The requirements for KS2 English are extremely demanding, involving curriculum which is time consuming to plan effectively. Terminology is complex, making it difficult for children to commit to memory. Whilst the step from KS1 to Lower KS2 is slow and progressive, Spelling, Punctuation and Grammar targets for Upper KS2 is significantly more advanced. As a result, children often find they are able to executive individual elements proficiently, but are unable to apply this to independent writing. Amalgamating all concepts including structure, tone, inference and vocabulary whilst working within set time constraints can be cause for anxiety, slowing progress.
By providing clear visual resources, information has greater impact for many children, allowing them to recall knowledge more readily. This can allow them to write more fluently and increase confidence.
Regardless of levels achieved, designs for our KS2 resources remain exactly the same. We strongly believe that a child should be given the tools to work happily and successfully, rather than highlighting areas of difficulty.
Our KS2 English resources are extensive, therefore please contact is with requests should your needs not be met with the following list.
A swift progression into KS2 can result in a wide range of ability groups. Children with difficulty with numerical skills struggle to grasp associations between functions whereas those with spacial awareness or fine motor skill issues are unable to use and apply data accurately. In contrast, some children progress at a steep trajectory, making catering for all needs impossible. Allowing each child to progress at a rate which provides both consolidation and challenge is a time consuming task.
Independent learning and group work can allow each child to progress at their own speed when supported by a well researched, effective tool box. The requirements of every class will alter from year to year, but our flexible resources can be adapted regardless.
When moving into KS2, children learn the specific language associated with Science in its many forms. Learning through play and discovering their world is progressed to experimenting and explanation.
Whilst visualisation of concepts and interactive sessions remain a feature (which our exciting resources support and enable), providing supporting evidence and evaluation becomes of equal importance. For many children, converting understanding to written explanation can be difficult. Ta-dah provides support for all elements of Science, both written and practical.
We thought it was time to update social skills programmes and bring them into the twenty-first century. In order for any session of this nature to be successful, the children involved need to voluntarily participate and fully engage with one another. If they are not enjoying themselves or feel in any way that they are being forced into communicating or building relationships with others it is a pointless task.
We think it is imperative to utilise common interest or individual strengths to build natural friendships and life skills. Although we do welcome additional information relating to the groups involved, we believe our six and 10 week programmes include elements everyone will enjoy. Each session can be modified to incorporate the needs of children with ASD and Asperges.
An extensive ‘Understanding emotions’ collection can be selected from to build your own child specific program. This can be greatly enhanced by utilising our client library.