Welcome to our curriculum section. From here, you can find out all about our curriculum intent, our long-term plans and explore each subject in more detail.
Bolton Impact Trust – Curriculum Rationale flowchart
Rationale statement
In all Bolton Impact Trust Academies our students are given a curriculum which is specifically designed to meet their needs. We endeavour to use the best available intelligence to help us decide what a pupil’s personal curriculum plan should look like from the varied curriculum menu that we offer. During the design stage, we utilise data and information to define what success looks like for each student. Once the success criteria is established, the personal curriculum plan (pastoral, behavioural, emotional and academic) is agreed with all parties. We will work backwards from the agreed success criteria to create intent.
Using summative and formative assessment methods along with regular review meetings, we regularly analyse pupil progress in all aspects of their personal curriculum plan against the success criteria agreed at the design stage to ensure that their curriculum plan continues to meet their needs.
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Design |
Referral received Start date agreed if placement appropriate SEMH/Academic baseline assessments Professionals and parents consultation BIT Observations Options taken from curriculum menu Personal Curriculum plans agreed Personal Success criteria agreed
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Design |
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Deliver |
High quality teaching and learning experiences Preferred learning styles understood Strong Core Curriculum Reading as an integral part of the diet Personal Development at the heart of the offer Time given to breaking down barriers to success |
Deliver |
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Decide |
Personal success data analysed
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Decide |
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If sustained success is achieved
More challenge applied New success criteria set Regular analysis of performance Present evidence to Commissioners Return to mainstream setting or move on to long-term specialist provision. Support Transition |
If sustained success isn’t achieved
New success criteria set (re-design) New strategies introduced Procure more specialist support Review with all stakeholders Possible EHCP review Possible move to specialist setting |
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Forwards Centre Curriculum Intent
The Forwards Centre curriculum has the intent of supporting pupils who may have missed significant parts of their education and who may have had a negative experience of learning which has badly affected both their academic self-worth and understanding of their place in society. It is designed to address gaps in both learning and the personal, social and emotional skills in order that children may go on to be successful in the next stage of their educational journey. It is founded in the centre’s core values of Believe, Inspire and Transform.
We believe in all our children and our curriculum is designed to enable all pupils to experience academic success so that each child also develops belief in themselves over time. Our intent is to provide a curriculum that is realistic, achievable, relevant and accessible to all. An ambitious curriculum that is carefully planned and personalised to promote feelings of trust, safety and self-confidence.
We provide a curriculum structure that is clear and has well-defined end points. The structure allows rigorous baseline assessments to inform the planning of an appropriate curriculum ‘climbing frame’ for each child. Our curriculum then allows children the time and space to climb from a point and at a pace that is right for them and experience the same joy of learning new things that others experience and should be part of every child’s life. It is designed so that we can use ongoing formative assessment to track each child’s individual progress, treat them as individuals and celebrate their progress on its own merit rather than simply comparing with whole class age related expectations. This individualised approach ensures that no children are disadvantaged due to their academic level, SEND need or what point on their educational journey they are at or what time in the year they arrive. Every child can experience success.
The Forwards Centre has a two-year rolling programme including reading, writing, maths, science, history, geography, computing, art and music alongside working on an individual basis with each pupils on the personal, social and emotional skills needed to overcome personal barriers to being successful in life. Each child has a personal provision map based on the end points from their education and health care plans (EHCPs) or from advice from a range of professionals such as educational psychologists and occupational therapists.
Through our ‘Forwards Centre Five’, we ensure that the curriculum goes beyond the academic and that personal development is woven throughout. The ‘Five’ include: Contribution and Readiness; Conduct and Morals; Celebrating Similarity and Difference; Caring for Ourselves; and Culture and Creativity. We encourage children to try new things, find a spark and then develop it into an area of strength and success. This provides opportunities for pupils to develop character, confidence and self-esteem with the aim of providing them with the essential knowledge and cultural capital that they need to be educated citizens and develop a fully rounded appreciation of the world around them.
Our centre runs on a clear set of published SEMH principles designed to create a therapeutic, emotionally regulated environment where children experience and learn the social norms and expectations they will need to be successful in their next setting. Staff live life alongside each child and consistently model positive ways of coping with the challenges that the school day brings.
The curriculum has been planned and sequenced so that knowledge and skills build on what has been taught before. It has clear end points for each subject with clearly defined “I know’ and ‘I can’ statements’ defining the knowledge and skills children need to acquire to reach those end point. There is a focus on the ‘sticky knowledge’ we want children to remember and an emphasis on the use of technical language and vocabulary for each subject. Every pupil is entitled to study the full curriculum and develop the knowledge and skills they need to be successful in their next educational setting.
Our experienced staff have the flexibility to further adapt our curriculum for each child to better meet their SEND needs or to take advantage of their specific interests. This may mean adapting the pitch of a learning activity but may also mean adapting the pace of the lesson, introducing sensory breaks or breaking activities down into small steps in order that a child does not feel overwhelmed. Over time, children may need less adaptation, however, staff are vigilant and recognise that pupils face multiple challenges in their lives and sometimes need more support and adaptation and sometimes less.
Reading is a priority for children at the Forwards Centre with each child being thoroughly assessed on arrival. PM Benchmarking is used to ensure a rigorous and sequential approach to developing fluency and confidence in reading. Our pupils access the PM Benchmarking reading scheme and reading is assessed regularly and every pupil has individual targets to ensure any gaps are addressed and that books are chosen to closely match their next steps. Time is allocated for reading and all pupils have 1:1 reading sessions with staff where they work on their personal reading targets which may include comprehension at a level that appropriate to them.
Where appropriate, pupils are phonically assessed on arrival at the centre and for our youngest children, and those at the early stages of reading, our focus is on the development of the phonics, language comprehension and communication skills they need to be successful learners. Children who are still at the early stages of their reading journey have access to books that are in line with their phonetical knowledge. The centre uses the DfE validated Twinkl phonics scheme and, through the development of the “Twinkle Toes’ programme, implements it in a way that is particularly effective for meeting the needs of pupils with SEMH needs in an AP setting.
The documents in this section of the website outline the two-year curriculum programme for each of our classes. For more information, please contact your child's class teacher or Mrs Berry (Deputy Headteacher) - 01204 333660.
Forwards Centre Curriculum
Reading intent
The Forwards Centre curriculum has the intent of supporting pupils who may have missed significant parts of their education. As a result, the Forwards Centre provides a focused learning journey starting with the fundamentals of reading.
Our aim is to deliver a flexible reading model that can provide our learners with the keys to unlock their full potential in life. With this, our aim is to teach a bespoke program of phonics, word reading and comprehension which is individualised to our pupils needs. Within this teaching model, pupils will experience a range of programmes such as: Toe by Toe, Twinkl phonics and PM benchmarking reading scheme.
It is our intent to encourage and promote a genuine love and interest of reading at the Forwards Centre, therefore, time in the day will be made for pupils to read independently or with a staff member. As a priority, we will develop confidence and motivation in our readers, which is anchored by regular opportunities to hear high quality non fiction and fiction texts. The cross curricular vocabulary we teach, aims to provide our pupils with a greater understanding of the world around them and their ability to express themselves effectively.
Our ethos is to develop an enthusiasm for reading whilst offering opportunities for our pupils to become fluent, confident readers. We challenge our learners daily to become independent readers with the aim of providing them with the skills to successfully interconnect with society.
Writing intent
The Forwards Centre curriculum has the intent of supporting pupils who may have missed significant parts of their education. As a result, at the Forwards Centre we seek to inspire pupils to become confident writers, and provide them with the skills to interconnect with society.
Our aim is to deliver engaging, cross curricular topics, so our pupils can write with purpose. As a result, we expose pupils to high quality non-fiction and fiction texts, whilst teaching the different genres of writing. Lessons are carefully sequenced to cover the key features of each genre so that skills can be gradually embedded and built upon progressively,
We want to instil a feeling of pride in our pupils writing, so we schedule time each day for handwriting practice, and give our pupils chances to express themselves by planning, editing and publishing their own work. Our ethos is to create a culture that challenges children to improve their writing, whilst developing a safe learning environment for children to work at their own pace.
At the Forwards Centre, We want our pupils to build the cultural capital they need to interconnect with society, therefore, it is our aim to teach a range of new words to our pupils. We want our pupils to have social mobility, and have the vocabulary to talk about their own writing with their friends and family. Ultimately, we want our pupils to generate long lasting life skills and work towards becoming confident, independent writers.
Phonics intent
At The Forwards Centre, we want children to learn to read fluently, accurately and confidently. We know that reading is the key that unlocks the whole curriculum and enables them to access their learning. Therefore, the ability to decode efficiently is essential. We also want children to see reading as not only a task set by teachers in school as part of the curriculum but also as an activity, which provides pleasure and escape from the modern world.
We passionately believe that, with the right support, all children can and will learn to read. Therefore, for all children to be successful, we have developed our own phonics programme based on Twinkl Phonics and Toe by Toe. Our flexible phonics program provides a structured pathway for our pupils to develop their understanding of relationship between the phonemes and graphemes. It is our intent to encourage and promote a genuine love and interest for reading, with the aim of providing our children with the skills to successfully interconnect with society.
Oracy Intent statement
Talking and eloquence are not the same: to speak and to speak well are two things. A fool may talk, but a wise man speaks - Heinrich Heine
At The Forwards Centre, we recognise both the importance of oracy and the impact that this has on a child’s success both in school and on their life beyond. Our aim is to provide a high quality oracy education where pupils learn ‘through talk’ and ‘to talk’ by developing and deepening subject knowledge. We plan for opportunities which are designed, modelled, scaffolded and structured to enable pupils to learn skills needed to talk effectively.
Opportunities for oracy are regular, purposeful, appropriately pitched and planned with careful consideration to ensure that pupils are well prepared to meet expectations.
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Maths Intent
At the Forwards Centre, we recognise the importance of children receiving a high quality maths education, as maths is “a universal language that enables understanding of the world” and “attainment in the subject is the key to opening doors”.
We believe that every child can be successful in maths regardless of their starting point. The vast majority of our pupils have missed out on learning at some point in the past for a wide range of reasons. Our curriculum takes this into account and is personalised, flexible and designed to allow pupils to build self-confidence and re-engage with learning.
The aim of our maths curriculum is to
- ensure that our pupils develop a secure understanding of the key concepts and basic facts to ensure that working memory is not overloaded when working on challenging activities that deepen understanding
- provide pupils opportunities to acquire a rich and developed vocabulary through the use of stem sentences, enabling them to communicate their ideas with mathematical precision as well as clarity.
- enable pupils to display a high level of pride in the presentation and understanding of their work
- ensure that pupils are well prepared for the next step on their academic journey, whether that be returning to a mainstream primary, a specialist provision or secondary school
- provide opportunities to demonstrate an increased ability to work independently
Underpinning all this is the recognition we have, that for pupils to succeed, we need to provide a positive, safe and stabilising setting. This requires us to ensure that pupils feel safe in making mistakes and understand that making mistakes are a vital part of learning. Pupils will be allowed to work at their own pace and will not be rushed through the curriculum until they have become secure in the topic and level they are working at. We aim to create an environment where pupils are free to develop a love for the subject without having to compare and compete against others.
Our curriculum is designed in such a way that allows progress to be made in small incremental steps, allowing pupils time to progress at their own speed. Our experience has shown us that stretching a pupil too far before they are ready can have a huge detrimental effect on our pupils. A carefully managed and implemented learning journey is part of our each classes weekly planning.
The curriculum is based around White Rose maths scheme and supplemented with a range of other resources, including NCETM, Learning by Questions, Splash Learn and Prodigy. This allows us to deliver high quality, standardised activities in each classroom while also allowing us the freedom and flexibility to tailor the curriculum to cater for each pupil’s individual learning needs.
Key knowledge and skills are regularly revisited allowing repetition to embed understanding. Each class has daily activities that allow pupils to consolidate previous knowledge and retain the skills that they have previously acquired. These activities are embedded alongside daily times tables practise, working on pupils rapid recall abilities.
Autumn 1
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Week 1 |
Place Value |
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Week 2 |
Place Value |
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Week 3 |
Place Value |
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Week 4 |
Place Value |
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Week 5 |
Addition / Subtraction |
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Week 6 |
Addition / Subtraction |
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Week 7 |
Addition / Subtraction |
Autumn 2
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Week 8 |
Addition / Subtraction |
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Week 9 |
Multiplication / Division |
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Week 10 |
Multiplication / Division |
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Week 11 |
Multiplication / Division |
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Week 12 |
Multiplication / Division |
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Week 13 |
Shape |
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Week 14 |
Shape |
Spring 1
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Week 1 |
Multiplication / Division |
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Week 2 |
Multiplication / Division |
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Week 3 |
Multiplication / Division |
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Week 4 |
Multiplication / Division |
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Week 5 |
Time / Money |
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Week 6 |
Time / Money |
Spring 2
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Week 7 |
Time / Money |
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Week 8 |
Time / Money |
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Week 9 |
Fractions |
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Week 10 |
Fractions |
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Week 11 |
Fractions |
Summer 1
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Week 1 |
Place Value |
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Week 2 |
Place Value |
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Week 3 |
Place Value |
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Week 4 |
Place Value |
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Week 5 |
Addition / Subtraction |
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Week 6 |
Addition / Subtraction |
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Week 7 |
Addition / Subtraction |
Summer 2
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Week 8 |
Multiplication / Division |
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Week 9 |
Multiplication / Division |
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Week 10 |
Multiplication / Division |
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Week 11 |
Multiplication / Division |
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Week 12 |
Measurement |
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Week 13 |
Measurement |
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Week 14 |
Measurement |
Science Intent
At the Forwards Centre, we want our children to be naturally inquisitive about the world around them. We want to embrace their sense of wonder about natural phenomena and inspire them to think scientifically about the world around them. We aim to develop children’s ideas and ways of working that enable them to make sense of the world in which they live. We want our children to develop an understanding of the uses and implications of Science, how it has changed and shaped our lives today and for the future.
We guide our children and support them using the Bolton Impact Trusts core values of ‘Believe’, ‘Inspire’, ‘Transform’.
We ‘believe’ in our children and their capability in understanding the specific substantive knowledge for each discipline of the Science National Curriculum. We have high expectations of our children and believe that all children will achieve regardless of their starting point.
We aim to ‘inspire’ our children and follow their lead when they enquire about the scientific world, ensuring that they use those crucial disciplinary skills alongside their substantive knowledge to ensure cohesion, reasoning and a deeper understanding.
We help to ‘transform’ our children to become life longer learners, who want to know more about the world in which they live.
In order to do this, we aim to provide our children with rich learning experiences that:
- Help acquire a growing understanding of the nature, processes and methods of scientific ideas.
- Help develop and extend our children’s scientific concept of their world.
- Build on our children’s natural curiosity, developing a scientific approach to problems.
- Encouraging open-mindedness, perseverance and developing the skills of investigation – including: observing, measuring, predicting, hypothesising, experimenting, communicating, interpreting, explaining and evaluating.
- Develop the use of scientific language, recording and techniques.
- Ensure that misconceptions are addressed, that children are practicing and retrieving information, building upon prior knowledge and helping children to embed their procedural knowledge to long term memory and make crucial links to other areas of the curriculum.
- Prepare our children for the next step on their academic journey, whether that be returning to a mainstream primary, a specialist provision or secondary school.
