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Curriculum
Policy
Enjoy, Engage, Learn
Contents
Section 1
Introduction
Context
Vision, Values and Aims
Section 2
Curriculum design
The Curriculum framework
Early years
Key Stages One, Two and Three
Key Stage Four
Post 16
Section 3
Interventions and individualised programs
Assessment and Reporting
Section 4
Resources, Spaces and Health and Safety
Curriculum monitoring and subject leadership
Appendices
Appendix 1 Links to other policies
Appendix 2 English topic map
Appendix 3 ICT topics
Appendix 4 RE topics
Appendix 5 Curriculum Topics
Appendix 6 My Communication subject rationale and content
Appendix 7 My Body subject rationale and content
Appendix 8 Myself subject rationale and content
Appendix 9 My Creativity subject rationale and content
Appendix 10 My Community subject rationale and content
Appendix 11 My World subject rationale and content
Section 1
Introduction
The purpose of this policy is to provide a comprehensive document to share with staff,
governors, other professionals, families and other interested stakeholders. The policy
incorporates our philosophy, aims and values as well as describing the approach to our
curriculum, the content and the specialised approaches required for teaching the
pupils at Briarwood. The Briarwood curriculum policy also aims to describe the context
behind the tailored approach to our curriculum and the reasons why such a bespoke
approach is required.
A curriculum is the basis for any school to provide a meaningful and effective
education to the pupils who attend. At Briarwood we believe this should be a broad
and balanced approach which identifies and meets the needs of our pupils. The
curriculum, alongside specialist teaching approaches, provides consistency throughout
the school, whilst recognising developmental and age related aspects to learning.
The development of the curriculum at Briarwood, whilst being led by the Senior
Leadership Team, is the responsibility of all staff and we consider it their right to be
involved in curriculum design and content. All teachers have a subject or curriculum
area responsibility and many learning support staff also contribute to the process. Staff
have worked closely together to develop the curriculum, meaning there is real
ownership and understanding to the route we are taking. Consistency is vital for pupils
with learning disabilities and therefore careful consideration is taken when making any
changes to the curriculum.
The policy document starts with describing the context, vision, values and aims of our
curriculum. This underpins the fundamental need for a bespoke curriculum to meet the
needs of the pupils at Briarwood. It then describes the curriculum design and the
reasoning behind this model. The curriculum content is detailed later in the policy, split
into our key age milestones. Further information about Interventions and individualised
programs and how these integrate into our curriculum can also be found in section 3.
Although approaches to teaching can be found within this document, full detail can
be found in the Teaching and Learning policy (available on the website).
Due to the nature of such a bespoke curriculum, further information relating to
assessment and reporting methodology is stated in section 3 (however full detail around
this can be found in the Assessment and Reporting Policy – available on the website).
Also included is information around resources, spaces, health and safety, curriculum
monitoring, subject leadership and curriculum review and development.
The appendices give further information about the creative and life skills areas of our
curriculum including their rational and content.
Context
Briarwood school is a special school for pupils aged from 3 to 19. We are spread across
3 sites; The Pod our Early Years provision, Primary and Secondary. Our Post 16
department is co-located on the Primary site. We have 112 pupils across the age range.
At Briarwood we support pupils with Profound and Multiple Learning Difficulties (PMLD),
Severe Learning Difficulties (SLD), Autism (ASD) and children with Complex Needs.
Many pupils come from the East central area of Bristol though some children come from
other areas in the city; our pupils have a diverse mix of nationalities and languages.
Due to the complex nature of the pupils that attend Briarwood, it is our responsibility to
provide them with the most appropriate curriculum, a tailored approach, to both
academic learning, life skills and Personal, Social, Health and Citizenship Education.
Vision, Values and Aims
“Enjoy, Engage, Learn”
We believe that Briarwood is a safe, happy and stimulating school that supports pupil’s
individual needs. The staff and the school community work hard to ensure that a
nurturing approach supports all pupils through their education, providing a bespoke
curriculum to each child depending on their current needs.
At Briarwood all aspects of school life are designed to inspire and engage pupils,
through a mix of a learning curriculum, creative approaches and essential life skills. The
roles of communication and engagement are key to all we do and underpin our
approach to learning.
Our curriculum is designed as a cohesive approach with an individual’s EHCP at the
core; therefore facilitating greater involvement of families, the pupil and other
professionals in their learning and development. The overarching curriculum vision is
one that supports the idea of provision and curriculum linking together. Consequently,
what a pupil needs at that point in time, becomes both a provision requirement and a
learning opportunity. This means there are closer, consistent connections between the
schools curriculum and the provision we offer. We provide positive challenges to foster
individual achievements and promote confidence and self-expression. This allows the
curriculum to show progress of pupils over time; celebrating the challenging, enriching
and developmental progress of all pupils.
Our curriculum is developmental, but child centred, with our recognition that each
pupil will have a different pathway. It is a life skills and creative curriculum that aims to
promote the social inclusion of all pupils and prepare them for the opportunities,
responsibilities and experiences of adult life as pertinent to their circumstances. As the
pupil’s move through the school, the skills they need for living become an integral part
of learning. These include
Communication
Academic achievement (including Literacy and Numeracy)
Qualifications where appropriate
Mobility
Independence - including self-help
Relationships
Self-respect, dignity
Self-esteem, self-confidence
Self-regulation.
The Briarwood curriculum, is an adapted form of the National Curriculum and whilst
some of the curriculum areas do not appear ‘traditional’ it addresses the expectations
of the new National Curriculum 2014;
“Every state-funded school must offer a curriculum which is balanced and broadly
based and which:
Promotes the spiritual, moral, cultural, mental and physical development of
pupils at the school and of society, and
Prepares pupils at the school for the opportunities, responsibilities and
experiences of later life.
The school curriculum comprises all learning and other experiences that each
school plans for its pupils. The national curriculum forms one part of the school
curriculum.
All schools should make provision for Personal, Social, Health and Economic
education (PSHE), drawing on good practice. Schools are also free to include
other subjects or topics of their choice in planning and designing their own
programme of education.”
Although the National Curriculum and expectations it holds are taken into account, for
the pupils at Briarwood, it is often more important to consider their needs and the skills
that will be supportive for the future;
Content should be determined by the needs of the child rather than
cultural values in respect to academic subjects and so it needs to be pupil
centred and not subject centred. (Powell and Jordan 1997:25).
Assessment of the Briarwood curriculum is outlined later in this document, however it is
important to note that the vision and aims of the curriculum have been considered in
relation to the ‘final report of the commission of assessment without levels.’ This report
encourages schools to adapt their curriculum to support the needs of the pupils;
“Removing levels encourages schools to develop approaches to in-school
assessment which are better tied to curriculum content and which do not restrict
teaching solely to the specific content in the National curriculum, but encourage
the wider exploration of subjects which results in higher attainment and greater
enjoyment. Similarly the freedom to choose their own approaches to assessment
is consistent with the freedom many schools have to develop and deliver their
own curriculum and allows schools to ensure their curriculum and approach to
assessment are aligned.”
