Curriculum Map: Going Green (Summer Term)

The Lioncare School : Curriculum Map for Summer -term Project: Going Green
Each year The Lioncare School runs three whole school projects. These are planned to offer breadth across three of our curriculum areas-The Human
Curriculum, The STEM Curriculum and The Creative Curriculum. All projects allow for ongoing progress in all subjects but the shift in focus each term allows
for the class teacher, curriculum lead and school managers to plan for deeper learning opportunities, to monitor progress and to gap fill areas of learning
that emerge for individuals and for class groups.
The Going Green Project was originally conceived (in January 2014) as a STEM project with a focus on life sciences. There is a hope that work on this project
will contribute to the school gaining an eco-school status or similar
The underlying principles for this projects have been established as:
1) This is a STEM project designed to develop both skills and knowledge: Skills based learning will focus on practical tasks-associated with making, building
and growing things. The key knowledge outcomes for the project will be those associated with Living Things (Animals, including humans and plants) and their
environments and with Energy (including photosynthesis, cell respiration and electricity ) and some aspects of Materials.
2) Knowledge and skills are not acquired in a vacuum. The context for the sources and stimuli from the Going Green will be considered in an age appropriate
manner and will include both historical and contemporary themes and issues
3) Adult uncertainties will be embraced. If schools are to be true learning communities then dividing them into adults that know all and children that know
nothing is reductive. While teachers will be expected to plan their lessons and use of resources professionally all adults should be prepared to pause to
consider issues that arise and give time for research, discussion and exploration in all forums
4) The Lioncare School strongly believes that its group learning ethos provides consistent, meaningful coverage of the values now embraced as fundamental
and British. A key aspect of this project will be exploring the choices we make in our lifestyles and why people may make different choices. We will look at
different ways of expressing alternative points of view and consider individual, local and global perspectives.
5) This project provides a sound opportunity to embed the collaborative approaches necessary for successful completion of Enabling Environments
Accreditation by Jan 2016
In addition to the teaching and learning undertaken in relation to this project young people will, as informed by their to their individual targets and under the
overall guidance of their class teacher, participate in:
Further discrete and embedded literacy and numeracy sessions
Personal project, tasks and challenges linked to ASDAN outcomes
GCSE coursework and exam preparation
Community and group activities(including Sports’ Day and Open Day)
PE lessons
Appropriate provision for nurture and play
Progress against all targets will be monitored in individual Pupil Progress Folders and recorded in the end of term Pupil Progress report
This plan draws on the Scheme of Work for the STEM, Creative and Human Curriculums and informs the developing Personal, Physical and Functional
Curriculums and links to the Special Educational Needs Policy. It is not a prescribed scheme of work but a set of researched activities or ideas felt appropriate
by the Curriculum Leads for the children in school at this time as springboards for further work.. Delivery of these is planned by class teachers.
Note-While the team at the New National curriculum frameworks have been adopted for many subjects some older level descriptors are still used, especially
in Maths/Numeracy and Literacy/English. At the time of writing (April 15) The PSHE curriculum is in developmental forms and the schools work on computing
embedded into other curricula
Creative(VV) P:\Curriculum Plan\2014-15 The Creative Curriculum
Going green
Paper making
Pupils to pulp scrap and old newspapers to make handmade paper sheets.
Papier mache bowls
Students to make papier mache and mould around large bowls, leave to dry then decorate with decoupage.
Pop art found objects
Students to look at work of Claes Oldenburg and make sculptures of objects from cardboard and old textiles.
Louise Nevelson
Pupils to look at the assemblages of artist Louise Nevelson on you tube.
Cardboard collages
Students to use knowledge of assemblage artists to construct their own cardboard collages.
Wood constructions
Students to use salvaged wood to construct 3D abstract assemblages
Robert Rauschenberg
Pupils to look at the art of Rauschenberg and make newspaper collages and use multi media techniques to overlay.
Textile collage
Pupils to old textiles and household paints to build a textile collage.
Photo montages
Pupils to use magazines and newspaper photographs to construct
Landart
Students will demonstrate an understanding of 2‐D and 3‐D sculptural building techniques inspired by both local and national sculpture artists,
incorporating a
variety of found objects into a completed sculpture.
Andy Goldsworthy
video, Rivers and Tides. Ask students to take notes while watching DVD. Students write down 10 things they see/learn by
watching Andy create. Video is 90 minutes long, so you may want to show the full video, or only parts of it.
