Key Stage 3 curriculum offers a combination of discrete learning experiences and topic-based learning in the broader curriculum. The five core subjects that are taught discretely are;
- Communication, Literacy and Language (CLL).
- Maths
- Careers
The wider curriculum does not follow formal discrete subject sessions but collaborative approaches across curriculum areas following a topic-based approach. The broader curriculum is organised as follows;
- My Body - PE, Personal and Social Development (PSD) and Sex and Relationships. (SRE).
- Creative Arts - Music, Art and Design.
- My World - Humanities, RE and International Studies. (MFL)
- Science and Technology - Science, Computing and Design Technology.
Below, you will find all of the information for all areas of learning within Key Stage 3.
Long Term Planning for Key Stage 3 Curriculum
Long-term planning sets out the focus for learning across several terms. For Key Stage 3, the cycle of learning is over 3 academic years. This is because our students are placed in classes by need rather than age. This allows students to access learning that is right for their needs.
Communication, Literacy and Language (CLL) - Long-Term Plan
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COMMUNICATION, LITERACY & LANGUAGE CONTEXT |
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Communication, Literacy and Language is a timetabled subject in KS3 and KS4. Students in KS3 access 4 x 50 minute reading and writing sessions in addition to 3 x 30 minute discrete spelling, grammar and handwriting lessons, all of which are streamed based on ability and need. KS3 follow a thematic approach to CLL whereby each class has access to a focused text, which provides a stimulus for the termly topic focus. |
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Key Stage 3 |
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IMPLEMENTATION |
IMPACT |
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What is the intention of teaching and learning? Students will build the foundation skills needed to be able to access future accreditations, curriculum content and functional skills for life. All topics will provide opportunities for developing and reinforcing reading, writing and spoken language skills. This approach intends to ensure that CLL at KS3 meets student’s holistic needs, including their Personal Learning Goals and EHCP outcomes. |
How will it be implemented?
Students will have access to:
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How will we measure or monitor impact of teaching and learning?
Students are baselined in phonics, reading age and spelling age within the first 4 weeks of the academic year. Phonics assessments are undergone termly, with reading and spelling ages completed annually. Students will be assessed against the WLCHS CLL Branch Maps, which are a working document that is updated regularly by the class teacher. PLG work towards EHCP outcomes that is supported within CLL sessions will be documented via Evidence for Learning. |
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Speaking |
Listening |
Creativity |
Problem Solving |
Aiming High |
Staying Positive |
Teamwork |
Leadership |
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Speaking in pairs, small groups and whole class context. Asking and answering questions. Developing tone, expression and gesture. Adapting speech to suit the listener. |
Listening to others. Clarifying information. Responding to others. Summarising information. Listening and responding to questions. Critical listening. |
Generating ideas for stories through mind maps, creative writing and storytelling. |
Following instructions. Finding relevant information. |
Opportunities to recognise what they need to do to succeed. High expectations and encouragement to take pride in work. Setting goals to achieve. |
Support to cope with difficulties. Opportunities to edit and improve work and accept mistakes. |
Group work. Exposure to literature from other cultures and beliefs. Listening to other’s ideas. |
Managing tasks in small groups. Working together to reach shared decisions. |
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LOtC |
Visits linked to theme/topic e.g. farm visit, theatre trips, community trips, zoo visit, churches, museums.