For the pupils at Briarwood, our curriculum must incorporate the opportunity for pupils
develop depth of knowledge and understanding, as Ofsted 2015 states “As part of
pupil’s progress, inspectors will consider the growth in pupil’s security, breadth and
depth of knowledge, understanding and skills.” This is especially important where pupils
are studying life skills or targets that fall outside of traditional areas. In our curriculum, this
features in our progression planners (see curriculum framework and subject
appendices) and also the assessment systems we have in place to allow for skill
development.
We believe that a curriculum should constantly be evaluated for its effectiveness for our
current cohorts of pupils. Therefore regular reviews of curriculum content and suitable
updates are made where necessary, with careful consideration of consistency and
prior learning. The Briarwood curriculum aims to give each pupil the best start in life and
prepare them for the challenges of later life.
Section 2
Curriculum design
The Briarwood curriculum has been designed as a multi stranded approach in order to
provide pupils with the most appropriate approach and content.
Whilst many pupils will work within one curriculum model for several years, as skills and
knowledge progress, many will move into the next model. It may also be appropriate
for some pupils to move to a less formal curriculum model, to support skill consistency
and maintenance.
At Briarwood we also vary the curriculum based on age;
The content of the curriculum at these different age milestones can be found later in
this document (see curriculum framework)
The starting point for the curriculum is the individual child with a programme designed
to meet his/her needs taken from the full available curriculum, delivered in a way that is
enjoyable and will engage each child or young person.
Each academic year, a pupil’s EHCP is reviewed. The long term targets for this are used
to populate a pupil’s current pathway. The current pathway is a year long target for
each curriculum area that is broken down into 3 shorter term skills, to be reviewed 3
times per year.
These targets are incorporated within the curriculum subject areas each term and the
topics that a class are studying, making it entirely pupil led.
All pupils, regardless of the curriculum strand they are following, study English and
Maths. These subjects feature heavily in our curriculum as a developmental approach.
They are taught both as discrete subjects and as cross-curricular skills within other
subjects.
Pre-formal
Pupils working
at the lower
end of the
P-Scales.
Semi-formal
Pupils working
across a range
of P-Scales or
with gaps or
strengths in
particular
areas.
Formal
Pupils working
at the top
end of the
P-Scales and
into NC
related
expectations.
Early Years
Nursery –
Year 1
Post 16 Key Stage 4 Key Stages
1 - 3
Communication is another key aspect of our curriculum, with both specific
communication sessions timetabled, to ensure each pupil has the most appropriate
communication systems set up for them as well as cross-curricular opportunities
throughout the day.
The Curriculum Framework
Early Years
The Early Years Curriculum at Briarwood is followed from Nursery through to and
including year one. We believe that an early years approach is the most suitable for the
year 1 pupils at Briarwood. It is in keeping with the Early Years foundation stage (EYFS)
expectations. We aim to provide a broad, balanced, differentiated curriculum which
addresses the children‘s social, emotional, physical, intellectual, moral and cultural
development within a safe, secure, stimulating environment.
Through the use of the Differentiated Early Years Outcomes (DEYO), our curriculum
enables the pupils to learn and develop skills, attitudes and understanding in these
areas of learning;
The prime areas;
• Personal, Emotional and Social Development. (PSED)
• Communication and Language. (CL)
• Physical development
The specific areas;
• Mathematics.
• Literacy.
• Understanding the World
• Expressive Art and Design
Throughout the EYFS we plan activities to give pupils learning experiences and
opportunities to work towards the Early Learning Goals. Teaching and learning takes
place within the classroom and outside areas. Pupils participate in a variety of activities,
both with an adult and independently. The approach and curriculum is primarily a play
based approach with specific teaching methods and opportunities being used to
support pupil’s needs. We believe that play, both indoors and outdoors, is the
fundamental way in which young children learn. See Early Years policy (available on
the website) for more information around the approaches used in the Early Years.
As well as considering what opportunities we are providing for the pupils, we observe
the skills and qualities that pupils need to support them to become successful learners
throughout life. Included within the DEYO, we use the characteristics of learning (see
Early Years policy available on the website) to examine the overall development of the
pupils. In addition to the standard characteristics of learning we also consider a pupils
emotional wellbeing.
Whilst there are elements of the 3 stranded approach – Pre-formal, Semi-formal and
Formal, within the EYFS, it is less evident here due to the use of the DEYO and the play
based, child led approaches that are used. However, sensory approaches, specialist
teaching methods, the use of TEACCH and specialist equipment are all utilised.
Each pupil, has their own learning pathway and bi-termly learning map, which sets out
their targets each term (3 times a year). These targets are used to plan appropriate,
individualised activities, bespoke to a current need. Pupils in our EYFS classes, follow a 2
year rolling program, with different topics 6 times per year as outlined below.
EYFS 2 year rolling program
Cycle 1
Term/Topic
Communication and
Language
Personal, Social,
Emotional Education
Physical
Development
Health and Self-care
(continuous)
Literacy Numeracy
Number and Using
and Applying
continuous.
Understanding the
World
Expressive Art and
Design
Term 1
Animals
Speaking
PECs
Understanding
Signing
Intensive interaction
Co-operative play
Turn taking
Sharing
Role Play
Feelings
Recognising friends.
Writing and Fine
motor
Moving and
Handling.
Name
Dear Zoo Big and Small
Length 1
Small world
Environment
Animal Care
Technology
People and
Communities.
Small world play.
Creative activities
Art
Design Technology
Music
Dance
Term 2
Festivals
-Eid
-Harvest
-Christmas
-Diwali
Speaking
PECs
Understanding
Signing
Intensive Interaction
Co-operative play
Turn taking
Sharing
Role Play
Feelings
Recognising friends.
Writing and Fine
motor
Moving and
Handling.
Name
Stick Man 2D shape Small world
Environment
Exploring Materials
Technology
People and
Communities.
Small world play.
Creative activities
Art
Design Technology
Music
Dance
Term 3
Night and Day
Light and Dark
Speaking
PECs
Understanding
Signing
Intensive interaction
Co-operative play
Turn taking
Sharing
Role Play
Feelings
Recognising friends.
Writing and Fine
motor
Moving and
Handling.
Name
Owl Babies Pattern Small world
Environment
Exploring Materials
Technology
Light toys
Small world play.
Creative activities
Art
Design Technology
Music
Dance
Term 4
Traditional Tales
Gingerbread Man
Goldilocks
3 Little Pigs
Easter
Traditional Tales
Speaking
PECs
Understanding
Signing
Intensive interaction
Co-operative play
Turn taking
Sharing
Role Play
Feelings
Recognising friends.
