Long Term Planning MSI Curriculum...strategies to explore and manipulate objects with an aim of...

1

Long Term Planning – MSI Curriculum

This long term planning document designed for our MSI learners throughout the school outlines how the EYFS/National Curriculum/Functional skills subject

areas are studied by the pupils. The overview of the school’s assessment map determines the domains of learning that relate to each National Curriculum

subject area. Through such means the school is secure it is able to uphold the aims of the MSI curriculum policy document determined for Lower and Upper

within each subject area.

The focus of key skills (domain) depicted for each subject area ensures there are planned opportunities for pupils to make progress over time; this

additionally ensures our curriculum provides breadth, balance and relevance in sessions taught throughout the school day, week, and term and within each

academic year. The development of key skills within identified domains is often referred to as pre-requisite skills in our curriculum policy documents. The

school has recognised that many of the key skills outlined within the National Curriculum do not necessarily provide meaning for our learners and therefore

we have identified the need to determine a means to develop our learners’ early skills/concepts in an informed way.

Our long term planning document will therefore determine the subject area/ module title/domain area (reference to scheme of work if applicable) and key

skill(s) within such domains which are being addressed. Through such means the subject coordinators can monitor their subject area in an informed way

secure in the knowledge that their area is supporting our MSI learners and the development of their key skills within this appropriately.

The development of key skills within the National Curriculum is identified through the following domains:

Domain National Curriculum subject area

Social relationships and emotional development English, SMSC, RE

Communication English, MFL

Conceptual Development Maths, Science, D&T, ICT

Sensory Responses Art, Music, PE, D& T

Understanding of time and place History, Geography

Orientation, movement and mobility Geography, PE

Ownership of learning ICT, PSHE and citizenship

Response to routines and changes Music, Science, Maths

2

Progression

The MSI curriculum is divided into four Phases. The Phases reflect the developmental progression most commonly seen in children with multi-needs whose common feature is they lack consistent, undistorted input from their physical and social environment. Exact equivalences are not possible, but approximate links to stages of communicative development and P Levels are given below:

MSI Unit Curriculum Communicative stage P Level range

Phase 1

pre-intentional P1i – P2ii

Phase 2

intentional non-symbolic P2i – P3ii

Phase 3

early symbolic P3ii – P6

Phase 4

formal P5-P8

Each domain phase provides the teacher with indicators to determine current level and next steps. Through these domains we will identify/ encourage/

respond to the pupils’ emergent sensory preferences. Pupils’ current learning strengths and preferences/preferred form of sensory input will be used to

support the development of new concepts. When ready, pupils will be given opportunities to recognise familiar stimuli out of context and to use a range of

strategies to explore and manipulate objects with an aim of understanding the function of many familiar items in much wider contexts therefore

generalising learning.

The approaches and strategies in our MSI provision are rarely content specific. Rather, they are a usually a means of surmounting or diverting around MSI-

related obstacles to learning. The aim is that pupils learn the skills and concepts they need and simultaneously learn how to acquire, link and take

ownership of new skills and concepts in the future. The specific activities and content used in this process will vary with pupils’ sensory and other abilities,

their ages, strengths and preferences. Through such means the teaching staff in Curnow School can ensure that pupils learning outcomes are designed

within a continuum and addressed in an informed way for all pupils regardless of need/cohort.

Lower School

All MSI long term planning follows the same planning determined for Lower school (Key stages 1 and 2) apart from the subject areas of PE and Humanities

(history and geography). PE is planned by the relevant members of the multi-agency team which supports the child this may include physiotherapists,

occupational therapists and the school nurse. The school recognises the vital importance of multi-agency work to ensure we uphold the physical

development of our learners in an informed way. Outcomes (targets) relate to physical well-being and the maintenance of this providing information and

guidance through detailed therapy plans to the class team to implement during the school day and week.

3

History and geography are covered by the MSI domains time and place, sensory responses and conceptual development; through these domains the

teachers plan for pupils learning to remember and anticipate familiar daily routines and respond to familiar cues for most daily events.

Lower School Long Term Planning

Key skills/Maths: Key skills/domain addressed - Conceptual Development addressed through the long term planning specified below:

Subject area Year 1 - 6 Assessment opportunities

Scheme of work source (if applicable)

Autumn Spring Summer

Maths

1

Domain/phase

Conceptual Development

Special Schools

Curriculum

Number and place value (4 weeks) Addition and subtraction (3 weeks) Measure - lengths and heights, mass/weight, capacity and volume (2 weeks) Geometry – position, direction and motion (2 weeks)

Measure – money (2 weeks) Measure – time (2 weeks) Number and place value (3 weeks)

Multiplication and division (2

weeks)

Geometry – position, direction and motion (2 weeks) Fractions (2 weeks) Geometry/property of shapes (4 weeks) Measure – lengths and heights, mass/weight, capacity and volume (4 weeks)

Maths

2

Domain/phase


Special Schools

Curriculum

Geometry/property of shapes (4 weeks) Number and place value (4 weeks) Multiplication and division (3 weeks)

Number and place value (1 weeks) Addition and subtraction (3 weeks) Measure – lengths and heights, mass/weight, capacity and volume (3 weeks) Geometry –

Number and place value (2 weeks) Fractions (3 weeks) Geometry/property of shapes (3 weeks) Measure – money (2 weeks) Measure – time (2 weeks)

4

position, direction and motion (2 weeks)

Maths

3

Domain/phase


Special Schools

Curriculum

Number and place value (3 weeks) Addition and subtraction (4 weeks) Measure - standard units/ estimates, lengths and heights, mass/weight, capacity and volume (2 weeks) Geometry – position, direction and motion (2 weeks)

Measure – money (2 weeks) Measure – time (2 weeks) Number and place value (3 weeks) Multiplication and division (2 weeks)

Geometry – position, direction and motion (2 weeks) Fractions (2 weeks) Geometry/property of shapes (4 weeks) Measure – standard units/ estimates, lengths and heights, mass/weight, capacity and volume (4 weeks)

Maths

4

Domain/phase


Special Schools

Curriculum

Geometry/property of shapes (3 weeks) Number and place value (3 weeks) Multiplication and division (3 weeks) Fractions (2 weeks)

Number and place value (1 weeks) Addition and subtraction (3 weeks) Measure – standard units/ estimates, lengths and heights, mass/weight, capacity and volume (3 weeks) Geometry – position, direction and motion (2 weeks)

Number and place value (2 weeks) Fractions (3 weeks) Geometry/property of shapes (3 weeks) Measure – money (2 weeks) Measure – time (2 weeks)

5

Maths

5

Domain/phase


Special Schools

Curriculum

Number, place value & rounding (3 weeks) Addition and subtraction (4 weeks) Measure - compare, lengths and heights, mass/weight, capacity and volume (2 weeks) Data (2 weeks)