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3 Year Long Term Overview KS3
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Communication, Literacy and Language |
Autumn Term Theme |
Spring Term Theme |
Summer Term Theme |
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Cycle 1 |
Celebrations Poems on a theme Poems about famous celebrations e.g. Bonfire night, Chrismas, Halloween. Reading and analysing poems and writing own poems. |
My Environment Creative writing Visiting a range of settings in the environment as a stimulus for writing. Focus on descriptive writing. |
Space Non-fiction texts Non-fiction space texts exploring features of non-fiction texts: glossaries, index, contents, photos, diagrams, labels, facts, headings and subheadings. |
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Cycle 2 |
Around the world Storytelling Retelling stories through speaking and listening, writing composition skills, using storytelling traditions and methods from around the world as a stimulus for writing. |
Farm to Fork Reading and writing instructions Reading and writing recipes, shopping lists, food labels and packing, instructions for operating machinery and planting, safety procedures. |
Lights, Camera, Action! Drama and role play Reading and exploring features of plays, theatre, spoken word, script writing, expressive language skills and performance skills. |
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Cycle 3 |
Best of British Poetry Reading and analysing famous British poems, spoken and written verse, rhyming, poem structures. |
Looking After Me Autobiographies & Biographies Writing in first person, famous people, chronology, memory and recall of information. |
Animal Kingdom Fiction texts Class fiction text including animal characters. Features of fiction, personification, settings and characters. |
Mathematics Long-Term Plan
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Subject Maths |
Autumn Term Theme |
Spring Term Theme |
Summer Term Theme |
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Year 1 |
Celebrations
Number and place value Money
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My Environment
Measurement Statistics
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Space
Geometry Time
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Year 2 |
Around the World
Number and place value Geometry
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Farm to Fork
Measurement Time
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Lights Camera Action
Money Statistics
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Year 3 |
Best of British
Number and place value Money
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Looking After Me
Measurement Time
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Animal Kingdom
Geometry Statistics
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Science and Technology - Science, Computing and Design Technology
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SCIENCE AND TECHNOLOGY – COMPUTING/DT/SCIENCE CONTEXT |
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Computing is a timetabled subject in both Key Stage 3 and 4. Within Key Stage 3 all students access a range of thematic topics that develop knowledge, skills, and character development. Subject planning focusses on both plugged and unplugged learning opportunities with a focus on concept understanding and application rather than use of technology. All students in Key Stage 3 have access to Computing Science elements to ensure they have a functional understanding of programming and algorithms. In Key Stage 4 students’ access ELC 3, L1 and L2 accreditation OCR Functional Skills. There are also opportunities for students to access AQA Unit Awards. Some students will also access ASDAN Transition Challenge. Design Technology is a timetable subject that sits within Science and Technology in Key Stage 3 and is an optional subject at Key Stage 4. The Key Stage 3 curriculum allows students opportunities to explore and engage with existing products and begin to develop an understanding of how things are made. Students will be encouraged and given opportunities to explore designs and talk about what works and doesn’t work. Students will be given opportunities to design and make a range of products including following recipes to produce snacks and meals. In Key Stage 3 and 4, students can undertake an enterprise task through our annual Christmas Markets event. In Key Stage 4, students will explore enterprise and work towards an extended project and apply skills developed in Key Stage 3. Students follow a broad and varied science curriculum which aims to:
We aim to deliver science in a fun and engaging way so that students are excited and curious about phenomena and events in the world around them. We understand that it is important for lessons to have a skills-based focus and wherever possible linked to real life experiences. Students learn to question and discuss science-based issues that may affect their own lives, the direction of society and the future of the world. |
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Key Stage 3 |
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IMPLEMENTATION |
IMPACT |
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What is the intention of teaching and learning? All students to develop functional understanding of ICT, Computing and life related technology at a level that is right for their current pathway (Explorer, Engager and Challenger). All students to develop an understanding of how to be safe online and apply this is each weekly learning opportunity and in situations beyond computing at a level that is right for their current pathway (Explorer, Engager and Challenger). All students to access experiences with and without technology to embed understanding of concept that support cross curricular experiences. All students to be able to apply skills functionally across other areas of learner and beyond the classroom in a way that is appropriate to their current pathway (Explorer, Engager and Challenger). Classroom teachers to access CPD that will further develop ICT and Computing curriculum and experiences. In Design Technology, students will Develop their understanding of existing products that serve a particular purpose or need. They will explore materials used and evaluate their effectiveness in relation to durability and strength. They will plan, design and test a range of makes evaluate them. They will use tools and materials to make a product from a given brief. Development of knowledge and understanding Development of practical skills Transfer of skills and knowledge into real life Development and transfer of numeracy and literacy skills |