Forwards Centre Science: LONG-TERM OVERVIEW
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Autumn 1 |
Autumn 2 |
Spring 1 |
Spring 2 |
Summer 1 |
Summer 2 |
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KS1 Cycle A |
Animals including humans Animals and the human body |
Everyday materials |
Seasonal Changes |
Plants, Variation and Classfication |
Light |
Animals including humans Animals and the human body |
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KS1 Cycle B |
Animals including humans Growing and staying healthy |
Living things
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Everyday materials Classifying and grouping materials |
Electricity |
Living things Habitats |
Plants – Growing plants Variation and Classfications |
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LKS2 Cycle A |
Animals, including humans Nutrition and the body |
Light |
Rocks, Soil and Fossils |
Plants – Plant life |
Movement Forces and Magnets |
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LKS2 Cycle B |
All Living Things – Classification and Habitats |
Everyday Materials Properties and States of Matter |
Sound |
Electricity |
Animals, including humas – teeth, digestion and food chains |
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UKS2 Cycle A |
Animals including Humans – circulation and keeping healthy |
Electricity - Circuits |
Living things – Habitats classification and variation
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Light |
Evolution and Inheritence |
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UKS2 Cycle B |
Animals including Human Reproduction |
Everyday Materials – Properties and changes of materials |
Living Things Life Cycle |
Earth and Space |
Forces and Magnetism |
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KS1 Cycle A - MEDIUM-TERM OVERVIEW |
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Half term |
Topic
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In this unit of work, pupils cover the following...
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Component knowledge |
Vocab |
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Autumn 1 |
Animals including humans
Animals and the human body |
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fish, amphibians reptiles, birds mammals carnivores, herbivores omnivores animals humans pets domestic wild
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Autumn 2 |
Everyday materials |
I can gather and record data to answer a question Idea – ask question – what would be the best material to make an umbrella out of?
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Lesson 1 – observe, explore and describe materials Lesson 2 – What are they made from?
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Material hard/soft, stretch/stiff, shiny/dull, rough/smooth, bendy/not bendy, waterproof/not waterproof, absorbent/not absorbent opaque/transparent wood rock plastic matel water |
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Spring 1 |
Seasonal Changes |
I can gather and record data to help answer a question Idea – making tables and charts about the weather over different seasons |
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Seasons Spring Summer Autumn Winter Weather Day Night
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Spring 2 |
Plants, Variation and Classfication |
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petal, stem, leaf, root trunk plant Branches tree evergreen deciduous names of common plants / trees that we want children to know |
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Summer 1 |
Light |
I can perform simple tests I can use my observations and ideas to suggest answers to questions I can gather and record data to help answer a question
Idea – Play shawdow tag – how easy is it to catch the shadow Does your shadow always look like that? What was your shawdow like first thing in the morning Is it better to play shadow tag at lunchtime or afterschool? Make a bar chart of paper stips to show shadow length – against time intervals
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Light Dark Shadow Sun Light source Man made Torch Darkness Brightest Dullest
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Summer 2 |
Animals including humans
Animals and the human body |
Idea - Perfrom senses test to be able to to compare different textures / sounds / smells and tastes. – use question – strawberries are the yummiest fruit….. discuss.
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Sense – taste smell touch sight hearing
Head Neck Skeleton Arm Elbow Leg Knee Face Ear Eye Hair mouth teeth bones |
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KS1 Cycle B - MEDIUM-TERM OVERVIEW |
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Half term |
Topic
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In this unit of work, pupils cover the following...
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Component knowledge |
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Autumn 1 |
Animals including humans
Growing and staying healthy |
I can ask a simple question I can suggest a way to find answers to the question Ideas – what do humans need to stay healthy – children to think of way to find the answer Or How do butterflies “grow” - Observe lifecycle |
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Nutrition Diet Reproduction Growth Life cyc;e Egg chick chicken Egg caterpillar pupa butterfly Spawn tadpole frog Lamb sheep Baby toddler child teenager adult Off spring |
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Autumn 2 |
Living things – Alive or not alive
Food chains |
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Living Non living Dead
Food chain Food source
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Spring 1 |
Everyday materials Classifying and grouping materials |
I can identify and classify materials I can observe closely using simple equipment
Idea - compare the uses of everyday materials in and around school with materials found in other places Or Identify and classify the uses of different materials – observing them closely and recording observations
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Metal Wood Plastic Glass Properties of materials Squashing bending twisting stretching Material hard/soft, stretch/stiff, shiny/dull, rough/smooth, bendy/not bendy, waterproof/not waterproof, absorbent/not absorbent opaque/transparent wood rock plastic matel water |
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Spring 2 |
Electricity |
I can ask simple questions I can perform simple tests Idea – complete investigation to make a bulb light up – how can they make it brighter ? what do they need to ensure to make the light light up ? |
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Electricity Circuit Bulb Source Appliance |
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Summer 1 |
Living things Habitats |
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Habitats Micro habitat Local environment Shelter Source of food Seashore Woodlands Ocean Rainforest
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Summer 2 |
Plants – Growing plants
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I can perform a simple test I can gather and record data to answer a question Idea Complete investigation to find out what plants need to survive and stay healthy
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Fruit Vegetables Bulb Branches petal, stem, leaf, root trunk plant tree germinaton growth survival |
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LKS2 Cycle A - MEDIUM-TERM OVERVIEW |
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Half term |
Topic
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In this unit of work, pupils cover the following ..
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Component knowledge |
Vocab |
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Autumn 1 |
Animals, including humans
Nutrition and the body |
I can gather, record, classify and present data in a variety of ways to help in answering questions – identify and group animals with / without skeletons and observing and comparing movement – exploring idea about what would happen if a human did not have a skeleton
I can ask relevant questions and use different types of scientific enquires to answer them I can record findings using simple scientific language, drawings, labelled diagrams, keys, bar charts and tables.
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nutritious balanced diet nutrients skeletons muscles |
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Autumn 2 |
Light |
I can ask relevant questions and use different types of scientific enquires to answer them I can set up a simple practical enquiry, comparative and fair test I can make systematic and careful observations and, where appropriate, take accurate measurements using standard units, using a range of equipment I can record findings using simple scientific language, drawings, labelled diagrams, keys, bar charts and tables. I can report findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions I can use results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions
Ideas – Explore how light behaves by using mirrors to see what happens when light reflects off a mirror Look for shadows – measure them and look for patterns in what happens to them when the light source moves or the distance between the light source and the object changes
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Absence Reflect Shadow
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Spring
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Rocks, Soil and Fossils |
I can make systematic and careful observations I can ask relevant questions and use different types of scientific enquires to answer them I can gather, record, classify and presenting data in a variety of ways to help in answering questions
Ideas -Observe rocks including those used in buildings and gravestones – exploring how and why these might have changed over time -Use hand lens /microscopes to help identify and classify rocks according to whether they have grains or crystals / fossils in them -Research and discuss different kinds of living things whose fossils are found in sedimentary rock and explore how fossils are formed -Explore different soils and identify similarities and differences between them and investigating what happens when rocks are rubbed together or what changes occur when they are in water – or raise and answer questions about the way soils are formed . |
Lesson 1 – Soil, look/feel/describe. Lesson 2 – Compare and group different rocks based on appearance Lesson 3 – Compare and group different rocks based on properties (pourous, non-porous etc) Lesson 4 – Uses of different rocks and why they are useful for that role Lesson 5 – Sedimentary rocks (vocab lesson) Lesson 6 – Fossils in Sedimentary |
Sedimentary Porus Fossil Igneous Metamorphic
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Summer 1 |
Plants – Plant life |
I can ask relevant questions and use different types of scientific enquires to answer them I can record findings using simple scientific language, drawings, labelled diagrams, keys, bar charts and tables. I can report findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions I can set up a simple practical enquiry, comparative and fair test
Idea – investigate / observe how water is transported around a plant
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Lesson 1 – Parts of Plants Lesson 2 – What do plants need to grow well Lesson 3 – Moving Water INVESTIGATION/EXPERIMENT Lesson 4 – Experiment about how to check to see the movement of water (celery/roses and coloured water) Lesson 5 – Fantastic Flowers Lesson 6 – Fantastic Flowers, Pollination Lesson 7 – Life Cycle of a plant
(Pupils should beintroduced to the relationship between structure and function: the idea that every part does a job and that plants can make their own food)
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plants (roots stem/trunk, leaves and flowers) air light water nutrients transported life cyle of a plant pollination
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Summer 2 |
Movement Forces and Magnets |
I can gather, record, classify and presenting data in a variety of ways to help in answering questions I can ask relevant questions and use different types of scientific enquires to answer them I can set up a simple practical enquiry, comparative and fair test I can record findings using simple scientific language, drawings, labelled diagrams, keys, bar charts and tables. I can report findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions I can use results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions I can identify differences, similarities or changes related to simple scientific ideas and processes
Ideas compare how different things move and group them , raising questions and carrying out tests to find out how far things move on different surfaces and gathering recording data to find answers to questions; exploring the strengths of different magnets and finding a fair way to compare them; sorting materials into those that are magnetic and those that are not; looking for patterns in the way that magnets behave in relation to each other and what might affect this, such as strength of magnet or which poles face each other, identifying how these properties make magnets useful in everyday items and suggesting creative uses for different magnets.
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Forces Poles Repel Surfaces Strength
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LKS2 Cycle B - MEDIUM-TERM OVERVIEW |
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Half term |
Topic
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In this unit of work, pupils cover the following ..
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Component knowledge |
Vocab |
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Autumn 1 |
All Living Things – Classification and Habitats |
I can make systematic and careful observations I can gather, record, classify and presenting data in a variety of ways to help in answering questions I can record findings using simple scientific language, drawings, labelled diagrams, keys, bar charts and tables. I can report findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions I can use results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions
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Investigate how habitats change over the year Explore ways of grouping wide selection of living things – including animals, flowering plants, non-flowering plants; vertebrate animals into fish / amphibians, reptiles, birds and mammals and invertebrates
Investigate human impact on environment (positive / negative) – such as positive impact of nature reserves, ecologically planned parks / garden ponds and negative effects of population and development, litter and deforestation
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living things – including animals, flowering plants, non-flowering plants; vertebrate animals into fish / amphibians, reptiles, birds and mammals and invertebrates habitats environment human impact population development deforestation |
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Autumn 2 |
Everyday Materials Properties and States of Matter |
I can make systematic and careful observations I can gather, record, classify and presenting data in a variety of ways to help in answering questions I can record findings using simple scientific language, drawings, labelled diagrams, keys, bar charts and tables. I can report findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions I can use results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions I can identify differences, similarities or changes related to simple scientific ideas and processes
Ideas – Grouping and classifying variety of materials exploring the effect of temperature on substances (chocolate cream butter – could make crispy cakes!) Research temperature at which materials change state such as when iron melts or when oxygen condenses to a liquid Observe and record evaporation over period of time – puddle on playground, washing on a line, Investigate effect of temperature on washing drying or snowman melting |
Could explore variety of everyday materials and develop simple description of state of matter - Solids hold their shape, liquids form a pool (not a pile) and gas escpaes from unsealed container Pupils should observe water as a solid, a liquid and a gas – and learn about changes to water when heated / cooled.
(avoid using materials where is heating is associated with chemical change e.g. baking / buring)
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State of matter Liquid Solid Gas Compress(ible) Shape Energy Contract Expands Boiling Condensation Melting Freezing Degrees Celsius Boiling point Melting point Non-newtonian fluid Flow Cooled Heated Evaporation Condensation Water cycle |
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Spring 1 |
Sound |
I can ask relevant questions and use different types of scientific enquires to answer them I can set up a simple practical enquiry, comparative and fair test I can record findings using simple scientific language, I can report findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions I can use results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions
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Pitch Volume Vibration Sound Louder Fainter
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Spring 2 |
Electricity |
I can use straightforward scientific evidence to answer questions or to support their findings
Ideas Observe patterns – e.g. bulb gets brighter if more cells are added, that metal tends to be a conductor of electricity – that some materialls can and some cannot be used to connect across a gap in a circuit.
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Summer |
Animals, including humas – teeth, digestion and food chains |
I can report findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions I can gather, record, classify and presenting data in a variety of ways to help in answering questions I can use straight forward scientific evidence to answer questions or to support my findings.
Comparing teeth of herbivores/ carnivores – suggesting reasons for differences Investigating what damages teeth / how to look after them Draw and discuss their ideas about digestive system – compare them to models and / images
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Digestive system Mouth Tongue Teeth Oesophagus Stomach Intestine Carnivorwe Herbivore Molars Incisors |
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UKS2 Cycle A - MEDIUM-TERM OVERVIEW |
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Half term |
Topic
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In this unit of work, pupils cover the following ..
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Component knowledge |
Vocab |
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Autumn 1 |
Animals including Humans – circulation and keeping healthy |
I can identify and name the main parts of the human circulatory system
I can report and present findings from enquiries, including conclusions, casual relationships and explanations of results in oral and written forms such as displays and other presentations I can identify scientific evidence that has been used to support or refute ideas or arguments
Ideas Explore the work of scientists and specific research about the relationship between diet, exercise, drugs lifestyle and health |
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Circulatory system Heart Blood vessels Blood Diet Exercise Drugs Nutrients
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Autumn 2 |
Electricity - Circuits |
I can plan different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary I can use test results to make predictions to set up further comparative and fair tests I can report and present findings from enquiries, including conclusions, casual relationships and explanations of results in oral and written forms such as displays and other presentations
Idea – systematically identifying the effect of changing one component at a time in a circuit Designing and making a set of traffic lights Designing and making a burglar alarm |
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Spring 1 |
Living things – Habitats classification and variation
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I can report and present findings from enquiries, including conclusions, casual relationships and explanations of results in oral and written forms such as displays and other presentations I can identify scientific evidence that has been used to support or refute ideas or arguments I can record data and results of increasing complexity using scientific diagrams and labels, classification keys, tables and bars and line graphs
Ideas Use classification systems and keys to identify some animals and plants from immediate environment. Research unfamiliar animals / plants from a broad range of other habtats and decide where they belong in the classification system. |
Lesson 1 – Characteristics of Vertebrates Lesson 2 – Characteristics of Invertebrates Lesson 3 – Characteristics of Mammals Lesson 4 – Characteristics of Birds Lesson 5 – Characteristics of Amphibions. Lesson 6 – Grouping Vertebrates using reasoning Lesson 7 – Grouping Invertebrates using reasoning. |
Micro organisms Plants Animals Vertebrates (reptiles, fish, amphbians, birds and mamals) Invertebrates (insects, spiders, snails, worms) Carl Linnaeus – scientist – a pioneer of classification
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Spring 2 |
Light |
I can plan different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary I can use test results to make predictions to set up further comparative and fair tests I can report and present findings from enquiries, including conclusions, casual relationships and explanations of results in oral and written forms such as displays and other presentations I can identify scientific evidence that has been used to support or refute ideas or arguments
Idea Decide where to place rear view mirror on a car Design a periscope ad use the idea that light appears to travel in straight lines to explain how it works Investigate relationship between light sources, objects and shadows by using shadow puppets · Extend experience of light by looking at phenomena including rainbows, colours on soap bubbles, objects looking bent in water and coloured filters (they do not need to explain why these phenomena occur) |
Lesson 1 – How we see Lesson 2 – Reflecting Light Lesson 3 – Refraction Lesson 4 – Spectacular Spectrum Lesson 5 – Seeing Colours Lesson 6 – Shadow Theatre |
Refraction Reflection |
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Summer |
Evolution and Inheritence |
I can report and present findings from enquiries, including conclusions, casual relationships and explanations of results in oral and written forms such as displays and other presentations I can identify scientific evidence that has been used to support or refute ideas or arguments
Ideas Observe and raise questions about local animals and how they are adapted to their environment Compare how some living things are adapted to survive in extreme conditions – e.g. cactuses, penguins and camels Analyse the advantages and disadvantages of specific adaptations, such as being on 2 feet rather than 4, having a long or short beak, having gills / lungs, tendrils on climbing plants, brightly coloured / scented flowers. |
Introduced that idea that characterisitcs are passed on from parent to offspring –e.g. dogs – Labrador and poodle = labradoodle
Apprecitate that variation in offspring over time can make animals more or less able to survive in particular environments e.g. exploring how giraffe’s necks got longer, or development of insulating fur on the artic fox
(do not have to understand how genes or chromosomes work) |
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UKS2 Cycle B - MEDIUM-TERM OVERVIEW |
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Half term |
Topic
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In this unit of work, pupils cover the following ..
