| 2025-2026 | Myself | My home | My world -people | My Natural World | My Technological world | My world-places |
| Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 |
| Subjects/Topic | My appearance | Looking after my home | Planning a journey |
| English* | Reading/Writing/Speaking/Receiving & Responding – hobbies & interests Bad man Mr. Gum/Romantic Poetry | Reading/Writing/Speaking/Receiving & Responding -planning an event House Keeping manuals | Reading/Writing/Speaking/Receiving & Responding -My world The boy who loved maps |
| ASDAN PP* | DWS Developing writing skills (2) |
| Maths* | Length, Width & Height E1: (J/617/2933) (2) E2: (T/617/2598) (2) E3: (D/617/2985) (2) | Shape & Space E1: (F/617/2929) (2) E2: (A/617/2962) (2) E3: (J/617/3001) (2) | Time E1: (R/617/2935) (2) E2: (R/617/2966) (2) E3: (L/617/3002) (2) |
| ASDAN PP* | EMM – Measure (2) |
| Science* ASDAN AIM | Electricity and Energy E1: (A/617/9393) (3) E2: (F/617/9394) (3) E3: (J/617/9395) (3) ILKS – Keeping safe (2) | Plants and Ecology E1: (Y/617/9403) (3) E2: (D/617/9401) (3) E3: H/617/9405 (3) DWCP – Developing skills for the workplace: Growing and caring for plants (2) | Light and Sound E1: (D/617/9399) (3) E2: (L/617/9401) (3) E3: (R/617/9402) (3) |
| Humanities | WW2 rationing History | WW2 around the world Geography | The Victorians (History) | Empires (Geography) | Local History- Local transport throughout time History | Landscapes of the UK (Geography) |
| Life skills | Looking after my appearance To be able to list strategies for maintaining personal hygiene, including oral health, and prevention of infection. To show an understanding of how to take increased responsibility for their own physical health including dental check-ups, sun safety and self-examination (especially testicular self-examination in late KS3); the purpose of vaccinations offered during adolescence for individuals and society. | Planning a journey: travel in our locality To be able to show how to identify risk and manage personal safety in increasingly independent situations, including online To be able to use strategies for identifying risky and emergency situations, including online; ways to manage these and get appropriate help, including where there may be legal consequences (e.g., drugs and alcohol, violent crime, and gangs) | Looking after my home To be able to show how to keep safe at home (including around electrical appliances) and fire safety (e.g., not playing with matches and lighters) To be able to use household products (including medicines) safely and explain how they can be harmful if not used correctly |
| Computing* | Information Technology E3: M/505/5644 (3) | Using Social Media E3: (F/506/8172 ) (1) | Online Basics E3: (A/506/8171) (1) |
| Physical Education | Invasion: Basketball (Self-management and responsibility) Pupils use a range of tactics to overcome opponents in competition through team games. | Health Related Exercise (Personal Best) Pupils to anaylse their performance compared to previous ones and demonstrate improvement to achieve their personal best | Invasion: Football (Communication: Active Listening) Pupils take part in competitive sports and activities through local coaching links. | Striking and Fielding: Cricket (Evaluation) Pupils to become more competent, confident, and expert in their techniques and apply them in cricket. | Net/Wall: Tennis (Self-motivation) Pupils understand and communicate what makes a performance effective and how to apply these principles to their own and others’ work. | Athletics (Resilience) Pupils take part in outdoor activities which present intellectual and physical challenges. |
| RSHE | Relationships: Healthy relationships To be able to identify the different types of intimacy — including online — and their potential emotional and physical consequences (both positive and negative) To be able to safely and responsibly manage changes in personal relationships including the ending of relationships | Living in the wider world: Digital literacy To understand that there are positive and safe ways to create and share content online and the opportunities this offers To develop strategies for protecting and enhancing their personal and professional reputation online | Relationships: Diversity To gain knowledge about the unacceptability of prejudice-based language and behaviour, offline and online, including sexism, homophobia, biphobia, transphobia, racism, ableism, and