How will it be implemented? Weekly sessions delivered by a teacher. Access to appropriate technology, including laptops, iPad and programmable technology. Access to a curriculum that is plugged and unplugged. Access to experiences that build on previous learning and place concepts and skills into a wider context of learning. Staff will implement knowledge and skills gained from CPD into their teaching and learning of the subject. Students will access learning alongside Art and Design and Music under Expressive Arts. Students will have a half termly sequence of learning under a curricular theme including access to Food Technology sessions. Weekly sessions Opportunities for practical investigations Relevant, real-life contexts Opportunities for problem solving activities that allow students to apply their knowledge and find out answers for themselves. Lessons planned to provide appropriate challenge to all learners. Opportunities for learning to be extended outdoors. Educational visits (e.g. museums, farms, different environments, or habitats) Annual Science Week
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How will we measure or monitor impact of teaching and learning? Branch Maps to track progress journey of all students, considering movement between pathways (Explorer, Engager and Challenger) Self-assessment by students within the classroom setting. Teacher feedback within classrooms. Impact of Computing with EfL and EHC Plan outcomes. Work scrutiny and QA of planning. CPD has a positive impact on learning through lesson observations, QR sessions and subject improvement. Evaluations and assessments (Peer to Peer/Self/Teacher) Evidence for Learning and relevant PLGs Regular moderation of work. Branch Maps. Termly topic outcomes (assessments within subjects) Students develop scientific knowledge. Students develop practical skills. Students develop independence in planning and carrying out investigations. Annotated photographic evidence.
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3 Year Long Term Overview KS3
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Subject Computing |
Autumn Term Theme |
Spring Term Theme |
Summer Term Theme |
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Cycle 1 |
Celebrations COMPUTING Finding Information and Presenting using appropriate applications. Safely Searching for Information (Information Technology and Digital Literacy) DESIGN TECH Christmas Markets Preparations. Research, design, make. SCIENCE Materials and Properties, Energy and Earth’s Resources |
My Environment COMPUTING Algorithms and programming Keeping Your Information Safe (Computer Science and Digital Literacy) DESIGN TECH Impact of Design Technology on the environment. Design and Make – Bug Houses SCIENCE Weather, Climate Change, Water Cycle.
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Space 3D Digital Art/Animation Cyberbullying (Information Technology and Digital Literacy) FOOD TECH Food for Astronauts Dehydrated/Freeze Dried Foods Creating recipes using specific ingredients. Exploring nutritional value of foods. SCIENCE Earth and Beyond, Solar System |
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Cycle 2 |
Around the World COMPUTING Using Data in a Functional Way Using Social Media Safely (Information Technology and Digital Literacy) DESIGN TECH Christmas Markets Preparations. Research, design, make. SCIENCE Rocks, Rock Cycle, Fossils, Evolution
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Farm to Fork COMPUTING Understanding Computing processes Grooming (Information Technology and Digital Literacy) FOOD TECH Food Provenance relating to fruits and vegetables. Range of recipes using ingredients natural to UK Jam Tarts Vegetable Soup Fruit Salad SCIENCE Diet and Nutrition, Digestion, Food Chains |
Lights Camera Action COMPUTING Using Digital Media Hacking and Viruses (Information Technology and Digital Literacy) DESIGN TECH Musical Instruments Design and make a range of instruments to be used to create a theme tune for an imaginary programme. SCIENCE Light, Sound and Electricity
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Cycle 3 |
Best of British COMPUTING PowerPoint Presentation Data Security (Information Technology and Digital Literacy) DESIGN TECH Christmas Markets Preparations. Research, design, make. SCIENCE Forces, Gravity, Speed, Magnets, Friction, Air Resistance, Buoyancy
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Looking After Me COMPUTING Algorithms and Programming File Sharing (Computer Science and Digital Literacy) DESIGN TECH Research existing frame styles Research materials used. Photograph frames linked to artist. Frames to link to self-portraits. SCIENCE The Human Body
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Animal Kingdom COMPUTING Using Word Processing Software and Emails My Online Identity (Information Technology and Digital Literacy) DESIGN TECH Bird Hides/Bird Houses Research different designs Evaluate and reflect on designs to support prototypes Design and Make using given materials. SCIENCE Classification and Variation, Life Cycles and Plants |
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Speaking |
Listening |
Creativity |
Problem Solving |
Aiming High |
Staying Positive |
Teamwork |
Leadership |
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Contributions to class discussions Q&A
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Following instructions. Various media sources. Peer and group work. |
Developing and creating documents, digital content, files, projects from a given brief. Combining researched elements into own designs. Developing and creating investigations and scientific projects. Creating and developing improvements from analysis and conclusions. |
Algorithms. Debugging Solution focussed projects. Adapting to materials used. Designing investigations from a given hypothesis. Analysing and evaluating to draw conclusions and suggest improvements.
