and fix misconceptions.

The principal focus for mathematics teaching in key stage 2 is to ensure that pupils become increasingly fluent with whole numbers and the four operations, including number facts and the concept of place value. Pupils will be taught to develop efficient written and mental methods and perform calculations accurately with increasingly large whole numbers.

At this stage, pupils will be supported to develop their ability to solve a wide range of problems, including with simple fractions and decimal place value working up to complex properties of numbers and arithmetic, and problems demanding efficient written and mental methods of calculation and algebra. Teaching will ensure that pupils draw with increasing accuracy and develop mathematical reasoning so they can analyse shapes and their properties, and confidently describe the relationships between them. Pupils will be taught use measuring instruments with accuracy and make connections between measure and number.

By the end of year 4, pupils should have memorised their multiplication tables up to and including the 12 multiplication table and show precision and fluency in their work.

Pupils should read and spell mathematical vocabulary, at a level consistent with their increasing word reading and spelling knowledge at key stage 2.

Mathematics is taught in a variety of ways, for example through exploration and investigation or problem solving. The National Curriculum forms the main core of our scheme of work, with supplementary material providing reinforcement and consolidation. The main strands of study are:


  • number and place value
  • Addition and subtraction
  • Multiplication and division
  • Fractions (including decimals and percentages)
  • Measurement


  • Properties of shape
  • Position and direction
  • Ratio and proportion



We encourage parents to support their children to learn their times tables and promote mental maths strategy that enable pupils to work with numbers in their heads.

Pupils are given experiences which are designed to develop scientific skills and attitudes as outlined in the National Curriculum, as well as to promote increasing knowledge and understanding of scientific phenomena.

The principal focus of science teaching in lower key stage 2 is to enable pupils to broaden their scientific view of the world around them. They do this through exploring, talking about, testing and developing ideas about everyday phenomena and the relationships between living things and familiar environments, and by beginning to develop their ideas about functions, relationships and interactions. They are encouraged to ask their own questions about what they observe and make some decisions about which types of scientific enquiry are likely to be the best ways of answering them, including observing changes over time, noticing patterns, grouping and classifying things, carrying out simple comparative and fair tests and finding things out using secondary sources of information. They are taught to draw simple conclusions and use some scientific language, first, to talk about and, later, to write about what they have found out.

During Lower Key stage two pupils are taught to think and work scientifically and to  read and spell scientific vocabulary correctly and with confidence.

Year 3

  • Plants
  • Animals including humans
  • Rocks
  • Light


Year 4

  • Living things and their habitats
  • Animals including humans
  • Sound
  • Electricity

The principal focus of science teaching in upper key stage 2 is to enable pupils to develop a deeper understanding of a wide range of scientific ideas. They o this through exploring and talking about their ideas; asking their own questions about scientific phenomena; and analysing functions, relationships and interactions systematically.

At upper key stage 2, they encounter more abstract ideas and begin to recognise how these ideas help them to understand and predict how the world operates. They are taught to begin to recognise that scientific ideas change and develop over time. They learn to select the most appropriate ways to answer science questions using different types of scientific enquiry, including observing changes over different periods of time, noticing patterns, grouping and classifying things, carrying out comparative and fair tests and finding things out using a wide range of secondary sources of information. Pupils are taught to draw conclusions based on their data and observations, use evidence to justify their ideas, and use their scientific knowledge and understanding to explain their findings.

Year 5

  • Living things and their habitats
  • Animals, including humans
  • Properties and changes of materials
  • Earth and space
  • Forces


Year 6

  • Living things and their habitats
  • Animals, including humans
  • Evolution and inheritance
  • Light
  • Electricity

The pupil's work is mainly of a practical nature aimed at developing the ability to: observe closely, plan, hypothesise and predict; design and carry out investigations; interpret results and findings; draw inferences; and communicate exploratory tasks and experiments.

Throughout the pupil's scientific activities we hope to encourage attitudes of curiosity, originality, co-operation, perseverance, precision and open-mindedness as well as awareness of, and sensitivity to, living things and the environment.

Health education work involves care of our bodies, eg dental hygiene, exercise, nutrition, rest and general health. Health education may be covered in other curriculum areas as part of a topic or as a subject in its own right.

Sex education is part of the wider issue of health and the pupils follow a carefully planned scheme of work throughout their time at school. Parents/carers wishing to withdraw their pupils from aspects of Relationships and Sex should contact the Headteacher.
Along with other local schools, pupils use DIPSI (Drugs in Primary Schools Initiative) to develop self-esteem, decision-making, understanding social relationships and the correct use of medicines and other drugs.

Pupils are  taught to:

  • design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts
  • use sequence, selection, and repetition in programs; work with variables and various forms of input and output
  • use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs
  • understand computer networks, including the internet; how they can provide multiple services, such as the World Wide Web, and the opportunities they offer for communication and collaboration
  • use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content
  • select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information
  • use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact

Religious Education
Oriel is a non-denominational school which follows the Agreed Syllabus for Religious Education in the London Borough of Hounslow.
The pupils learn about the beliefs, values, practices and actions within Christianity and the other major world faiths, through a variety of activities which can include visits to places of worship.
We give the pupils opportunities to explore spirituality and moral issues through everyday school life and a variety of themes for daily assemblies.
Parents/carers wishing to withdraw their pupils from Religious Education and collective worship should contact the Headteacher.