Writing and Fine
motor
Moving and
Handling.
Name
Traditional Tales Time
Position and direction
Small world
Environment
Exploring Materials
Technology
People and
Communities.
Small world play.
Easter - Creative
activities
Art
Design Technology
Music
Dance
Term 5
Adult and Baby
animals
Speaking
PECs
Understanding
Signing
Intensive interaction
Co-operative play
Turn taking
Sharing
Role Play
Feelings
Recognising friends.
Writing and Fine
motor
Moving and
Handling.
Name
What the Lady Bird
Heard
Farm Animals
Shape Farm Small world
Environment
Exploring Materials
Technology
People and
Communities.
Small world play.
Creative activities
Art
Design Technology
Music
Dance
Term 6
Holidays
Pirates
Seaside
Beach Day
Speaking
PECs
Understanding
Signing
Intensive interaction
Co-operative play
Turn taking
Sharing
Role Play
Feelings
Recognising friends.
Writing and Fine
motor
Moving and
Handling.
Name
Pirates stories Money
Capacity
Pirate Small world
Environment
Exploring Materials
Technology
People and
Communities.
Small world play.
Creative activities
Art
Design Technology
Music
Dance
Cycle 2
Term/Topic
Communication and
Language
Personal, Social,
Emotional Education
Physical
Development
Health and Self-care
(continuous)
Literacy Numeracy Understanding the
World
Expressive Art and
Design
Term 1
Seasons and
Weather
Speaking
PECs
Understanding
Signing
Intensive interaction
Co-operative play
Turn taking
Sharing
Role Play
Feelings
Recognising friends
Writing and Fine
motor
Moving and
Handling.
Name
We’re Going on a
Bear Hunt
Big and Small
Length 1
Small world
Environment
Exploring Materials
Technology
People and
Communities.
Small world play.
Creative activities
Art
Design Technology
Music
Dance
Term 2
Festivals
- Eid
-Harvest
-Christmas
-Diwali
Speaking
PECs
Understanding
Signing
Intensive interaction
Co-operative play
Turn taking
Sharing
Role Play
Feelings
Recognising friends
Writing and Fine
motor
Moving and
Handling.
Name
Room on the Broom
2D Shape Small world
Environment
Exploring Materials
Technology
People and
Communities.
Small world play.
Creative activities
Art
Design Technology
Music
Dance
Term 3
Parties
Celebration
Speaking
PECs
Understanding
Signing
Intensive interaction
Co-operative play
Turn taking
Sharing
Role Play
Feelings
Recognising friends
Writing and Fine
motor
Moving and
Handling.
Name
The Birthday Crown
Pattern Small world
Environment
Exploring Materials
Technology
People and
Communities.
Small world play.
Creative activities
Art
Design Technology
Music
Dance
Term 4
Africa
Jungle
Easter
Speaking
PECs
Understanding
Signing
Intensive interaction
Co-operative play
Turn taking
Sharing
Role Play
Feelings
Recognising friends
Writing and Fine
motor
Moving and
Handling.
Name
Giraffes Can’t Dance
Time
Position and direction
Handa’s Surprise
Small world
Environment
Exploring Materials
Technology
People and
Communities.
Small world play.
Creative activities
Art
Design Technology
Music
Dance
Term 5
Minibeasts
Healthy Eating
Life Cycles
Speaking
PECs
Understanding
Signing
Intensive interaction
Co-operative play
Turn taking
Sharing
Role Play
Feelings
Recognising friends
Writing and Fine
motor
Moving and
Handling.
Name
Hungry Caterpillar
Shape Small world
Environment
Exploring Materials
Technology
People and
Communities.
Small world play.
Creative activities
Art
Design Technology
Music
Dance
Term 6
Growing
Music Festival
Speaking
PECs
Understanding
Signing
Intensive interaction
Co-operative play
Turn taking
Sharing
Role Play
Feelings
Recognising friends
Writing and Fine
motor
Moving and
Handling.
Name
Jaspers Beanstalk
Money
Capacity
The Tiny Seed
Plants
Small world
Environment
Exploring Materials
Technology
People and
Communities.
Small world play.
Creative activities
Art
Design Technology
Music
Dance
Key Stages One to Three
The curriculum at Key Stage One starts in Year 2. Dependent on the need of the pupil,
the teacher will follow the Pre-formal, Semi-formal or Formal curriculum. The content
and balance of each learning area is adapted as required.
Pre-formal
The Pre-Formal curriculum is a sensory approach to learning. The curriculum
acknowledges what learners can do by supporting and developing their strengths and
abilities. It is defined developmentally and is finely stepped so that progression can be
plotted, measured and acknowledged. The curriculum focuses on developing the
learner’s understanding both of the world around him or her, and of social interactions
and relationships. It values the process as much as the achievement and it is flexible in
order to be responsive to the needs of the individual learner. It is delivered in an
integrated manner incorporating learning, therapy and health needs.
Each pupil, has their own learning pathway and bi-termly learning map, which sets out
their targets each term (3 times a year). These targets are used to plan appropriate,
individualised activities, bespoke to a current need. Pupils following the Pre-formal
curriculum, follow a 2 year rolling program, with different topics 6 times per year. These
topics help support the generalisation of skills into different contexts.
The Pre-formal curriculum consists of both ‘traditional’ and less traditional subject areas;
My Communication
My Body
Maths (incl. Maths
through Music)
My
World
RE
English (incl.
Communication
through Music)
ICT
Myself My
Community
My
Creativity
Pupil
English in the Pre-formal curriculum, consists of early Reading, Writing and Speaking and
Listening skills. There are separate topics for students who are working at Primary and
Secondary age to ensure age appropriateness but to support consistency. These pupils
have 2 sessions per week of phonics. This has a basis in pre-phase and phase 1 from
letters and sounds. Schemes of work are available based around a termly topic (6 per
year). Pre-phase and phase 1 phonics focus on listening and sound discrimination. This
supports pupils when moving on to listening to letter sounds and developing phonetical
awareness. Pupils also receive at least one session per week in the allocated English
sessions via ‘Communication Through Music’. This has been developed by Briarwood as
a class based intervention, for all pupil’s working below P4, (see Communication
Through Music Policy – available in English subject file). Targets are set in line with
Progression Guidance for English and progress is measure through the P-Levels.
Maths at Briarwood is a developmental approach, all pupils regardless of the
curriculum they are following, look at a new topic each term as follows;
Term 1 Term 2 Term 3 Term 4 Term 5 Term 6
Number Number Number Number Number Number
Calculation Calculation Calculation Calculation Calculation Calculation
Handling
Data &
Shape
Money &
Size &
Length
Position,
direction &
motion
Pattern Time Capacity &
Weight
Schemes of work are available for all topics, which set out suggested learning
objectives and developmentally appropriate activities. An approach called Maths
Through Music, which has been developed at Briarwood, is also available to Pre-formal
pupils, to enhance their mathematical learning. Targets are set in line with Progression
Guidance for Maths and progress is measure through the P-Levels.