Willow sculptures
Students to use withies to construct a natural form looking at the work of Jaako Pernod and Julie Starks
Visit to Goodwood sculpture park
Students to photo and sketch sculptures
Music


Marinetti zang tumb tumb sound poetry
Dada sound collage
Pookiesnackenberger
Stomp
Recycled objects drumming workshop
Films:
Over The Hedge
Fern Gully
The Day After Tomorrow
Princess Mononoke
Nausicaa of the Valley
Arctic Tale
Hoot
Home
Flood
Wall-E
The Human Curriculum LR/CS
Geography – ‘Going Green’ (with curriculum links to Maths, English, ICT, Citizenship, PSHE, DT and Business Studies)
Good website to explain what ‘going green means’
https://www.youtube.com/user/NASAeClips/videos
Green Day School Activity Kit

Green Day 2013 is an event for schools in June about climate change and sustainability. Schoolchildren and teachers from across the UK are asked to
select a day in June to focus on green issues and how their school is responding to the challenge of climate change. ‘Green Day’ helps pupils explore
environmental issues as well as acting as a catalyst for schools becoming more sustainable in the future. It is run by the Landscape Institute, the
professional body for landscape architects. The Green Day School Activity Kit provides ideas, activities and resources for holding a Green Day. It is
designed to work in both primary and secondary school for key stages 1-3 and contains 100 lesson plans across the whole curriculum. Some of the
lesson plans include how to undertake a waste audit, design a sustainable city, build a plastic bottle greenhouse and make a solar car - – all resources
in History SOW resources folder.
Some suggested Green Day Activities (many more in Activity Kit)
 Find out your school’s footprint by encouraging pupils and all staff to calculate their carbon footprint. The carbon detectives’ kit is an online carbon
footprint calculator for schools in England and can be found at www.carbondetectives.org.uk
Pupils can work out their own footprint at www.carboncontrol.org.uk
or www.footprint.wwf.org.uk
They should collect data in advance for this activity.
 Eco day out - Take a group of pupils to a local eco-friendly house, building, business or recycling plant. Arrange for the architect, manager or resident
to show you round. Pupils could develop what they learnt during the visit back in the classroom and the outcomes could be displayed around the
school. Alternatively, pupils could share what they have learnt with the rest of the school in a community meeting. See engaging places website for
further ideas about how to run a visit - http://www.engagingplaces.org.uk
 Building materials - Examine the materials used in the building or the grounds. List the materials that used (eg concrete, brick, stone, wood or glass)
and ask pupils to think about whether they have a positive or negative effect on the environment. Are they made of renewable or environmentally
friendly materials? Where have the materials come from (ie are they indigenous or imported from overseas)? Have any new and innovative materials
been used? How do these materials affect the way the building is heated and cooled, or how much light it allows in? Perhaps there are older and
newer parts of school that could be compared and contrasted. A range of images of building materials are available in the Activity Kit. Collect a
sensory bag of building materials and encourage pupils to sort them, considering different characteristics, such as texture, temperature or colour. The
more able could spot examples of each material on a range of images of buildings or their own school site. This information could then be collated
into a table.
 Create climate charts - Collect climate statistics such as different countries’ or cities’ annual carbon emissions. Analyse the figures. Ask pupils to work
out the total, average, median and mode. How does your local town or city compare to others in the UK or worldwide? Pie charts or bar charts could
be created to present the information. These could later be displayed on the classroom walls. The Met Office provides climate statistics http://www.metoffice.gov.uk
 Transport diary - Ask pupils to keep a diary of all the different journeys they do in a week, the type of transport they use (including walking) and the
time each one takes. Younger pupils might enjoy recording this in pictures at www.travelbuster.org.uk
 Each individual can then calculate the total time they spent on each mode of transport
over the week and the class total can be worked out. Pupils can use the results to draw graphs
that represent the travel behaviour of the class. What does it show? How could carbon be reduced? This could be an exercise that is revisited regularly as the
class tries to reduce its total time spent in cars. This could be linked to Brighton and Hove ‘Walk to School Week’.
 Take the temperature - Get pupils to rate areas of the school as either hot, cold, or comfortable. They could do this as a written task or by using
pictures. Then use a
thermometer to add data to their assessments. This could be developed to help them think
about why areas are particularly hot or cold. Where is the heat or cold coming from? How
could the temperature be improved?
 Draw a scale plan of an eco-classroom - Demonstrate how to draw a scale drawing
of the classroom. Ask pupils to design an environmentally sound classroom of the future — you might want to list things to consider with the class first (eg
materials, windows or lighting). This could be done individually, in pairs or in small groups. Older pupils could create scale architectural drawings and plans of
an environmentally friendly school. The plans could be converted into 3D models in follow-up lessons.
 A waste audit - Find out how much waste the school generates in a day (general, paper and food waste). Ask pupils to calculate the total of each in a
week, month and year. How much do they personally contribute? How much will they contribute over their lifetime in the school? Alternatively,
pupils could measure waste over the Green Day week. They could weigh it each day and see if there is a difference on Green Day.