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Component knowledge |
Vocab |
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Autumn 1 |
Animals including Human Reproduction |
I can report and present findings from enquiries, including conclusions, casual relationships and explanations of results in oral and written forms such as displays and other presentations
Ideas Research gestation periods of other animals and compare them to humans; by finding out and recording the length and mass of a baby as it grows
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Sexual reproduction Asexual reproduction |
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Autumn 2 |
Everyday Materials – Properties and changes of materials |
I can plan different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary I can use test results to make predictions to set up further comparative and fair tests I can report and present findings from enquiries, including conclusions, casual relationships and explanations of results in oral and written forms such as displays and other presentations Ideas Carry out test to answer questions – “ Which materials would be most effective for making a warm jacket, for wrapping ice cream to stop it melting, or for making black out curtains?” Compare materials in order to make a switch circuit Observe and compare the changes that take place, for example when burning different materials or baking bread or cakes Might research and discuss how chemical changes have an impact on our lives – e.g. cooking and discuss the creative use of new materials such as polymers super sticky and super thin materials
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hardness, solubility, transparency, electrical conductivity thermal conductivity substance filtering, sieving evaporating reversible changes. Irreversible change Evaporation Condensation
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Spring 1 |
Living Things Life Cycle |
I can report and present findings from enquiries, including conclusions, casual relationships and explanations of results in oral and written forms such as displays and other presentations I can identify scientific evidence that has been used to support or refute ideas or arguments
Ideas Observe and compare the life cycle of plants and animals in their environment, with other plants and animals around the world (in the rainforest, in the oceans, in desert areas and in prehistoric times) asking pertinent questions and suggesting reasons for similarities and differences.
Try to grow new plants from different parts of parent plants e.g. seeds, stem and root cuttings, tubers, bulbs.
Observe changes in animals over period of time – by hatching and rearing chicks – comparing how different animals reproduce and grow |
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seeds, stem and root cuttings, tubers life cycles amphibians, insects, insects, birds, bulbs, reproduction, naturalist hatching, rearing, grow, reproduce |
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Spring 2 |
Earth and Space |
I can plan different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary I can report and present findings from enquiries, including conclusions, casual relationships and explanations of results in oral and written forms such as displays and other presentations I can identify scientific evidence that has been used to support or refute ideas or arguments
Idea Compare the time of the day at different places on Earth through internet links and direct communiation Create simple models of the solar system Construct simple shadow clocks and sundials -calibrate to show midday – and the start / emd of school day Find out why some people think that structures such as Stonehenge might have been used as astronomical clocks. |
Introduced to model of Sun and Earth that enables pupils to explain day and night Learn - Sun is a star in centre of solar system – it has 8 planets Moon is celestial body that orbits a planet Find out about how solar system has developed Understand how the geocentric model of the solar system gave way to the heliocentric model by considering work of scientists – Ptolemy, Alhazen and Copernicus |
Solar system Pluto – dwaft planet (2006) Mercury Venus Earth Mars Jupiter Saturn Uranus Neptune |
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Summer |
Forces and Magnetism |
I can plan different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary I can make measurements using a range of scientific equipment with increasing accuracy and precision, taking repeat readings where appropriate I can report and present findings from enquiries, including conclusions, casual relationships and explanations of results in oral and written forms such as displays and other presentations
Ideas Explore falling paper cones ir cupcake cases Design and make a variety of parachutes and carry out a fair test to determine which design is most effective Explore resistance in water by making a testing boats of different shapes Design and make artefacts that use simple lever,pulleys, gears and or springs and explore their effects |
Explore falling objects and raise questions about effects of air resistance Explore the effects of air resistance by observing how objects fall e.g. parachutes and sycamore seeds Experience forces that make things move, get faster or slow down Explore effects of friction on movement – and find out how it slows or stops moving objects – e.g. breaks on a bike Look at Galileo Galilei and Isaac Newton |
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History Intent
History is important as all around us; it helps to ignite curiosity about the past in Britain and the wider world. Through finding out about how and why the world, our country, culture and local community have developed over time, pupils understand how the past influences the present.
History enables pupils to develop a context for their growing sense of identity and a chronological framework for their knowledge of significant events and people. It allows an understanding of their place in the world and in the long story of human development
At The Forwards Centre our intent is to deliver a history curriculum that:
- stimulates, motivates and engages pupils who may have missed significant parts of their education and who may have had a negative experience of learning, in order for them to develop their knowledge, skills and understanding of the world around them;
- enables all pupils to experience academic success - ensuring that no child is disadvantaged due to their academic level, SEND need or what point on their educational journey they are at or what time in the year they arrive, by having a “climbing frame” to achieve clear ambitious end points.
At The Forwards Centre we aim to help pupils gain a secure knowledge and understanding of their immediate history, that being their family and location; Britain’s past and that of the wider world. The curriculum has been designed to:
- allow pupils to make links between current and previous learning;
- make comparisons between different historical periods, places and societies;
- develop chronological knowledge and understanding from the Stone Age to present day.
At The Forwards Centre we want pupils to be curious to know more about the past and to have the skills required to do this by working and thinking as historians and developing historical skills. We recognise that it is not enough for pupils to just learn a series of facts about the past. We aim to enable pupils to:
- research and interpret evidence, experiencing and using a range of different sources,
- think critically – weighing up what they have found, asking questions about this, and drawing their own conclusions,
- develop the ability think empathetically – putting themselves in someone else’s shoes
- work independently or collaboratively, to ask, as well as answer, historical questions and
- make reasoned decisions and have the necessary skills to construct historical arguments from their point of view, based on evidence and different sources.
Forwards Centre History: LONG-TERM OVERVIEW
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Autumn 1 |
Autumn 2 |
Spring 1 |
Spring 2 |
Summer 1 |
Summer 2 |
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KS1 Cycle A |
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History Why do we celebrate different events
Bonfire night Christmas Remembrance day |
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History Changes within living memory
What was life like for Grandma and Grandad? |
History Events beyond living memory
Great Fire of London |
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KS1 Cycle B |
History Lives of Significant people
Florence Nightingale or Mary Seacole
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History Lives of Significant people
Christopher Columbus v Neil Armstrong |
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LKS2 Cycle A |
History Prehistoric Britain (Pre Roman) Stone Age, Iron Age |
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History (Aspects of British History) The changing power of Monarchs over time
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LKS2 Cycle B |
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History (Early Civilisation) Ancient Egypt – what did the Egypitans do for us? |
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UKS2 Cycle A |
History (Invaders / Early Settlement) The Romans, Anglo Saxons and The Vikings |
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History (Local history study) Brilliant Bolton |
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UKS2 Cycle B |
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History (Ancient History) Ancient Greece |
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KS1 Cycle A - MEDIUM-TERM OVERVIEW |
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Term |
Topic |
What children will be learning |
Possible ideas |
Key Vocab |
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Autumn |
Why do we celebrate different events
Bonfire night Christmas Remembrance day |
Opportunities during this topic to practise following historical skills
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Use timeline to order all key celebrations (highlightning when they were born as a marker) Talk about some of the key events and people involved in the Gunpowder Plot. Explain why the Gunpowder Plot happened. Sequence the main events of the Gunpowder Plot (on a time line to indroduce or recp on idea of chronology). Look at items used when Guy Fawkes was alive Talk about some of the key events and countries involved in the First World War. Recall key facts about the life of Walter Tull and why he is significant in history. Describe some experiences of men, women and animals involved in the First World War. Explain what happens on Remembrance Day and why it is marked. Talk about key events of Christmas Story – spend time discussing Christmas at home and what it is like |
Events, Bonfire night, Christmas, Remembrance day, past, present, timeline, Gunpowder plot, |
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Spring |
Changes within living memory
What was life like for Grandma and Grandad ?
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Opportunities during this topic to practise following historical skills
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Talk about differences between own lives and that of grandparents (e.g. school, games) Look at different asks Sequence events in their own lives / compare this to events in grandparents lives Describe features of different toys – link to science Recognise old and new toys. Use words relating to the passing of time – increase vocab
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Toys, wood, plastic, grandparents, Victorians, years, old, new, past, present, timeline, Granma, Grandad, children, age, object, artefact, |
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Summer |
History Events beyond living memory
Great Fire of London
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Opportunities during this topic to practise following historical skills
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Talk about some of the key events of the Great Fire of London. Say why the Great Fire of London spread and eventually stopped. Explain that we know about the Great Fire because of Samuel Pepys' diary |
Fire, London, Samuel Pepys, past, Present, old, new, object, artefact, Grandparents, |
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KS1 Cycle B - MEDIUM-TERM OVERVIEW |
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Half term |
Topic |
What children will be learning |
Possible ideas |
Key Vocab |
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Autumn |
History Lives of Significant people
Florence Nightingale
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Opportunities during this topic to practise following historical skills
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Know how Florence Nightingale, Mary Seacole and Edith Cavell have helped and influenced nursing and hospitals today. Talk about the differences and similarities in the lives of Florence Nightingale, Mary Seacole and Edith Cavell. Have an understanding of the chronology of the historical periods in which Florence Nightingale, Mary Seacole and Edith Cavell lived. Recall some key facts about the experiences of Florence Nightingale, Mary Seacole and Edith Cavell
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Hospitals, nurse, doctor, dirty, Clean, old, new, past, present, Change, Florence Nightingale Famous, objects, timeline, lady of the lamp. |
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Summer |
History Lives of Significant people
Christopher Columbus v Neil Armstrong |
Opportunities during this topic to practise following historical skills
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Research Christopher Columbus / Neil Armstrong to find out who both men are and why they are famous; Make comparisons about the 2 explorers Explain why Christopher Columbus / Neil Armstrong are significant.
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Famous, Christopher Columbus , Neil Armstrong, space, ship, moon, sea, Past, present, comparison, event, Artefact, voyage, moon landing, space Travel, at sea. |
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LKS2 Cycle A - MEDIUM-TERM OVERVIEW |
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Half term |
Topic |
What children will be learning |
Possible ideas |
Key Vocab |
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Autumn |
History Prehistoric Britain Stone Age Bronze Age Iron Age |
Opportunities during this topic to practise following historical skills
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Find out about where the Stone Age gets its name. Look at which tools were crucial to the survival of early man. Find out about how Skara Brae was discovered. Find out about the names of some items found at Skara Brae. Find out about why children worked in copper mines.
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stone age, iron age, bronze age, hunter gatherer, early man, tool, crucial, Skara Brae |
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Spring |
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Summer |
History The changing power of Monarchs over time
And the Vicotrians
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Opportunities during this topic to practise following historical skills
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Look at life in Britain during the times of different reigns e.g in Norman England Look at a map of the British Empire to understand why the UK was such a powerful nation in the Victorian era. Use timeline to plot chronolgy and have a chronological understanding of which monarch reigned in relation to another. Look at Magna Carta and discuss why it was an important document
Look at how power changed during the different reigns
Possible ideas of who to look at
William the Conqueror, King John, Henry VIII, Queen Anne, Queen Victoria Modern Royal family |
Reign Empire Powerful Victorian era Nation Monarch Magna carta Society AD Source William the Conqueror King John Henry VIII Queen Anne Queen Victoria Royal Family
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LKS2 Cycle B - MEDIUM-TERM OVERVIEW |
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Half term |
Topic |
What children will be learning |
Possible ideas |
Key Vocab |
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Autumn |
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Spring |
History Ancient Egypt
what did the Egypitans do for us? |
Opportunities during this topic to practise following historical skills
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Aim to understand what the Egyptians did for us
Understand what was important to people during ancient Egyptian times.
Compare the powers of different Egyptian gods.
Find Egypt on a map.
Raise questions when confronted with an artefact in order to understand more about this ancient civilisation and select information that is useful in understanding the use of hieroglyphs as a form of communication and recording |
Advanced society Ancient Egypt Civilization Sequence Artefact BC / AD Explanation Sources Representation Compare hieroglyphs Detail Egyptian Gods – Ra, Anubis, Osiris, Nut and Geb, Sekhmet. Horus, Thoth, Isis, Set
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Summer |
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UKS2 Cycle A - MEDIUM-TERM OVERVIEW |
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Half term |
Topic |
What children will be learning |
Possible ideas |
Key Vocab |
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Autumn |
Invaders
Romans
Anglo Saxons
Vikings
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· I know about at least one famous Roman emperor
Opportunities during this topic to practise following historical skills
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Describe when the Romans conquered Britain; Recall some facts about the Romanisation of Britain.
Say who the Anglo-Saxons and Scots were and when and why they invaded Britain. Look at and be able to explain some key features of life in Anglo-Saxon Britain. Describe some artefacts that have been discovered
Say where the Vikings came from and when they invaded Britain. Know some key facts about the most influential Anglo-Saxon kings and be able able to organise information about the Viking and Anglo-Saxon kings onto a timeline. Describe some aspects of everyday Viking life and know some typical Anglo-Saxon punishments
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Romans Anglo Saxons Vikings Invaders Island Conquered Romanisaion Power Advance Emporer Scots Kingdoms Couny Boundaries Scandinavia Conflict Battles Influential
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Spring |
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Summer |
History Local history study |
Opportunities during this topic to practise following historical skills
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Investigate Bolton’s history over time linking it with aspects of national history that are reflected in the locality, and/or a study of an aspect of history or a site dating from a period beyond 1066 that is significant in the locality
Links to previous topics could include:-
Bronze Age – evidence of human existence since Bronze Age (stone circle Cheetham Close Egerton, Bronze Age burial mound – Winter Hill)
Romans – built the roads from Manchester to Ribcester (A6 Blackrod)
Saxon Evidence of saxon settlements
Victorian Era –industrial revolution - cotton spinning / weaving improvments local inventors – Richard Arkwright and Samuel Crompton
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Textiles Mill town Flemish weavers Urbanisation Industrial revolution Boomtown Cotton spinning Weaving Spinning jenny
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UKS2 Cycle B - MEDIUM-TERM OVERVIEW |
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Half term |
Topic |
What children will be learning |
Possible ideas |
Key Vocab |
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Autumn |
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Spring |
History Ancient Greece |
A study of Greek life and achievements and their influence on the Western World
Opportunities during this topic to practise following historical skills · I can study different aspects of different people – e.g. differences between men and women, Athenians and Spartans
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Gain an understanding of where and when key events during the ancient Greek period took place.
