| 2024-2025 | 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 | Keeping safe | Environmental awareness | Fundraising: Enterprise charity |
| English* | Grimm Tales | A Planet full of plastic -Environmental awareness poems | Sir Thomas Moore |
| AIM Grammar and Punctuation E2: (H/505/9626) (1) E3: (A/506/1768) (1) | AIM Receiving and Responding to Information E2: (H/507/2392) (1) E3: (A/506/9773) (1) | AIM Writing E2: (D/507/2407) (1) E3: (T/506/1770) (1) |
| AIM English Language Skills: E3 (K/617/9034) (12) L1 (T/617/9036) (12) |
| ASDAN PP Developing Writing Skills (DWS) |
| Maths* | AIM Weight and Capacity E1: (D/617/2937) (2) E2: (D/617/2971) (2) E3: (D/617/2971) (2) L2: (A/504/2962) (1) | AIM Multiplication E1: Addition (K/617/2925) (2) E2: (M/617/2960) (2) E3: (D/617/2999) (2) L2: (R/504/5821) (1) | AIM Money E1: (L/617/2934) (3) E2: (A/617/2959) (3) E3: (L/617/2996) (2) L2: Probability (J/504/2964) (1) |
| ASDAN (EMM) Early Mathematics: Measure |
| Options | PE/Care*/Art*/DT | PE/Care*/Art*/DT | PE/Care*/Art*/DT |
| Living Independently* | Personal Care and Hygiene E1: (Y/507/2230) (3) E2: (A/507/2382) (3) E3: (A/507/2432) (3) | Environmental Issues E1: (F/507/2156) (2) E2: (T/507/4096) (2) E3: (M/507/2332) (2) | Everyday Food and Drink Preparation E1: (J/507/2157) (3) E2: (Y/507/2289) (3) E3: (M/507/2346) (3) |
| Computing* | ICT skills for life Pupils to select, use and combine a variety of software on a range of devices. Pupils to create a range of program systems and content that accomplish goals. | Developing ICT skills (DIS) Pupils to collect, analyse and present data and information. Pupils to design write and debug programs that accomplish simple goals. | ICT skills for life Pupils to use technology purposefully to create manipulate and retrieve digital content. Pupils to recognise common uses of technology relating to the workplace. |
| Using Mobile IT Devices L1: (H/502/4374) (2) | Using Email L1: (J/502/4299) (2) | Using the internet L1: (T/502/4296) (3) |
| Physical Education | Invasion: Basketball (Self management and responsibility) Pupils to use and develop a variety of tactics and strategies to overcome opponents in team games. | Health Related Exercise (Personal Best) Pupils to evaluate their performances compared to previous one and demonstrate improvements across a range of physical activities to achieve their personal best. | Invasion: Football (Communication: Active Listening) Pupils to tackle complex and demanding physical activities, whilst understanding how to promote an active life style. | Striking and Fielding: Cricket (Evaluation) Pupils to develop their technique and improve their performance in other competitive sports. | Net/Wall: Tennis (Self-motivation) Pupils to take part regularly in competitive sports and activities through local community links and sports clubs. | Athletics (Resilience) Pupils to take part in activities in a range of environments which encourage pupils to work in team building on trust and develop on skills to solve problems. |
| RSHE | Health & well-being: Emotional well-being Pupils to recognise signs of changes in mental health and wellbeing and demonstrate a range of strategies for building and maintaining positive mental health, including managing stress and anxiety. Pupils to recognise when they, or others, need support with their mental health and effective strategies to address difficulties and promote wellbeing. | Living in the wider world: Financial decision making. Pupils to learn how to plan expenditure and budget for changes in circumstances (e.g. when moving out or going to college). Pupils to evaluate savings options. | Relationships: Building relationships. Pupils to manage mature friendships, including making friends in new places. Pupils to develop and maintain healthy, pleasurable relationships and explore different levels of emotional intimacy. | Health & wellbeing: Peer influence, substance use and gangs Pupils to manage alcohol and drug use in relation to immediate and long-term health. Pupils to understand how alcohol and drug use can affect decision making and personal safety, including looking out for friends, safe travel and drink-spiking. | Relationships: Addressing extremism and radicalization Pupils to begin to know when and how to report or access help for themselves or others in relation to extremism and radicalization. Pupils to learn how social media can expand, limit or distort perspectives and recognise how content they create and share may contribute to, or challenge this. | Health & well-being: Being healthy. Pupils to take responsibility for monitoring personal health and wellbeing, including sun safety, breast awareness and self-examination, testicular self-examination and cervical screening. Pupils to know how to register with and speak to health services. |
| AIM Health and Fitness E1: (K/507/2166) (3) E2: (T/507/2316) (3) E3: (L/507/2385) (3) ASDAN PP EWDP Developing a profile (3) |
| Citizenship* ASDAN Employability | Customer Services E2: CSE2 (2) E3: CSE3 (2) L1: CS1 (2) | Exploring Job Opportunities E2: EJOE (2) E3: EJOE3 (1) L1: EJO1 (1) | Learning through Work Experience E2: LWEE2 (3) E3: LWEE3 (3) L1: LWE1 (3) |
| Careers | Traveling to work or college Pupils to manage personal safety in relation to travel, such as cycle safety, young driver safety, passenger safety, using licensed taxis and getting home safely. Pupils to learn to travel safely around the UK and abroad; understand legal rights and responsibilities when travelling abroad, including passport, visa and insurance requirements. | Interviewing Pupils to know how to identify and evidence their strengths and skills when applying and interviewing for future roles and opportunities. Pupils to learn how to produce a concise and compelling curriculum vitae and prepare effectively for interview. | Work experience Pupils to set realistic yet ambitious career and life goals which are matched to personal values, interests, strengths and skills. Pupils to evaluate the ‘next step’ options available, after taking part in works experience opportunities. |
| Food | Sandwiches Pupils to investigate buying and storing of ingredients to make sandwiches (presentation of types of bread and the attention of hygiene) Pupils to design a sandwich, and purchase ingredients, before making it to sell. | Baked goodies Pupils to follow a design brief to make a selection of baked goodies (minimum of 2) for Christmas party. Pupils to batch bake goodies to sell at a school event. | Soups Pupils to explore different types of soups from around the world and be able follow recipes. Pupils to use their skills and knowledge to create their own soup, and provide reasons why and evaluate. | Pasta Pupils to explore different types of pasta and sauces that are traditionally served alongside from around the world and follow recipes to create pasta dishes. Pupils to apply knowledge to create their own pasta dishes and evaluate. | Seasonality Pupils to explore different foods and local produce that are available in different seasons of the year. Pupils to create dishes from in-season local produce. | Leftovers Pupils to explore different food storages and food hygiene. Pupils to make a dish from set basic ingredients applying knowledge and skills previously gained. ‘Ready steady cook’ |
| ASDAN PP ESED/ PDS/ PFE Food (3)* |
