| 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 | Safety in the community | Getting around | Applying for jobs or courses |
| English* | Malala’s Little people: Big dreams | Shakespeare Twelfth Night | CV writing and internet searches |
| AIM* | Spelling E2: (D/505/9625) (2) E3: (F/506/9810) (1) | Reading E2: (Y/507/2390) (3) E3: (F/506/9760) (1) | Speaking E2: (F/507/2397) (2) E3: (L/506/9700) (1) |
| | English Language Skills: E3 (K/617/9034) (12) L1 (T/617/9036) (12) |
| ASDAN PP* | DRS Reading (3) |
| Maths* AIM | Temperature E1: Handling Information and Data (F/617/2932) (3) E2: (L/617/2965) (2) E3: (M/617/2988) (2) L2: (K/504/7087) (1) | Decimals E1: Using Numbers and the Number System (Y/617/2936) (2) E2: (D/617/2954) (2) E3: (M/617/2974) (2) L2: (M/504/2957) (1) | Division E1: Weight and Capacity (D/617/2937) (2) E2: (H/617/2955) (2) E3: (A/617/2976) (2) L2: (R/504/5821) (1) |
| ASDAN PP* | EMNS Number (2) |
| Living independently* | Living in a diverse society E1: (R/507/2176) (2) E2: (F/507/2335) (2) E3: (M/507/2475) (2) | Accessing Leisure Services E1: (M/507/2136) (3) E2: (M/507/2184) (3) E3: (J/507/2241) (3) | Applying for Jobs or Courses (HC4/E2/NQ/036) E1: (A/507/2138) (3) E2: (D/507/4092) (3) E3: (T/507/2252) (3) |
| Computing* | ICT skills for life | Developing ICT skills (DIS)* | ICT skills for life |
| IT User Fundamentals L1: (J/502/4206) (3) | IT Security for Users L1: (R/502/4256) (1) | Presentation Software – L1: (K/502/4621) (3) |
| Physical Education | Invasion: Tag Rugby (Motivating and influencing others) Pupils use and develop a variety of tactics and strategies to overcome opponents in team games | Net/Wall: Tennis – Year 2 (Empathy) Pupils to take part regularly in competitive sports and activities through local community links and sports clubs | Health Related Exercise – Year 2 (Collaboration) Pupils evaluate their performances compared to previous one and demonstrate improvements across a range of physical activities to achieve their personal best. | Striking and Fielding: Rounders (Innovation) Pupils develop their technique and improve their performance in other competitive sports. | Invasion: Hockey (Speaking) Pupils tackle complex and demanding physical activities, whilst understanding how to promote an active lifestyle. | Athletics (Integrity) Pupils take part in activities in a range of environments which encourage pupils to work in team building trust and develop skills to solve problems. |
| RSHE* | Health & well-being: Exploring influence To learn how to articulate their relationship values and to apply them in different types of relationships To be able to recognise, respect and, if appropriate, challenge the ways different faith or cultural views influence relationships To recognise and manage negative influence, manipulation, and persuasion in a variety of contexts, including online | Living in the wider world: Setting goals To be enterprising in life and work To evaluate the ‘next step’ options available, such as higher education, further training or apprenticeships, and gap year opportunities To know how to recognise career possibilities in a global economy | Relationships: Families To be able to recognise and challenge stereotypes and family or cultural expectations that may limit aspirations To understand the implications of unintended pregnancy and young parenthood; to recognise the advantages of delaying conception, whilst acknowledging the changes in fertility with age To explore different ways to celebrate cultural diversity, promote inclusion and safely challenge prejudice and discrimination | Health & well-being: Lifestyle To recognise illnesses that particularly affect young adults, such as meningitis and ‘freshers’ flu’ To understand how to maintain a healthy diet, especially on a budget To explore how to maintain work-life balance, including understanding the importance of continuing with regular exercise and sleep, and balancing time online | Relationships: Intimate relationships To evaluate different degrees of emotional intimacy in relationships, the role of pleasure, how they understand the difference between ‘love’ and ‘lust To understand the moral and legal responsibilities that someone seeking consent has, and the importance of respecting and protecting people’s right to give, not give, or withdraw their consent (in all contexts, including online) To understand how to effectively use different contraceptives, including how and where to access them | Living in the wider world: Employability skills To set realistic yet ambitious career and life goals which are matched to personal values, interests, strengths, and skills To understand the importance of professional conduct and how it can be demonstrated in different workplaces including following health and safety protocols To be able to produce a concise and compelling curriculum vitae and prepare effectively for interviews |
| Understanding Relationships E1: (R/507/2260) (2) E2: (L/507/2399) (2) E3: (Y/507/2440) (2) |
| ASDAN PP* | DSA Developing Self Awareness – All About Me (3) | |
| Citizenship* ASDAN Employability* | Working With Others E2: WOE2 (2) E3: WOE3 (2) L1: Teamworking (TW1) (1) | Health and Safety in the Workplace E2: HSWE2 (2) E3: HSWE3 (2) L1: HSW1 (2) | Maintaining Work Standards E2: MWSE2 (3) E3: MWSE3 (3) L1: MWS1 (3) |
| ASDAN PP* | | DWTD Developing skills for the workplace: getting things done (4) | |
| Careers* | Visiting Employers Preparation for Further Learning or Employment (1) NOCN – E3 R/650/0490 | Self-employment NOCN: Employability Skills (3) Entry 3: Y/650/0492 | Work experience NOCN: Food and Drink Service (2) Entry 3: T/650/8485 |
| Food | Rice To gain a simple certificate in basic food hygiene. Reproduce a restaurant dish they have seen prepared. | Baking Investigate four methods of baking a cake Cost, bake, and evaluate recipes. | Healthy eating To investigate the food traffic light system. To adapt an everyday recipe to make it healthier. | Stir fry Compare and evaluate the different ways to prepare vegetables in stir fry recipes. To look at produce and ways to save money to make batch cooked meals. | Food allergies To research and understand the different types of food allergens. To adapt and create a recipe suitable for someone with food allergies. | Breakfast To create a balanced and varied 1 week breakfast meal planner. To use presentation skills to present food. |