ICT is a developmental approach, at the Pre-Formal stage, pupils will experience a
range of age related topics (see appendix 3) and will work on the development of skills
as follows;
RE is taught through a range of age related topics. These topics cover themes, stories
and celebrations as well as the key concepts and aspects of spiritual appreciation (see
appendix 4). The schemes of work that accompany the topics set out appropriate
objectives and activities for pupils working in the pre-formal curriculum.
The other subject studied within the pre-formal curriculum are within the life skills and
creative part of our curriculum. More information about these subjects, their rationale
and content can be found below and in the appendix 6-11. However specifically at the
Pre-formal stage;
My Communication Opportunities to develop early communication skills, speech and
language therapy targets (incl. eating & drinking), early choice
making, using objects of reference, photos and symbols, using
technology and communication aids.
My Body Toileting and hygiene routines, physical skills including physiotherapy
and hydrotherapy. Learning new movements and moving body parts.
Exploring and tasting foods. Responding to other people
Myself Using senses and exploratory play. Engaging in new environments and
leisure activities. Making eye contact, sharing activities & responding
to name. Developing likes and dislikes. Experiencing own and others
culture.
My Creativity My creativity includes the strands of visual, auditory, movement,
performance & tactile. Much of my creativity at this level is exploring
and interacting with the materials, tools, objects and stimuli. Also
making choices about likes and dislikes.
My Community Staying safe, responding to noise, accessing transport and different
locations in their community. Responding to peers, new people and
new locations. Making choices.
My World My world is an opportunity to start to explore some of the early science
and design & technology skills. Pupils learn to show an awareness of
sensory stimuli, experience changes, learn different methods of
exploration, show preferences and experience changes. Pupils also
look at experiencing multi-cultural societies and the natural world.
All pupil’s, regardless of the curriculum they follow, have an Engagement target. This is
a target related to their Engagement profile (see engagement policy available on the
website), which supports their ability to learn. For pupil’s following the pre-formal
curriculum, this is often sensory based or postural and physical input.
Semi-formal
The Semi-formal curriculum is a flexible approach, designed as a mixture of the Pre-
formal and Formal curriculums. It gives teachers the opportunity to support pupil’s
strengths and fill their gaps, whilst using the best approach to their learning style. Below
the diagram shows the full range of subject options available to teachers when
deciding on the best approach for each pupil. More detailed descriptions of the
additional subjects can be found under the description of the formal curriculum section
below.
English within this strand starts to become a more formal approach. It identifies students
working at P4-P7. There are separate schemes/topics for students who are working at
Primary and Secondary age to ensure age appropriateness but to support consistency.
These students will have 2 sessions per week (in stage groups) of phonics. This is a
separate scheme which teaches the skills required in order to identify sounds and
words. There are reading scheme books attached to this and students will work through
the program at their pace. There is an assessment system for this which maps against
the P-levels. As this is a flexible approach, strategies from both the pre-formal and
formal strands can be applied.
The Maths topics are as above in the pre-formal curriculum, with developmentally
appropriate objectives and activities.
ICT continues in the developmental model;
At the Semi-Formal level, pupils have the opportunity to start learning some more formal
life skills in the following areas;
My Communication
My Body
Maths (Formal units as
well as Maths
through Music)
My
World
RE
My
Creativity
My
Community
ICT
English (Formal units as
well as
Communication
through Music)
Myself
Humanities
& science
& DT units
ICT
(including
computing)
PE
Pupil
My Communication Building on speech & language therapy targets. Opportunities to
formalise communication methods, including the use of symbols &
PECS, Makaton and communication aids.
My Body Toileting and hygiene routines, physical skills including physiotherapy
and hydrotherapy. Using and extending movements, starting some
games, gymnastics and PE skills.
Myself Developing likes, dislikes and leisure activities. Starting to explore
emotions and emotional literacy. Developing play skills, working with
others. Looking at my own and others culture.
My Creativity My creativity includes the strands of visual, auditory, movement,
performance & tactile. Much of my creativity at this level is making
choices and using the materials, tools, objects and stimuli. Also making
decisions about what to produces and the most appropriate items to
use.
My Community Staying safe, road safety and danger signs. Knowing my way around
my immediate environment and people that help us. Travelling and
transport. Accessing community locations and venues. Citizenship and
taking a role.
My World As pre-formal but with the option of studying more formal science and
design and technology topics.
Formal
The formal curriculum consists of adapted National Curriculum subjects, along with
some life skills and creative aspects. Pupils working within this curriculum, tend to be
near the top end of the P-levels and into National Curriculum expectations. At
Briarwood we have adapted many of subjects and topics to reflect the needs of our
pupils, whilst ensuring challenge and progress.
My Communication
PE (incl
swimming)
Maths (incl. Singapore
maths)
Science &
Design &
Technology
RE
My
Creativity
My Community
English (incl. phonics &
reading
schemes)
ICT / Computing
Myself
Humanities
(geog/hist)
Modern
Foreign
language
s
Pupil
English at this stage is focused on students that are working at P8 upwards. This is a
separate scheme of work corresponding to letters and sounds phases 2 to 4 depending
on level. These pupils will have at least 4 sessions per week of phonics. There are reading
scheme books attached to this scheme and students will work through the program at
their pace. Pupils working at this level may combine phonics learning and
comprehension with writing and handwriting skills. For pupils that struggle with phonics
learning there is also the option of a functional literacy route (see further in the
document for interventions and individualised programs – section 3).
There are also schemes of work that develop writing and speaking and listening at this
more formal level. There are assessment systems for English at this level (see English
policy for more information available in the English subject file).
The maths topics are as above in the pre-formal and semi-formal curriculums, with
developmentally appropriate objectives and activities. However there are also the
options of Numicon and Singapore maths to support teaching methods (see further in
the document for interventions and individualised programs – section 3).
ICT continues with the developmental approach, with a stronger focus on using ICT for
a purpose. A new appropriate and meaningful computing and programming
curriculum is currently being written for the pupils who require it.
RE continues to be taught through a range of age related topics. These topics cover
themes, stories and celebrations as well as the key concepts and aspects of spiritual
appreciation (see appendix 4). The schemes of work that accompany the topics set
out appropriate objectives and activities for pupils working in the formal curriculum,
with a greater focus on understanding their own and others beliefs.
Rather than studying My World, pupils following the Formal curriculum study more
traditional science and design and technology topics. Pupils follow age appropriate
and developmental topics on a rolling plan, depending on the key stage of the pupil
(see appendix 12).
Pupils also study humanities topics – Geography and History, again these are on an age
appropriate and developmental topics which rotate on a 2 year rolling plan.