Measure – money (2 weeks) Measure – time (2 weeks) Number, place value and rounding (3 weeks) Multiplication and division (2 weeks)

Geometry – position, direction and motion (2 weeks) Fractions (2 weeks) Geometry/property of shapes (4 weeks) Measure – compare, lengths and heights, mass/weight, capacity and volume (4 weeks)

Maths

6

Domain/phase


Special Schools

Curriculum

Geometry/property of shapes (4 weeks) Number, place value and rounding (4 weeks) Multiplication and division (3 weeks)

Number, place value and rounding (1 weeks) Addition and subtraction (3 weeks) Measure – compare, lengths and heights, mass/weight, capacity and volume (3 weeks) Data (2 weeks)

Number, place value and rounding (2 weeks) Fractions (3 weeks) Geometry/property of shapes (3 weeks) Measure – money (2 weeks) Measure – time (2 weeks)

6

English genre overview – Key Skills/domains addressed - Social relationships and emotional development and Communication addressed through the long term planning specified below

Subject area

Year 1- 6

Assessment opportunities

Scheme of work source

(if applicable)


English

1, 3, 5

Domain/phase

Social relationships

and emotional development

and Communication

Curnow Scheme

Cultural/traditional stories (5 weeks)

Non-fiction – Information carrying – instructions/dictionaries, captions, social sight vocabulary (5 weeks)

Drama/Role play (2 weeks)

Fairy/traditional stories (5 weeks)

Non-fiction – Information carrying – instructions/ dictionaries, captions, social sight vocabulary (5 weeks)

Nursery rhymes/rhymes (4 weeks)



English

2, 4, 6

Domain/phase

Social relationships

and emotional development

and Communication

Curnow Scheme

Cultural/traditional stories (5 weeks)

Non-fiction – Information carrying – instructions/dictionaries, captions, social sight vocabulary (5 weeks)

Drama/Role play (2 weeks)



Poetry/chant (2 weeks)

Myths/legends (4 weeks)


Poetry/chant (4 weeks)

7

Key skills/Science: Key Skills/domain addressed - Response to routines and changes addressed through the long term planning specified below

Subject area Year 1 – 6 Assessment opportunities

Scheme of work source (if

applicable)


Science

1

Domain/phase Responses to routines and

changes

QCA

Ourselves Unit 1a, Section 1,

2 4, 6, 7 & 10

Pushes & Pulls Unit 1E Section 1, 2, 4

& 5

Changing & Grouping Materials

Unit 2D Section 1, 4, 5 & 8

Science

2


changes

QCA

Growing plants Unit 1B Sections

1, 2, 3, 5 & 6

Forces & Movement Unit 2E Sections 1, 2,

3, 4, 5 & 6

Life Cycles Unit 5B Section 7 & 8

Science

3


changes

QCA

Keeping Healthy Unit 5A - Sections

- 3, 4, 6, & 9

Sorting and using materials

Unit 1C – Sections – 1, 2, 5, 8 & 10

Solids and liquids and how they can be

separated Unit 4D - Sections – 2,

5, 7 and 8

Science

4


changes

QCA

Light & Dark Unit 1D - Sections

– 1, 2, 3 & 9

Using electricity Unit 2F – Sections – 1,

2 & 3

Variation/Grouping animals and plants

Unit 2C – Sections – 1, 2, 3 & 5

Science

5


changes

QCA

Moving & Growing

Unit 4A – Sections – 1, 2, 4, 5, 7 & 8

Health & Growth Unit 2A – Sections – 1,

2, 3 & 4

Helping plants grow well

Unit 3B - Sections -1, 2, 3 & 4

Science

6


changes

QCA

Sound & Hearing Unit 1F - Sections – 1, 2, 3, 5, 6 & 7

Teeth & Eating Unit 3A – Sections – 2,

3, 5, 6, 9 & 10

Light & Shadows Unit 3F - Sections – 2, 3

& 9

8

Key skills/Music: Key Skills/domain addressed - Sensory Responses addressed through the long term planning specified below



applicable)


Music

1

Domain/phase

Sensory Responses

QCA

Equals SLD Equals PMLD Music Express

Performing Listening &

applying

Composing Appraising

Listening &

applying knowledge &

understanding

Music

2

Domain/phase

Sensory Responses

QCA


Composing Listening &

applying Knowledge &

understanding

Appraising Listening &


understanding

Composing Performing

Music

3

Domain/phase

Sensory Responses

QCA


Performing Composing

Appraising Listening &


understanding

Listening &


understanding Performing

Music

4

Domain/phase

Sensory Responses

QCA


Appraising, Listening &


understanding

Performing Composing

Listening &


understanding Composing

Music

5

Domain/phase

Sensory Responses

QCA


Composing Performing

Listening &



Appraising Performing

9

Music

6

Domain/phase

Sensory Responses

QCA


Performing Appraising

Listening &


understanding

Composing

Key skills/Art: Key Skills/domain addressed – Sensory Responses addressed through the long term planning specified below

Subject area Years 1 - 6 Assessment opportunities


applicable)


Art

1

Domain/phase

Sensory Responses

QCA

Equals SLD Equals PMLD

3D

construction/malleable materials

Drawing and

mark making/printing

Collage

Art

2

Domain/phase

Sensory Responses

QCA


3D


Collage

Drawing and mark

making/printing

Art

3

Domain/phase

Sensory Responses

QCA


Drawing and mark

making/printing

3D


Collage

Art

4

Domain/phase

Sensory Responses

QCA


3D


Drawing and

mark making/printing

Collage

Art

5

Domain/phase

Sensory Responses

QCA


Drawing and mark

making/printing

Collage

3D


10

Art

6

Domain/phase

Sensory Responses

QCA


3D


Collage

Drawing and mark

making/printing

Key skills/SMSC: Key skills/domain addressed Social relationships and emotional development addressed through the long term planning specified below




SMSC 1

Domain/phase Social Relationships

Cross curricula

Social and Spiritual

Social and

Cultural

Social and

Moral

SMSC 2


Cross curricula


Social and

Cultural

Social and

Moral

SMSC 3 Domain/phase Social

Relationships

Cross curricula


Social and

Cultural

Social and

Moral


Relationships

Cross curricula


Social and

Cultural

Social and

Moral


Relationships

Cross curricula


Social and

Cultural

Social and

Moral


Relationships

Cross curricula


Social and

Cultural

Social and

Moral

11

Promoting British Values: Democracy, the rule of law, individual liberty, mutual respect and tolerance of different faiths and beliefs

Key skills/domain addressed Social relationships and emotional development

At Curnow Upper School we promote these values through our own school values, curriculum delivery, and school offer and enrichment activities. The purpose of our actions will ensure all pupils at Curnow have a voice that is listened to and identified through our school behaviour code (CURNOW CODE – Lower School), links to school curriculum/cross curricula and links to our school mission statement.

