Lower School Curriculum KS2 & KS3
In the lower school we have developed a 3 year rolling programme. The table below gives details of each curriculum area and the topics that the children and young people are taught each term. The 3 lower school classes all follow the same topics. This is highly differentiated for each young person and the teacher creates individualised learning programmes. By doing this we aim to create rich learning environments, creating opportunities for sharing ideas and experiences, with different peer groups within the school and exciting opportunities within our local community. We have embedded SMSC (Social, Moral, Spiritual & Cultural) development opportunities, throughout our curriculum as well as FBV (Fundamental British Values) and E-safety.
Lower School Curriculum 2017-2020
Subject |
Autumn Term |
Spring Term |
Summer Term |
Notes |
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Year 1 - Autumn Winter Year 2 - Ourselves Year 3 - Our world |
Year 1 - Springtime Year 2 - People Year 3 - Our country |
Year 1 - Summertime Year 2 - Relationships Year 3 - Our local area |
2017/2018 2018/2019 2019/2020 |
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RRSA |
Children’ education should develop each child’s personality, talents and abilities to the fullest. It should encourage children to respect others, human rights and their own and other cultures. It should help them to live peacefully, protect the environment and respect other people. (Article 29)
All planning, lessons and reflections should embed the principles of the Convention of the Rights of the Child. We are a UNICEF Rights Respecting School. Some examples of CRC articles that relation to teaching in specific areas have been given but this is not exhaustive. |
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Literacy / English |
Various books linked with each topic throughout the year Individualised communication & literacy sessions daily Access to the school & public library Developing reading, writing, speaking & listening opportunities throughout the curriculum. |
Equals SOW National Literacy Strategy |
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Maths |
Opportunities across the curriculum to develop practical numeracy skills. Covering the strands number, measurement & geometry. |
NC & adapted using Equals schemes of work. | |||||||||||||
Using and applying (KS2) Problems involving ‘real life’.Unit 2.1b Shape, Space and Measure (KS2) Time Unit 2.3e |
Number (KS2) Unit 2.2b Number and the number system Handling data (KS2) Responding Unit 2.4a |
Shape, space and measure Exploration Unit 1.3a Handling data (KS2) Organising and using data Unit 2.4b |
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Science |
LIVING THINGS AND THEIR HABITATS Life processes and living things. (KS2) Living things in their environment unit 2.2c
PROPERTIES AND CHANGES OF MATERIALS Materials and Their Properties (KS3) Grouping and classifying materials and their properties 3.3a
ANIMALS INCLUDING HUMANS Life processes and living things Teeth and eating 2.2e
PROPERTIES AND CHANGES OF MATERIALS Materials and their properties Characteristics of materials (KS2) 2.3a
LIGHT Physical Processes Light and shadow (KS2) 2.4c
LIVING THINGS AND THEIR HABITATS Materials and their properties Keeping Warm (KS2) Unit : 2.3d
PROPERTIES AND CHANGES OF MATERIALS Materials and their properties Grouping and classifying materials and their properties (Key Stage 3) Unit: 3.3a
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LIVING THINGS AND THEIR HABITATS Life Processes and living things (KS2) Plants and animals in the local environment 2.2c
FORCES AND MAGNETS? Physical Processes(KS3) Forces and motion 3.4a
LIVING THINGS AND THEIR HABITATS Life processes and living things Plants and animals in the local environments 2.2c
EVERDAY MATERIALS? Materials and their properties Grouping and changing materials (KS2) 2.3c
LIVING THINGS AND THEIR HABITATS Life processes and living things Helping plants grow well (KS2) Unit: 2.2d
LIVING THINGS AND THEIR HABITATS Life processes and living things Green Plants (Key Stage 3) Unit: 3.2a
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LIVING THINGS AND THEIR HABITATS Life Processes and living things (KS2) Helping Plants grow well 2.2d
EARTH AND SPACE? Physical processes (KS3) The Earth and beyond 3.4b
FORCES AND MAGNETS? Physical Processes Forces and movement 2.4a Magnets 2.4d Light and shadow (KS2) 2.4c
LIVING THINGS AND THEIR HABITATS Life Processes and living things (KS2) Helping Plants grow well 2.2d
EARTH AND SPACE? Physical processes (KS3) The Earth and beyond 3.4b
EVERDAY MATERIALS? Physical Processes Forces and movement 2.4a Magnets 2.4d Light and shadow (KS2) 2.4c
LIVING THINGS AND THEIR HABITATS Life processes and living things Teeth and eating (KS2) 2.2e Health and growth (KS2) Unit: 2.2a Keeping healthy (Key Stage 3) Unit: 3.2b |
BOLD denotes new curriculum strand |
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PSHE & Citizenship |
Developing confidence& responsibility, making the most of their abilities: CRC 12, 29, 31. SRE Respecting privacy: CRC 3, 16) |
My family and community: CRC 7,8,9
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Active roles as citizens: CRC 13, 40 Our world: CRC 7, 8, 14
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Adapted from Equals schemes of work |
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Throughout terms developing good relationships and respecting the differences between people and sex and relationship education. |
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FBV
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Tolerance of and respect for the rights of others. Make students aware of the democratic principles and laws that underpin British culture Promote autonomy, respectful dialogue and openness to the ideas of others. Not indoctrinate children but allow them to question their own beliefs freely as well as the beliefs of others, whilst emphasising the need to do so respectfully. |
Promoting Fundamental British Values.