 Measure - Look at different types of home (houses, flats) using images or models. Some images are available in the Activity Kit. Explain how to
calculate the length, width and height of the walls and roof. Then work out the surface area of each. Older students could then calculate the volume
of each building and work out where heat is lost and which buildings will waste the most energy. Alternatively, pupils could draw scale models of
the buildings or consider the ratio of volume to surface area and design more energy efficient
versions. For homework, they could do this for their own house. Get small groups of children to measure different classrooms. Then ask them to compare
the numbers of lights, windows or radiators used in their room with a room of a different size.
Waste Week 2014
To sign up for this event – www.jointhepod.org
Some suggested Waste Week 2014 Activities (many more on website)
 Learn what com post is and how it is made.
 Make a mini-compost bin, including writing and drawing simple instructions for making it.
 Create a compost themed collage.
 Explain the role of worms in making compost.
STEM (JH/JE) P:\Curriculum Plan\2014-15 STEM SOW New NC (1)
Topic:
Growing
Are all plants the same? What differences can you see?
Deciduous & evergreen trees, tree rings, giant redwoods
(link to seasons)
Where do plants come from? What do plants need to
grow?
Making a mini greenhouse from water bottles using cress
& runner beans/broad beans.
Going Green Curriculum Map - Science
Link to NC:
KS1: Identify and name a variety of common
wild and garden plants, including deciduous and
evergreen trees (Y1)
KS2:
KS3:
KS4:
KS1: Find out and describe how plants need
water, light and a suitable temperature to grow
and stay healthy (Y2)
KS2: Explore the requirements for life and
growth (air, light, water, nutrients from soil, and
room to grow) and how they vary from plant to
plant (Y3).
Investigate the way in which water is
transported within plants (Y3).
KS3:
KS4: Plants often compete with each other for
light and space, and for water and nutrients
from the soil.
Notes:
Look at various types of plants, investigate
the leaf types - think about how big plants
can grow in hot and wet conditions such as
the jungle. Start thinking about classification
and keys if possible.
Why a clear bottle? Light, carbon dioxide
builds up and it is warmer in there – makes
the seeds grow quicker.
Link to recycling
Celery in coloured water or dye some
chrysanthemums in dye
How do plants grow? What do plants need to grow?
What are the basic parts of all plants?
Build a sack garden and plant strawberries
How do plants make more plants? What do seeds look
like? What are fruits?
Anatomy of plant, fruit, veg. – why are strawberries
different from other fruit? (seeds on outside)
How do plants make more plants? Why are bees so
important?
Seeds, pollination and dispersal – BEES!!!! (link to
seasons & weather)
How do leaves make their own food?
Photosynthesis –
Identify and categorise leaves in table (link to art leaf
printing and seasons/weather)
KS1: Observe and describe how seeds and bulbs
grow into mature plants (Y2).
KS2: Identify and describe the functions of
different parts of flowering plants: roots,
stem/trunk, leaves and flowers (Y3).
KS3:
KS4:
KS1: Identify and describe the basic structure of
a variety of common flowering plants, including
trees (Y1)
Explore the part that flowers play in the life
cycle of flowering plants, including pollination,
seed formation and seed dispersal.
KS2:
KS3:
KS4:
KS1:
KS2:
KS3: Interdependences of organisms in an
ecosystem, including food webs and insect
pollinated plants.
The importance of plant reproduction through
insect pollination in human food production.
KS4:
KS1:
KS2:
KS3: The reactants in, and products of,
photosynthesis, and a word summary for
photosynthesis.
The dependence of almost all like o Earth on the
ability of photosynthetic organisms, such as
plants and algae, to use sunlight in
Best flowers can be lilies as you can see all
the parts. Hot house flowers can have
unusual parts as they are not properly
mature. Garden plants better than
supermarket plants. Avoid bananas as
complicated! Apples are classic fruits,
strawberries are odd fruits as their seeds are
on the outside.
Bees are the key to pollination of so many
crops that produce the food that we eat. We
should be planting plants that attract bees
near to our crop plants to encourage bees to
come near.
Plants do not have to move to their ‘food’ –
they can make their own sugars to release
their energy – sunlight, water and carbon
dioxide are needed for this to happen.
Looking at how thin leaves are....
photosynthesis to build organic molecules –
maintain oxygen and carbon dioxide levels in
the atmosphere
Adaptations of leaves for photosynthesis
KS4: Radiation from the Sun is the source of
energy for living organisms. Green plants and
algae absorb a small amount of the light that
reaches them. The transfer from light energy
to chemical energy occurs during
photosynthesis. This energy is stored in the
substances that make up the cells of the
plants.