Key skills/PSHCE/SRE: Domain area - Ownership of learning addressed through the long term planning specified below



applicable)


PSHCE/SRE

1

Domain/phase Ownership of

Learning

Curnow SRE

scheme of Work

Feelings

Body Parts and Personal Care

Citizenship

PSHCE/SRE

2


Learning

Curnow SRE

scheme of Work

Relationships

Maintaining a

healthy lifestyle and looking after

our physical wellbeing

Gender and Difference

PSHCE/SRE

3


Learning

Curnow SRE

scheme of Work

Feelings


Citizenship

PSHCE/SRE

4


Learning

Curnow SRE

scheme of Work

Relationships

Maintaining a




12

PSHCE/SRE

5


Learning

Curnow SRE

scheme of Work

Feelings


Citizenship

PSHCE/SRE

6


Learning

Curnow SRE

scheme of Work

Relationships

Maintaining a




Key skills/History/Geography: Domain area - Understanding of time and place addressed through the long term planning specified below



applicable)


History/Geography

1

Domain/phase

Understanding of time and place

History – EQUALS &

QCA

Geography – EQUALS

My Family Tree (Unit 4 - Equals)

How are our toys different from the

past? (QCA)

Geography Focus

Weather

(EQUALS 1b/4b)

History/Geography

2

Domain/phase


History – OCA

Geography –

EQUALS

Air Travel and Space Rockets

(Neil Armstrong)

How did we travel in the past? (QCA)

Geography Focus

Natural

environment (Unit

4a EQUALS)

History/Geography

3

Domain/phase


History – QCA

Geography –

EQUALS

Geography Focus

Buildings (Unit 3b

EQUALS)

What was it like

for children in the 2nd World War? - Focus-food (QCA)

Old & New

(Unit 6 EQUALS)

13

History/Geography

4

Domain/phase


History – QCA

Geography –

QCA & EQUALS

Railways and rail

travel through time (QCA)

Geography Focus

Water (OCA Unit

11)

Geography Focus

Maps (Unit 5b

EQUALS)

History/Geography

5

Domain/phase


History – QCA

Geography –

EQUALS

Queen Victoria

(case study)

What were homes

like long ago? (Unit 2 QCA)

Geography Focus

Comparisons (Unit

5b EQUALS)

History/Geography

6

Domain/phase


History - EQUALS

QCA

Geography – EQUALS

Geography Focus KEY SKILL(S)

Knowledge and

understanding of

environmental

change and

sustainable

developments

(enquiry skills)

Transport (Unit 3a

EQUALS)

KEY SKILL(S)

Organisation and communication

My House (Unit 5 EQUALS)

KEY SKILL(S)

Knowledge and understanding of

events, people and changes in the

past Who were the

ancient Greeks? (Unit 14 QCA)

Key skills/PE: PE is planned by the relevant members of the multi-agency team which supports the child this may include physiotherapists, occupational therapists and the school nurse. The school recognises the vital importance of multi-agency work to ensure we uphold the physical development of our learners in an informed way. Outcomes (targets) relate to physical well-being and the maintenance of this providing information and guidance through detailed therapy plans to the class team to implement during the school day and week.

14

Key skills/RE: Domain area - Social relationships and emotional development addressed through the long term planning specified below

Subject area Year 1/ 2 Assessment opportunities



RE

Year 1

2014/2015

Domain/phase Social

relationships and emotional

development

Cornwall SACRE

document

Christianity

Hinduism

Sikhism

RE

Year 2

2015/2016

Domain/phase Social


development

Cornwall SACRE

document

Christianity

Islam

Judaism

RE

Year 3

2016/2017

Domain/phase Social


development

Cornwall SACRE

document

Christianity

Hinduism

Sikhism

RE

Year 4

2017/2018

Domain/phase Social


development

Cornwall SACRE

document

Christianity

Islam

Judaism

RE

Year 5

2018/2019

Domain/phase Social


development

Cornwall SACRE

document

Christianity

Hinduism

Sikhism

RE

Year 6

2019/2020

Domain/phase Social


development

Cornwall SACRE

document

Christianity

Islam

Judaism

15

Key skills/Computing and Communication: Conceptual Development addressed through the long term planning specified below. *e-safety – in line with our policy document, e-safety is addressed throughout all aspects of work and is identified through the school’s track back identifying key skills to be pursued within structured teaching/learning sessions

Within Key Stage 1 Computing and Communication is taught through key skills within all subject areas across the curriculum which enable the pupils to continue to build upon skills introduced within EYFS

All four key skills areas will be covered through the year. ( Please refer to Computing and Communication Track back for key areas/skills including e-safety)

Computing and Communication

Key Stage 2 Assessment opportunities




Year 1

Computing and

communication Track back

Domain/phase Conceptual

Development

QCA

Routes: controlling a

floor turtle 2D- QCA

E-mail

3E-QCA

Labelling and

Classifying 1D- QCA


Year 2

Computing and



Development

QCA

Questions and

answers 2E- QCA

Combining text and

graphics 3A- QCA

Finding Information

2C- QCA


Year 3

Computing and



Development

QCA

Using a word bank

1B- QCA

Introduction to

databases 3C- QCA

Writing Stories; communicating

information using text

2A- QCA


Year 4

Computing and

communication Track

QCA

Introduction to

modelling

The information

around us

Creating pictures

2B- QCA

16

back Domain/phase


1A- QCA

1C- QCA

Key skills/DT (including FT): Domain area - Sensory Responses addressed through the long term planning specified below



applicable)


DT (including FT)

1

Domain/phase Sensory responses

QCA


Cookery and

Nutrition (Please refer to Curnow school

cookery key skills overview)

Structures

Suggested unit Homes – Equals

1.1.4

Cookery and



DT (including FT)

2

Domain/phase

Sensory responses

QCA


Textiles

Suggested unit

Slippers – Equals 2.6.2

Design/make Cookery and



Mechanisms

Suggested unit

Moving Pictures – Equals 1.1.1

17

DT (including FT)

3

Domain/phase

Sensory responses

QCA Equals SLD

Equals PMLD

Structures

Suggested unit Photograph frames –

Equals 2.3.4

Cookery and



Control mechanisms

Suggested unit

Moving Monsters – Equals 2.3.3

DT (including FT)

4

Domain/phase

Sensory responses

QCA


Cookery and



Textiles

Suggested unit Josephs Coat –

Equals 1.2.4

Cookery and



DT (including FT)

5

Domain/phase

Sensory responses

QCA


Structures

Suggested unit Musical instruments –

Equals 2.5.1

Cookery and



Mechanisms

Suggested unit Storybooks – Equals

2.4.2

DT (including FT)