My Body becomes more formal PE, pupils still learn any aspects of My body that they
require but the focus is on more traditional PE, with pupils learning skills such as ball skills,
gymnastics, dance and rules for games etc.
My Communication Building on speech & language therapy targets. Opportunities to
formalise communication methods, including the use of symbols &
PECS, Makaton and communication aids. Building conversation skills.
Myself Expressing likes and dislikes. Continuing with play skills and becoming
adept at play with others. Making choices about leisure activities and
taking part in these with more independence. Recognising own and
others emotions and developing self-regulation skills.
My Creativity My creativity includes the strands of visual, auditory, movement,
performance & tactile. Making choices about materials and
appropriate tools. Evaluating their own and others work. Taking an
active role in designing and performing.
My Community Staying safe, road safety and danger signs. Knowing my way around
my different environments and knowing people that help us. Using
public and private transport. Accessing community locations and
venues. Citizenship and taking a role.
All pupil’s, regardless of the curriculum they follow, have an Engagement target. This is
a target related to their Engagement profile (see engagement policy available on the
website), which supports their ability to learn. For pupil’s following the formal curriculum,
this is often sensory input from the occupational therapist or self-regulation as well as
more traditional behaviour for learning targets such as organisational and learning
routines.
Learning outcomes
Across the range of curriculum there are expected learning outcomes for the 6 areas of
the life skills and creative curriculum. These set out the expectations of the subject and
are expanded on further in the subject rationale and content (appendices 6-11) Each
area has a Progression planner (within same appendix) with statements which break
down the overarching outcomes below;
My Communication
To have and enjoy receptive and expressive communication within their
community.
To communicate their wants and needs / to have their voice heard as citizens
of their society.
To use a range of communication tools, including ICT, to enable inclusion within
their community.
Myself
To access their community, as independently as possible, through self-
organisational skills.
To develop hobbies and leisure for adult life.
To have a strong self-image and understand we are all different.
To have positive interactions with their community, through well-developed social
and play skills.
To understand myself.
My Body
To leave with mobility that ensures access to their community.
To enjoy an active life in society, through the health benefits of looking after their
body i.e. lifestyle, exercise, diet.
That body changes are part of being an adult.
To know how their body works.
To ensure that their personal care skills help them access their community.
My Creativity
To develop an appreciation of the arts.
To be able to express and develop their ideas and imaginations through their
creativity.
To express themselves through their body- dance, drama.
To experience/enjoy/develop curiosity about the beauty of art, photography,
music.
To be able to manipulate materials to create new things.
My Community
To have positive interactions with their community.
To access their community as independently as possible.
To understand the dangers of independently accessing their community.
To be able to find their purposeful role as citizens of society.
My World
To have curiosity and explore the wonders of the world natural and man-made –
weather.
To have curiosity and explore the phenomenon of natural world, living things.
To be able to find solutions for problems
To have curiosity about the people that used to live in this world.
Key Stage 4
The key stage 4 curriculum, recognises the need for pupils to move towards a higher
proportion of life skills and independence. The SEND code of practice recommends
that from 14 years old;
“High aspirations about employment, independent living and community
participation should be developed through the curriculum and extra-
curricular provision. Schools should seek partnerships with employment
services, businesses, housing agencies, disability organisations and arts and
sports groups, to help children understand what is available to them as they
get older, and what it is possible for them to achieve. It can be particularly
powerful to meet disabled adults who are successful in their work” (SEND
code of practice January 2015)
Our curriculum follows the structure of key stages 1-3 with the Pre-formal, Semi-formal
and Formal curriculums. All the same subjects are on offer to the pupils to access as a
teacher deems necessary.
Pre-formal route
Pupils considered to be working on the Briarwood Pre-formal curriculum, will continue to
follow this curriculum. They will follow the topics and coverage provided within the
Briarwood curriculum framework. This will however be supported by Asdan’s Transition
Challenge. By using Transition Challenge to enhance the curriculum, pupils will have the
opportunity to gain accreditation for their work. There are 2 levels of Transition
Challenge – Sensory for our most profound pupils and introduction and progression for
those working a little higher. Transition Challenge – sensory gives pupils the opportunity
to record a developmental perspective through Communication and interaction,
Cognition, Physical, Self help and independence. Transition Challenge – introduction
and progression gives a broader range of topics – knowing how, making choices,
feeling good, moving forward and taking the lead. Both support English and Maths skills
as well as several other age appropriate examples and activities to support the delivery
of our curriculum.
Semi Formal route
Pupils considered to be working within the Briarwood Semi formal or formal curriculum,
will continue with the Briarwood Curriculum model. This will be enhanced through the
use of Towards Independence. Pupils English learning can be recorded through the
‘developing communication skills’ module at introduction (P4-6) or progression (P7 and
above) levels. Both cover the strands of Reading, Writing, Speaking and Listening. The
Maths learning can be recorded through the use of developing numeracy skills, again
at the levels of Introduction or Progression. Maths covers the areas of Number, Measure
Shape and Space, Position Pattern and Sorting, Time and Handling data. Pupils will
continue to work on the Briarwood Semi or Formal curriculum areas for the rest of their
time e.g. afternoons, however this can be enhanced through the use of towards
independence modules. For example when working on My Creativity a teacher may
choose to use the Towards Independence module sound rhythm and music in order to
record and accredit the learning.
On both routes, pupils will continue to have targets set and monitored
as per Briarwood curriculum guidelines. These options should be seen as a supportive
package to enhance the curriculum as opposed to formulating a curriculum in their
own right. There is still an expectation for P-level assessment where appropriate.
Post 16
Our Post 16 curriculum builds on the life skills and independence that runs through the
curriculum, especially in key stage 4, providing new opportunities for our pupils.
Pupils participate in a range of courses and activities building up a portfolio of
evidence to support accredited learning at a level to suit their learning needs and
ability. Our courses are accredited by ASDAN and include modules to support
achievement of awards, certificates and diplomas in Personal Progress, Employability
and Personal and Social Development.
Targets are set for each pupil using the individual learning maps. These are taught
through our course structure, challenging students in an age appropriate and often
vocational context, then mapping that progress through the ‘Achievement Continuum’
ensuring that we not only monitor which and how many awards pupils are achieving
but also through progress within the unit i.e. moving from experience to engagement
and then to independence.
A much greater emphasis is placed on community learning, managing their own time,
taking responsibility for tasks and having as much control as possible over personal care
and daily living activities. Curriculum content is delivered, where appropriate, through
community and school based activities maximising engagement and ensuring
meaningful and relevant learning experiences. We work alongside a range of
community partners who include Props, Design for Life, Adelines Social Farm Project,
theatre groups and community artists enabling us to utilise a range of expertise and
environments. The partnership with other Bristol special schools, extends this opportunity
further and provides appropriate social contexts for learning.