Develop understanding of the terms ‘trade’, ‘civilisation’ and ‘empire’ and explore how, towards the end of the ancient Greek period, Alexander the Great grew an empire resulting in the Greek civilisation spreading more widely. (can links be made with other topics covered in History in terms of “trade” civilisation empire)
Learn about daily life in ancient Greece, exploring what life was like for different people who were enslaved during ancient Greek times.
Explore the differences between life in ancient Athens and ancient Sparta.
Look at early democracy in Athens
Look at Ancient Greek Olympics and make comparisons between the ancient Games and the modern Olympics – using terms such as legacy .
Look at beliefs of the ancient Greeks, Greek gods and the messages that the ancient Greeks may have taken from myths
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Greece Greek Gods Athenians Spartans Olympics Influence trade civilisation empire ancient enslaved democracy myths
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Summer |
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I know / I can History tracker |
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Sticky Knowledge |
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Within living memory (changes within living memory) |
Beyond living memory (that are significant nationally and globally) |
Lives of significant people (who have contributed to national and international achievements) |
Local history |
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Key stage 1 |
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Lower Key Stage 2 |
Upper Key Stage 2 |
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CHRONOLOGY (Stone age to 1066)
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ANCIENT History
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Beyond 1066
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Local History |
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Key historical Skills |
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Key stage 1 |
Lower Key Stage 2 |
Upper Key Stage 2 |
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Chronological understanding |
I can sequence events in my own life I can describe memories of key events in my life I can talk about the differences between my own life and the life of my grandparents (e.g. school, toys, games) I can match objects to people of different ages I can talk about the differences in my own life and the life of people during the 1950s I can describe what life was like during Victorian times and how this is different to life now I can recall facts about the Great Fire of London and understand where this event took place on a timeline I can sort objects into groups e.g. then and now I can use a timeline to order events or objects |
I can place the time studied on a time line I can sequence several events or artefacts from the period I can place events from the period studied on time line I can use dates and terms relating to the study unit and passing of time I can use the terms BC and AD |
I can know and sequence key events of time studied I can use some technical vocabulary I can begin to make links between different periods of history I can place current study on a time line and show it correctly in relation to other studies I can sequence up to 10 events on a time line I can use relevant terms and period labels I can make comparisons between different times in the past
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Range and depth of historical knowledge |
I can recognise the difference between past and present in their own and others’ lives I can recall some facts about significant figures in History (Neil Armstrong, Christopher Columbus, Mary Seacole, Florence Nightingale, Edith Cavell I can recognise why people did things the way they did I can explain how they have influenced our lives today
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I can learn about the everyday lives of people the Iron Age and Stone Age
I can learn about the everyday lives of people in Ancient Egypt I can compare my everyday life to theirs I can identify reasons for their actions and the results of these.
I can use evidence to learn about life at the times taught I can identify key information about the times studied I can offer some simple explanations for events
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I can study different aspects of different people – e.g. differences between men and women, Athenians and Spartans I can use different sources of evidence to find out about the past I can identify causes and results of great events I can identify the impact on people I can compare how life changed from the beginning to the end of a time studied. I can chose reliable sources of evidence to find out about beliefs, behaviour and characteristics of people I can recognise that not everyone shares the same views and feelings I can compare beliefs and behaviours with another time studied I can compare alternative explanations for past events |
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Interpretations of history |
I can understand the difference between fact and fiction using stories to help I can use different sources to find out about the past - pictures, books, photos etc. I can compare 2 versions of a past event I can consider the reliability of different sources
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I can identify different ways in which the past is represented I can give simple reasons why the past is shown differently in different sources for different ways in which the past is represented I can distinguish between different sources – compare different versions of the same story I can look at two sources of evidence and identify differences I can give simple reasons why it may be different I can begin to understand that people in the past give interpretations that helps them persuade others |
I can compare two sources of evidence and identify differences, giving reasons why this may happen I can evaluate the usefulness of the sources I can offer some reasons why versions of events may be different I can consider ways of checking the accuracy of different sources and interpretations I can identify fact, opinion, propaganda and misinformation. I can evaluate evidence to choose the most reliable form I can give clear reasons why there are different accounts of the past.
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Historical enquiry |
I can explore events, look at pictures and ask simple questions such as “which things were old and which were new?” “what were the people doing?” I can explore objects from the past and ask questions such as “what were they used for”? I can ask questions about events and individuals from the past
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I can observe small details in artefacts and pictures I can use a range of sources to find out about a period I can select and record information relevant to the study I can use books and the internet for research I can use a range of evidence to build up a picture of the past I can choose relevant material to understand one aspect of life I can ask a variety of questions |
I can use a wide range of evidence to build up a picture of the past I can identify what primary and secondary sources are I can select relevant sections of information I can investigate my own lines of enquiry by posing my own questions to answer I can use a range of sources to find out about an aspect of time past I can recognise that one source will not give different view points
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Geography Intent
At The Forwards Centre, we believe that geography is, by nature, an investigative subject, which helps children to develop a greater understanding and knowledge of the world by provoking and providing answers to questions about the world around us as well as our place in it.
At The Forwards Centre our intent is to deliver a geography curriculum that:
- stimulates, motivates and engages pupils who may have missed significant parts of their education and who may have had a negative experience of learning, in order for them to develop their knowledge, skills and understanding of the world around them;
- enables all pupils to experience academic success - ensuring that no child is disadvantaged due to their academic level, SEND need, what point on their educational journey they are at or what time in the year they arrive, by having a “climbing frame” to achieve clear ambitious end points.
We seek to inspire in children a curiosity and fascination about the world and its people which will remain with them for the rest of their lives; to promote the children’s interest and understanding of diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes. The curriculum is designed to develop knowledge and skills that are progressive, as well as transferable, equipping pupils well for further education and beyond.
Forwards Centre Geography: LONG-TERM OVERVIEW
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Autumn 1 |
Autumn 2 |
Spring 1 |
Spring 2 |
Summer 1 |
Summer 2 |
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KS1 Cycle A |
Geography Our School |
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Geography Our Country |
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Geography Beside the Seaside |
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KS1 Cycle B |
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Geography
Wonderful weather |
Geography
Magical Mapping |
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Geography
What a wonderful world |
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LKS2 Cycle A |
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Geography Volcanos and Earth Quakes (Natural Disasters ) |
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LKS2 Cycle B |
Geography Rivers and Mountains |
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Geography Europe (including UK) |
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UKS2 Cycle A |
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Geography Americas |
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UKS2 Cycle B |
Geography Europe (Eastern Europe) |
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Geography Planet Earth including Biomes
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KS1 Cycle A - MEDIUM-TERM OVERVIEW |
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Half term |
Topic |
In this unit of work, pupils cover the following... |
End Points from Tracker (KS1) |
Key Vocab |
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Autumn |
Our School
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Sticky Knowledge I know my address including my postcode I know which is N, E, S and W on a compass I know the terminologies: left and right; below and next to Key Geographical Skills I can investigate my surroundings making observations about where things are e.g. within school or local area. I can follow directions (Up, down, left/right, forwards/backwards) I can say which way is NSEW on a compass I can use the terminologies: left /right; below /next to /follow them I can use a simple picture map to move around the school; I can recognise that a map is “a place”. I can follow a route on a map I can use picture maps and globes I can look down on objects to make a plan view map. I can use a plan view. I can use my own symbols on imaginary map I am beginning to understand the need for a key. I can use class agreed symbols to make a simple key. I can ask and respond to simple geographical questions -Where is it? What's it like? I can draw picture maps of imaginary places and from stories I can draw a map of a real or imaginary place. (e.g. add detail to a sketch map from aerial photograph) I can draw around objects to make a plan
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local area, map, address, observe, passport, distance, birds eye view, aerial voew, aerial photos, compass, world map, map of UK, street map, transport map, theme park map, symbols, North, east, south, west, human and physical features |
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Spring |
Our Country |
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Sticky Knowledge I know the names of the four countries that make up the UK I know the names of the three main seas that surround the UK I know the name of and locate the four capital cities of England, Wales, Scotland and Northern Ireland I know and can explain some of the advantages and disadvantages of living in a city or village. I know the following physical features: mountain; lake; island: valley: river; cliff; forest and beach I know the main differences between a place in England & that of a small place in a non-European country I know the main differences between city, town and village Key Geographical Skills I can use an infant atlas to locate places. I can recognise that a map is “a place”. I can use picture maps and globes I can use a plan view. I can use large scale OS maps and an infant atlas I can learn names of some places within/around the UK. E.g. Home town, cities, countries e.g. Wales, France. I can locate and name on UK map major features e.g. London, River Thames, home location, seas. I can use NF books, stories, maps, pictures/photos and internet as sources of information. I can make simple comparisons between features of different places
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UK, Bolton, London Capital city, landmark, feature, landscape, human feature, physical feature, population, Houses of parlament, big ben, King, Northen hemisphere, climate, temperate climate, winter, cold, summer, warm, extreme, town, countryside, pro, con, country, island, Northern Ireland, England, Scotland, Wales, North Sea, Irish Sea, North Atlantic, English Channel |
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Summer |
Beside the Seaside |
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Sticky Knowledge I know the names of the three main seas that surround the UK I know the following physical features (natural): island: cliff; and beach Key Geographical Skills I can find land/sea on globe. I can ask and respond to simple geographical questions -Where is it? What's it like? I can use NF books, stories, maps, pictures/photos and internet as sources of information. I can make simple comparisons between features of different places I can use an infant atlas to locate places. I can learn names of some places within/around the UK. E.g. Home town, cities, countries e.g. Wales, France. I can locate and name on UK map major features e.g. London, River Thames, home location, seas. I can recognise that a map is “a place”. I can follow a route on a map I am beginning to understand the need for a key. I can say which way is NSEW on a compass |
Seaside, pier, bucket spade, sand castle, cliffs, shore, sea, promenade, fair ground, touist, physical feature, human feature, resort, local area, national, climate, paddling, Uk, bay, attraction, harbour, coast, coastline, Victorian, bathing, |
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KS1 Cycle B - MEDIUM-TERM OVERVIEW |
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Half term |
Topic |
In this unit of work, pupils cover the following... |
End Points from Tracker (KS1) |
Key Vocab |
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Autumn |
Wonderful weather |
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Sticky Knowledge I know which is the hottest and coldest season in the UK I know and can recognise main weather symbols I know the features of hot and cold places in the world I know where the equator, North Pole and South Pole are on a globe Key Geographical Skills I can ask and respond to simple geographical questions -Where is it? What's it like? I can make simple comparisons between features of different places I can recognise that a map is “a place”. I can use an infant atlas to locate places I can use picture maps and globes I can find land/sea on globe. I can use large scale OS maps and an infant atlas I can locate and name on UK map major features e.g. London, River Thames, home location, seas. |
UK, Weather, season, Spring, Summer, Autumn, Winter, forcast rain, sun / sunshine sleet, thunder, windy snow, foggy, hot, cold. temperature, equator, south pole, north pole, extreme weather, flood, drought, tornado, hurricane, heatwave |
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Spring |
Magical Mapping |
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Sticky Knowledge I know the names of (and can locate) the four countries that make up the UK I know the names of and can locate the five oceans of the world I know the names of and can locate the seven continents of the world I know the name of and can locate the four capital cities of England, Wales, Scotland and Northern Ireland Key Geographical Skills I can use a simple picture map to move around the school; I can recognise that a map is “a place”. I can follow a route on a map I can use a plan view. I can use an infant atlas to locate places I can draw picture maps of imaginary places and from stories I can draw a map of a real or imaginary place. (e.g. add detail to a sketch map from aerial photograph). I can use my own symbols on imaginary map I am beginning to understand the need for a key. I can use class agreed symbols to make a simple key. |
map, local area, compass, direction, point, route, forwards, backwards, right, left, symbols, key, atlas, countries of the UK, capital cities, continents, five major oceans, basic human and physical features, ariel view |
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Summer |
What a wonderful world |
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Sticky Knowledge I know the names of and can locate the five oceans of the world I know the names of and can locate the seven continents of the world I know the features of hot and cold places in the world I know where the equator, North Pole and South Pole are on a globe I know which is N, E, S and W on a compass I know the terminologies: left and right; below and next to
Key Geographical Skills I can follow a route on a map I can use a plan view. I can use an infant atlas to locate places I can say which way is NSEW on a compass I can locate and name on UK map major features e.g. London, River Thames, home location, seas.
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sphere, spherical, continents, oceans, atlas, country, world map, jouney, locate, hot, cold, compass, direction, north, east, south, west, route, map, aerial photo, satellite image, human feature, man made, physical feature, natural, artic ocean, atlantic ocean, indian ocean, pacific ocean, southern ocean, Europe, landmark, population, desert, rainforest, Asia, Australiasia, Africa, North America, South America, Antartica, frozen, Sahara, Amazon, currency, cusine, aerial, compass, climate, equator, tropical, temperature, capital city |
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LKS2 Cycle A - MEDIUM-TERM OVERVIEW |
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Half term |
Topic |
In this unit of work, pupils cover the following .. |
End Points from Tracker (LKS2) |
Key Vocab |
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Autumn |
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Spring |
Geography Volcanos and Earth Quakes (Natural Disasters ) |
· explain how a volcano is formed; describe what happens when a volcano erupts;
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Sticky Knowledge I know what causes an earthquake I know the names of, and can label the different parts of a volcano
Key Geographical Skills I can ask/initiate geographical questions and offer my own ideas I can use NF books, stories, atlases, pictures/photos satellite images, aerial photographs and internet as sources of info I can analyse evidence and begin to draw conclusions e.g. make comparisons between two locations using photos/ pictures, temperatures in different locations I can collect and record evidence with some aid
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layer, earth, earthquake, volcano, erupt, risk, benefits, tsunami, tornado, storm, natural disaster, cumulonimbus cloud, erupt, fossils, magma, technotic plates, layers of soil, humus, topsoil, subsoil, bedrock, crust, mantle, outer core, inner core, flow, droplets, dust, thunder, swirling, funnel, rises, ocean, dormant, active, extinct, shallow water, devastation, damage |
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Summer |
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LKS2 Cycle B - MEDIUM-TERM OVERVIEW |
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Half term |
Topic |
In this unit of work, pupils cover the following .. |
End Points from Tracker (LKS2) |
Key Vocab |
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Autumn
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Geography Rivers and Mountains |
Water Cycle - Describe water in its solid, liquid and gaseous state.
Rivers - List different types of flooding.
Mountains - Explain different ways areas of higher ground are shown on a map.
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Sticky Knowledge I know about and can explain the features of a water cycle I know and can label the main features of a river I know the name of and locate a number of the world’s longest rivers I know why most cities are located by a river I know the names of a number of the world’s highest mountains I know where the main mountain regions are in the UK I know, can name and locate the main rivers in the UK
Key Geographical Skills I can locate places on larger scale maps e.g. map of Europe or find UK or India on globe) I can use large and medium scale OS maps. I can use map sites on internet; Identify features on aerial/oblique photographs I can use NF books, stories, atlases, pictures/photos satellite images, aerial photographs and internet as sources of info. I can say why a key is needed. - Use standard symbols. I can say why a key is needed. - Begin to recognise symbols on an OS map
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Evaporation, Condensation Pricipitaion
source, upper/middle/lower course, mouth of river meanders, tributaries dam, erosion tidal, channel deposit
altitude, avalanche crust,gorge, ridge lava, magma, summit tectonic plate, slope face, valley, hypothermia, contour, higher ground, mountain, volcanic, weather
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Spring |
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Summer |
Geography Europe (including UK) |
· Compare UK with one European country · Learn the names of at least 8 European countries
· Locate the Equator on a map and globe. · Locate the Northern / Southern Hemisphere on a map and globe. · Find the North and South Poles on a globe or map. · Identify lines of latitude and longitude on a map. · Identify the Arctic and Antartic Circle on a globe or map. · Identify the location of the Tropics of Cancer and Capricorn. · Identify differences between the UK and the tropics. · Identify the location of the Prime Meridian.