6

Domain/phase

Sensory responses

QCA


Textiles

Suggested unit Puppets Equals –

1.2.2

Cookery and



Mechanisms

Suggested unit Vehicles 1.2.1

18

Curnow school cookery key skills overview - Domain area - Sensory Responses addressed through the long term planning specified below

The school has recognised that children/young people acquire cookery skills at stages that are conducive to their developmental age. In accordance to this

the school has designed a cookery key skills overview which will inform all teaching/learning outcomes when cookery and nutrition has been outlined

within our long term planning documents. Through such means the teaching staff at Curnow can identify the skills they should be pursuing with their

learners and their development of these. If required teachers can look back at a previous age/stage to identify earlier skills; equally teachers can look at the

next stage of development to ensure their teaching/learning sessions provide challenge. This approach ensures learners at Curnow are not being asked to

learn skills that are outside of their developmental stage of learning. The key skills are therefore identified as:

Key Stage: Cookery and Nutrition – key skills:

Very young children (EYFS)

Wash, Mash/Tear, Shake/Sprinkle/Spoon, Mix/Stir, Spread, Cut, Peel, Pour (randomly), Counting

3 – 5 years old (KS1 & 2)

Wash/scrub, Weigh/Measure/Count, Cut/Tear/Squash/Crush, Mix/Rub/Mash, Sieving, Kneading, rolling, shaping, cutting, Spreading, Prodding, picking, Cracking eggs, Decorating, Grating, Collecting ingredients, Greasing/lining, Opening packets, Peeling, Snipping, Pouring (with greater accuracy)

5 – 7 Years old (KS3)

Cutting – knives and scissors, Grating/Peeling, Measuring, Rubbing/Beating/Folding/Tossing, Greasing/Lining, Peeling, Setting table/cleaning, Cracking/beating, Use of appliances (Electric mixer/Stand mixers – with help/Toaster), Knife/chopping/slicing skills, Simple dishes – smoothie/breakfast, Kitchen hygiene, Cooker (hob, grill and oven – with support as required)

Key skills/Foreign Language: Domain area – Communication addressed through the long term planning specified below

Whole School Foreign Language open days are planned and delivered for everyone to enjoy, providing opportunities for plenty of learning across the curriculum linked to a language, target country and culture. The aim is to develop pupils ‘knowledge, understanding and skills needed to engage with other

19

languages and cultures in a cross-curricula way (developing Foreign Language key skills in listening and responding; speaking; writing; reading and responding). Learning experiences will be provided that explore international and cultural awareness and opportunities in which such aspects of these areas can be experienced and understood.

Subject area

Year 1 - 6 Autumn Spring Summer

Foreign Language

Year 1

2014 - 2015

French

Domain/phase Communication

Cornish


N/A – SMSC - Whole school

charity day Domain/phase

Social relationships and emotional development

Foreign Language

Year 2

2015 - 2016

Spanish


Chinese





Foreign Language

Year 3

2016 - 2017

Cornish


Italian



charity day

Domain/phase Social relationships and emotional development

Foreign Language

Year 4

2017-2018

Greek


Cornish





Foreign Language

Year 5

2018 - 2019

Japanese


Finnish





Foreign Language

Year 6

Cornish

German


charity day

20

2019 - 2020 Domain/phase Communication


Domain/phase Social relationships and emotional development

Key skills/WHOLE SCHOOL CHARITY DAY: this will be determined by the Curnow School Council (pupil voice) Domain/phase Social relationships and emotional development

Subject area

Summer Term (each year)

Whole school focus – Charity day WHOLE SCHOOL CHARITY DAY: this will be determined by the school council pupil voice who will liaise with the school population establishing views and wishes

Lower School Multicultural Focus: identified for one week each term - Domain area - Social relationships and emotional development addressed through the long term planning specified below

Subject area Year 1/ 2 Assessment opportunities Autumn Spring Summer

Multicultural Focus 1 Domain/phase Social relationships and emotional development

Diwali Chinese New Year Wesak


Hanukkah St David’s Day Dragon Boat Festival


Harvest Holi Jamaica Day


Diwali Canada Day The Queen’s Birthday


Guy Fawkes Chinese New Year Midsummers Eve


Remembrance Sunday Valentine’s Day Brazil Day

21

Upper School Long Term Planning

Key skills/Science: Key Skills/domain addressed - Response to routines and changes and Conceptual development addressed through the long term

planning specified below

Autumn - YR 1 Spring - YR 1 Summer - YR 1

Family Health and Leisure Jobs people do

Physical processes (2)

Use festivals in the context of where they fall in the year and link to seasons. How do seasons

come and go. Light and dark explored. Record the weather.

Festivals and seasons in other countries KEY SKILLS:

Conceptual Development and Responses to routines and changes (Phases 1 – 4)

Life Processes (1)

Personal Spiritual Development – Buddhism. Buddhists strive for an insight into the true nature

of life. Seven life processes KEY SKILLS:


Environments (2)

How farms are managed, how plants grow – fertilizers and different varieties of crops.

Students to grow plants, measure how they grow. Farm / Allotment visits

KEY SKILLS: Conceptual Development and Responses to

routines and changes (Phases 1 – 4)

Sound

How is sound produced, transmitted and detected? Make musical instruments



Life Processes (3)

Explore nutrition. Cookery within different cultures and the foods eaten.



Changing and Separating Materials (1)

Develop life skills alongside science as they investigate changing and separating materials

through cookery KEY SKILLS:


22


The Solar System Special Occasions Seasonal & local foods & plants


Investigate the Solar System - life on other planets.

‘Mission to Mars’ KEY SKILLS:







Plants and Animals (1)

Focus on animal and plant life cycles. KEY SKILLS:


Sound




Life Processes (3)

Look at nutrition. Look at cookery within different cultures and the foods eaten








A tour of Europe

Ourselves & healthy living Looking after the world /Recycling

Sound

How is sound produced, transmitted and detected? Could make musical instruments



Life Processes (3)

Nutrition - cookery within different cultures and the foods eaten



Materials and their Properties (1)

Recycling. Recycling projects across the school. Making machines through recycled materials



23

Variation and Interdependence (1)

Make connections between their local environments and global decisions about how to

manage the environment KEY SKILLS:


Materials and their Properties (2)

Exercise and mental health and how we can be healthy in mind and body. Healthy eating - lunches.