Transition Challenge (KS4 Pre-formal)
Towards independance
(KS4 Semi & Formal)
Personal Progress (P16
award/certificate/ diploma)
Employability / PSD (P16 award/
certificate/ diploma)
Section 3
Interventions and individualised programs
As part of our curriculum we offer several interventions and programs to support pupils
learning. These are put into place both by therapists and teachers. More information
around the interventions we offer can be found in our interventions profile (currently
under development), however below is some general information about how they
feature as part of our curriculum.
Therapists
At Briarwood the therapists often work as part of a multi-professional team, with the
teacher and learning support assistants to integrate the targets and programs as
successfully as possible into the curriculum.
Speech and language therapy targets of feature as part of English lessons or as a My
Communication target. The strategies to teach these targets are suggested and written
by the therapists and then a trained team carry them out.
Similarly physiotherapy and hydrotherapy targets set by the physiotherapists often
feature as part of a pupils My Body pathway.
Occupational therapists also work at Briarwood, these targets normally feature as part
of a pupils ‘Myself’ pathway or within their Engagement target.
Taught interventions
Taught interventions make up a crucial aspect of our curriculum to support pupils with
gaps, or to boost or extend skills.
Communication Through Music – A weekly session based on any form or music which
aims to provide meaningful opportunities for students working below P3(ii) to
communicate in a motivating environment. This helps pupils to understand and
communicate with others, by listening to the voices of those around them and
providing the opportunities for them to respond appropriately. It also allows students to
start expressing themselves through the use of motivating and engaging media and to
facilitate engagement and response opportunities, especially for those in the very early
P-levels.
Functional Literacy - Our aim is to support the reading progress of all pupils through
meeting their learning needs, and supporting them with the required skills for their
future. Functional literacy enables pupils to learn to read, write and communicate in
ways that will support their future life skills, whilst ensuring a path that allows for progress.
This may look like;
Recognising key written words, numbers, signs and symbols,
Continuing reading and writing development through sight recognition or
alternative processes,
Knowing many written words by sight,
Building sentences through using known words, signs and symbols,
Communicating key information including likes and dislikes with others
Writing messages, letters and using ICT,
Recognising, reading and responding to key information in the local
environment,
Enjoying and reading books, stories and texts at an appropriate level,
Developing their own forms of communication to enable appropriate and
functional conversations.
Maths Through Music - provides the ‘horizontal’ opportunity to learn, practice and
secure the learning that has taken place in their other Maths lessons. It aims to provide
meaningful opportunities for students working below P3(ii) to develop early
mathematical skills in a motivating environment and to help the students develop a
sensory perception of early mathematical skills. It also aims to allow pupils to respond to
and initiate interactions with mathematical resources.
Numicon - a multi-sensory approach to Maths that raises achievement across all ability
levels. Numicon supports problem-solving, reasoning and conversation and aims to;
Develop fluency by using a visual, practical base to develop conceptual
understanding and fluent recall.
Help children to reason mathematically through the use of concrete objects
and spoken language to explain and justify.
Develop children into confident problem-solvers.
Singapore Maths – For pupils working at higher P-levels or at the start of the national
curriculum, Singapore maths acts as a supportive teaching strategy. Problem solving is
at the heart of mathematics. The focus is not on rote procedures, rote memorisation or
tedious calculation but on relational understanding. Pupils are encouraged to solve
problems working with their core competencies, in particular;
Visualisation (concrete)
Generalisation (pictorial)
Make decisions (abstract)
Assessment and Reporting
For full details on assessment and reporting see the Assessment and reporting policy
(available on the website). At Briarwood we use a range of assessment systems in order
to show progress in both academic achievement but also in other areas of the
curriculum and a pupil’s development, such as life skills, creativity, behaviour and
engagement. The diagram below shows the different assessment systems used for
different subjects.
At Briarwood we use both the National Progression Guidance and CASPA to set yearly
and key stage targets for English and Maths. These targets are then broken down into
termly targets, using our Briarwood 8 point scale (see next page). This allows
achievements to be finely tracked and small steps of progress identified.
We use a customised version of Classroom Monitor (a web based tracking tool), to
monitor P-level progress and collect evidence. This is essential for English and Maths.
Pupils who are working on formal subjects at a higher level also have these tracked via
Classroom Monitor.
At Briarwood we have developed the Briarwood Assessment Tool (BAT) in order to track
the progress in subjects that fall outside of the P-levels or national curriculum. This uses
the 8 point scale (see next page) across the 3 strands of prompt level,
engagement/involvement level and generalisation. By measuring these 3 strands we
can collect meaningful numerical data to show progress across any target in any area.
Teacher record keeping is central to the effective implementation of the curriculum.
Recording should aim to support all assessment in deciding;
1. Where has the pupil/student come from?
2. Where are they now?
3. What are the next learning steps?
Pupil/student progress is acknowledged to be about change and development. This
can be linear (e.g.: an increase in skills) or lateral (e.g. a skill practiced in different
contexts). However for some of pupils/students it is also demonstrated by a change in
response or by the maintenance of skills.
Briarwood fine levels Description Prompt Engagement / Involvement Generalisation Percentage
1
Pupils are present during an experience or
activity without any obvious learning
outcome, although for some pupils their
willingness to tolerate a shared activity may,
in itself, be significant
Full Physical Prompt
(FPP)
Encounter (E) Encounter /
Tolerate
Skill not yet achieved 0%
2
Pupils appear to show awareness that
something has happened and notice,
fleetingly focus on or attend to an object,
event or person
Full Physical Prompt
(FPP) / Partial
physical prompt
(PPP)
Awareness (A)
Emerging / Fleeting
Skill achieved once within a familiar
routine
0-12.5%
3
Pupils attend and begin to respond, often
not consistently, to what is happening,
demonstrating the beginning of an ability to
distinguish between people, objects, events
and places
Partial physical
prompt (PPP)
Attention and response
(A&R)
Consistent interest / curiosity
Skill achieved 3 or more times within a
familiar routine
12.5-25%
4
Pupils show more consistent attention to,
and can tell the difference between,
specific events in their surroundings.
Model (M) Engagement (EG)
Co-operation / supported
participation
Skill achieved once in a new context
or within a different task
25-37.5%
5
Pupils engage in sharing, taking turns and
the anticipation of familiar sequences of
events, these responses may be supported
by staff or other pupils
Visual Prompt (VS) Participation (P)
Anticipation / Active
involvement
Skill achieved 3 or more times in at
least 2 contexts or within a different
tasks
37.5-50%
6
Pupils actively strive to reach out, join in or
comment in some way on the activity itself
or on the actions or responses of the other
pupils.
Verbal Prompt (VP) Involvement (I) Exploration /
Development
Skill achieved once in 3 or more
contexts. The skill is reliably repeated
but may need refreshing after a break.
50-62.5%
7
Pupils gain, strengthen or make general use
of their skills, knowledge, concepts or
understanding that relate to their experience
of the curriculum.
