Welcome to Key Stage One

Your child has now entered the first of the four Key Stages of the British Curriculum. Key Stage One lasts for 2 years, Year 1 and Year 2. In this very important phase of their education, your child will apply the skills they have learned throughout the Foundation Stage and begin to develop new ones. 

Our aim is to provide a high quality learning experience for your child through interesting and challenging activities. As he or she progresses through the key stage, we will encourage your child to become a more independent learner by showing them how to:

  • Be resilient – knowing what to do if they are stuck;

  • Be resourceful – trying to think about approaches and resources that will help them to learn and remember;

  • Be reflective – thinking about the next steps they need to take and about how they could do better next time.

The main focus of teaching will be in the core areas of Literacy, Numeracy, Science and ICT.

Literacy and Numeracy follow the teaching frameworks used in the UK. These frameworks place great emphasis on children acquiring key skills. In Literacy, children learn to be good listeners, how to make appropriate responses and how to express themselves clearly in spoken and written forms. They will learn to write in different narrative and non narrative genres. They will be taught how to read through a mainly phonic approach that has been proven to support children as they develop key decoding skills. Your child will be given opportunities to respond to texts in different ways and to compose and shape texts of his/her own. 

You will notice that in Numeracy, there is far more emphasis on mental calculation as we teach the children a range of strategies to help them carry out the four operations of addition, subtraction, multiplication and division. These mental strategies are a vital foundation before they learn formal written strategies in key Stage 2. The children will be asked to memorize certain number facts, such as pairs of numbers with a total of 5, 6, 7, 8, 9, 10 and 20. We will also be helping the children to develop key skills of mathematical problem solving. To this end, many of the home work tasks set will ask you to play games or carry out mathematical investigations with your child. 

At the end of the Key Stage, your child’s teacher will make an assessment of the curriculum level achieved by your child in English, Numeracy and Science. The teachers will base their assessments on a range of tasks which will include some formal written ones. 

We are always here to answer your questions about the British Curriculum so please do not hesitate to contact us if you would like us to explain anything further. 

Key Stage One Team


Key Stage One Learning and Teaching Policy

Statement of policy

At RAK Academy we hold the belief that Learning through experience at Key Stage 1 involves providing a wide variety of worthwhile experiences that will help children to develop their skills and increase their levels of knowledge and understanding. 


This document explains our guiding principles and methodology and how this helps achieve the aims of the school.
Children in Key Stage 1 should build on the active, hands–on learning that has taken place in the Foundation Stage. The children also experience an aspect of discrete formal learning to ensure certain skills are learnt.

The majority of the children’s learning is usually linked to the topic being explored and allows children to engage in a variety of learning experiences including whole class teaching, group focused activities and independent tasks. 


Our broad aims for Key Stage One are to:

  • Ensure there is continuity and steady progression in children’s learning;

  • Enable the children to access the national curriculum in a meaningful and experiential way

  • Enable children to develop their own ideas and interests

  • Set up a stimulating and appropriate learning environment

  • Create opportunities for children to make choices and decisions

  • Develop Thinking Skills and Personal Capabilities

  • Provide practical, interactive and enjoyable learning experiences

  • Encourage children to think, do and review for themselves and reflect on practice

  • Employ a wide range of teaching strategies

  • Develop a language for learning

  • Share and demonstrate learning

In order to achieve these aims we consider:


  • Curriculum requirements

  • Children’s interests/experiences

  • Relevant topics

  • Resources. 

Teaching, learning and classroom organisation.

Learning through experience and topic (cross curricular links)

We believe that children learn best when learning is connected. Although the curriculum has been set out under learning areas, integration is encouraged across all areas of the curriculum. This is achieved by finding links between the subjects. Teachers lead with one subject, with cross-curricular activities arising from the central focus if possible.

Teachers work together to ensure that:

  • the overall programme of learning in any one year group, and across the key stage, is broad and balanced;

  • there is continuity and steady progression in children’s learning;

  • the planning clearly identifies the knowledge, skills and understanding that the children are expected to acquire;

  • the curriculum is planned to take account of the children’s differing stages of development, abilities and attainment to ensure that individual needs are met;

  • there is careful assessment of children’s progress and evaluation of children’s responses to inform future planning.

Teaching and learning. 

Teaching and learning will be based on a sound knowledge and understanding of the learning objectives of key stage one of the National Curriculum.

Teachers will plan for the following National Curriculum subjects

  • English

  • Maths

  • Science

  • Design and technology

  • Information and Communication Technology (ICT)

  • History

  • Geography

  • Art and design

  • Music

  • Physical education

  • PHSE

Teachers will set high expectations for children’s attainment and progress using a variety of teaching approaches and groupings. There will be a balance of Whole class teaching, focused activities and independent work. 

Stimulating environment

Each classroom is organised to accommodate a teacher’s individual teaching style. However some elements are common to all

  • An alphabet line

  • A number line to at least 20 (yr1) or 100 (yr2)

  • A numeracy area.

