Key Stage 2

Key stage 2 covers Year 3 to Year 6.

The courses for Key Stage 2 are designed to meet the requirements of the English National Curriculum and will lead towards the end of Key Stage National Curriculum tests at the end of Year 6.

Our timetables are designed to promote moral, social, cultural, mental and physical development. The challenge is to give enough teaching time to the core subjects, whilst also ensuring that children study abroad, well-balanced curriculum.

KS2 Subjects






Art & Design & Technology




Islamic Studies / Citizenship




Lower key stage 2 – years 3 and 4 

By the beginning of year 3, pupils should be able to read books written at an age appropriate interest level. They should be able to read them accurately and at a speed that is sufficient for them to focus on understanding what they read rather than on decoding individual words. They should be able to decode most new words outside their spoken vocabulary, making a good approximation to the word’s pronunciation. As their decoding skills become increasingly secure, teaching should be directed more towards developing their vocabulary and the breadth and depth of their reading, making sure that they become independent, fluent and enthusiastic readers who read widely and frequently. They should be developing their understanding and enjoyment of stories, poetry, plays and non-fiction, and learning to read silently. They should also be developing their knowledge and skills in reading non-fiction about a wide range of subjects. They should be learning to justify their views about what they have read: with support at the start of year 3 and increasingly independently by the end of year 4.

Pupils should be able to write down their ideas with a reasonable degree of accuracy and with good sentence punctuation. Teachers should therefore be consolidating pupils’ writing skills, their vocabulary, their grasp of sentence structure and their knowledge of linguistic terminology. Teaching them to develop as writers involves teaching them to enhance the effectiveness of what they write as well as increasing their competence. Teachers should make sure that pupils build on what they have learnt, particularly in terms of the range of their writing and the more varied grammar, vocabulary and narrative structures from which they can draw to express their ideas. Pupils should be beginning to understand how writing can be different from speech. Joined handwriting should be the norm; pupils should be able to use it fast enough to keep pace with what they want to say.

Pupils’ spelling of common words should be correct, including common exception words and other words that they have learnt (see English Appendix 1). Pupils should spell words as accurately as possible using their phonic knowledge and other knowledge of spelling, such as morphology and etymology.

Most pupils will not need further direct teaching of word reading skills: they are able to decode unfamiliar words accurately, and need very few repeated experiences of this before the word is stored in such a way that they can read it without overt sound-blending. They should demonstrate understanding of figurative language, distinguish shades of meaning among related words and use age-appropriate, academic vocabulary.

As in key stage 1, however, pupils who are still struggling to decode need to be taught to do this urgently through a rigorous and systematic phonics programme so that they catch up rapidly with their peers. If they cannot decode independently and fluently, they will find it increasingly difficult to understand what they read and to write down what they want to say. As far as possible, however, these pupils should follow the year 3 and 4 programme of study in terms of listening to new books, hearing and learning new vocabulary and grammatical structures, and discussing these.

Specific requirements for pupils to discuss what they are learning and to develop their wider skills in spoken language form part of this programme of study. In years 3 and 4, pupils should become more familiar with and confident in using language in a greater variety of situations, for a variety of audiences and purposes, including through drama, formal presentations and debate.

Upper key stage 2 – years 5 and 6

By the beginning of year 5, pupils should be able to read aloud a wider range of poetry and books written at an age-appropriate interest level with accuracy and at a reasonable speaking pace. They should be able to read most words effortlessly and to work out how to pronounce unfamiliar written words with increasing automaticity. If the pronunciation sounds unfamiliar, they should ask for help in determining both the meaning of the word and how to pronounce it correctly.

They should be able to prepare readings, with appropriate intonation to show their understanding, and should be able to summarise and present a familiar story in their own words. They should be reading widely and frequently, outside as well as in school, for pleasure and information. They should be able to read silently, with good understanding, inferring the meanings of unfamiliar words, and then discuss what they have read.

Pupils should be able to write down their ideas quickly. Their grammar and punctuation should be broadly accurate. Pupils’ spelling of most words taught so far should be accurate and they should be able to spell words that they have not yet been taught by using what they have learnt about how spelling works in English.

During years 5 and 6, teachers should continue to emphasise pupils’ enjoyment and understanding of language, especially vocabulary, to support their reading and writing. Pupils’ knowledge of language, gained from stories, plays, poetry, non-fiction and textbooks, will support their increasing fluency as readers, their facility as writers, and their comprehension. As in years 3 and 4, pupils should be taught to enhance the effectiveness of their writing as well as their competence.

It is essential that pupils whose decoding skills are poor are taught through a rigorous and systematic phonics programme so that they catch up rapidly with their peers in terms of their decoding and spelling. However, as far as possible, these pupils should follow the upper key stage 2 programme of study in terms of listening to books and other writing that they have not come across before, hearing and learning new vocabulary and grammatical structures, and having a chance to talk about all of these.