Gestural prompt
(GP)
Gaining skills (G) Persistence
/ Initiation
Skill achieved 3 or more times in at
least 3 contexts. Skill shown in a child
initiated context.
62.5-75%
8
Pupils can begin and complete an activity
without any prompts.
Independent (IN) Mastered (M)
Consolidation / fully
engaged
Skills are reliably demonstrated in
different settings or contexts, with
different stimuli or materials and with
different staff. The skill is consolidated
and maintained over time. It is
remembered after a break.
Above 80%
The Briarwood Assessment Tool allows teachers to monitor the 8 points within the 3 strands
and show percentage progress towards a target.
Each pupil has a current pathway for each subject, which sets out how the target will be
broken down and then monitored;
The current pathway feeds into a long term map which tracks students targets and
achievements over time.
A pupil’s targets are transferred to their learning map so that all staff can
support the pupil in their learning, which is effectively their ‘bespoke’ curriculum.
The life skills and creative subjects are reported on through the collection of evidence and
creation of a Powerpoint. This is presented to parents at bi-termly meetings and the
annual review;
English and Maths are reported on through P-level achievement (through Classroom
Monitor) and through the collection of evidence – pupil work, teacher statements,
planning feedback and observations. These are presented to parents at bi-termly
meetings and the annual review.
English and Maths achievement is analysed in the mid and end of year progress reports,
to present to governors and set school improvement priorities. We use both the National
Progression Guidance and CASPA to monitor pupil achievements and base reports on.
Pupil/student progress is reported through formal and informal ways;
Informally we use;
Home/school diaries
Talking to parents in school/on phone
By liaising with multi professional team
Formally we use
Classroom Monitor – formative
Pupil/student learning map evaluation and P-levels
EHCP’s and Learning Pathways
BAT tool
End of year curriculum reports
End of Key stage national progression guidance and CASPA comparisons and
reports
Parents evenings/consultations
Section 4
Resources, Spaces and Health and Safety
“Our aim is to have the optimum learner in the optimum learning environment”
(Engagement policy)
Teachers should make the best use of all accessible resources both human and physical in
order to ensure pupils access the full range of curriculum. Each classroom is resourced to
an agreed level based on the cohort and needs of the pupils. Additional resources are
distributed dependent upon individual need.
On each site, there are central resource areas for the curriculum and subjects. Items
taken for teaching are returned promptly and overseen by the subject leaders. Subject
leaders also liaise to move and share resources where appropriate between sites and are
responsible for the subject budget, including development of resources, maintenance
and auditing.
Staffing ratios are discussed and agreed at SLT/Governor level and adhere to our
principles for curriculum delivery to our pupil population and organisation.
Class bases are designed to meet specific needs for our school population. At Briarwood
we have specialist provision for our pupils whose needs are within the Autistic Spectrum or
whose needs would benefit from a specialist environment. For some pupils this includes
adaptations for those with behaviours that challenge. On both sites we have specialist
provision for pupils with Severe Learning Difficulties and sensory impairments.
Each teacher has a classroom budget allocated, with the expectation that they provide
age appropriate resources to meet the individual needs of the pupils within their group.
Each classroom has an environment with suitable resources to provide opportunities for
investigation, stimulation, development and challenge.
All staff members have a responsibility for ensuring that the school in general, the
equipment and resources are safe, used and stored appropriately. Staff should be aware
of the whole school Health and Safety Policy (available on the website) and how that
governs all curricula opportunities both on and off the sites. The Head Teacher has overall
responsibility for Health and Safety and works with the Health and Safety teams to co-
ordinate and complete risk assessments for curricular opportunities as appropriate.
Subject leaders liaise with the Head teacher to produce guidelines for use of specialist
facilities/rooms (i.e. hydrotherapy pool, sensory room, food technology room) within
school and these guidelines work alongside the subject policies.
Curriculum monitoring and subject leadership
The Deputy Head leads the curriculum and its development throughout the school in
discussion with the SLT, Early Years and Post 16 Leads. As a school we aim to use staff
expertise to the full. Subject leaders are responsible for their subject across the school,
often working in pairs of teachers and may be supported by a member of the Teaching
Support Staff. Teaching staff provide the full range of curriculum opportunities to their
class group or key stage groups.
Subject leaders monitor the curriculum delivery, quality of teaching, learning and progress
in their area of leadership.
The core purpose of a subject leader is;
To provide professional leadership and management for a subject to secure
high quality teaching, effective use of resources and improved standards of
learning and achievement for all pupils. (National standards for subject
leaders, TTA)
All subject leads will create an action plan that uses data analysis and feeds into
School Improvement Plan (SIP). The evaluation of such feeds into the Self
Evaluation Form.
Subject leaders are responsible for knowing and monitoring their subject’s 'improvement
journey'.
Possible sources of evidence are;
Data
Observations/ learning walk
Work scrutiny Work samples/photos
Planning
Individual pupil records, discussions with pupils, views of staff
Annual Reports
Individual Learning Maps
Finally, the overarching outcome of the Briarwood Curriculum is to ensure that;
“With high aspirations, and the right support, the vast majority of children and
young people can go on to achieve successful long-term outcomes in adult
life. Local authorities, education providers and their partners should work
together to help children and young people to realise their ambitions in
relation to:
• higher education and/or employment – including exploring different
employment options, such as support for becoming self-employed and help
from supported employment agencies
• independent living – enabling people to have choice and control over their
lives and the support they receive, their accommodation and living
arrangements, including supported living
• participating in society – including having friends and supportive
relationships, and participating in, and contributing to, the local community
• being as healthy as possible in adult life” (SEND Code of practice 2015)
Appendix 1 – Policy and Document Links
Teaching and Learning policy
Assessment and Reporting Policy
National Curriculum 2014 - https://www.gov.uk/government/publications/national-
curriculum-in-england-primary-curriculum
Powell., S. and Jordan., R, 1997. Autism and Learning, A guide to good practice.
London: David Fulton Publishers.
Final report of the commission of assessment without levels -
https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/4
83058/Commission_on_Assessment_Without_Levels_-_report.pdf
Ofsted School inspection handbook 2015 -
https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/5
47229/School_inspection_handbook-section_5.pdf
Early Years policy
English Policy - available in English subject file.
Communication Through Music Policy – available in English subject file.
Reading and Phonics policy – available in English subject file.
Engagement policy – available on the Briarwood website.
SEND code of practice January 2015 -
https://www.gov.uk/government/uploads/system/uploads/attachment_data/f
ile/398815/SEND_Code_of_Practice_January_2015.pdf
National Progression Guidance -
http://webarchive.nationalarchives.gov.uk/20110809101133/wsassets.s3.amazonaw
s.com/ws/nso/pdf/8072ae6665f3a3568667710628f6a239.pdf
CASPA - http://www.caspaonline.co.uk/
Classroom Monitor - https://www.classroommonitor-online.co.uk/
Health and Safety Policy - available on the Briarwood website.