· Locate the countries that make up the UK on a map; · Name the capital cities of the countries of the UK; · Label the key cities in the UK on a map; · Name the seas surrounding the UK; · Name some of the UK's main rivers; · Find the names of seas on a map; · Explain what a county is; · Find the UK a map; · Find and name some areas of higher ground on a map of the UK; Find London on world and UK maps; |
Sticky Knowledge I know at least five differences between living in the UK and Mediterranean country I know the names of and can locate at least eight European countries I know the names of and can locate at least eight counties and at least six cities in England I know the names of four countries from the southern and four from the northern hemisphere I know the names of and can locate at least eight major capital cities across the world I know where the equator, Tropic of Cancer, Tropic of Capricorn and the Greenwich Meridian are on a world map I know what is meant by the term ‘tropics’
Key Geographical Skills I can locate places on larger scale maps e.g. map of Europe or find UK or India on globe) I can use large and medium scale OS maps. I can use map sites on internet; Identify features on aerial/oblique photographs I am beginning to identify points on maps I am beginning to identify significant places and environments
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UK, Europe, European country, France, Germany, Spain, Turkey, Cyprus, Romania, Czech Republic, Portugal, country, Northern / Southern Hemisphere, map, globe, North and South Poles, lines of latitude and longitude, Arctic and Antartic Circle, Tropics of Cancer and Capricorn, differences, location, Prime Meridian, countries, capital cities, key cities, seas, rivers, county, location, higher ground, mountain, London, world |
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UKS2 Cycle A - MEDIUM-TERM OVERVIEW |
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Half term |
Topic
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In this unit of work, pupils cover the following .. |
End Points from Tracker (UKS2) |
Key Vocab |
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Autumn |
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Spring |
Geography Americas
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Sticky Knowledge I know key differences between living in the UK and in a country in either North or South America I know the names of, and can locate, a number of South or North American countries I know how to use Google Earth to locate a country or place of interest and to follow the journey of rivers, etc I know what is meant by biomes and what are the features of a specific biome I know what deforestation is and can label layers of a rainforest I know what the different continents are called and what a continent is
Key Geographical Skills I can use index and contents page within atlases. I can use medium scale and OS maps. I can confidently use an atlas. I can recognise the world map as a flattened globe. I can identify significant places and environments I can locate places on a world map. I can use atlases to find out about other features of places. (e.g. mountain regions, weather patterns I can suggest questions for investigating I can use primary/secondary sources of evidence in their investigations. I can investigate places with more emphasis on the larger scale; contrasting and distant places
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large landmass, continent, countries, North America, South America, physical features, climate, the Americas, human geography, latitude, equator, tropics, poles, coordinates, pinpoint, geographical location, wonders of the Americas biomes, physical climate, global environment, vegetation belt – rainforest, deforestation, layers of a rainforest |
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Summer |
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UKS2 Cycle B - MEDIUM-TERM OVERVIEW |
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Half term |
Topic |
In this unit of work, pupils cover the following .. |
End Points from Tracker (UKS2) |
Key Vocab |
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Autumn |
Geography Europe (Eastern Europe) |
• describe a continent as a large landmass; • explain that continents are groups of countries; • identify some countries in Europe; • use an atlas to find the names of countries. • tell you about important physical features of an area of eastern Europe; • tell you about the climate of an area of eastern Europe; • tell you about the human geography of an area of eastern Europe; • explain what planning is needed for a trip abroad; • identify the countries affected by the Chernobyl nuclear disaster. |
Sticky Knowledge I know the names of a number of European capitals I know the names of and can locate a number of European counties I know what the different continents are called I know what a continent is I know about the key physical and human characteristics of an area of Eastern Europe Key Geographical Skills I can use index and contents page within atlases. I can use medium scale and OS maps. I can confidently use an atlas. I can recognise the world map as a flattened globe. I can identify significant places and environments I can locate places on a world map. I can use atlases to find out about other features of places. (e.g. mountain regions, weather patterns I can suggest questions for investigating I can use primary/secondary sources of evidence in their investigations. I can investigate places with more emphasis on the larger scale; contrasting and distant places |
European capitals, continent landmass, countries, Europe, atlas, physical features (physical geography) Human geography, east, Chernobyl, nuclear disaster, globe, key differences, Google Earth,contrasting, compass points, map symbols key, OS map symbols , aerial photographs, world map as a flattened globe |
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Spring |
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Summer |
Geography Planet Earth including Biomes
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· 6 major biomes of the world - know what is meant by biomes and what are the features of a specific biome
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Sticky Knowledge I know what is meant by biomes and what are the features of a specific biome I know what deforestation is and can label layers of a rainforest I know about, and am able to describe, key aspects of human geography, including: types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water I know about, and am able to describe, key aspects of physical geography
Key Geographical Skills I can use index and contents page within atlases. I can use medium scale and OS maps. I can confidently use an atlas. I can recognise the world map as a flattened globe. I can identify significant places and environments I can locate places on a world map. I can use atlases to find out about other features of places. (e.g. mountain regions, weather patterns I can suggest questions for investigating I can use primary/secondary sources of evidence in their investigations. I can investigate places with more emphasis on the larger scale; contrasting and distant places I can draw a sketch map using symbols and a key; I can use/recognise OS map symbols I can use atlas symbols I can compare maps with aerial photographs. I can select a map for a specific purpose. (E.g. Pick atlas to find Taiwan, OS map to find local village.) I can find/recognise places on maps of different scales. (E.g. river Nile.)
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biomes, interconnected plants and animals, shared physical climateglobal environments, features, specific biomes, Savanna, desert, temperate forest, taiga forest, rainforest, tundra, settlement, atlas, planet, Earth, map, locate, key, energy source, physical georgephay, human geography, country, county, town, produce, uk, food miles, key differences, food shortage, global problems, weathering, erosion, costline, borders, landscape, phusical change, human activity |
PSHE & RSE Intent Statement
At The Forwards Centre we recognise the importance and value that a high quality PSHE & Relationship Education curriculum can offer our pupils. Our aim is to enable pupils to develop the knowledge, skills and attributes they need to manage their lives, now and to help prepare and equip them for their future, enabling them to play a full and active part in society, whilst keeping themselves healthy and safe.
At The Forwards Centre our intent is to deliver a PSHE curriculum that enables pupils to understand:
- How we manage our health and wellbeing –through developing understanding and confidence of their own, as well as others emotions and developing healthy coping strategies. Providing pupils with knowledge, understanding and strategies of how to develop a healthy, safer lifestyle, as well as equipping them to support others facing challenges. Providing pupils opportunities to think about the alternatives when making decisions about personal health, and the consequence of such decisions. Finally, talking openly about mental health issues breaking down any associated stigma.
- How we maintain healthy relationships – through developing understanding of the fundamental building blocks and characteristics of positive relationships, with particular reference to friendships, family relationships, and relationships with other children and with adults, developing an understanding of who can support them. Providing pupils with an understanding of the importance of taking turns, treating each other with kindness, consideration and respect, the importance of honesty and truthfulness, permission seeking and giving, and the concept of personal privacy. Allowing pupils to recognise the risks and issues they and other children experience today. The focus of sex and relationships education to equip them to make safe choices, navigate the online world with a critical eye, and help them to understand where to go for support.
- How we live in the wider world – developing pupils knowledge, skills and attributes they need to thrive as individuals, family members and members of society. From making responsible decisions to succeeding in their first job. The wider world topic helps pupils to understand about diversity, stereotypes and prejudice; their shared responsibilities, it helps pupils to consider the influences of social media, and think about the careers that they are interested in as well as considering economic wellbeing.
Consequently, these elements of our programme of study equips our pupils with relevant and meaningful content, which is supported through a strong emphasis on emotional literacy, building resilience, providing a safe and accepting environment and nurturing mental and physical health.
Forwards Centre PSHE: LONG-TERM OVERVIEW
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Autumn 1 |
Autumn 2 |
Spring 1 |
Spring 2 |
Summer 1 |
Summer 2 |
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KS1 Cycle A |
Who is special to us? |
Who helps to keep us safe?
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What helps us stay healthy? |
What can we do with money? |
What is the same and different about us? |
How can we look after each other and the world? |
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KS1 Cycle B |
What makes a good friend? |
What helps us grow and stay healthy? |
What helps us to stay safe?
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What jobs do people do? |
What is bullying? |
How do we recognise our feelings? |
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LKS2 Cycle A |
How can we be a good friend? |
What keeps us safe? |
What are families like? |
What makes a community? |
Why should we eat well and look after our teeth? |
Why should we keep active and sleep well? |
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LKS2 Cycle B |
What strengths, skills and interests do we have? |
How can we manage our feelings? |
How can we manage risk in different places? |
How can our choices make a difference to others and the environment? |
How do we treat each other with respect? |
How can we help in an accident or emergency? |
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UKS2 Cycle A |
How can we keep healthy as we grow? |
How can the media influence people? |
Year 5 How will we grow and change? Year 6 – recap |
Year 5 How can drugs common to everyday life affect health?
Year 6 What will change as we become more independent? How do friendships change as we grow? |
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UKS2 Cycle B |
What makes up a person’s identity? |
What decisions can people make with money? |
How can friends communicate safely? |
What jobs would we like? |
Year 5 How will we grow and change? Year 6 – recap |
Year 5 How can drugs common to everyday life affect health?
Year 6 What will change as we become more independent? How do friendships change as we grow? |
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KS1 Cycle A - MEDIUM-TERM OVERVIEW |
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Half term / Key question: |
Topic
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In this unit of work, pupils learn... Programe of study reference - Releationship / Health and Wellbeing / Living in the Wider World) |
I know assessment statements |
Lesson overviews/Teacher notes / resources |
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Autumn 1 Who is special to us? |
Relationships
Ourselves and others; people who care for us; groups we belong to; families
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R1. about the roles different people (e.g. acquaintances, friends and relatives) play in our lives R2. to identify the people who love and care for them and what they do to help them feel cared for R3. about different types of families including those that may be different to their own R4. to identify common features of family life R5. that it is important to tell someone (such as their teacher) if something about their family makes them unhappy or worried L4. about the different groups they belong to
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· I know that the family is one group that I belong to as well as school / friends/ clubs · I know who is in my family / who loves me and who cares for me · I know what my family members, or the people who are special to me do to make me feel loved / cared for · I know how families are all different but share common features · I know what is the same / different about my family and other families · I know about different features of family life, including what families do / enjoy together
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Autumn 2 Who helps to keep us safe? |
Health and wellbeing
Keeping safe; people who help us
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H33. about the people whose job it is to help keep us safe H35. about what to do if there is an accident and someone is hurt H36. how to get help in an emergency (how to dial 999 and what to say) R15. how to respond safely to adults they don’t know R20. what to do if they feel unsafe or worried for themselves or others; who to ask for help and vocabulary to use when asking for help; importance of keeping trying until they are heard L5. about the different roles and responsibilities people have in their community
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· I know that people have different roles within the community to help me (and others) stay safe · I know the jobs that they do and how they help people · I know who can help me in different places and situations · I know how to attract someone’s attention or ask for help and what to say · I know how to respond safely to adults that I do not know · I know what to do if I feel unsafe or worried for myself or others · I know the importance of keeping on asking for support until I am heard
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Spring 1 What helps us stay healthy? |
Health and wellbeing
Being healthy; hygiene; medicines; people who help us with health
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H1. about what keeping healthy means; different ways to keep healthy H5. simple hygiene routines that can stop germs from spreading H6. that medicines (including vaccinations and immunisations and those that support allergic reactions) can help people to stay healthy H7. about dental care and visiting the dentist; how to brush teeth correctly; food and drink that support dental health H10. about the people who help us to stay physically healthy H37. about things that people can put into their body or on their skin; how these can affect how people feel |
· I know what being healthy means and who helps me to stay healthy (parent / dentist/ doctor) · I know that that things people put in or on my body can affect how I feel · I know how medicines (including vaccinations / immunisations) can help people stay healthy · I know that some people need to take medicines everyday to stay healthy · I know why hygiene is important and how simple hygiene routines can stop germs from being passed on
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Spring 2 What can we do with money? |
Living in the wider world
Money; making choices; needs and wants
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L10. what money is; forms that money comes in; that money comes from different sources L11. that people make different choices about how to save and spend money L12. about the difference between needs and wants; that sometimes people may not always be able to have the things they want L13. that money needs to be looked after; different ways of doing this |
· I know what money is and that money comes in different forms · I know how money can be obtained (e.g. earned, won, borrowed or as a present) · I know how people make choices about what to do with money including spending / saving · I know the difference between want and need and that people may bot always be able to have what they want · I know how to keep money safe and the different ways to doing that. |
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Summer 1 What is the same and different about us? |
Relationships
Ourselves and others; similarities and differences; individuality; our bodies
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L14. that everyone has different strengths L6. to recognise the ways they are the same as, and different to, other people H21. to recognise what makes them special H22. to recognise the ways in which we are all unique H23. to identify what they are good at, what they like and dislike H25. to name the main parts of the body including external genitalia (e.g. vulva, vagina, penis, testicles) R13. to recognise that some things are private and the importance of respecting privacy; that parts of their body covered by underwear are private R23. to recognise the ways in which they are the same and different to other |
· I know what I like /dislike · I know what I am good at · I know what makes me special · I know that everyone has different strengths · I know how my personal features / qualities are unique to me · I know how I am the same / different to others · I know what I have in common with others
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Summer 2 How can we look after each other and the world? |
Living in the wider world
Ourselves and others; the world around us; caring for others; growing and changing
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R21. about what is kind and unkind behaviour, and how this can affect others R22. about how to treat themselves and others with respect; how to be polite and courteous R24. how to listen to other people and play and work cooperatively R25. how to talk about and share their opinions on things that matter to them H26. about growing and changing from young to old and how people’s needs change H27. about preparing to move to a new class/year group L2. how people and other living things have different needs; about the responsibilities of caring for them L3. about things they can do to help look after their environment |
· I know how kind / unkind behaviours can affect others · I know how to be polite and courteous; · I know how to play and work co operatively · I know the responsibilities that I have in and outside of the classroom · I know how people and animals need to be looked after and cared for · I know what can harm the local and global environment · I know how I can help care for it · I know how people grow and change · I know how people’s needs change as they grow from young to old
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KS1 Cycle B - MEDIUM-TERM OVERVIEW |
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Half term / Key question: |
Topic
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In this unit of work, pupils learn... Programe of study reference - Releationship / Health and Wellbeing / Living in the Wider World) |
I know assessment statements |
Lesson overviews/Teacher notes / resources |
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Autumn 1 What makes a good friend? |
Relationships
Friendship; feeling lonely; managing arguments
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R6. about how people make friends and what makes a good friendship R7. about how to recognise when they or someone else feels lonely and what to do R8. simple strategies to resolve arguments between friends positively R9. how to ask for help if a friendship is making them feel unhappy R25. how to talk about and share their opinions on things that matter to them |