Global voice – students to explore a global issue, e.g. Rainforests




Student profiles Exploration & investigation A place in India

Forces

Exercise and mental health - how we can be healthy in body and mind. Link to hobbies and interests – e.g. Football, biking, skateboarding,

etc. Investigate pushes and pulls indifferent sports and games



Sound









Make connections between their local environments and global decisions about how to

manage the environment KEY SKILLS:



Develop life skills alongside science through investigating changing and separating materials








24

Key Stage 3 Maths Long Term Planning

Key skills/Maths/domain area – Conceptual Development addressed through the long term planning specified below

Long Term planning will follow the Special Schools Curriculum and associated scheme of work

YEAR 1


AUTUMN

SPRING

SUMMER

Domain/phase


Number and place value (4 weeks)

Addition and subtraction (3 weeks)

Measure - weight and capacity (2 weeks)

Measure – money and length (2 weeks)

Geometry – position, direction and motion (2 weeks)

Measure – money and time (3 weeks)


Statistics (2 weeks)

Fractions (1 weeks)

Geometry – properties of shape(2 weeks)

Geometry – position and direction/properties of shape (2 weeks)


Measure – length, weight, capacity and temperature (3 weeks)


Multiplication and division (2 weeks)

YEAR 2

AUTUMN

SPRING

SUMMER

Domain/phase


Geometry - property of shapes (3 weeks)



Measure – lengths and weights, money (3 weeks)




Geometry – position and direction (2 weeks)




Fractions (2 weeks)


Measure – money (2 weeks)

Measure – time (2 weeks)


YEAR 3

AUTUMN

SPRING

SUMMER

Domain/phase









25




Geometry – position and direction (2 weeks)





Key stage 4 Maths Long Term Planning


Long Term planning will follow the Special Schools Curriculum and associated scheme of work

YEAR 1


AUTUMN (13 weeks)

SPRING (11 weeks)

SUMMER (12 weeks)

Domain/phase


Geometry/property of shapes (2 weeks)









Measure – lengths and heights, mass/weigh (2 weeks)


Fractions (2 weeks)


Measure – compare, lengths and heights, mass/weight, capacity and volume (4 weeks)


YEAR 2

AUTUMN

SPRING

SUMMER

Domain/phase




Measure - lengths and heights, mass/weight (3 weeks)

Measure – money and time (3 weeks)



Fractions (2 weeks)

Geometry/property of shapes (3 weeks)




Money and time(3 weeks)


Measure – lengths and heights, mass/weight, capacity and volume (3 weeks)

Statistics (1 week)

26

Post 16

Key Stage 3 English Long Term Planning

English: Key skills/domain area – Social relationships and emotional development and Communication addressed through the long term planning

specified below

Assessment – Domain/phase – Social relationships and emotional development and Communication

KS3/Year Autumn Term (12 weeks)

Spring Term (10 weeks) Summer Term (12 weeks)

YEAR 1

Fiction (5 weeks)

Non-Fiction (2 week)

Functional Reading/Writing (2 weeks)

Seminal World Literature (3 week)


Shakespeare (3 weeks)

English Literature - Drama (3 weeks)

British Fiction/Poetry (2 weeks)

Non-Fiction (3 weeks)

English Literature (3 weeks)


Fiction (3 weeks)

YEAR 2




Seminal World Literature (4

Fiction (5 weeks)



Seminal World Literature (4 weeks)


British Fiction/Poetry (3


Assessment - Domain/phase Conceptual Development

Maths

Number Money and

Time Shape

Position, measure and comparison


Shape

Using and applying

Sorting and classifying

Number Money and

Time Shape


Number Position,

measure and comparison

Shape

Number Position,

measure and comparison

Shape Using and applying

Number Money and

Time Shape

Position, measure and comparison Sorting and classifying

Number Time Space

27

weeks) weeks)

Non-fiction (3 weeks)

YEAR 3

Fiction (5 weeks)











Fiction (4 weeks)

Key Stage 4 English Long Term Planning


specified below


KS4/Year Autumn Term (12 weeks)

Spring Term (10 weeks) Summer Term (12 weeks)

YEAR 1

Fiction (5 weeks)




Fiction (5 weeks)



Seminal World Literature – (4 weeks)

British Fiction – Poetry (3 weeks)



YEAR 2




Non-fiction (3 weeks)

Fiction (5 weeks)



Fiction (5 weeks)




28

Post 16 – English/Functional Skills


specified below


Genres

Years 12 - 14

Speaking and listening (including

drama and role play)

Reading (for meaning, word

recognition including the teaching of

social sight vocabulary, decoding,

encoding/spelling)

Writing

Functional Reading/Writing - Social

sight vocabulary/Functional

Reading/Writing – reading for a

purpose (linked to Long Term planning

and modules identified each semester)

Fiction (whole books, shorts stories,

poems & plays)

The teaching modules identified

within the long term planning

(semesters) will additionally guide the

teaching staff on the delivery of texts

– e.g. - Tuckers - Food for sale and

packaging; through such means we

can ensure all texts used

support/reinforce the cross curricula

nature of our work

Functional Reading/Writing - Social sight vocabulary/Functional Reading/Writing – reading for a

purpose

Social sight vocabulary

Instructional texts – how to …… Shopping lists

Labels and captions Timetables TV listings

Newspapers/magazines Recounts and reports (journalistic writing/school newsletter)

ASDAN Reading scheme (as appropriate to modules of work – e.g. – work related learning) Letters/e mails/texts

Posters/flyers/cards/greetings Web-sites

Blogs

Fiction (whole books, shorts stories, poems & plays)

The Secret Garden – F H Burnett

The Wind in the Willows - Kenneth Grahame

The Railway Children - E. Nesbit

20,000 Leagues under the Sea - Jules Verne

Just Henry - Michelle Magorian

The Magic Finger - Roald Dahl

The Cat in the Hat - Dr Seuss

29

The Hobbit – Tolkien

Horrid Henry Gets Rich Quick – Francesca Simon

The Twits - Roald Dahl

Post 16 - Non/Fiction English: Key skills/domain area – Social relationships and emotional development and Communication addressed through the long term planning specified below Assessment – Domain/phase – Social relationships and emotional development and Communication

Module 1 Creative and Media

Module 2 Science

Module 3 WRL/CEIAG

Module 4 PHSE/SRE/Citizenship

Module 5 RE/World studies

Module 6 Pegasus Award

Abstract art techniques

Fashion and Jewellery

Puppets and masks

The Human body – healthy lifestyles

Environments -

Climate and climate change

Forces

Tuckers - Health and hygiene and personal

safety

Landscape and design: seasonal and local foods and plants

Tuckers – Time management

Building maintenance

Tuckers - Food for sale

and packaging

Horticulture and construction

Advocacy and self-

expression

Relationships

Citizenship World organisations

People, places and language(Europe)

RE and MFL

My World and that of others(Asia)

RE and History

Communities – Maps and getting around

(Africa) RE and Geography

Pegasus

Award/Curriculum Enrichment

Team Building/Outdoor

Education

Pegasus Award/ Curriculum Enrichment

Performing Arts

Pegasus Award/ Curriculum Enrichment

Art and music

30

Computing and Communication - Key Stage 3 Long Term Planning

Key skills/Computing and Communicating: Domain area – Conceptual development addressed through the long term planning specified below. *e-safety – in line with our policy document, e-safety is addressed throughout all aspects of work and is identified through the school’s track back identifying key skills to be pursued within structured teaching/learning sessions . Assessment – Computing and Communicating track back Domain/phase – Conceptual development