  • A literacy area.

  • Topic area.


Activity rooms

The activity rooms in year one are used on a daily basis by every class. One group from each class will use the room at each session. The activities in the rooms are planned for and match the learning objectives in the weekly planning.


Year two children have weekly timetabled access to the activity rooms. The activities in the rooms are planned for and match the learning objectives in the weekly planning.

The activity rooms consist of the following areas.

  • Role-play

  • Cut and stick

  • Malleable area

  • Free writing

  • Construction area

  • Sand

  • Water

  • Small world

  • Speaking/ listening area

  • DT / creative area

Planning and assessment

 Year groups plan as a team, with a method of planning and evaluating on weekly basis.

  • Long term planning is the National curriculum which ensures continuity and progression over two years, showing progression from Year one to year two. 

  • Medium term planning lays out the main National Curriculum objectives by subject to be covered in the term to ensure breadth and depth of coverage.

  • Short term planning includes specific planned differentiated activities which are based on learning objectives. Planning shows a sequence of lessons each with a clearly identified learning outcome.

  • Class timetables incorporate a daily literacy, maths, phonics and guided reading session and three topic and one PHSE sessions per week

Assessment, recording and reporting of progress.

Weekly assessment which informs the planning and is also recorded on the children’s individual subject assessment is ongoing throughout the year.
Termly summative assessment will consist of annotated piece of work for English, maths and science. This work will be levelled against the national curriculum levels.

Children develop at different rates, but National Curriculum levels can give you an idea of how your child’s progress compares to what is typical for their age. For example, by the end of Key Stage 1, most children will have reached level 2.

By the end of the year two children will be assessed alongside the national average for children in United Kingdom and levelled appropriately in accordance to the national curriculum levels.

Parental consultations are held every term to inform on a child’s progress which is accompanied by a termly written report. 


Within key stage one each class will be supported by an EAL support worker. The children will have the opportunity to have their learning supported to secure understanding. Children who require additional support will have a daily intense programme to develop their language skills. 

Arabic / Islamic 

The children in key stage one attend five Arabic, two Islamic and one Arabic social studies sessions per week.

Specialist teaching

Children in the Key stage one have specialist Music, PE, ICT and Art lessons weekly.

Behaviour management 

Within Key stage one teachers have high expectations of children’s behaviour. They understand the importance of clear rules and routines and implement a reward and consequences system. Teachers set out clear rules that remain consistent and used by all early years staff. 


  • Always listen to the teachers.

  • Always keep hands and feet and unkind words to yourself.

  • Always look after classroom resources.

  • Only bring yourself to the carpet.

  • Always put your hand up before you speak.



  • Verbal praise.

  • Reward stickers.

  • Balls in a jar towards a class reward and key stage reward.


  • Verbal warning.

  • Time out (Remove to another class).

  • Send child to year group co-ordinator.

  • Send child to Key stage leader. 


Classroom Support

In our school we recognise the need for adult support within the lower school to scaffold children’s learning, encourage language development and provide a warm, safe and secure environment for the children.

Each class within Key stage one have teaching assistant and EAL support.
It is the class teacher’s responsibility to manage adult support within the class to ensure effective teaching and learning. This takes the form of

  • Informing EAL support and TA’s of weekly planning objectives.

  • Communicating clear instructions relating to classroom activities.

  • Supporting EAL support and TA’s with discipline and rewarding children.

  • Carrying out termly assessments of TA’s progress.

Partnership with parents.

The school understands the importance of establishing effective relationships with parents in ensuring the children achieve their full potential. Parental involvement is actively encouraged.

Staff ensure that parents are well informed about the curriculum their child is experiencing through-

  • Yearly meeting with key stage one leader to outline the curriculum.

  • Weekly newsletters.

  • Weekly homework activities.


Parents are encouraged to approach staff at the earliest opportunity if they are at all concerned about any aspect of their child’s school life. 
Inclusion in the early years. 
In our school we believe that all children matter. We give our children every opportunity to achieve their best. We do this by taking account of our children’s range of life experiences and culture when planning their learning. In key stage one we set realistic and challenging expectations that meet the needs of our children, so that all will access the National Curriculum.


Children who are deemed as requiring additional support will have an IEP to ensure progression at their individual stage of development. 
Classroom teachers are responsible for identifying pupils with ALN. They report their concerns to the ALNCO and thereafter follow the ALNCO’s advice and instructions pertaining to these pupils.
Discussion with parents takes place and concern is registered. The class teacher devises interventions additional to or different from those provided as part of the school’s usual differentiated curriculum and record targets on an individual education plan (I.E.P.). Parents are informed of these targets.
A review date is set (e.g. termly) when the class teacher reviews the child’s progress against their targets and new ones are set. Where possible the child should be involved in their target setting.
If after two reviews and discussions with parents the ALN Coordinator may decided that external support is necessary.