• I know how to make friends with others • I know how to recognise when I feel lonely and what I could do about it • I know how people behave when they are being friendly and what makes a good friend • I know how to resolve arguments that can occur in friendships
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Autumn 2 What can help us grow and stay healthy? |
Health and wellbeing
Being healthy: eating, drinking, playing and sleeping
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H1. about what keeping healthy means; different ways to keep healthy H2. about foods that support good health and the risks of eating too much sugar H3. about how physical activity helps us to stay healthy; and ways to be physically active everyday H4. about why sleep is important and different ways to rest and relax H8. how to keep safe in the sun and protect skin from sun damage H9. about different ways to learn and play; recognising the importance of knowing when to take a break from time online or TV |
• I know that different things help my body to be healthy including food and drink, physical activity and sleep / rest • I know that eating and drinking too much sugar can affect my health (including dental health) • I know how to be physically active and how much rest and sleep I should have every day • I know that there are different ways to learn and play • I know how to know when to take a break from screen time • I know how sunshine helps bodies to grow and how to keep safe and well in the sun |
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Spring 1 What helps us to stay safe? |
Health and wellbeing Keeping safe; recognising risk; rules
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H28. about rules and age restrictions that keep us safe H29. to recognise risk in simple everyday situations and what action to take to minimise harm H30. about how to keep safe at home (including around electrical appliances) and fire safety (e.g. not playing with matches and lighters) H31. that household products (including medicines) can be harmful if not used correctly H32. ways to keep safe in familiar and unfamiliar environments (e.g. beach, shopping centre, park, swimming pool, on the street) and how to cross the road safely H34. basic rules to keep safe online, including what is meant by personal information and what should be kept private; the importance of telling a trusted adult if they come across something that scares them R14. that sometimes people may behave differently online, including by pretending to be someone they are not R16. about how to respond if physical contact makes them feel uncomfortable or unsafe R18. about the importance of not keeping adults’ secrets (only happy surprises that others will find out about eventually) R19. basic techniques for resisting pressure to do something they don’t want to do and which may make them unsafe R20. what to do if they feel unsafe or worried for themselves or others; who to ask for help and vocabulary to use when asking for help; importance of keeping trying until they are heard L1. about what rules are, why they are needed, and why different rules are needed for different situations L9. that not all information seen online is true |
• I know how to tell a trusted adult if I am worried for myself or others, worried that something is unsafe or if I come across something that scares or concerns me |
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Spring 2 What jobs do people do? |
Living in the wider world
People and jobs; money; role of the internet
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L7. about how the internet and digital devices can be used safely to find things out and to communicate with others L8. about the role of the internet in everyday life L15. that jobs help people to earn money to pay for things L16. different jobs that people they know or people who work in the community do L17. about some of the strengths and interests someone might need to do different jobs |
• I know how jobs help people earn money to pay for things they need or want • I know about a range of different jobs, including those done by people I know or people who work in the community • I know how people have different strengths and interests that enable them to do different jobs • I know how people use the internet and digital devices in their jobs in everyday life |
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Summer 1 What is bullying? |
Relationships4
Behaviour; bullying; words and actions; respect for others
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R10. that bodies and feelings can be hurt by words and actions; that people can say hurtful things online R11. about how people may feel if they experience hurtful behaviour or bullying R12. that hurtful behaviour (offline and online) including teasing, name-calling, bullying and deliberately excluding others is not acceptable; how to report bullying; the importance of telling a trusted adult R16. about how to respond if physical contact makes them feel uncomfortable or unsafe R17. about knowing there are situations when they should ask for permission and also when their permission should be sought R21. about what is kind and unkind behaviour, and how this can affect others R22. about how to treat themselves and others with respect; how to be polite and courteous R24. how to listen to other people and play and work cooperatively R25. how to talk about and share their opinions on things that matter to them |
• I know how words and actions can affect how people feel • I know how to ask for and give/ not give permission regarding physical contact and how to respond if physical contact makes me feel uncomfortable / unsafe • I know why name calling, hurtful teasing, bulling and deliberately excluding others is unacceptable • I know how to respond if this happens in different situations • I know how to report bullying or other hurtful behaviour, including online to a trusted adult and the importance of doing so |
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Summer 2 How do we recognise our feelings? |
Health and wellbeing
Feelings; mood; times of change; loss and bereavement; growing up
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H11. about different feelings that humans can experience H12. how to recognise and name different feelings H13. how feelings can affect people’s bodies and how they behave H14. how to recognise what others might be feeling H15. to recognise that not everyone feels the same at the same time, or feels the same about the same things H16. about ways of sharing feelings; a range of words to describe feelings H17. about things that help people feel good (e.g. playing outside, doing things they enjoy, spending time with family, getting enough sleep) H18. different things they can do to manage big feelings, to help calm themselves down and/or change their mood when they don’t feel good H19. to recognise when they need help with feelings; that it is important to ask for help with feelings; and how to ask for it H20. about change and loss (including death); to identify feelings associated with this; to recognise what helps people to feel better H24. how to manage when finding things difficult H27. about preparing to move to a new class/year group |
• I know how to recognise, name and describe a range of feelings • I know what helps me to feel good or better if I’m not feeling good • I know how different things / times / experiences can bring about different feelings (including loss and chance / bereavement or moving to a new class / year group) • I know how feelings can affect people in their bodies and behaviours • I know the ways to manage big feelings and the importance of sharing my feelings with someone I trust • I know how to recognise when I might need help with feelings and how to ask for help when I need it |
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LKS2 Cycle A - MEDIUM-TERM OVERVIEW |
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Half term / Key question: |
Topic
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In this unit of work, pupils learn... Programe of study reference - Releationship / Health and Wellbeing / Living in the Wider World) |
I know assessment statements |
Lesson overviews/Teacher notes / resources |
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Autumn 1 How can we be a good friend? |
Relationships Friendship; making positive friendships, managing loneliness, dealing with arguments
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R10. about the importance of friendships; strategies for building positive friendships; how positive friendships support wellbeing R11. what constitutes a positive healthy friendship (e.g. mutual respect, trust, truthfulness, loyalty, kindness, generosity, sharing interests and experiences, support with problems and difficulties); that the same principles apply to online friendships as to face-to-face relationships R13. the importance of seeking support if feeling lonely or excluded R14. that healthy friendships make people feel included; recognise when others may feel lonely or excluded; strategies for how to include them R17. that friendships have ups and downs; strategies to resolve disputes and reconcile differences positively and safely R18. to recognise if a friendship (online or offline) is making them feel unsafe or uncomfortable; how to manage this and ask for support if necessary
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· I know how friendships support wellbeing and the importance of seeking support if feeling lonely or excluded
· I know how to recognise if others are feeling lonely and excluded and strategies to include them
· I know how to build good friendships including identifying qualities that contribute to positive friendships
· I know that friendship sometimes have difficulties and how to manage when there is a problem or argument between friends and resolve disputes /reconcile difference
· I know how to recognise if a friendship is making me unhappy, feel conformable or unsafe and how to ask for support
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Autumn 2 What keeps us safe? |
Health and wellbeing Keeping safe; at home and school; our bodies; hygiene; medicines and household products
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H9. that bacteria and viruses can affect health; how everyday hygiene routines can limit the spread of infection; the wider importance of personal hygiene and how to maintain it H10. how medicines, when used responsibly, contribute to health; that some diseases can be prevented by vaccinations and immunisations; how allergies can be managed H26. that for some people gender identity does not correspond with their biological sex H30. to identify the external genitalia and internal reproductive organs in males and females and how the process of puberty relates to human reproduction H42. about the importance of keeping personal information private; strategies for keeping safe online, including how to manage requests for personal information or images of themselves and others; what to do if frightened or worried by something seen or read online and how to report concerns, inappropriate content and contact H43. about what is meant by first aid; basic techniques for dealing with common injuries H44. how to respond and react in an emergency situation; how to identify situations that may require the emergency services; know how to contact them and what to say H39. about hazards (including fire risks) that may cause harm, injury or risk in the home and what they can do reduce risks and keep safe R25. recognise different types of physical contact; what is acceptable and unacceptable; strategies to respond to unwanted physical contact R26. about seeking and giving permission (consent) in different situations R28. how to recognise pressure from others to do something unsafe or that makes them feel uncomfortable and strategies for managing this R29. where to get advice and report concerns if worried about their own or someone else’s personal safety (including online) |
· I know how to recognise hazards that may cause harm or injury and what I should do to reduce risk and keep myself or others safe
· I know how to help keep my body protected and safe e.g. wearing a seatbelt , helmet etc
· I know how my body belongs to me and should not be hurt or touched without permission, what to do and who to tell if I feel uncomfortable (including online)
· I know how everyday health and hygiene rules and routines help people stay safe and healthy (including how to manage the use of medicine such as allergy and asthma and other house hold products responsibly)
· I know how to react and respond if there is an accident and how to deal with minor injuries e.g, scratches grazes and burns
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Spring 1 What are families like? |
Relationships Families; family life; caring for each other
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R5. that people who love and care for each other can be in a committed relationship (e.g. marriage), living together, but may also live apart R6. that a feature of positive family life is caring relationships; about the different ways in which people care for one another R7. to recognise and respect that there are different types of family structure (including single parents, same-sex parents, step-parents, blended families, foster parents); that families of all types can give family members love, security and stability R8. to recognise other shared characteristics of healthy family life, including commitment, care, spending time together; being there for each other in times of difficulty R9. how to recognise if family relationships are making them feel unhappy or unsafe, and how to seek help or advice |
· I know how families differ from each other (including that not every family has the same family structure e.g. single parents, same sex parents, step parents, blended families, adoptive families/ foster)
· I know how common features of positive family life often includes shared experiences e.g. celebrations holidays etc
· I know how people within families should care for each other and the different ways to demonstrate this
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Spring 2 What makes a community? |
Living in the wider world Community; belonging to groups; similarities and differences; respect for others
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R32. about respecting the differences and similarities between people and recognising what they have in common with others e.g. physically, in personality or background R33. to listen and respond respectfully to a wide range of people, including those whose traditions, beliefs and lifestyle are different to their own L6.about the different groups that make up their community; what living in a community means L7. to value the different contributions that people and groups make to the community L8. about diversity: what it means; the benefits of living in a diverse community; about valuing diversity within communities |
· I know how to be respectful towards people who may live differently to me |
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Summer 1 Why should we eat well and look after our teeth? |
Health and wellbeing Being healthy: eating well, dental care
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H1 how to make informed decisions about health H2. about the elements of a balanced, healthy lifestyle H3. about choices that support a healthy lifestyle, and recognise what might influence these H4. how to recognise that habits can have both positive and negative effects on a healthy lifestyle #H5. about what good physical health means; how to recognise early signs of physical illness H6. about what constitutes a healthy diet; how to plan healthy meals; benefits to health and wellbeing of eating nutritionally rich foods; risks associated with not eating a healthy diet including obesity and tooth decay H11. how to maintain good oral hygiene (including correct brushing and flossing); why regular visits to the dentist are essential; the impact of lifestyle choices on dental care (e.g. sugar consumption/acidic drinks such as fruit juices, smoothies and fruit teas; the effects of smoking) H14. how and when to seek support, including which adults to speak to in and outside school, if they are worried about their health |
· I know how to eat a healthy diet and the benefits of nutritionally rich food
· I know how to maintain good oral hygiene (brushing and flossing) and the importance of regular visits to the dentist
· I know how not eating a balanced diet can affect health, including the impact of too much sugar / acidic health on dental health
· I know how people make choices about what to eat and drink including who or what influences these
· I know how, where and when to ask for advice and help about healthy eating and dental care.
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Summer 2 Why should we keep active and sleep well? |
Health and wellbeing Being healthy: keeping active, taking rest
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H1 how to make informed decisions about health H2. about the elements of a balanced, healthy lifestyle H3. about choices that support a healthy lifestyle, and recognise what might influence these H4. how to recognise that habits can have both positive and negative effects on a healthy lifestyle H7. how regular (daily/weekly) exercise benefits mental and physical health (e.g. walking or cycling to school, daily active mile); recognise opportunities to be physically active and some of the risks associated with an inactive lifestyle H8. about how sleep contributes to a healthy lifestyle; routines that support good quality sleep; the effects of lack of sleep on the body, feelings, behaviour and ability to learn H13. about the benefits of the internet; the importance of balancing time online with other activities; strategies for managing time online H14. how and when to seek support, including which adults to speak to in and outside school, if they are worried about their health |
· I know how regular physical activity benefits bodies and feelings
· I know how to be active on a daily / weekly basis and how to balance on line time with other activities
· I know how to make choices about physical activity including what and who influences decisions
· I know how the lack of physical activity can affect health and well being
· I know how lack of sleep can affect the body and mood and simple routines support good quality sleep
· I know how to seek support in relation to physical activity, sleep and rest and who to talk to if I am worried |
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LKS2 Cycle B - MEDIUM-TERM OVERVIEW |
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Half term / Key question: |
Topic
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In this unit of work, pupils learn... Programe of study reference - Releationship / Health and Wellbeing / Living in the Wider World) |
I know assessment statements |
Lesson overviews/Teacher notes / resources |
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Autumn 1 What strengths, skills and interests do we have ? |
Health and wellbeing Self-esteem: self-worth; personal qualities; goal setting; managing set backs
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H27. to recognise their individuality and personal qualities H28. to identify personal strengths, skills, achievements and interests and how these contribute to a sense of self-worth H29. about how to manage setbacks/perceived failures, including how to re-frame unhelpful thinking L25. to recognise positive things about themselves and their achievements; set goals to help achieve personal outcomes |
I know how to recognise personal qualities and individuality
I know to develop self worth by identifying positive things about myself and my achievements
I know how my personal attributes, strengths, skills and interests contribute to my self esteem
I know how to set goals for myself
I know how to manage when there are set backs, learn from mistakes and reframe unhelpful thinking |
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Autumn 2 How can we manage our feelings? |
Health and wellbeing Feelings and emotions; expression of feelings; behaviour
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H17. to recognise that feelings can change over time and range in intensity H18. about everyday things that affect feelings and the importance of expressing feelings H19. a varied vocabulary to use when talking about feelings; about how to express feelings in different ways; H20. strategies to respond to feelings, including intense or conflicting feelings; how to manage and respond to feelings appropriately and proportionately in different situations H23. about change and loss, including death, and how these can affect feelings; ways of expressing and managing grief and bereavement
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I know how everyday things can affect feelings
I know how feelings change over time and can be experienced at different levels of intensity
I know the importance of expressing feelings and how they can be expressed in different ways
I know how to respond proportionately to, and manage, feelings in different circumstances
I know ways of managing feelings at times of loss, grief and change.