2014 – 2015

Equals; unit 7B

Simple Multimedia

Equals; unit 7A

Using a range of ICT equipment

Equals; unit 7D

Robots and role play

2016 – 2017

Equals; unit 8B

More multimedia

Equals; unit 8A

Supporting Learning

Equals; unit 8D

Modelling and Commands

2015 – 2016

Equals; unit 9A

Using more hardware and software

Equals; unit 9B

Communicating Information

Equals; unit 9D

Controlling and modelling

Computing and Communication - Key Stage 4 and Post 16 Long Term Planning

KS4 – Post 16 - 2014 – 2015

Key skills/Computing and Communicating: Domain area – Conceptual development addressed through the long term planning specified below. *e-safety – in line with our policy document, e-safety is addressed throughout all aspects of work and is identified through the school’s track back identifying key skills to be pursued within structured teaching/learning sessions . Assessment – Computing and Communicating track back Domain/phase – Conceptual development Long term planning objectives are taken from the functional skills trackback for ICT and weave into all modules and

KS4 – Post 16 - 2016 – 2017

31

core skills sessions and within Communication programmes of work designed in conjunction with the school’s SaLT.

Using ICT systems

Finding and selecting information

Developing, Presenting and Communicating information

Design Technology - Key Stage 3 Long Term Planning

Key skills/Design Technology/Domain area – Sensory responses. Domain will be addressed through the long term planning specified below Assessment – Domain/phase – Sensory responses

KS3 – 2014 – 2015

Cutting & Sticking EQUALS – Unit 7a

Topping Pizzas

EQUALS – Unit 7b (Please refer to Curnow school


Building Structures EQUALS – Unit 7c

KS3 – 2015 – 2016

Electricity

EQUALS – Unit 9a

Eating to live



Basic Control

EQUALS – Unit 9c

KS3 – 2016 – 2017

Made to Measure EQUALS – Unit 8a

Cooking for All



Mechanisms

EQUALS – Unit 8c

Design Technology - Key Stage 4 Long Term Planning

Key skills/Design Technology/ Domain area – Sensory responses. Domain will be addressed through the long term planning specified below Assessment – Domain/phase – Sensory responses


KS 4 – 2014 – 2015

Cooking & Nutrition

Hospitality (café/tuckers) Health, hygiene and personal safety

(Please refer to Curnow school

Cooking & Nutrition

Hospitality (café/tuckers) Time management

(Please refer to Curnow school

Cooking & Nutrition

Hospitality (café/tuckers) Food for sale and packaging

(Please refer to Curnow school cookery

32

cookery key skills overview) Design & Technology Landscape and Design

Seasonal and local foods and plants

cookery key skills overview) Design & Technology Building maintenance Understanding work

key skills overview) Design & Technology

Horticulture & Construction The work place

KS 4 – 2015 – 2016

Cooking & Nutrition

Hospitality (café/tuckers) The work place

(Please refer to Curnow school cookery key skills overview)

Design & Technology Landscape and Design


Cooking & Nutrition

Hospitality (café/tuckers) Planning meals for a period of time


Design & Technology Building maintenance Understanding work

Cooking & Nutrition

Hospitality (café/tuckers) Advertising


Design & Technology Horticulture & Construction

The work place

Design Technology – Post 16 Long Term Planning (identifying key skills)


Post 16 – 2016 – 2017

Cooking & Nutrition

Hospitality (café/tuckers) Health and safety




Cooking & Nutrition

Hospitality (café/tuckers) Meal preparation



Cooking & Nutrition

Hospitality (café/tuckers) Domestic skills - technology


Design & Technology

Horticulture & Construction The work place

33

Post 16 - 2017 – 18

Cooking & Nutrition Hospitality (café/tuckers)

Health, hygiene and personal safety (Please refer to Curnow school





Food (Please refer to Curnow school




Planning for work (Please refer to Curnow school cookery

key skills overview)


The work place

Post 16 – 2018 -19


Health, hygiene and personal safety (Please refer to Curnow school





Food (Please refer to Curnow school




Planning for work (Please refer to Curnow school cookery

key skills overview)


The work place

Cookery and Nutrition KS3 – Post 16


The school has recognised that children/young people acquire cookery skills at stages that are conducive to their developments age; In accordance to this the school has designed a cookery key skills overview which will inform all teaching/learning outcomes when cookery and nutrition has been outlined within our long term planning documents. Through such means the teaching staff at Curnow can identify the skills they should be pursuing with their learners and their development of these. If required teachers can look back at a previous age/stage to identify earlier skills; equally teachers can look at the next stage of development to ensure their teaching/learning sessions provide challenge. This approach ensures learners at Curnow are not being asked to learn skills that are outside of their developmental stage of learning. The key skills are therefore identified as:

Very young children (EYFS)

Key skills: Wash, Mash/Tear, Shake/Sprinkle/Spoon, Mix/Stir, Spread, Cut, Peel, Pour (randomly), Counting

5 – 7 Years old (KS3) Key skills:

34

Cutting – knives and scissors, Grating/Peeling, Measuring, Rubbing/Beating/Folding/Tossing, Greasing/Lining, Peeling, Setting table/cleaning, Cracking/beating, Use of appliances (Electric mixer/Stand mixers – with help/Toaster), Knife/chopping/slicing skills, Simple dishes – smoothie/breakfast, Kitchen hygiene, Cooker (hob, grill and oven – with support as required)

Foreign Language (whole day culture days)

Key skills/Foreign Language: Domain area – Communication addressed through the long term planning specified below Assessment – Domain/phase – Communication Whole School Foreign Language open days are planned and delivered for everyone to enjoy, providing opportunities for plenty of learning across the curriculum linked to a language, target country and culture. The aim is to develop pupils ‘knowledge, understanding and skills needed to engage with other languages and cultures in a cross-curricula way (developing Foreign Language key skills in listening and responding; speaking; writing; reading and responding). Learning experiences will be provided that explore international and cultural awareness and opportunities in which such aspects of these areas can be experienced and understood.