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Progression though Branch Map to achieve accreditation. Opportunities for success in all learning experiences. Progression through Branch Map and record of progress to achieve accreditation. |
Coping with challenging situations. Taking feedback from others. |
Collaborative opportunities working with peers on given projects. |
Taking the lead in group tasks with assigned roles. |
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LOtC |
Photography sessions allow students time outside of the classroom to choose subjects for their projects. Exploring technology within their local environment. Using technological devices in wider contexts outside of the classroom. Visits to shops to explore products. Visits to factories to explore manufacturing. |
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My Body (PE/PSD/SRE) Long-Term Plan
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MY BODY CONTEXT |
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Key Stage 3 |
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IMPLEMENTATION |
IMPACT |
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What is the intention of teaching and learning? To allow students to take part in competitive sports and other physically demanding activities. To promote health and fitness and embed value such as fairness and respect. To give students access to a range of physical activities. To develop the knowledge, skills, and attributes they need to keep themselves healthy and safe and to prepare them for life and potentially work in modern Britain. To develop the knowledge, skills and attributes they need to thrive as individuals, family members and members of society. Living in the wider world – To develop the knowledge, skills and attributes they need to thrive as individuals, family members and members of society. From making responsible decisions about alcohol to succeeding in their first job, PSHE education helps pupils to manage many of the most critical opportunities, challenges and responsibilities they will face growing up. Health and wellbeing - To achieve their potential by supporting their wellbeing and tackling issues that can affect their ability to learn, such as anxiety and unhealthy relationships. To develop skills and aptitudes - like teamwork, communication, and resilience - that are crucial to navigating the challenges and opportunities of the modern world. SRE - To equip young people to make safe choices, navigate the online world with a critical eye and help them to understand where to go for support regarding sex and relationship education. |
How will it be implemented?
Swimming sessions across the school year. Delivery of MOVE and MATP. Access to a range of activities including bikes, wellbeing sessions and sessions led by WACT. Access to a wide range of sports and activities. Discrete PSHE & SRE session weekly as part of My body afternoon Yearly rolling programme to ensure information is shared at the right time for pupils based on understanding and development.
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How will we measure or monitor impact of teaching and learning?
Use of learning outcomes to track development of knowledge and skills. Measure character development. Self-assessment of students. Work scrutiny and QA of planning. Students receive a broad and balanced curriculum. Branch Maps to track progress journey of all students, considering movement between pathways (Explorer, Engager and Challenger) Self-assessment by students within the classroom setting.
Teacher feedback within classrooms. Impact of learning on EHC Plan outcomes. Work scrutiny and QA of planning. CPD has a positive impact on learning through lesson observations, QR sessions and subject improvement. |
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Key Stage 4 |
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INTENT |
IMPLEMENTATION |
IMPACT |
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What is the intention of teaching and learning?
