The education system can feel full of unfamiliar labels. Parents hear about the Early Years Foundation Stage, Key Stage 1, SATs, GCSE options and post-16 pathways, often without being shown how they fit together.
For teachers, the terminology is familiar but still important. Knowing what pupils should have encountered before entering a class helps with curriculum planning, assessment and transition between phases.
This guide explains the stages used in England, what children generally learn at each point and which national assessments families may encounter.
Education is organised differently in Scotland, Wales and Northern Ireland. Their curricula, year-group names, qualifications and assessment arrangements should not be treated as interchangeable with those used in England.
How the curriculum is organised in England
The National Curriculum in England sets out programmes of study and attainment expectations for pupils in state-maintained schools.
It is divided into four formal key stages:
- Key Stage 1: Years 1 and 2;
- Key Stage 2: Years 3 to 6;
- Key Stage 3: Years 7 to 9;
- Key Stage 4: Years 10 and 11.
Before Key Stage 1, children usually follow the Early Years Foundation Stage. After Key Stage 4, young people enter post-16 education or training.
The term “Key Stage 5” is often used informally for Years 12 and 13, but the statutory National Curriculum framework officially covers Key Stages 1 to 4.
The stage names describe broad age and curriculum groupings. They do not mean that every school teaches the same topic in the same week or uses identical resources.
Schools decide how to sequence much of their curriculum while ensuring that statutory content and wider legal requirements are covered.
You can use AllSchools to browse institutions by school phase or explore the different types of school.
Early Years Foundation Stage: birth to age five
The Early Years Foundation Stage, or EYFS, covers children from birth to five. In schools, parents are most likely to encounter it during nursery and Reception.
The EYFS is not Key Stage 1. It has its own statutory framework covering learning, development, safeguarding and welfare.
Early-years education is built around play, communication, relationships, exploration and carefully supported adult interaction. Children may take part in teacher-led activities, but learning should not consist only of long periods of formal desk-based work.
The seven areas of learning are divided into three prime areas and four specific areas.
Prime areas
- communication and language;
- personal, social and emotional development;
- physical development.
Specific areas
- literacy;
- mathematics;
- understanding the world;
- expressive arts and design.
These areas are connected. A child building a model with a friend may be developing language, fine-motor control, mathematical understanding, imagination and social skills within the same activity.
Assessment during Reception
The Reception Baseline Assessment is completed during the first six weeks after a child enters Reception. It provides a starting point for the national progress measure and is not designed as a pass-or-fail test for individual children.
At the end of the academic year in which a child turns five, practitioners complete the EYFS Profile. This considers the child’s development against the early learning goals and provides information for parents and Year 1 teachers.
The EYFS framework sets standards for children’s learning, development and care from birth to age five. Parents can read the official Early Years Foundation Stage overview.
Key Stage 1: ages five to seven
Key Stage 1 normally covers Years 1 and 2. Learning becomes more formally structured, although practical activity, stories, talk and play remain valuable.
Compulsory National Curriculum subjects at primary school include:
- English;
- mathematics;
- science;
- design and technology;
- history;
- geography;
- art and design;
- music;
- physical education;
- computing.
Primary schools must also teach relationships and health education and make provision for religious education. Key Stage 1 schools teach relationships education rather than the secondary relationships and sex education programme.
Schools may organise subjects through separate lessons, broader topics or a mixture of approaches. A history topic, for example, may also create opportunities for reading, writing, art and discussion.
Reading and phonics
Learning to read is a major priority during Key Stage 1. Children develop:
- phonic knowledge;
- word recognition;
- reading fluency;
- vocabulary;
- comprehension;
- enjoyment of books and stories.
Most pupils take the statutory phonics screening check near the end of Year 1. It checks whether children can use phonics to decode a mixture of real words and invented words.
Children who do not meet the expected standard normally receive further support and may take the check again in Year 2.
End-of-Key-Stage-1 assessment
National Key Stage 1 tests are no longer statutory. Schools may choose to use optional tests and other assessment materials, but teachers assess pupils mainly through ordinary classroom evidence and the school’s assessment arrangements.
Parents should therefore not assume that every Year 2 child will complete a formal set of national SATs.
Key Stage 2: ages seven to eleven
Key Stage 2 covers Years 3 to 6 and is often divided informally into:
- lower Key Stage 2: Years 3 and 4;
- upper Key Stage 2: Years 5 and 6.
Pupils continue studying the primary curriculum while developing greater independence, subject knowledge and fluency.
In English, they work on reading increasingly complex texts, developing vocabulary and writing for different purposes.
In mathematics, they build fluency with number and calculation while applying knowledge to reasoning and problem-solving.
Science becomes increasingly systematic, with pupils learning to ask questions, make observations, conduct appropriate investigations and interpret results.
Schools also develop knowledge across history, geography, computing, art, music, design and technology, physical education and languages.
The Year 4 multiplication tables check
Most Year 4 pupils in state-funded schools take the statutory multiplication tables check.
