Key Stage 1 and 2
All stages of a child’s education are important but during Key Stage 1 (Years 1 & 2), many new skills are established. We therefore use a variety of teaching approaches at MIS and aim to make our teaching of reading, writing, spoken Language, maths and science, rigorous and challenging for all children no matter what their individual stage.
Our Key Stage 1 (Years 1 & 2) programme helps encourage a love of learning both within and outside the classroom. With a strong understanding that every child is different, we seek to ensure that our students are given ample opportunities to explore new knowledge and skills, enabling them to discover their strengths and passions.
Key Stage 2 (Years 3 – 6) begins the next step in a student’s learning journey and builds on learning from Key Stage 1. Our aim is that all students in KS2 will receive a broad, balanced and enjoyable learning experience that will equip each individual with the skills necessary for a successful transition into secondary school.
Learning is planned around the objectives of the Cambridge Curriculum. This is supplemented by inquiry based themes where students become immersed in a variety of topics. Our aim to ensure that solid foundations are laid for the future success of our students, whilst allowing them plenty of space to explore and develop their passions and interests.
We encourage our students to be successful by providing them access to:
- a classroom environment where all children feel important, safe, secure and supported
- becoming more independent and responsible
- lessons that allow all students to be successful no matter what their learning style
- lessons that are challenging and allow them to think about their learning
- a greater understanding of how well they are doing and what they need to do to make progress
- learning experiences that take place outside the classroom.
Students are assessed regularly, through self-reflection and teacher feedback. They become increasingly aware of the progress they make and next steps for improvement. This progress is tracked by the teachers, which in turn informs their planning. Planning is differentiated to provide opportunities for each student to reach their potential.