To allow students to take part in competitive sports and other physically demanding activities. To promote health and fitness and embed value such as fairness and respect. To give students access to a range of physical activities. To develop knowledge and skills to keep them selves healthy and safe throughout their lives. To develop the knowledge, skills, and attributes they need to keep themselves healthy and safe and to prepare them for life and potentially work in modern Britain. To develop the knowledge, skills and attributes they need to thrive as individuals, family members and members of society. Living in the wider world – To develop the knowledge, skills and attributes they need to thrive as individuals, family members and members of society. From making responsible decisions about alcohol to succeeding in their first job, PSHE education helps pupils to manage many of the most critical opportunities, challenges and responsibilities they will face growing up. Health and wellbeing - To achieve their potential by supporting their wellbeing and tackling issues that can affect their ability to learn, such as anxiety and unhealthy relationships. To develop skills and aptitudes - like teamwork, communication, and resilience - that are crucial to navigating the challenges and opportunities of the modern world. SRE - To equip young people to make safe choices, navigate the online world with a critical eye and help them to understand where to go for support regarding sex and relationship education.
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How will it be implemented?
Students will access learning through discrete learning sessions for both PSHE and PE.
All pupils will have weekly discrete PSHE lessons.
Any knowledge and skills developed through lessons will be reinforced throughout the curriculum and social times.
All pupils will access PE in a relevant format, MOVE, MAPT, or sessions led by Wigan Athletic.
Some pupils will choose to access extra Sport sessions as part of options and will work with PNE to achieve accreditation completing both academic and practical work.
Where appropriate delivered in single sex groups to support pupils confidence accessing curriculum Yearly rolling programme to ensure information is shared at the right time for pupils based on understanding and development.
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How will we measure or monitor impact of teaching and learning?
Use of learning outcomes to track development of knowledge and skills. Branch Maps to track progress journey of all students, considering movement between pathways (Explorer, Engager and Challenger) Self-assessment by students within the classroom setting. Measure character development. Self-assessment of students. Students receive a broad and balanced curriculum. Teacher feedback within classrooms. Impact of learning on EHC Plan outcomes. Work scrutiny and QA of planning. CPD has a positive impact on learning through lesson observations, QR sessions and subject improvement. |
KS3 3 Year Long Term Overview PE
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Subject My Body |
Autumn Term Theme |
Spring Term Theme |
Summer Term Theme |
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Cycle 1 |
Celebrations |
My Environment |
Space |
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MATP Netball |
MATP Tennis skills |
MATP Orienteering |
MATP Boccia & Kurling |
MATP NASA Training Programme |
MATP Athletics
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Cycle 2 |
Around the World |
Farm to Fork |
Lights Camera Action |
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MATP Football skills
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MATP Dance
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MATP Health related fitness |
MATP Gymnastics
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MATP Rounders
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MATP Athletics
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Cycle 3 |
Best of British |
Looking After Me |
Animal Kingdom |
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MATP Cricket Skills
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MATP Yoga |
MATP Dance
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MATP Health related fitness |
MATP Athletics
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MATP Rounders |
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Expressive Arts (Art and Design/Music) Long-Term Plans
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(EXPRESSIVE ARTS) CONTEXT |
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Music is a timetabled subject in Key Stage 3 and Expressive Arts an option in KS4. Within Key Stage 3 all students access a range of thematic topics that develop knowledge, skills and character development. Subject planning focusses on listening, composing, performing and appraising music. In Key Stage 4 the students can opt to follow a bespoke curriculum that builds on the curriculum from KS3 and includes pupil specific PLG’s. Art is a weekly timetabled session within Key Stage 3 and an optional subject within Key stage 4. Throughout the Key Stage 3 curriculum pupils will have the opportunity to research a wide range of artists who use different mediums and inspiration for their work. They will then be encouraged to recreate pieces and use the skills and inspiration to produce their own pieces of art. All areas link to the current KS3 curriculum themes. Within Key Stage 4 those pupils who choose to take art as an option have an afternoon a week with the opportunity for a weekly intervention session if required to support learning. Pupils work towards accreditation ranging from AQA Unit awards to GCSE. They are encouraged to increase their range of skills and evaluate and develop their work.