National Standards for Subject Leaders - http://all-
london.org.uk/Resources/subject_leader_standards.pdf
Appendix 2 – English topic maps
English Topic Map Year 1
Year 1 Term 1 Year 1 Term 2 Year 1 Term 3 Year 1 Term 4 Year 1 Term 5 Year 1 Term 6
Primary
pre-formal
We’re going on a
bear hunt.
Rhyme &
repetition
Sounds in our
environment
Peace at last Giraffes can’t
dance
Barefoot books
transport I spy
with my little eye
Transport
Musical
instruments – The
music festival.
Primary
Formal 1 & 2
‘Whatever next?’
Significant author
– Jill Murphey,
Christmas –
Including the
Christmas play
Goldilocks and
the 3 bears.
Traditional tales
The Lighthouse
keepers lunch
Nursery rhymes
and simple
poems.
Instructions
Secondary
pre-formal
‘Rumble in the
jungle’
Sound
discrimination
Sounds in our
environment
Aliens love
underpants
Sound effects
Seaside / Pirates Sound games Musical
instruments – The
music festival.
Secondary
Formal 1 & 2
Charlie and the
Chocolate
factory.
Significant author
– Roald Dahl,
‘Twas the night
before Christmas’
Christmas –writing
lists / labels.
The Magic
Paintbrush
‘The tunnel’
Prediction, plot,
description.
Anthony Browne –
Where the tunnel
takes me.
Aesop’s fables Tom and the
Island of dinosaurs
EY / KS1 Owl babies Elephant dance Sharing a Shell Dear Zoo The very hungry
caterpillar
Farmer duck
KS2 Up, Up, Up –
Barefoot books
Spookyrumpus Rosie’s walk Handa’s Surprise The tiger who
came to tea
A way back
home
KS3 Man on the
moon.
The snowman Funny bones Stig of the dump The snail and the
whale
Oliver
KS4 Wizard of Oz Harry Potter The troll The princess and
the wizard
Jungle book Wind in the
willows
English Topic Map Year 2
Year 2 Term 1 Year 2 Term 2 Year 2 Term 3 Year 2 Term 4 Year 2 Term 5 Year 2 Term 6
Primary
pre-formal
Sound games Bonfire night ‘What the
ladybird heard’
Sounds on the
farm
‘I am the music
man’
3 Billy goats gruff ‘Beach day’
The seaside –
Primary
Formal 1 & 2
‘The Gruffalo’
Adventure stories
–
Dear Father
Christmas
Christmas –
Including the
Christmas play
‘Oliver’s fruit salad
/ vegetables /
milkshake.
Non-fiction, lists
labels & recipes.
Charlie Cook’s
favourite book
The window
Jeannie Baker
Puff the magic
dragon
Secondary
pre-formal
My favourite
sounds
Sounds in our
environment
The Zoo
Anthony Browne
Commotion in the
ocean
Naughty Bus
Transport
Musical
instruments / The
orchestra – Music
festival.
Secondary
Formal 1 & 2
NF - Invitations,
lists, thank you
letters. Planning a
party.
The incredible
book eating boy.
Genre
Tyrannosaurus
drip
Rhythm and
rhyme
Diary and recount Pandoras box
Myths and
Legends
Weather
EY / KS1 The Enormous
Turnip
3 little pigs The jolly postman The gingerbread
man
Pass the Jam Jim Percy the
Parkeeper
KS2 Hansel and Gretel Elmer Portside pirates Rainbow fish How to catch a
star
‘Poems to
perform’ (Julia
Donaldson)
KS3 Earth tales
(barefoot books)
Toms midnight
garden
Where the wild
things are.
Beauty and the
beast
The Lion the Witch
and the
Wardrobe
The owl that’s
afraid of the dark
KS4 Robin Hood A Christmas Carol Secret garden Alice in
wonderland
Peter and the
wolf
‘Current film’
Appendix 3 – ICT topics
Year 1
ICT Term 1 Term 2 Term 3 Term 4 Term 5 Term 6
EY Knowledge and Understanding of the
World: Accessing ICT
Communication,
Language and
Literacy
Creative
Development
Problem Solving,
Reasoning and
Numeracy
Assessment and
consolidation
KS1 Accessing ICT Finding Things Out Communication Using ICT for
Leisure
Assessment and
consolidation
KS2 Accessing ICT Finding Things Out Communication Using ICT for
Leisure
Assessment and
consolidation
KS3 Accessing ICT Communicating
Information
Using ICT for
Leisure
Finding
Information
Assessment and
consolidation
KS4 Social Networking and internet safety Communicating
Information
Using ICT for
Leisure
Finding
Information
Assessment and
consolidation
Year 2
ICT Term 1 Term 2 Term 3 Term 4 Term 5 Term 6
EY Knowledge and Understanding of the
World: Accessing ICT
Communication,
Language and
Literacy
Creative
Development
Problem Solving,
Reasoning and
Numeracy
Assessment and
consolidation
KS1 Accessing ICT Modelling Presentation Environmental
Control
Assessment and
consolidation
KS2 Accessing ICT Modelling Presentation Environmental
Control
Assessment and
consolidation
KS3 Accessing ICT
Using ICT for
Environmental
Control
Developing Ideas Finding
Information
Assessment and
consolidation
KS4 Social Networking and internet safety
Using ICT for
Environmental
Control
Developing Ideas Finding
Information
Assessment and
consolidation
Appendix 4 RE topics
Year 1
RE Term 1 Term 2 Term 3 Term 4 Term 5 Term 6
EY &
KS1 I am Wonderful!
Special
Occasions
What makes our
world beautiful? Who is Jesus
What places are
special to me?
What stories are
special to me?
KS2 What is important
to me?
Christmas’ around
the world
How do we
celebrate our
journeys through
life?
Who are you
Jesus?
How we live our
lives
Why are some
stories special?
KS3 &
KS4 (if
reqd)
This is me Celebrations!
Journeys
throughout our
lives
How should we
live our lives?
Our wonderful
world!
Why are some
people special
(Prophets and
Saints)?
Year 2
RE Term 1 Term 2 Term 3 Term 4 Term 5 Term 6
EY &
KS1 Who am I?
A special time for
us!
Who is important
to me?
What was Jesus
like? Special stories
How should we
live our live?
KS2 What is important
to me?
Why are
sometimes
special?
Why is our world
special?
Why are some
people
important?
How can we be
kind to each
other?
How do we
celebrate our
journey through
life?
KS3 &
KS4 (if
reqd)
Different people,
different religions!
What do others
do at Christmas?
How we should
live our life as
Sikh?
The Hindu home
How do we live
our lives as
Muslim?
Being Christian