We offer pupils the opportunity to develop an interest, enjoyment and concern for their local area, other parts of Britain and the world. The pupils gain understanding, skills and knowledge about geography as laid out in the national curriculum.
We aim to extend pupil's learning through active first-hand experience, wherever possible, including visits which take place throughout the year. It is the policy of the Governing Body to ask for voluntary contributions to fund these activities.
To complement this, the school invites a number of visitors to talk to the pupils.


Schemes of work in this subject are based on the requirements of the National Curriculum, we are currently finalising the content of each unit f work and will update this section of the website as soon as possible.

Design and Technology
Design and Technology capability requires pupils to combine their designing and making skills with knowledge and understanding in order to design, make and evaluate products.

Our main aim is to develop appreciation and enjoyment of music and to foster an interest in singing and instruments.

Pupils should be taught to sing and play musically with increasing confidence and control.

They should develop an understanding of musical composition, organising and manipulating ideas within musical structures and reproducing sounds from aural memory.

Pupils are be taught to:

  • play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression
  • improvise and compose music for a range of purposes using the inter – related dimensions of music
  • listen with attention to detail and recall sounds with increasing aural memory
  • use and understand staff and other musical notations
  • appreciate and understand a wide range of high - quality live and recorded music drawn from different traditions and from great composers and musicians
  • develop an understanding of the history of music

Pupils may have the opportunity to sing in festivals, perform in concerts and create music using a wide variety of tuned and untuned instruments. Visiting teachers undertake some instrumental tuition.

Pupils should be 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.

Pupils are taught:

  • to create sketch books to record their observations and use them to review and revisit ideas
  • to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay]
  • about great artists, architects and designers in history

Physical Education
Pupils build on the work covered in Key Stage 1 learning to apply and develop a broader range of skills, learning how to use them in different ways and to link them to make actions and sequences of movement. Opportuities are provided to encourage pupils to enjoy communicating, collaborating and competing with each other. They are encouraged to develop an understanding of how to improve in different physical activities and sports and learn how to evaluate and recognise their own success.

Pupils are taught to:

  • use running, jumping, throwing and catching in isolation and in combination
  • play competitive games, modified where appropriate [for example, badminton, basketball, cricket, football, hockey, netball, rounders and tennis], and apply basic principles suitable for attacking and defending
  • develop flexibility, strength, technique, control and balance [for example, through athletics and gymnastics]
  • perform dances using a range of movement patterns
  • take part in outdoor and adventurous activity challenges both individually and within a team
  • compare their performances with previous ones and demonstrate improvement to achieve their personal best.


These activities are carefully structured to suit the age and ability of the pupils. They are designed to develop the pupil's level of skill, thought and endurance.

Pupils may take part in annual school sports activities and some pupils will be involved as competitors in the district sports event.

A swimming programme is undertaken for junior pupils.
Selected junior pupils may play football, netball, rounders, rugby or cricket for the Oriel School team and compete against other local schools.

Older pupils may receive coaching from qualified games specialists.

Special Educational Needs
The individual needs of pupils vary considerably. Some pupils have learning and emotional difficulties that need particular care and attention; others have special abilities.
Oriel School provides pupils with extra help from support staff who may withdraw or work alongside the child within the classroom environment. Although some specialist teaching is available, provision for special educational needs is the responsibility of the whole teaching staff.
The National Curriculum is for every pupils. It is flexible enough to permit wide participation by pupils with special needs without compromising its breadth and balance.
Details of arrangements made for pupils with special educational needs are outlined in the school's policy document available from the Headteacher.

English as an Additional Language (EAL)
Pupils for whom English is a second language may receive special help from the Hounslow Language Service team of teachers.

Modern Foreign Languages (French)
French teaching has been introduced in Key Stage 2.

KS2 There is continued emphasis on Literacy and Numeracy activities including reading and spelling, and occasional assignments in other subjects.
In accordance with the Home-School Agreement, parents are asked to help their child to complete homework.
Parents are encouraged to discuss any problems with the class teachers. The school welcomes parental help. Please see the class teacher.

Name Date File Size  
Helping Parents To Keep Their Children Safer Online 7th October 20153 MB  Download
Lee and Kim _E-Safety Story 17th September 20151 MB  Download
Maths National Curriculum Overview 7th October 2014161 KB  Download
Maths Year 1 curriculum map 7th October 201442 KB  Download
Maths Year 2 Curriculum Map 7th October 201446 KB  Download
Maths Year 3 Curriculum Map 7th October 201451 KB  Download
Maths Year 4 Curriculum Map 7th October 201459 KB  Download
Maths Year 5 Curriculum Map 7th October 201474 KB  Download
Maths Year 6 Curriculum Map 7th October 201483 KB  Download
National Curriculum Spelling 27th June 2014286 KB  Download
Whole School Curriculum Overview 14th March 20162 MB  Download
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