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Key Stage 3 |
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INTENT |
IMPLEMENTATION |
IMPACT |
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What is the intention of teaching and learning? To develop a functional understanding music through performing, listening, appraising and composing. To learn with and without technology to ensure understanding of concept. To apply knowledge and skills functionally and within a themed/topic based interconnected curriculum. Art sessions enable pupils to share and develop their creativity. Sessions will engage, inspire and challenge pupils, equipping them with the knowledge and skills to experiment, invent and create their own works of art. As pupils progress, they should be able to think critically and develop a more rigorous understanding of art and design. |
How will it be implemented? Weekly sessions delivered by a teacher following detailed planning by the subject lead. Access to appropriate resources including instruments, music, visual aids such as colour coded music and ICT. Weekly art sessions will be delivered with the use of appropriate resources. Pupils encouraged to develop their evaluation skills and processes as they progress. Topics linked to termly theme to increase purpose and engagement.
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How will we measure or monitor impact of teaching and learning? Use of learning outcomes to track development of knowledge and skills. Measure character development. Self-assessment of students. Work scrutiny and QA of planning. Use of ongoing assessments School marking policy Regular moderation Self-assessment
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Speaking |
Listening |
Creativity |
Problem Solving |
Aiming High |
Staying Positive |
Teamwork |
Leadership |
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Contributions to class discussions.
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Following instructions. |
Developing and creating Art.
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Solution focused projects.
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Progression through Branch Maps. Opportunities for success in all learning experiences. |
Coping with challenging situations. Taking feedback from others. |
Collaborative opportunities working with peers on given projects. |
Taking the lead in group tasks with assigned roles. |
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LOtC |
Trips to arts venues and concerts. To take part in the Christmas production, Talent Show and Choir. Trips to arts venues. To produce artwork for the Christmas production and art exhibitions. Visits to museums and exhibitions (Science and Industry) |
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3 Year Long Term Overview KS3
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Expressive Arts Music Art and Design |
Autumn Term Theme |
Spring Term Theme |
Summer Term Theme |
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Cycle 1 |
Celebrations MUSIC Steel bands Bob Marley and Reggae Music for games, religion and work ART AND DESIGN Exploring and experiencing the use of colour/mark making and tonal work. Developing skills in using paint/pencil/pen/charcoal and graphite Explore the works of Harriet Powers and Sayaka Ganz
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My Environment MUSIC The Beatles Folk songs ART AND DESIGN Students will work together to express themselves through artwork inspired by Andy Goldsworthy and based around the story ‘The Dot’. They will use their artwork to promote mental health week by displaying their work around their local community (home, school, local businesses, and places within the environment). |
Space MUSIC The Planets by Gustav Holst A Journey into Space ART AND DESIGN To develop pupils’ awareness of surrealism, use a range of materials and methods to record ideas. Choose a favoured medium giving reason where possible. Research artist Tang Yau Hoong and use their work to influence their own work. Create a final piece of work.
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Cycle 2 |
Around the World MUSIC African Drumming Indian Ragas Samba from Brazil ART AND DESIGN Exploring and experiencing the use of colour/mark making and tonal work. Developing skills in using paint/pencil/pen/charcoal and graphite European Art – Mondrian (Colour, Pattern and Shape) |
Lights Camera Action MUSIC Film Music Musicals ART AND DESIGN 3D Sculpture (Clay) and Printing Still Life – Paul Cezanne (Drawing)
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Farm to Fork MUSIC Musical Journeys Ma Vlast The Seasons ART AND DESIGN Film Art (stencil) (Drawing and colour skills including digital media)
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Cycle 3 |
Best of British MUSIC Young Persons Guide to the Orchestra British Folk and Pop Music ART AND DESIGN Exploring and experiencing the use of colour/mark making and tonal work. Developing skills in using paint/pencil/pen/charcoal and graphite David Hockney (Painting) LS Lowry (Drawing and Sketching)
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Looking After Me MUSIC Music to inform, educate and entertain ART AND DESIGN Picasso and Henri Matisse – self portraiture (Drawing)