Academic Year Autumn Spring Summer

2014 - 2015

French

Cornish

N/A – SMSC - Whole school charity

day

2015 - 2016

Spanish

Chinese


day

2016 - 2017

Cornish

Italian


day

2017 - 2018

Greek

Cornish


day

2018 - 2018

Japanese

Finnish


day

2018 – 2019

Cornish

German


day

35

Music Key Stage 3 Long Term Planning

Key skills/Music: Key Skills/domain addressed - Sensory Responses addressed through the long term planning specified below Assessment – Domain/phase – Sensory responses

KS3 QCA


Autumn Listening & applying knowledge &

understanding Performing & appraising

Composing

Performing & appraising Listening & applying knowledge & understanding

Listening & responding Performing

& appraising

Spring Listening & applying knowledge &


Performing & appraising

Performing & appraising Listening &

responding


Listening & applying knowledge & understanding

Summer Listening & responding

Composing Performing & appraising

Listening & applying knowledge &



Composing Performing & appraising Listening

& applying knowledge & understanding

A Music Track Back, which has been designed within Curnow school, will support all units of work


KS3 QCA


Autumn Drawing & Painting

Clay & Modelling & Drawing

Collage & Sculpture

Spring Collage

3D Construction & Clay & Modelling

Painting & Printing

Summer Sculpture & 3D Construction

Textiles

Drawing & Printing

An Art Track Back, which has been designed within Curnow school, will support all units of work

36

Key Stage 4 and Post 16 – Creative Arts (Music, Art and Dance)



KS 4 – 2014 – 2015

Abstract Art

Fashion and jewellery

Puppets and masks

KS 4 – 2015 – 2016

Making gifts for sale

Theatre and film making

Contemporary Art

16-19 – 2016 – 2017

Music – musical instruments

Art – 2D materials

Drama/dance – movement and

gesture

16-19 – 2017 – 18

Music – performance

Art – 3D materials

Costumes and Textiles

16-19 – 2018 -19

Music – appreciation

Art in the community

Drama/dance in the community

Spiritual, Moral, Social & Cultural Development (Refer to Key learning indicators determined for each area)

Subject area Assessment opportunities Scheme of work source (if applicable)


SMSC


Cross curricula


Social and

Cultural

Social and

Moral

SMSC


Cross curricula


Social and

Cultural

Social and

Moral

37

SMSC Domain/phase Social

Relationships

Cross curricula


Social and

Cultural

Social and

Moral


Relationships

Cross curricula


Social and

Cultural

Social and

Moral


Relationships

Cross curricula


Social and

Cultural

Social and

Moral


Relationships

Cross curricula


Social and

Cultural

Social and

Moral

Promoting British Values: Promoting British Values: Democracy, the rule of law, individual liberty, mutual respect and tolerance of different faiths and beliefs

Key skills/domain addressed Social relationships and emotional development

At Curnow Upper School we promote these values through our own school values, curriculum delivery, and school offer and enrichment activities. The purpose of our actions will ensure all students at Curnow have a voice that is listened to and identified through our school behaviour code (CURNOW CODE – Upper School); additionally we have identified links to our Upper school curriculum/and links to our school mission statement.

Sex and Relationships Education Key stage 3, 4 and Post 16

Domain area - Ownership of learning addressed through the long term planning specified below Assessment – Ownership of learning The key skills outlined within the NC Science which help inform our SRE provision needs further focus; we believe that to fully enable our learners at Curnow to develop skills, knowledge and understanding within the area of SRE outlined we need to establish what these skills are and as importantly what these skills look like at differing stages of development. We have identified how we can plan for the development/ acquisition of these which inform relevance in learning and provide challenge. These skills will be addressed within a continuum of provision and are not delivered in insolation. Through the identification of 6 areas of learning which have outlined what SRE education means for our learners we have additionally incorporated the NC Science areas identified by the DfE across the school at each key stage.

KS3 – 2014-15

Feelings

Body parts and personal care

Citizenship

38

KS3 – 2015-16

Relationships

Maintaining a healthy lifestyle and looking after our physical wellbeing

Gender and difference

KS3 – 2016-17

Feelings

Body parts and personal care

Citizenship

A SRE Track Back which has been designed within Curnow school, will additionally support all units of work

KS 4 – 2014-15

Advocacy and self- expression

EQUALS modules

Relationships

Citizenship

World organisations

KS 4 – 2015-16

Gender and differences

Feelings


16 – 19 – 2016-17

Body parts, health and personal care

Relationships

Citizenship

Democracy: Rights and Responsibilities

16 – 19 – 2017-18

Advocacy and self- expression –EQUALS modules

Relationships

Citizenship Campaigns

16 - 19 – 2018-19

39

Gender and differences

Feelings


A SRE Track Back which has been designed within Curnow school, which will additionally support all units of work

History Key Stage 3 Long Term Planning

Key skills/History/Geography: Domain area - Understanding of time and place addressed through the long term planning specified below Assessment – Domain/phase – Understanding of time and place


KS3 – 2014 – 2015

Mughal India and the coming of

Britain 1526-1857

(QCA Unit 13)

What can we find out about Ancient

Egypt? (QCA Unit 10)

What were seaside holidays like in the

past? (QCA Unit 3)

KS3 – 2015 – 2016

The role of the individual for good

or ill? (QCA Unit 22)

What was it like for children in the

second world war? (QCA Unit 9)

What were the effects of Tudor

exploration? (QCA Unit 19)

KS3 – 2016 – 2017

What do we know about the great fire of London? (QCA Unit 5)

What can we learn about recent history from studying life of a famous

person? (QCA Unit 20)

What was it like to live here in the past? (QCA Unit 18)

40

Humanities Key Stage 4 and Post 16 - Key Stage 4 and Post-16 Long Term Planning (Focus upon Curnow functional skills for learning outcomes)

YEAR

1

Foreign

Language French/Cornish

History - My World and that of others

Notable people – compare and contrast

Theme: Communities

Humanities (Geography/Vocational) – Maps and getting around

Africa from Desert to Jungle

YEAR

2

Foreign

Language Spanish/Chinese


Famous buildings – compare and contrast

Theme: Communities


North America – coast to coast

YEAR

3

Foreign

Language Cornish/Italian

History - Culture and beliefs (Africa)

Wider Culture: The student will learn about and experience the wider culture

of the target country including - Religion, celebrations, traditions, customs, festivals, geography and clothing

Culture and beliefs (Africa) Wider Culture (Geography):

The student will learn about and experience the wider culture of the target country including - Religion, celebrations, traditions, customs, festivals, geography and clothing

YEAR

4

Foreign

Language Greek/Cornish

History - Communities – Maps and getting around (North

America) Wider Culture:

The student will learn about and experience the wider culture of the target country including - Religion, celebrations, traditions, customs, festivals, geography and clothing

Communities – maps and getting around (North America)

Wider Culture (Geography): The student will learn about and experience the wider culture

of the target country including - Religion, celebrations, traditions, customs, festivals, geography and clothing

YEAR

5

Foreign

Language

History Communities – Maps and getting around (South

America)

Culture and beliefs (South America)

Wider Culture (Geography):


41

Japanese/Finnish Wider Culture: The student will learn about and experience the wider culture

of the target country including - Religion, celebrations, traditions, customs, festivals, and geography and clothing.