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 subjectspecific vocabulary. They should be able to reflect their understanding of the audience for and purpose of their writing by selecting appropriate vocabulary and grammar. Teachers should prepare pupils for secondary education by ensuring that they can consciously control sentence structure in their writing and understand why sentences are constructed as they are. Pupils should understand nuances in vocabulary choice and age-appropriate, academic vocabulary. This involves consolidation, practice and discussion of language.

Specific requirements for pupils to discuss what they are learning and to develop their wider skills in spoken language form part of this programme of study. In years 5 and 6, pupils’ confidence, enjoyment and mastery of language should be extended through public speaking, performance and debate.


The main mathematical topics covered within each year group include:

·         Numbers and the number system

·         Counting and number sequences

·         Place value and ordering

·         Estimating and rounding

·         Calculations

·         Understanding addition and subtraction

·         Mental calculation strategies for addition and subtraction

·         Understanding multiplication and division

·         Mental calculation strategies for multiplication and division.

·         Solving Problems

·         Making decisions

·         Reasoning about numbers or shapes

·         Problems involving "real life", money and measures

·         Handling Data

·         Organizing and using data

·         Measures, Shape and Space

·         Measures related to length, mass, capacity, calendars and time

·         Shape and space- 2D, 3D, position, patterns

Humanities – Geography & History

Geography and History are often linked where possible to enable more creativity in teaching and learning.

History topics include a study of an Ancient Civilization in each year group, for example, the Greeks or Egyptians, and more recent history such as the Victorians. KS2 has incorporated the history of Qatar into its curriculum as part of the local history unit.

Year group

History Topics

Year 3

Stone Age – IronAge

British Clothing

How the world has change since 1950

Year 4


The Shang Dynasty of Ancient China

How technology has changed the world we live in since 1960

Year 5

Ancient Greece

Vikings - an Anglo Saxon struggle for the UK

How the world has changed :  Looking at the how the emergence of the Railways impacted on industry and society within Britain

Year 6

The Mayan Civilisation

World War 2

Changes in Britain from the Stone Age to the Iron Age : Iron Age hill forts; tribal kingdoms; farming, art and culture

Geography covers topics such as Map work, Water and Climate.

Year group

Geography Topics

Year 3

Volcanoes and Earthquakes


Geographical Skills

Year 4

Place knowledge: geographical similarities and differences through a study of physical and human Geography of Russia

Locational knowledge: geographical regions and identifying the human and physical characteristics of The UK and Brazil.

Human Geography: Types of settlements and land use, Economic activity including trade links

Year 5

Physical Geography: Rivers and Mountains / The Water Cycle

Environmental Geography: Recycling

Locational Knowledge: Map and Compass work, Hemispheres; latitude; longitude; tropics; time zones; etc.

Year 6

Place knowledge: geographical similarities and differences through a study of physical and human Geography of Mexico

Human and Physical Geography: Climate Zones; Biomes and vegetation belts

Physical Geography :  The distribution of natural resources including energy, food, minerals and water


Throughout most of the science topics, the pupils will explore the topic through carrying out experiments, finding conclusions and hands on investigations. All students will also have the opportunity to take part in a "Science Week," in which they will have the chance to do lots of 'hands on' science activities.

Year group

Science Topics

Year 3

Rocks and Soils


Light and shadow


Forces and Magnets

Year 4

Animals including Humans

States of Matter

Living things in their habitats



Year 5

Living things in their habitats

Earth and Space

Animals including Humans


Properties of changes of Materials

Year 6

Animals including Humans


Evolution and Inheritance


Living things in their habitats

Art & Design and Design & Technology

In Art and D&T children have the opportunity to study the work of artists and copy their artistic style. Art topics are usually linked to one of the other subjects such as the History/Geography/Science topic. Children will use different methods to nurture creativity and innovation through designing and making.


Here at NBA Al Dafna, we are fortunate to have a purpose built computer suite available for Primary classes to use. Each class will visit the computer suite at least once a week. This is because we feel that it is very important for our students to be confident in using a computer and its applications.

Specialist Subjects in KS2

Physical Education

In P.E children acquire and develop skills in dance, games, gymnastics. All children are required to take part in PE lessons as part of our encouragement of them to live a healthy lifestyle.


Children attend one music lesson each week. Not only do students learn to sing new songs, but they also have the opportunity to learn to play instruments, and play these in time to different rhythms.


All children from Year 3 through to Year 6 will take part in one French lesson a week. During this lesson, children will learn the French language:learning topics such as numbers and the alphabet to being able to introduce yourself in French.


The Arabic curriculum consists of 2 levels – Easy Arabic/Hard Arabic for native speakers. Each level aims to help students to acquire good speaking, listening and reading skills. Easy Arabic helps beginners build gradual interest in developing practical linguistic skills in listening, speaking, reading and writing. This curriculum covers the objectives set by the Education Ministry of Qatar.

Islamic Studies & Citizenship

All children of Muslim faith attend 2 lessons of Islamic studies per week where they learn about Islamic faith and culture from specialist teachers. We offer Islamic studies in English and in Arabic. All non-Muslim children remain with their class teachers during this time to study citizenship and world issues.