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Animal Kingdom MUSIC The Carnival of the Animals ART AND DESIGN Steve Brown (Oil Pastels) Alan M Hunt (Pencil and Water Colour Animals Masks (Modelling and Sculpture)
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My World (Humanities/RE/MFL)
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Subject: My World |
Autumn Term Theme |
Spring Term Theme |
Summer Term Theme |
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Year 1 |
Celebrations History focus: Transatlantic Slave Trade, Liverpool docks. Geography focus: Map Skills Africa, Location, Weather – Food Production, Farming, UK Comparison (COCOA/BANANA) and Fair Trade |
My Environment Geography Focus: Local Environment – Compare to Overseas, Population and Settlements RE - Exploring the religion in our environment and places of worship around us and meaningful symbols. |
Space History Focus: Skills – Story of the Landing on the Moon Chronology, Source Information, Ordering, How Technology Has Changed Overtime RE- Who is god? Who do people pray to? Why do people pray? What is heaven? |
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Year 2 |
Around the World Geog focus Natural disasters Volcanoes, Tsunami, Earthquakes
RE - World religion and key beliefs |
Farm to Fork History - of how farming has changed over time
RE - How food is used in culture and celebration festivals – meaning of foods
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Lights Camera Action History – Using sources and evidence to build up accurate knowledge and understanding of the events leading to the sinking of the Titanic. Geog – Tourism and its affected famous film locations ‘The beach’, ‘New Zealand’ ‘Alnwick Castle’ |
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Year 3 |
Best of British History – History of the British holidays
Geog British Tourism Country/Seaside/City |
Looking after me History of me and my family
RE – How mediation, mindfulness and relaxation can help my well-being. |
Animal Kingdom Geog - Aquatic, Tundra, Savannah RE – Does how we treat the world matter? Caring for our planet |
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SUBJECT: My World - RE |
Autumn Term Theme |
Spring Term Theme |
Summer Term Theme |
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Year 1 |
Fair Trade Islam- What is expected of a person in following a religion or belief?
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My Environment Sikh Dharam - what builds the community? Christianity - who is my neighbour?
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Space Christianity and Humanism - created or chance? Judaism - How do people keep faith in difficult times? |
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Year 2 |
Around the World
World Faith- who is God? |
Farm to Fork
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Lights Camera Action Buddhism - can meditation make a difference? Celebrities who meditate |
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Year 3 |
Best of British Hindu Dharma - where do we see signs of belonging?
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Looking After Me Islam, Christianity and Humanism - What happens when we die? Hindu dharma - What is a good life? |
Animal Kingdom What is special about our world? |
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SUBJECT: My World – International Studies |
Autumn Term Theme |
Spring Term Theme |
Summer Term Theme |
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Year 1 |
Fair Trade SMSC- African culture and its influences on the UK. Why should we buy Fair trade products? Language- French food and drink |
My Environment SMSC- cultural diversity within Skelmersdale. Language- Ma ville, ma maison |
Space SMSC- Language- maps and directions |
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Year 2 |
Around the World SMSC- respecting a diverse world, appreciating different cultures and celebrations. Language- holidays
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Farm to Fork SMSC- developing understanding of where our food comes from, how it is produced and harvested. Language- seasons |
Lights Camera Action SMSC – Language- hobbies, French cinema |
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Year 3 |
Best of British SMSC- what are British traditions? Language- jobs and transport |
Looking After Me SMSC- understanding of different families and homes. Language- my family and body
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Animal Kingdom SMSC- life in Language- animals |
Careers Long-Term Plan
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Careers CONTEXT |
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General statement putting the teaching and learning in context of the heading e.g. teaching and learning whole school.
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Key Stage 3 |
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IMPLEMENTATION |
IMPACT |
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What is the intention of teaching and learning?
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How will we measure or monitor impact of teaching and learning?
English in the real world using functional skills required in the community.
