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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

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

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.

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

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

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

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

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

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

Active roles as citizens: CRC 13, 40

Our world: CRC 7, 8, 14

Adapted from Equals schemes of work

Throughout terms developing good relationships and respecting the differences between people and sex and relationship education.

FBV

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.

SMSC

The spiritual development of pupils is shown by their:

ability to be reflective about their own beliefs, religious or otherwise, that inform their perspective on life and their interest in and respect for different people’s faiths, feelings and values
sense of enjoyment and fascination in learning about themselves, others and the world around them
use of imagination and creativity in their learning
Willingness to reflect on their experiences.

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:

ability to recognise the difference between right and wrong and to readily apply this understanding in their own lives, recognise legal boundaries and, in so doing, respect the civil and criminal law of England
understanding of the consequences of their behaviour and actions
Interest in investigating and offering reasoned views about moral and ethical issues and ability to understand and appreciate the viewpoints of others on these issues.

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:

use of a range of social skills in different contexts, for example working and socialising with other pupils, including those from different religious, ethnic and socio-economic backgrounds
willingness to participate in a variety of communities and social settings, including by volunteering, cooperating well with others and being able to resolve conflicts effectively
Acceptance and engagement with the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs; they develop and demonstrate skills and attitudes that will allow them to participate fully in and contribute positively to life in modern Britain.

CRC Articles – 15, 31 freedom of association, leisure play and culture.

The cultural development of pupils is shown by their:

understanding and appreciation of the wide range of cultural influences that have shaped their own heritage and those of others
understanding and appreciation of the range of different cultures within school and further afield as an essential element of their preparation for life in modern Britain
knowledge of Britain’s democratic parliamentary system and its central role in shaping our history and values, and in continuing to develop Britain
willingness to participate in and respond positively to artistic, musical, sporting and cultural opportunities
interest in exploring, improving understanding of and showing respect for different faiths and cultural diversity and the extent to which they understand, accept, respect and celebrate diversity, as shown by their tolerance and attitudes towards different religious, ethnic and socio-economic groups in the local, national and global communities.

CRC Articles 12, 31– leisure play and culture, respect for views of the child.

Taken from Ofsted School Inspection Handbook: August 2015

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.

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.

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

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.

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.

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

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

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

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

Passage of Time: Seaside Holidays (KS1) 1.2

The History of My Local Area – My Community (KS 2) 2.13

Literacy - communication sessions (passage of time)

PSHE – personal history

Whole school events – Romans / folk week / dickens week /

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:

Developing, planning and communicating ideas
Working with tools, equipment, materials and components to make quality products
Evaluating processes and products
Knowledge and understanding of materials and components
Linking RE and Food Tech – Students will learn about, cook and eat traditional foods during various religious festivals.