I know how to access advice and support to help manage my own or others feelings. |
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Spring 1 How can we manage risk in different places? |
Health and wellbeing Keeping safe; out and about; recognising and managing risk
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H12. about the benefits of sun exposure and risks of overexposure; how to keep safe from sun damage and sun/heat stroke and reduce the risk of skin cancer H37. reasons for following and complying with regulations and restrictions (including age restrictions); how they promote personal safety and wellbeing with reference to social media, television programmes, films, games and online gaming H38. how to predict, assess and manage risk in different situations H41. strategies for keeping safe in the local environment or unfamiliar places (rail, water, road) and firework safety; safe use of digital devices when out and about H42. about the importance of keeping personal information private; strategies for keeping safe online, including how to manage requests for personal information or images of themselves and others; what to do if frightened or worried by something seen or read online and how to report concerns, inappropriate content and contact H47. to recognise that there are laws surrounding the use of legal drugs and that some drugs are illegal to own, use and give to others R12. to recognise what it means to ‘know someone online’ and how this differs from knowing someone face-to-face; risks of communicating online with others not known face-to-face R15. strategies for recognising and managing peer influence and a desire for peer approval in friendships; to recognise the effect of online actions on others R23. about why someone may behave differently online, including pretending to be someone they are not; strategies for recognising risks, harmful content and contact; how to report concerns R24. how to respond safely and appropriately to adults they may encounter (in all contexts including online) whom they do not know R28. how to recognise pressure from others to do something unsafe or that makes them feel uncomfortable and strategies for managing this R29. where to get advice and report concerns if worried about their own or someone else’s personal safety (including online) L1. to recognise reasons for rules and laws; consequences of not adhering to rules and laws L5. ways of carrying out shared responsibilities for protecting the environment in school and at home; how everyday choices can affect the environment (e.g. reducing, reusing, recycling; food choices) L15. recognise things appropriate to share and things that should not be shared on social media; rules surrounding distribution of images |
• I know how to recognise, predict assess and manage risk in different situations
• I know how to keep safe in the local environment and less familiar locations (e.g. near rail, water, road, fire, sun and the safe use ofdigital devices when out and about)
• I know how people can be influenced by their peers’ behaviour and by a desire for peer approval and how to manage this influences
• I know how people’s online actions can impact on other people
• I know how to keep safe online, including managing requests for personal information and recognising what is appropriate to share or not share online
• I know how to report concerns, including about inappropriate online content and contact
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Spring 2 How can our choices make a difference to others and the environment? |
Living in the wider world Caring for others; the environment; people and animals; shared responsibilities, making choices and decisions
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L4. the importance of having compassion towards others; shared responsibilities we all have for caring for other people and living things; how to show care and concern for others L5. ways of carrying out shared responsibilities for protecting the environment in school and at home; how everyday choices can affect the environment (e.g. reducing, reusing, recycling; food choices) L19. that people’s spending decisions can affect others and the environment (e.g. Fair trade, buying single-use plastics, or giving to charity) R34. how to discuss and debate topical issues, respect other people’s point of view and constructively challenge those they disagree with |
• I know how people have a shared responsibility to help protect the world around them
• I know how everyday choices can affect the environment
• I know that what people choose to buy and spend their money on can affect others or the environment (e.g. fair trade, single use plastics and giving to charity)
• I have the skills and vocab to share my thoughts, ideas and opinions in discussion about tropical issues
• I know how to show care and concern for others (people and animals)
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Summer 1 How do we treat each other with respect? |
Relationships Respect for self and others; courteous behaviour; safety; human rights
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R19. about the impact of bullying, including offline and online, and the consequences of hurtful behaviour R20. strategies to respond to hurtful behaviour experienced or witnessed, offline and online (including teasing, name-calling, bullying, trolling, harassment or the deliberate excluding of others); how to report concerns and get support R21. about discrimination: what it means and how to challenge it R22. about privacy and personal boundaries; what is appropriate in friendships and wider relationships (including online); R25. recognise different types of physical contact; what is acceptable and unacceptable; strategies to respond to unwanted physical contact R27. about keeping something confidential or secret, when this should (e.g. a birthday surprise that others will find out about) or should not be agreed to, and when it is right to break a confidence or share a secret R29. where to get advice and report concerns if worried about their own or someone else’s personal safety (including online) R30. that personal behaviour can affect other people; to recognise and model respectful behaviour online R31. to recognise the importance of self-respect and how this can affect their thoughts and feelings about themselves; that everyone, including them, should expect to be treated politely and with respect by others (including when online and/or anonymous) in school and in wider society; strategies to improve or support courteous, respectful relationships H45. that female genital mutilation (FGM) is against British law, what to do and whom to tell if they think they or someone they know might be at risk L2. to recognise there are human rights, that are there to protect everyone L3. about the relationship between rights and responsibilities L10. about prejudice; how to recognise behaviours/actions which discriminate against others; ways of responding to it if witnessed or experience |
• I know how people’s behaviour affects themselves and others (including online)
• I know how to model being polite and courteous in different situations and recognise the respectful behaviour that I should receive in return.
• I know about the relationship between rights and responsibilities.
• I know about the right to privacy and how to recognise when a confidence or secret should be kept (such as a nice birthday surprise) or not agreed to and when to tell (if someone is upset or hurt)
• I know the rights that children have and why it is important to protect these
• I know that everyone should feel included, respected and not discriminated against, how to respond if they witness or experience exclusion, disrespect or discrimination.
• I know how to respond to aggressive / inappropriate behaviours (including online and unwanted physical contact) and how to report concerns
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Summer 2 How can we help in an accident or emergency? |
Health and wellbeing Basic first aid, accidents, dealing with emergencies
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H43. about what is meant by first aid; basic techniques for dealing with common injuries
H44. how to respond and react in an emergency situation; how to identify situations that may require the emergency services; know how to contact them and what to say |
• I know how to carry out basic first aid including for burns, scalds, cuts, bleeds, chocking, asthma attacks or allergic reactions
• I know that if someone has experienced a head injury they should not be moved
• I know when it is appropriate to use first aid and the importance of seeking adult help
• I know the importance of remaining calm in an emergency and providing clear information about what has happened to an adult or emergency services
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UKS2 Cycle A - MEDIUM-TERM OVERVIEW |
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Half term / Key question: |
Topic
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In this unit of work, pupils learn... Programe of study reference - Releationship / Health and Wellbeing / Living in the Wider World) |
I know assessment statements |
Lesson overviews/Teacher notes / resources |
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Autumn 1 & 2 How can we keep healthy as we grow? |
Health and wellbeing Looking after ourselves; growing up; becoming independent; taking more responsibility
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H1. how to make informed decisions about health H2. about the elements of a balanced, healthy lifestyle H3. about choices that support a healthy lifestyle & recognise what might influence these H4. how to recognise that habits can have both positive and negative effects on a healthy lifestyle H5. about what good physical health means; how to recognise early signs of physical illness H6. about what constitutes a healthy diet; how to plan healthy meals; benefits to health and wellbeing of eating nutritionally rich foods; risks associated with not eating a healthy diet including obesity and tooth decay. H7. how regular (daily/weekly) exercise benefits mental and physical health (e.g. walking or cycling to school, daily active mile); recognise opportunities to be physically active and some of the risks associated with an inactive lifestyle H8. about how sleep contributes to a healthy lifestyle; routines that support good quality sleep; the effects of lack of sleep on the body, feelings, behaviour & ability to learn H11. how to maintain good oral hygiene (including correct brushing and flossing); why regular visits to the dentist are essential; the impact of lifestyle choices on dental care (e.g. sugar consumption/acidic drinks such as fruit juices, smoothies & fruit teas; the effects of smoking) H12. about the benefits of sun exposure and risks of overexposure; how to keep safe from sun damage and sun/heat stroke and reduce the risk of skin cancer H13. about the benefits of the internet; the importance of balancing time online with other activities; strategies for managing time online H14. how and when to seek support, including which adults to speak to in and outside school, if they are worried about their health H15. that mental health, just like physical health, is part of daily life; the importance of taking care of mental health H16. about strategies and behaviours that support mental health — including how good quality sleep, physical exercise/time outdoors, being involved in community groups, doing things for others, clubs, and activities, hobbies and spending time with family and friends can support mental health and wellbeing H21. to recognise warning signs about mental health and wellbeing and how to seek support for themselves and others H22. to recognise that anyone can experience mental ill health; that most difficulties can be resolved with help and support; and that it is important to discuss feelings with a trusted adult H40. about the importance of taking medicines correctly and using household products safely, (e.g. following instructions carefully) H46. about the risks and effects of legal drugs common to everyday life (e.g. cigarettes, e-cigs/vaping, alcohol, medicines) & their impact on health; recognise that drug use can become a habit which can be difficult to break R10. about the importance of friendships; strategies for building positive friendships; how positive friendships support wellbeing |
I know that habits can be healthy / unhealthy and I know strategies to help change or break an unhealthy habit or take up a new healthy one
I know how legal and illegal drugs can affect health and how to manage situations involving them
I know how to recognise early signs of physical / mental ill health and what to do about this including whom to speak to in and outside of school
I know that health problems, including mental health problems can build up if they are not recognised, managed or if help is not sought early on.
I know that anyone can experience mental ill health and that it is important to discuss these with a trusted adult
I know that mental health difficulties can usually be resolved or managed with the right strategies and support
I know that FGM is illegal and goes against human rights; that I should tell someone immediately if I am worried for myself or someone else
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Spring 1 & 2 How can the media influence people? |
Living the wider world Media literacy and digital resilience; influences and decision-making; online safety
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L11. recognise ways in which the internet and social media can be used both positively and negatively L12. how to assess the reliability of sources of information online; and how to make safe, reliable choices from search results L13. about some of the different ways information and data is shared and used online, including for commercial purposes
L15. recognise things appropriate to share and things that should not be shared on social media; rules surrounding distribution of images
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I know how the media, including online experiences, can affect people’s wellbeing – their thoughts feelings and actions
I know that not everything should be shared online or social media and that there are rules about this including the distribution of images
I know that mixed messages in the media exist (including about health, the news and different groups of people) and that these can influence opinions and decisions
I know how text and images can be manipulated or invented; and know strategies to recognise this
I know to evaluate how reliable different types of online content and media are e.g. videos, blogs, news, reviews, adverts
I know how to recognise unsafe or suspicious content online and what to do about it
I know how information ranked, selected, targeted to meet the interests of individuals and groups and can be used to influence them.
I know how to make decisions about content they view online or in the media and know if it is appropriate for their age range
I know how to respond to and if necessary, report information viewed online which is upsetting, frightening or untrue
I know how to recognise the risks involved in gambling related activities, what might influence somebody to gamble and the impact it might have
I can discuss and debate what influences people’s decisions, taking into consideration different points of view |
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Summer 1 How will we grow and change? |
Health and wellbeing Growing and changing; puberty
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H31. about the physical and emotional changes that happen when approaching and during puberty (including menstruation, key facts about the menstrual cycle and menstrual wellbeing, erections and wet dreams) H32. about how hygiene routines change during the time of puberty, the importance of keeping clean and how to maintain personal hygiene H34. about where to get more information, help and advice about growing and changing, especially about puberty |
Year 5 – (Year 6 recap) I know about puberty and how bodies change during puberty, including menstruation and menstrual well being, erections and wet dreams
I know how puberty can affect emotions and feelings
I know how personal hygiene routines change in puberty.
I know how to ask for advice and support about growing and changing and puberty
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Summer 2
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Year 5 |
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How can drugs common to everyday life affect health? |
Health and wellbeing Drugs, alcohol and tobacco; healthy habits
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H46. about the risks and effects of legal drugs common to everyday life (e.g. cigarettes, e-cigs/vaping, alcohol, medicines) & their impact on health; recognise that drug use can become a habit which can be difficult to break H47. to recognise that there are laws surrounding the use of legal drugs and that some drugs are illegal to own, use and give to others
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I know how drugs common to everyday life (e.g. smoking / vaping – nicotine, alcohol, caffeine and medicines) can affect health and wellbeing
I know that some drugs are legal (but may have laws or restrictions related to them) and other drugs are illegal.
I know how laws surrounding the use of drugs exist to protect me and others
I know why people choose to use or not use different drugs
I know how people can prevent or reduce the risks associated with them
I know that for some people, drug use can become a habit which is difficult to break
I know how organisations help people to stop smoking and the support available to help people if they have concerns about any drug use
I know how to ask for help from a trusted adult if I have any worries or concerns about drugs
I know how organisations help people to stop smoking and the support available to help people if they have concerns about any drug use
I know how to ask for help from a trusted adult if I have any worries or concerns about drugs
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Year 6 |
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What will change as we become more independent? How do friendships change as we grow?
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Relationships Different relationships, changing and growing, adulthood, independence, moving to secondary school
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H24. problem-solving strategies for dealing with emotions, challenges and change, including the transition to new schools H30. to identify the external genitalia and internal reproductive organs in males and females and how the process of puberty relates to human reproduction H33. about the processes of reproduction and birth as part of the human life cycle; how babies are conceived and born (and that there are ways to prevent a baby being made); how babies need to be cared for¹ H34. about where to get more information, help and advice about growing and changing, especially about puberty H35. about the new opportunities and responsibilities that increasing independence may bring H36. strategies to manage transitions between classes and key stages R2. that people may be attracted to someone emotionally, romantically and sexually; that people may be attracted to someone of the same sex or different sex to them; that gender identity and sexual orientation are different R3. about marriage and civil partnership as a legal declaration of commitment made by two adults who love and care for each other, which is intended to be lifelong R4. that forcing anyone to marry against their will is a crime; that help and support is available to people who are worried about this for themselves or others R5. that people who love and care for each other can be in a committed relationship (e.g. marriage), living together, but may also live apart R6. that a feature of positive family life is caring relationships; about the different ways in which people care for one another R16. how friendships can change over time, about making new friends and the benefits of having different types of friends |
I know that people have different kinds of relationships in their lives including romantic or intimate relationships
I know that people who are attracted to and love each other can be of any gender, ethnicity or faith; and know the different ways couples care for one another
I know that adults can choose to be part of a committed relationship or not including marriage / civil partnership
I know that marriage should be wanted equally by both people and that forcing someone to marry against their will is a crime
I know how puberty relates to growing from childhood to adult hood
I know about the reproductive organs and process-how babies are conceived and born and how they need to be cared for.