faith-based prejudice To be able to recognise, clarify and if necessary, challenge their own values and understand how their values influence their decisions, goals, and behaviours | Health & well-being: Health To gain and understanding about specific STIs, their treatment and how to reduce the risk of transmission To be able to describe about the health services available to people; strategies to become a confident user of the NHS and other health services; to overcome potential concerns or barriers to seeking help | Health & wellbeing: Transition and safety To be able to recognise warning signs of common mental and emotional health concerns (including stress, anxiety, and depression), what might trigger them and what help or treatment is available To be able to describe ways to identify risk and manage personal safety in new social settings, workplaces, and environments, including online | Living in the wider world: Developing skills and aspirations To be able to accurately assess their areas of strength and development, and where appropriate, act upon feedback To be able to evaluate and further develop their study and employability skills |
| ASDAN PP* | Rights and responsibilities: everyday matters (RAR) (3) | |
| Religious Education | RE Pupils should extend and deepen their knowledge and understanding of a range of religions and worldviews, recognising the local, national, and global context. Building on their prior learning, they learn to begin to appreciate religions. Pupils draw on and develop knowledge of key religious vocabulary. Pupils should understand how beliefs influence the values and lives of individuals and groups, and how religions and worldviews have an impact on wider current affairs. Pupils should be able to apply their knowledge and reflect on the beliefs they study and their own views. |
| What is it like being a Christian today? | How Christmas is celebrated Around the World | How should I behave towards others? | Why should I look after the environment? | Why do people suffer? | What events have made me who I am today? |
| Citizenship* | Carry Out a Practical Activity in the Workplace E1: (F/507/2139) (2) E2: (M/504/1307) (2) E3: (Y/504/1639) (2) | Applying for Jobs or Courses E1: (A/507/2138) (3) E2: (D/507/4092) (3) E3: (T/507/2252) (3) | Undertaking an Enterprise Project E1: (M/507/5831) (3) E2: (M/507/5876) (3) E3: (F/507/6014) (3) |
| Careers | Being prepared for work Pupils can describe different work roles and career pathways, including clarifying their own early aspirations To begin to show an understanding about the need to challenge stereotypes about career pathways, maintain high aspirations for their future and embrace new opportunities | Knowing the labour market Pupils to be able to describe different employment sectors and types, and changing patterns of employment Pupils to have knowledge of young people’s employment rights and responsibilities | Work experience Pupils to be able to develop their career identity, including values in relation to work, and how to maximise their chances when applying for education or employment opportunities Pupils to develop the skills and attributes to manage rights and responsibilities at work including health and safety procedures |
| Food | Sandwiches Pupils understand different food storages Pupils use 3 different garnishes to improve presentation. | Five a day Pupils to identify food groups Pupils plan and cook a simple one pot meal. | Soups Pupils demonstrate using a range of cooking skills and techniques. Pupils correctly select ingredients for a recipe. | Pasta Pupils research ingredients to make a pasta dish on a budget. Pupils prepare and cook a recipe following kitchen safety rules. | Salads Pupils understand best before and use by dates on packaging. Pupils practice and understand knife safety. | Leftovers Pupils research ingredients for a recipe using left over ingredients in the fridge, cupboards, and freezer. Pupils design and make a recipe using leftovers to create a healthy meal. |
| Living independently* | Making choices E1: (J/507/2224) (1) E2: (H/507/2375) (1) E3: (A/507/2480) (1) | Kitchen Hygiene E1: (F/507/2173) (1) E2: (K/507/2331) (1) E3: (L/507/2421) (1) | Using Public Transport – Buses and Trains E1: (J/507/2269) (3) E2: (F/507/2402) (3) E3: (M/507/2444) (3) |
| ASDAN PP* | Engaging in new creative activities (NCA) (3) | Engaging with world around me objects (EWOB) (4) | Taking Part (DRA) (3) |
