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