It is an online check designed to identify whether pupils can recall multiplication facts fluently. It contains 25 questions, with a short time allowed for each response.
The result helps schools identify pupils who may need further support. It should not be treated as a complete measure of mathematical ability.
Year 6 Key Stage 2 tests
At the end of Year 6, pupils take statutory national tests in:
- English reading;
- English grammar, punctuation and spelling;
- mathematics.
Writing is assessed through teacher assessment rather than a national writing test. Science teacher assessment is also reported, while sample science tests may be used nationally with selected schools in some years.
Test results are reported as scaled scores. A score of 100 represents the expected standard in the test, but parents should consider the result alongside teacher assessment, classwork and the wider school report.
The official Key Stage 2 information for parents explains the current tests and results.
Preparing for secondary school
The move from primary to secondary education involves more than academic attainment. Pupils also need to manage:
- different teachers and classrooms;
- a more complex timetable;
- new homework systems;
- larger peer groups;
- greater responsibility for equipment and deadlines.
Transition information should help secondary teachers understand pupils’ attainment, SEND, safeguarding needs, pastoral circumstances and successful support strategies.
Key Stage 3: ages eleven to fourteen
Key Stage 3 usually covers Years 7, 8 and 9. It forms the first part of secondary education and should provide a broad curriculum rather than functioning only as preparation for GCSE examinations.
National Curriculum subjects at Key Stage 3 include:
- English;
- mathematics;
- science;
- history;
- geography;
- modern foreign languages;
- design and technology;
- art and design;
- music;
- physical education;
- citizenship;
- computing.
Secondary schools must also provide relationships and sex education, health education and religious education, subject to the relevant rules and parental rights.
Academies have greater freedom over the National Curriculum programmes of study, but they must provide a broad and balanced curriculum and teach English, mathematics and science.
Assessment at Key Stage 3
There are no statutory national SATs at the end of Key Stage 3.
Schools develop their own assessment systems, which may include:
- teacher judgements;
- end-of-unit assessments;
- standardised tests;
- percentage scores;
- descriptions such as developing or secure;
- GCSE-style grades;
- on-track or below-track indicators.
Because these systems differ, parents should ask exactly what a reported grade measures.
A Year 8 “grade 5” might describe performance on recently taught material, a projected pathway or an internal school scale. It may not mean that the pupil would receive grade 5 if they sat a complete GCSE immediately.
Choosing GCSE options
Many schools ask pupils to select some Key Stage 4 options during Year 9, although the timetable differs between schools.
Before making choices, families should check:
- which subjects remain compulsory;
- which qualifications are offered;
- whether timetable blocks limit combinations;
- how each subject is assessed;
- whether a subject is required for a future course;
- what advice the school provides.
Pupils should consider their interests and strengths without choosing solely because of one teacher, a friend’s decision or a belief that a subject will be easy.
Key Stage 4: ages fourteen to sixteen
Key Stage 4 usually covers Years 10 and 11. Most pupils work towards GCSEs, Technical Awards or other approved qualifications.
The compulsory National Curriculum subjects at Key Stage 4 are:
- English;
- mathematics;
- science;
- computing;
- physical education;
- citizenship.
Schools must also offer access to courses within several subject areas, including:
- the arts;
- design and technology;
- humanities;
- modern foreign languages.
Not every pupil takes a qualification in every compulsory curriculum subject. Physical education, citizenship and computing provision, for example, can be organised differently from examined GCSE courses.
GCSE qualifications
GCSEs in England are graded from 9 to 1, with grade 9 being the highest. A grade 4 is commonly described as a standard pass, while grade 5 is described as a strong pass.
Entry requirements for sixth forms, colleges, apprenticeships and employment may be higher and may specify particular grades in English, mathematics or relevant subjects.
Assessment varies between qualifications. Many GCSEs are mainly examined at the end of the course, while some subjects also include practical work or non-exam assessment.
Supporting pupils through Key Stage 4
Successful preparation involves more than completing revision books. Pupils benefit from:
- secure attendance;
- organised notes and resources;
- regular retrieval practice;
- understanding examination command words;
- completing practice questions;
- acting on feedback;
- appropriate sleep and breaks;
- early support when difficulties emerge.
Parents should ask the school which examination boards and specifications are being used before buying revision materials.
Post-16 education: ages sixteen to eighteen
Young people in England must remain in education or training until the age of 18, although this does not mean they must remain at school.
After Year 11, options may include:
- a school sixth form;
- a sixth-form college;
- a further education college;
- an apprenticeship;
- employment combined with approved part-time education or training;
- a specialist post-16 institution.
The phrase “Key Stage 5” is often used for Years 12 and 13, particularly in school data and informal discussion. However, post-16 education is not part of the statutory National Curriculum Key Stages 1 to 4.
Post-16 qualifications
Students may study:
- A levels;
- T Levels;
- vocational and technical qualifications;
- apprenticeships;
- foundation or entry-level programmes;
- English and mathematics where required.