I know that that there are ways to prevent a baby from being made
I know how growing up and becoming more independent comes with increased opportunities and responsibilities
I know how friendships may change as I grow up and how to manage this
I know how to manage change, including moving to secondary school, how to ask for support or where to seek further information and advice regarding growing up and changing |
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UKS2 Cycle B- MEDIUM-TERM OVERVIEW |
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Half term / Key question: |
Topic
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In this unit of work, pupils learn... Programe of study reference - Releationship / Health and Wellbeing / Living in the Wider World) |
I know assessment statements |
Lesson overviews/Teacher notes / resources |
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Autumn 1 What makes up our identity? |
Health and wellbeing
Identity; personal attributes and qualities; similarities and differences; individuality; stereotypes
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I know how to recognise and respect similarities and difference between people and what I have in common with others
I know that there are a range of factors that contribute to a person’s identify (e.g. ethnicity / family/ faith/ culture / gender / hobbies/likes / dislikes)
I know how individuality and personal qualities make up someone’s identity (including gender identity is part of personal identity and for some people does not correspond with their biological sex)
I know about stereotypes and how they are not always accurate and can negatively influence behaviours and attitudes towards others
I know how to challenge stereotypes and assumptions about others
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Autumn 2 What decisions can people make with money? |
Living in the wider world Money; making decisions; spending and saving
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R34. how to discuss and debate topical issues, respect other people’s point of view and constructively challenge those they disagree with L17. about the different ways to pay for things and the choices people have about this L18. to recognise that people have different attitudes towards saving and spending money; what influences people’s decisions; what makes something ‘good value for money’ L20. to recognise that people make spending decisions based on priorities, needs and wants L21. different ways to keep track of money L22. about risks associated with money (e.g. money can be won, lost or stolen) and ways of keeping money safe L24. to identify the ways that money can impact on people’s feelings and emotions
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I know how people make decisions about spending and saving money and what influences them
I know how to keep track of money so people know how much they have to spend and save
I know how people make choices about ways of paying for things they want and need (e.g. current accounts / savings/ store cards / credit cards / loans)
I know how to recognise what makes something value for money and what this means to me
I know that there are risks associated with money (it can be won, lost or stolen) and how money can affect people’s feeling and emotions
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Spring1 How can friends communicate safely? |
Relationships Friendships; relationships; becoming independent; online safety
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I know about the different types of relationships people have in their lives
I know how friends and family communicate together; how the internet and social media can be used positively
I know how knowing someone online differs from knowing someone face to face
I know how to recognise risk in relation to friendships and keeping safe
I know about the types of content (including images) that are safe to share online; ways of seeking and giving consent before images or personal information are shared with friends / family
I know how to respond if a friendship is making me feel worried, unsafe or uncomfortable
I know how to ask for help or advice and respond to pressure, inappropriate contact or concerns about personal safety |
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Spring 2 What jobs would we like? |
Living in the wider world Careers; aspirations; role models; the future
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L26. that there is a broad range of different jobs/careers that people can have; that people often have more than one career/type of job during their life L27. about stereotypes in the workplace and that a person’s career aspirations should not be limited by them
L29. that some jobs are paid more than others and money is one factor which may influence a person’s job or career choice; that people may choose to do voluntary work which is unpaid L30. about some of the skills that will help them in their future careers e.g. teamwork, communication and negotiation L31. to identify the kind of job that they might like to do when they are older
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I know that there is a broad range of different types of jobs and people often have more than one during the career and over a lifetime
I know that some jobs are paid more than others and some are voluntary (unpaid)
I know about the skills, attributes, qualifications and training needed for different jobs
I know that there are different ways into jobs and careers, including college, apprenticeships and university
I know how people choose a career / job and what influences their decisions including skills interest and pay
I know how to question and challenge stereotypes about the types of jobs that people can do
I know how I might choose a career / job for myself when I am older, why I would choose it and what might influence my decision |
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Summer 1 How will we grow and change? |
Health and wellbeing Growing and changing; puberty
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H31. about the physical and emotional changes that happen when approaching and during puberty (including menstruation, key facts about the menstrual cycle and menstrual wellbeing, erections and wet dreams) H32. about how hygiene routines change during the time of puberty, the importance of keeping clean and how to maintain personal hygiene H34. about where to get more information, help and advice about growing and changing, especially about puberty |
Year 5 – (Year 6 recap) I know about puberty and how bodies change during puberty, including menstruation and menstrual well being, erections and wet dreams
I know how puberty can affect emotions and feelings
I know how personal hygiene routines change in puberty.
I know how to ask for advice and support about growing and changing and puberty
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Summer 2 |
Year 5 |
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How can drugs common to everyday life affect health? |
Health and wellbeing Drugs, alcohol and tobacco; healthy habits
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H46. about the risks and effects of legal drugs common to everyday life (e.g. cigarettes, e-cigs/vaping, alcohol, medicines) & their impact on health; recognise that drug use can become a habit which can be difficult to break H47. to recognise that there are laws surrounding the use of legal drugs and that some drugs are illegal to own, use and give to others
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I know how drugs common to everyday life (e.g. smoking / vaping – nicotine, alcohol, caffeine and medicines) can affect health and wellbeing
I know that some drugs are legal (but may have laws or restrictions related to them) and other drugs are illegal.
I know how laws surrounding the use of drugs exist to protect me and others
I know why people choose to use or not use different drugs
I know how people can prevent or reduce the risks associated with them
I know that for some people, drug use can become a habit which is difficult to break
I know how organisations help people to stop smoking and the support available to help people if they have concerns about any drug use
I know how to ask for help from a trusted adult if I have any worries or concerns about drugs
I know how organisations help people to stop smoking and the support available to help people if they have concerns about any drug use
I know how to ask for help from a trusted adult if I have any worries or concerns about drugs
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Year 6 |
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What will change as we become more independent? How do friendships change as we grow?
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Relationships Different relationships, changing and growing, adulthood, independence, moving to secondary school
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H24. problem-solving strategies for dealing with emotions, challenges and change, including the transition to new schools H30. to identify the external genitalia and internal reproductive organs in males and females and how the process of puberty relates to human reproduction H33. about the processes of reproduction and birth as part of the human life cycle; how babies are conceived and born (and that there are ways to prevent a baby being made); how babies need to be cared for¹ H34. about where to get more information, help and advice about growing and changing, especially about puberty H35. about the new opportunities and responsibilities that increasing independence may bring H36. strategies to manage transitions between classes and key stages R2. that people may be attracted to someone emotionally, romantically and sexually; that people may be attracted to someone of the same sex or different sex to them; that gender identity and sexual orientation are different R3. about marriage and civil partnership as a legal declaration of commitment made by two adults who love and care for each other, which is intended to be lifelong R4. that forcing anyone to marry against their will is a crime; that help and support is available to people who are worried about this for themselves or others R5. that people who love and care for each other can be in a committed relationship (e.g. marriage), living together, but may also live apart R6. that a feature of positive family life is caring relationships; about the different ways in which people care for one another R16. how friendships can change over time, about making new friends and the benefits of having different types of friends |
I know that people have different kinds of relationships in their lives including romantic or intimate relationships
I know that people who are attracted to and love each other can be of any gender, ethnicity or faith; and know the different ways couples care for one another
I know that adults can choose to be part of a committed relationship or not including marriage / civil partnership
I know that marriage should be wanted equally by both people and that forcing someone to marry against their will is a crime
I know how puberty relates to growing from childhood to adult hood
I know about the reproductive organs and process-how babies are conceived and born and how they need to be cared for.
I know that that there are ways to prevent a baby from being made
I know how growing up and becoming more independent comes with increased opportunities and responsibilities
I know how friendships may change as I grow up and how to manage this
I know how to manage change, including moving to secondary school, how to ask for support or where to seek further information and advice regarding growing up and changing |
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Computing Intent
At The Forwards Centre we want to prepare pupils for a life in a continually changing digital and technological society. Technology is everywhere and plays a pivotal role, and will continue to do so, in our students’ lives. This means it is important we provide them with the skills to develop in a digital world.
At the Forwards Centre our intent is to deliver a computing curriculum that:
- Focuses on the progression of skills in Digital Citizenship, Digital literacy, Computer Science and Information Technology.
- Builds pupils skills and knowledge in computing to allow them to affectively demonstrate their learning through the creative use of technology across the curriculum, such as creating music videos, Podcasts and publishing their work.
- Encourages our students to be responsible digital citizens and emphasise the importance of online safety.
At the Forwards Centre we aim to help pupils gain a secure knowledge and understanding of Computing. The curriculum has been designed to:
- Provided students with the opportunity to learn computing though discrete and cross-curricular lessons based on how best to teach the intended curriculum.
- Allow for unplugged activities, where students are exposed to the ideas of computer science without the use of computers.
- Allow students to develop their computational thinking through the use of STEM activities.
At the Forwards Centre the computing curriculum is based on a rolling two year programme to allow for students who may be with us for a prolonged period of time. Each Computer Science topic looks at a new piece of vocabulary as they move up through the school so the students develop their understanding.
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Autumn 1 |
Autumn 2 |
Spring 1 |
Spring 2 |
Summer 1 |
Summer 2 |
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KS1 Cycle A |
Digital Citizenship Online Safety |
Digital Literacy
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Computer Science Algorithm |
Information Technology
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Digital Literacy / Computer Science Using and Applying |
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KS1 Cycle B |
Digital Citizenship Online Safety |
Digital Literacy
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Computer Science Events/ Program |
Information Technology
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Digital Literacy / Computer Science Using and Applying |
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LKS2 Cycle A |
Digital Citizenship Online Safety |
Digital Literacy
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Computer Science Sequence |
Information Technology
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Digital Literacy / Computer Science Using and Applying |
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LKS2 Cycle B |
Digital Citizenship Online Safety |
Digital Literacy
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Computer Science Loops / Repetition |
Information Technology
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Digital Literacy / Computer Science Using and Applying |
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UKS2 Cycle A |
Digital Citizenship Online Safety |
Digital Literacy
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Computer Science Selection |
Information Technology
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Digital Literacy / Computer Science Using and Applying |
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UKS2 Cycle B |
Digital Citizenship Online Safety |
Digital Literacy
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Computer Science
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Information Technology
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Digital Literacy / Computer Science Using and Applying |
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Art Intent
At The Forwards Centre, we see art as a vehicle for creativity and individual expression. We believe that it is important to the development of pupils’ well-being, appreciation of the world and understanding and empathy of others. We aim to give all children the confidence to express themselves through a range of chosen mediums. Our curriculum provides children with an opportunity to experience different art forms: drawing, painting and 3D designs, and pupils are encouraged to experiment with a range of different materials and techniques. Opportunities to practise art techniques when using colour, pattern, texture, line, shape, form and space are embedded across the Art curriculum through the use of individual sketchbooks.
As we believe that it is important for our children to know about different artists and their styles, we plan for opportunities for children to take inspiration from key artists and create their own artworks in their particular styles. Children are given the time within lessons to work on their own and collaborate with others, on projects in two and three dimensions and on different scales.
We aim to equip children with the skills required to have an understanding of the language of art in order to enable them look at an image or a piece of art and to have an understanding of it, not just react to it; to describe what they see in detail and to provide evidence for their observations.
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Autumn 1 |
Autumn 2 |
Spring 1 |
Spring 2 |
Summer 1 |
Summer 2 |
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KS1 Cycle A |
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Art Celebrations
Using Materials / Sculptures Painting |
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Art Great Fire of London
Study of Artists Drawing / Sketchbooks |
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KS1 Cycle B |
Art People Who Help Us
Using Materials / Sculptures Drawing / Sketchbooks |
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Art Magical Mapping
Painting
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LKS2 Cycle A |
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Art Natural Disasters
Using Materials / Sculptures Drawing / Sketchbooks |
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Art Who Rules?
Painting Study of Artists
Portrait work |
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LKS2 Cycle B |
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Art Rivers and Mountains
Using Materials / Sculptures Drawing / Sketchbooks |
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Art Europe
Painting Study of Artists
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UKS2 Cycle A |
Art Vikings
Using Materials / Sculptures Drawing / Sketchbooks |
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Art Americas
Painting Study of Artists
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UKS2 Cycle B |
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Art Ancient Greece
Using Materials / Sculptures Drawing / Sketchbooks |
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Art Planet Earth
Painting Study of Artists |
Music intent
At The Forwards Centre, we believe that music can be a powerful and transformational tool for children; it can both engage and inspire, assist emotional regulation and facilitate therapeutic self-expression in a profound way.
Our music curriculum aims to promote the enthusiasm for, and the enjoyment of, music in all its forms. Our goal is for the children to develop musical skills and knowledge through effective teaching where children are fully engaged in their learning. By engaging children in musical experiences, we offer our children opportunities to develop skills, attitudes and attributes that can support learning in other curriculum areas as well as developing life skills such as listening, the ability to concentrate, creativity, self-confidence and a sensitivity towards others and the environment.
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Autumn 1 |
Autumn 2 |
Spring 1 |
Spring 2 |
Summer 1 |
Summer 2 |
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KS1 Cycle A |
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Music
Exploring the beat/ Let’s Get Creative |
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Music My Feelings and Me |
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KS1 Cycle B |
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Music
Story telling through music (Fairytale focus)
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Music My Feelings and Me |
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LKS2 Cycle A |
Music
Time Keeping/ Let’s get Creative |
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Music
Melody Making |
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LKS2 Cycle B |
Music
My Feelings and Me (GarageBand Project) |
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Music
Musical Recycling (Repeating patterns, stomp samba, ‘random acts of kindness’ video project) |
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UKS2 Cycle A |
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Music
Exploring samples on GarageBand
(‘Sample me Happy’ project) |
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Music
Brilliant Bolton Video/Music project Performance Piece: Eye of the Tiger |
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UKS2 Cycle B |
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Music
My Feelings and Me Eurovision ‘festive’ Song Contest |
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Music
Song writing/Rap |
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Supporting the personal development of pupils is a core part of the Forwards Centre’s work. Our intent is to support pupils to grow into healthy, confident, resilient adults who can make a positive contribution to society and be prepared for life in modern Britain. To that end, teachers use opportunities presented by the Forwards Centre curriculum to promote both the Spiritual, Moral, Social and Cultural aspect of pupils’ lives and their understanding Fundamental British Values. Opportunities to support each child to develop their character are identified and they are given the opportunity to try lots of new things. Children are taught about helping others to and preparing for the next stage in their education. They are taught to recognise the difference between right and wrong and how this impacts on their own life and on the lives of the others. Opportunities are sought to celebrate similarities, be respectful of our differences and how to keep safe and healthy. Children are supported to develop an appreciation of human creativity and achievement, develop their own skills as artists and musicians and develop the cultural capital they need to go on be successful.
Personal Development is woven through our curriculum offer. Each class teacher takes the Forwards Centre Five and identifies how it will be delivered across the schools year. It is broken into five broad categories.
- Contribution and readiness
- Conduct and morals
- Celebrating similarity and difference
- Caring for ourselves
- Culture and creativity
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Contribution and readiness |
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I have the knowledge and skills I need to be fully prepared for the next steps in my education |
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I know about a range of jobs and employment and how these will help me play an active role in society as an adult. |
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I can take part in age-appropriate volunteering and the service of others. |
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I can contribute to class life |
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I can work towards an award |
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I can show commitment to learning something over time and develop expertise. |
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I can reflect wisely on my own experiences about an event. |
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I can demonstrate pride in my achievements. |
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Conduct and morals |
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I know why we need rules and routines and can commit to following them. |
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I can recognise the difference between right and wrong in my own life. |
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I know the positive and negative consequences of my conduct. |
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I know and understand the rule of law. |
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I can contribute to the calm environment in the centre across the whole school day. |
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I know the importance of acting with honesty and integrity. |
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I can demonstrate a commitment to attendance and punctuality. |
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I can demonstrate positive conduct beyond the centre. |
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Celebrating similarity and difference |
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I know the impact of bullying and derogatory language and how to respond to incidents. |
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I know about protected characteristics. |
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I can celebrate the strengths of my classmates and others across the centre. |
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I know about and respect different people’s faiths, feelings and values. |
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I can recognise, and value, the things we share in common across all communities. |
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I can find out the views of others and listen courteously and politely. |
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I can make arguments clearly and constructively in order to persuade other people. |
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I know about voting and Britain’s democratic parliamentary system. |
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Caring for ourselves |
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I know how to keep mentally healthy. |
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I know how to eat healthily and maintain an active lifestyle. |
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I know about my emotions and how they impact on my own life and the lives of others. |
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I can stay safe online and recognise the danger of the inappropriate use of technology |
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I know about risks such as criminal and sexual exploitation, domestic abuse, substance misuse, gang activity, radicalisation and extremism. |
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I know about healthy relationships with others. |
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I can use the opportunities I have to be physically active during the school day. |
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I can represent the centre in a sporting festival or competition. |
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Culture and creativity |
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I know about and can appreciate the best of human creativity and achievement. |
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I can develop skills as an artist. |
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I can develop skills as a musician. |
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I can develop skills in a sporting activity. |
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I can use imagination and creativity in my learning. |
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I can demonstrate pride in being a member of the Forwards Centre community. |
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I know about and can develop a connection to the local area. |
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I can visit new places within the town. |
If parents or carers wish to find out more about the curriculum please contact the Academy Lead