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SMSC |
The spiritual development of pupils is shown by their:
CRC Articles 14, 12, 13 – freedom of thought conscience and religion, respect for views of the child and freedom of expression. The moral development of pupils is shown by their:
CRC Articles 19, 25 – protection from all forms of violence and review of treatment in care The social development of pupils is shown by their:
CRC Articles – 15, 31 freedom of association, leisure play and culture. The cultural development of pupils is shown by their:
CRC Articles 12, 31– leisure play and culture, respect for views of the child. |
Taken from Ofsted School Inspection Handbook: August 2015 |
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Computing |
Across all three years young people will cover: Explore Algorithms and Programming – by compiling and following step-by-step instructions to complete everyday tasks. Use of Beebots, etc. and “Scratch” programming software. Create digital content – bytaking photographs, videos and audio recordings / producing artwork using software such as MS Paint Keeping safe online – by logging on and off from their own user areas on the school network and by using the school’s internet to access sites needed for work and recreation. Young people will be made aware of what to do in the event that material they come across is upsetting. |
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E-Safety |
In each term: Children and young people will be taught what to do in the event of something appearing on their screens that they find upsetting. Young people who use the computer will be guided as to what Internet use is acceptable and what is not and given clear objectives for Internet use. The school Internet access will be tailored for pupil use in that it will use filtering appropriate to the maturity and ability of the students. Internet access will be planned to enrich and extend learning activities. Staff will guide students in on-line activities that will support the learning outcomes planned for their age and maturity and educate them in the effective use of the Internet in research, including the skills of knowledge location, retrieval and evaluation. |
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Art and Design |
Year 1 – mother nature Year 2 – self portrait Year 3 – musical instruments |
Year 1 – exploring nature Year 2 – people in action Year 3 – photo frames, eat more fruit & vegetables |
Year 1 - what a performance Year 2 - portraying relationships Year 3 - controllable vehicles |
Topics from QCA schemes of work
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Music |
Individual and group music sessions related to topic of the term. Have the opportunity to learn a musical instrument, use technology appropriately and have the opportunity to progress to the next level of musical excellence. |
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Perform, listen to, review and evaluate music across a range of historical periods, genres, styles and traditions, including the works of the great composers and musicians. Link to History and RE as well as performance for the Christmas show. |
Focus on learning to sing and to use their voices, to create and compose music on their own and with others. |
Understand and explore how music is created, produced and communicated. Explore musical notation and recording where appropriate. Create a piece for performance in the summer show where appropriate. |
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RE |
Year 1 - Christianity Year 2 - Hinduism Year 3 - Buddhism, Christianity |
Year 1 - Christianity Year 2 - Christianity Year 3 - Christianity, Judaism |
Year 1 - Sikhism Year 2 - Judaism Year 3 - Islam, Christianity |
Equals schemes of work
CRC Articles – 14 and 31 |
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Christmas Remembrance Sunday Jewish / Islamic new year |
Chinese new year Easter St Georges Day St Valentine’s Day St Patricks day Shrove Tuesday Mothering Sunday |
May day celebrations Ramadan Eid al Fitr |
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Geography |
Year 2 – Our School 1.1
Where in the World is Barnaby Bear Key Stage 2 Unit 2.4
The Weather (KS 2) 2.6 |
KS2 The Weather 2.6
KS3 Making Connections 3.1
Year 2 – Investigating the geography of our school. 2.1 Our School (KS1) 1.1
Town and Country (KS 2) Unit 2.5 |
KS2 Town and Country 2.5
KS3 Exploring England 3.2
Year 2 – Investigating Recycling in the Local Environment 2.11
Going to the Countryside(KS 1) 1.4 Investigating Recycling in the Local Environment (KS2) 2.11 The Local Traffic –Journeys (KS 2) 2.12 |
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History |
KS2 WW2 – Children 2.12 KS3 WW2 – The Home Front 3.10
Anniversaries & Celebrations – Bonfire Night (KS1) 1.5
Diwali (KS1) 1.6
Boudicca & the Romans (KS2) 2.5 |
The Passage of Time – Black Music (KS2) 2.2
World War II – Pupils (KS2) 2.12
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Passage of Time: Seaside Holidays (KS1) 1.2
The History of My Local Area – My Community (KS 2) 2.13 |
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Literacy - communication sessions (passage of time) PSHE – personal history Whole school events – Romans / folk week / dickens week / |
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PE |
Sharing together Me to you |
Brill skills |
Control and goal Attack and defence |
CRC Articles 24 and 31. | |||||||||||
Dance, Water and swimming throughout year. | |||||||||||||||
Design Technology (food) |
Through food technology and other DT aspects students will work on:
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Design Technology |
Year 1 DT – Musical Instruments Food Tech – Soup Year 2 DT – Moving Pictures Food Tech – Bread Year 3 DT – Joseph’s Coat Food Tech – One-pot stews |
Year 1 DT – Story Books Food Tech – Sandwich Snacks Year 2 DT – Puppets Food Tech – Biscuits Year 3 DT – Kites Food Tech – Eat more fruit and vegetables |
Year 1 DT – Design a t-shirt Food Tech – Picnics Year 2 DT – Moving Toys Food Tech – Salads Year 3 DT – Masks Food Tech – Summer Cocktails
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