Not every provider offers every pathway. A school sixth form may focus mainly on A levels, while an FE college may offer a much wider technical and vocational curriculum.
Students should compare:
- entry requirements;
- course content;
- assessment methods;
- teaching hours;
- work placements;
- SEND and pastoral support;
- travel;
- future destinations.
Post-16 study usually involves greater independence, but providers should still offer appropriate teaching, guidance, safeguarding and support.
What the National Curriculum does not mean
The National Curriculum creates an entitlement to important knowledge and subjects, but it does not prescribe every classroom decision.
It does not mean that:
- every school uses the same textbooks;
- every topic is taught in the same term;
- all lessons must follow one method;
- every child completes identical work;
- assessment consists only of national tests;
- academies and independent schools operate under exactly the same rules.
Teachers and school leaders make decisions about sequencing, examples, resources, assessment and adaptations.
Those decisions should create a coherent curriculum in which new learning builds on secure prior knowledge.
Academies and independent schools
Maintained schools must teach the National Curriculum.
Academies are not required to follow every National Curriculum programme of study, but they must teach a broad and balanced curriculum that includes English, mathematics and science.
Independent schools follow the Independent School Standards rather than the National Curriculum, although many choose to teach similar content and offer GCSEs or A levels.
Read The Complete Guide to UK School Types and How to Choose What’s Right for Your Child for a fuller comparison.
How teachers use key stages in curriculum planning
Key stages help teachers understand the statutory content and broad progression expected across several years.
Strong curriculum planning goes beyond listing activities. Teachers consider:
- what pupils already know;
- which concepts are foundational;
- how vocabulary develops;
- where misconceptions are likely;
- how knowledge will be revisited;
- how pupils will apply learning independently;
- how progress will be assessed.
A Year 7 teacher, for example, should understand what pupils were entitled to learn during Key Stage 2 while recognising that pupils will arrive with different experiences and levels of security.
Similarly, a Year 6 teacher should prepare pupils for secondary school without turning the final primary year into premature GCSE-style teaching.
Transitions are strongest when teachers share useful information and understand the curriculum on either side of the move.
Teachers preparing for a new role may find How to Prepare for a UK Teacher Interview and How to Get Qualified Teacher Status in the UK helpful.
How parents can use the framework
Knowing your child’s key stage can help you ask more useful questions, but it should not create pressure to teach the entire curriculum at home.
Parents can support learning by:
- reading regularly with younger children;
- talking about books, news and everyday experiences;
- helping children develop routines and organisation;
- encouraging attendance;
- showing interest without completing work for them;
- asking the school for clarification when reports are unclear;
- seeking support early when difficulties persist.
When speaking with a teacher, useful questions include:
- What is my child learning this term?
- Which knowledge is not yet secure?
- How is progress being assessed?
- What should we practise at home?
- Is any additional support needed?
For help interpreting assessments, read A Parent’s Guide to School Reports and Grades: What They Really Mean.
Frequently asked questions
Is Reception part of Key Stage 1?
No. Reception is normally the final year of the Early Years Foundation Stage. Key Stage 1 begins in Year 1.
How many formal key stages are there in England?
The statutory National Curriculum contains four key stages: Key Stages 1, 2, 3 and 4.
Is there officially a Key Stage 5?
The phrase is widely used for Years 12 and 13, but the statutory National Curriculum framework covers Key Stages 1 to 4. It is clearer to describe Years 12 and 13 as post-16 education.
Do all schools follow the National Curriculum?
Maintained schools must follow it. Academies have greater curriculum freedom but must teach a broad and balanced curriculum including English, mathematics and science. Independent schools operate under different standards.
Are Year 2 SATs still compulsory?
No. National Key Stage 1 tests are optional. Schools can use them, but they are not part of a statutory national testing requirement in the same way as Year 6 tests.
What national checks take place in primary school?
Current statutory arrangements include the Reception Baseline Assessment, the end-of-Reception EYFS Profile, the Year 1 phonics screening check, the Year 4 multiplication tables check and Year 6 Key Stage 2 tests and teacher assessments.
Do pupils take national tests at the end of Key Stage 3?
No. Secondary schools assess Key Stage 3 pupils through their own systems.
When do children choose GCSE subjects?
Many schools ask pupils to choose during Year 9, but some begin the process earlier or organise Key Stage 4 differently. Check the school’s curriculum timetable.
Must every pupil take the same GCSEs?
No. English, mathematics and science are central to Key Stage 4, while other choices depend on statutory curriculum requirements, school provision and the pupil’s pathway.
What happens if a child is working below their key stage?
The school should identify the particular gaps or needs and provide appropriate teaching and support. Being in a particular year group does not mean every pupil has identical starting points.
Are key stages the same in Scotland, Wales and Northern Ireland?
No. Each nation has its own curriculum structure, terminology, assessment arrangements and qualifications.