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Careers Events |
Enterprise - Christmas Markets
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Educational Visits linked to termly theme and Skill Builder |
Guest Speakers as part of National Careers Week. |
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SKILLS BUILDER |
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Speaking |
Listening |
Creativity |
Problem Solving |
Aiming High |
Staying Positive |
Teamwork |
Leadership |
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EHCP review and student voice Guest speakers Work experience opportunities Career presentations Interview opportunities Employer engagement LOtC visits Residential |
Health and Safety in the work place LOtC visits Career talks Work experience Residential
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CV writing Personal statement writing Residential Duke of Edinburgh |
Learning about course options and pathway routes Learning new skills LOtC in the community Public transport training Residential
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Work placement opportunities Develop new skills Business engagement Guest speakers Interview experience Residential CV writing
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Work experience Interview experience Learning new skills Developing independence Learning in the community Residential Job applications
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Work experience Whole class activities Residential
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Work experience Whole class and group activities Residential
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LOtC |
Educational visits – business engagement, asking employees about the jobs they do and skills & qualities needed. Guest speakers Work experience Residential and adventurous activity days Visits to local colleges/college links |
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KS3 - 3 Year Long Term Overview
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Subject
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Autumn Term Theme |
Spring Term Theme |
Summer Term Theme |
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Cycle 1 |
Celebration Awareness of the Working World Section 2 – Jobs in my Community Section 6 – Visiting a workplace
Being Independent Section 4 – Making a drink or a snack |
My Environment Engaging in the Community Section 1 – Places I visit Section 4 – The environment
Being Independent Section 6 - Dangers |
Space Looking after Myself Section 4 – Feelings Section 3 – Personal hygiene
Being Independent Section 5 – Using Technology |
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Cycle 2 |
Around the World Looking after Myself Section 6 – Choosing clothes Section 2 - Eating Healthy
Being Independent Section 2 – Jobs I do at home |
Farm to Fork Awareness of the Working World Section 4 – Working outdoors Section 5 – Equipment used at work
Being Independent Section 4 – Making a drink or a snack |
Lights Camera Action Engaging in the Community Section 3 – Clubs & Events Section 5 – Helping others
Being Independent Section 5 – Using Technology |
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Cycle 3 |
Best of British Engagement in the Community Section 2 – Help and support Section 6 – Travel and transport
Being Independent Section 3 – Using kitchen appliances |
Looking After Me Looking after Myself Section 1 – Being Active Section 5 – Local health services
Being Independent Section 1 – Personal information
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Animal Kingdom Awareness of the Working World Section 1 – Jobs my family and friends do Section 4 – Working indoors
Being Independent Section 6 - Dangers |
Medium Term Planning for Key Stage 3 Curriculum
Medium Term planning sets out the sequence of learning for each subject area. Each subject will set out an experienctial journey under a focus topic for that particular term. This creates a sense of connection between all subjects and the potential to apply skills that have been developed across the broader curriuclum.
Autumn Term Sequence of Learning
KS3 CLL MTP 2023
Spring Term Sequence of Learning
Communication, Literacy and Language (CLL) Spring Term CYCLE 1
Autumn Term Sequence of Learning
KS3 Maths MTP 2023
Spring Term Sequence of Learning
KS3 Maths MTP 2024
Autumn Term Sequence of Learning CYCLE 1
KS3 Science MTP 2023
Spring Term Sequence of Learning CYCLE 1
KS3 Science MTP 2024
Autumn Term Sequence of Learning CYCLE 1
KS3 Computing and Design Technology 2023
Spring Term Sequence of Learning CYCLE 1
KS3 Computing and Design Technology 2024
Autumn Term Sequence of Learning CYCLE 1
KS3 My Body MTP 2023
KS3 PSHE MTP 2023
Spring Term Sequence of Learning CYCLE 1
KS3 My Body MTP 2024
KS3 PSHE MTP 2024
Autumn Term Sequence of Learning CYCLE 1
KS3 Expressive Arts MTP 2023
Spring Term Sequence of Learning CYCLE 1
KS3 Expressive Arts MTP 2024
Autumn Term Sequence of Learning CYCLE 1
KS3 My World MTP 2023
Spring Term Sequence of Learning CYCLE 1
KS3 My World MTP 2024