The student will learn about and experience the wider culture of the target country including - Religion, celebrations,

traditions, customs, festivals, and geography and clothing.

Geography Key Stage 3 Long Term Planning


KS3 – 2014 – 2015

A village in India

(QCA unit 10) Settlements

Where in the world (QCA unit 5) Deserts

Investigate a local area

(QCA Unit 6) Jobs

KS3 – 2015-16

Global Eye

(QCA Unit 17) People and Places

Improving the environment

(QCA Unit 8) Environmental Change

The mountain environment

(QCA unit 15) Mountain Ranges

KS3 – 2016-17

A contrasting locality overseas

(QCA Unit 22) Comparisons

Connecting ourselves to the world

(QCA Unit 18) Rainforests

Passport to the world (QCA Unit 24) Maps

Geography Key Stage 4 and Post 16 Long Term Planning

YEAR

1

Foreign Language

- French


Notable people – compare and contrast

Theme: Communities


Africa from Desert to Jungle


42

YEAR

2

Foreign Language

- Spanish


Famous buildings – compare and contrast

Theme: Communities


North America – coast to coast

YEAR

3

Foreign Language

- German

History - Culture and beliefs (Africa)

Wider Culture: The student will learn about and experience the wider

culture of the target country including - Religion, celebrations, traditions, customs, festivals, geography and

clothing

Culture and beliefs (Africa) Wider Culture (Geography):

The student will learn about and experience the wider culture of the target country including - Religion, celebrations, traditions,

customs, festivals, geography and clothing

YEAR

4

Foreign Language

- Greek

History - Communities – Maps and getting around (North


The student will learn about and experience the wider culture of the target country including - Religion,

celebrations, traditions, customs, festivals, geography and clothing

Communities – maps and getting around (North America)

Wider Culture (Geography): The student will learn about and experience the wider culture of the target country including - Religion, celebrations, traditions,

customs, festivals, geography and clothing

YEAR

5

Foreign Language

- Japanese

History Communities – Maps and getting around (South


The student will learn about and experience the wider culture of the target country including - Religion,

celebrations, traditions, customs, festivals, and geography and clothing.

Culture and beliefs (South America)

Wider Culture (Geography): The student will learn about and experience the wider culture of the target country including - Religion, celebrations, traditions,

customs, festivals, and geography and clothing.

RE Key Stage 3

Key skills/RE: Domain area - Social relationships and emotional development addressed through the long term planning specified below Assessment – Domain/phase – Social relationships and emotional development


43

Year 1

Self

Society and Diversity

Value of our World


Year 2

Leadership

Pleasure and Suffering

Ideal World


Year 3

Meaning and Purpose

Patterns of Life

Community and Unity

RE Key Stage 4



Year 1

Ideal World

Identity

Inspiration


Year 2

Value of the World

Ethics

Culture

44

RE Post - Year 1 (20 hours)


Areas of Learning Indicators Curriculum Source/Module of work

Understanding and evaluating relationships, morality and acceptable codes of behaviour

(Programmes of study at Post 16 should incorporate elements of life skills including):

Socially acceptable behaviour, including personal responsibility for own conduct and rules governing society

Personal autonomy and assertiveness

Values and beliefs structures

Respect for others

Nature of relationships and roles and responsibilities within them

To achieve optimal potential in respect of personal autonomy, relationship skills and social skills and awareness

Equals Moving On – World Studies – Worship and Festivals

EQUALS Moving on – The Numinous Sense

Understanding and evaluating the impact of religion on life

(Where possible, students should be given the opportunity to study Christianity plus one other religion in depth as they impact upon society/or personal action; one module from the following may be chosen):

Religion* in the media

Religion* and conflict

Religion* and society

Religion* and morality

Religion* and spiritual quest *Religion and a choice of topic determined by the students

The production of a portfolio of work relating to the subject chosen which show skills relating to the gathering of information and its communication to others



45

Year 2 (20 hours)

Areas of Learning Indicators Curriculum Source/Module of work






Respect for others











Religion* and spiritual quest

*Religion and a choice of topic determined by the students




46

Year 3 (20 hours)

Areas of Learning Indicators Curriculum Sources/Module of work






Respect for others











Religion* and spiritual quest

*Religion and a choice of topic determined by the students




47

PE Key Stages 3, 4 and Post 16

Key skills/PE: PE is planned by the relevant members of the multi-agency team which supports the child this may include physiotherapists, occupational therapists and the school nurse. The school recognises the vital importance of multi-agency work to ensure we uphold the physical development of our learners in an informed way. Outcomes (targets) relate to physical well-being and the maintenance of this providing information and guidance through detailed therapy plans to the class team to implement during the school day and week.

Multicultural Focus: KEY STAGE 3 – theme over the term Domain area - Social relationships and emotional development addressed through the long term planning specified below Assessment – Domain/phase Social relationships and emotional development

Subject area Assessment opportunities Autumn Spring Summer

Multicultural Focus Year 1 B² Assessment SMSC indicators

India Africa Cornwall

Multicultural Focus 2 B² Assessment SMSC indicators

Global eye Weather Adventurers and Explorers

Multicultural Focus 3 B² Assessment SMSC indicators

Around the world in eighty days – capital

cities

Rainforests Pirates

Multicultural Focus: Key Stage 4 and Post 16 themes over the year Lower School Multicultural Focus: identified for one week each term - Domain area - Social relationships and emotional development addressed through the long term planning specified below Assessment – Domain/phase Social relationships and emotional development

Upper school celebrations (each year) – teaching staff will determine dates through our yearly calendar

St Piran’s Day Harvest Festival Remembrance Sunday Chinese New Year Valentine’s Day

Work Related Learning Key Stages 3, 4 and Post 16

Key skills – Learn about work and learn for work; WRL for MSI students will focus on the experience/awareness of visiting different environments – e.g. – shops and cafés. Through such experiences the school will promote the Domain area Social relationships and emotional development and understanding of time and place. Assessment – Domain/phase - Social relationships and emotional development and understanding of time and place.

Year 1 and 4

LEARN ABOUT WORK

Module 3 - Develop an awareness of the extent and diversity of opportunities in learning and work

48

Year 2 and 5

LEARN FOR WORK

Module 5 - Learn from contact with people who work

Year 3 and 6

LEARN ABOUT WORK

Module 7 - Learn about working practices and environments

DEVELOPMENT OF THE UPPER SCHOOL CURRICULUM

(SIP) – Target 3 – To determine the current curriculum, assessment systems and provision meets the ethos within secondary and Post 16

Key Stage 3, 4 and Post 16 development of CITIZENSHIP and CEIAG

Long Term Planning MSI Curriculum...strategies to explore and manipulate objects with an aim of...

Documents

Transcript of Long Term Planning MSI Curriculum...strategies to explore and manipulate objects with an aim of...