What are plants made of?
Cells (KS3)
How do plants cope with the change through the year?
Lifecycles of plants
KS1:
KS2:
KS3: Cells as the fundamental unit of living
organisms, including how to observe, interpret
and record cell structure using a light
microscope.
The functions of the cell wall, cell membrane,
cytoplasm, nucleus, vacuole, mitochondria and
chloroplasts.
Role of leaf stomata in plant cells
KS4: The nucleus of a cell contains
chromosomes. Chromosomes carry genes that
control the characteristics of the body.
KS1:
KS2:
KS3:
KS4: Living things remove materials from the
environment for growth and other processes.
These materials are returned to the
environment either in waste materials or when
Using simple microscopes to look at plant
cells.
Tying it all up together from pollen – flower –
fruit – seed – dispersal - plant
living things die and decay.
Materials decay because they are broken
down (digested) by microorganisms.
Microorganisms are more active and digest
materials faster in warm, moist, aerobic
conditions.
Seasons and Weather
What are seasons? Why do we have them?
What are the seasons? (link to growth)
Do all countries/parts of the world have seasons like we
do?
KS1: Observe changes across the four seasons
(Y1).
KS2:
KS3: The seasons and the Earth’s tilt, day length
at different times of year, in different
hemispheres.
KS4:
Linking seasons to our tilt towards the Sun –
our place on the planet and how this affects
our day length and how many hours. How
do our seasons affect how our plants grow –
linking back to deciduous trees and flowering
plants.
How are they different in different climates?
Other countries have different seasons to us
– on the equator, there are not really
seasons as such – same time for day and
night. Warm all year around – how does this
affect plant growth?
What kind of weather do we have in the Uk/Hove?
How does our weather compare with other parts of the
world?
Big weather (Poles/Equator) v small weather (UK)
Eg: Hurricanes Sandy v Jude & natural disasters
What would you pack for a trip to Costa Rica v Norway
and why?
What causes ‘extreme’ weather? What are the
KS1: Understand geographical similarities and
differences through studying the human and
physical geography of a small area of the United
Kingdom, and of a small area in a contrasting
non-European country (G)
Identify seasonal and daily weather patterns in
the United Kingdom and the location of hot and
cold areas of the world in relation to the Equator
and the North and South Poles (G)
KS2:
KS3:
Starting with our local weather (affect of the
sea on our weather maybe? Cold in spring
compared to London as we have the cold sea
next to us. April 2015 – we were about 12
degrees when London was over 20 degrees.
In September we are warmer as the sea has
warmed up by then. Best time to swim in
the sea is September.
We have some unusual weather like
consequences for people when we have extreme
weather?
KS4:
hailstones, and thunderstorm, but not like
Japan. Floods – compare our floods to those
in Bangladesh.
We do not have hurricanes or tornadoes –
where does?
Let’s look at our weather? Let’s record our weather –
does it make a difference to what is growing?
Build a weather station to measure
rainfall/wind/temperature
Observation charts to record data
(Link back to growing)
Habitats
Let’s think about all the different types of animals and
plants in the world/locally.
Classification of animals and plants
KS1: Observe and describe weather associated
with the seasons and how day length varies
(Y1).
KS2:
KS3:
KS4:
Build a kite from recycled materials and fly it
on a windy day
KS1: Identify and mane a variety of common
animals including fish, amphibians, reptiles,
birds and mammals. Identify and name a variety
of animals that are carnivores, herbivores and
omnivores (Y1).
KS2: Recognise that living things can be grouped
in a variety of ways (Y4).
Explore and use classification keys to help
group, identify and name a variety of living
things in their local and wider environment (Y4)
Describe how livings are classified into broad
groups according to common observable
characteristics and based on similarities and
differences, including micro-organisms, plants
and animals (Y6).
Give reasons for classifying plants and animals
based on specific characteristics (Y6).
Looking at different animals and plants in the
local environment and seeing what
categories they fall into? Using keys.
Rain gauge in the garden – made out of old
pop bottle with marks on etc.....
KS3:
KS4:
What is a habitat? What kind of animals and plants live
in certain habitats?
How are certain animals and plants suited to live in
certain habitats?
KS1: Describe and compare the structure of a
variety of common animals (fish, amphibians,
reptiles, birds and mammals, including pets)
(Y1).
Which animals & plants grow & thrive in different
environments and why they are well adapted? (Link to
growing & v.simplest ref. to evolution in Caterpillar Class)
(why does tea grow in China and not here? Why can we
not grow pineapples in our gardens?)
Explore and compare the differences between
things that are living, dead, and things that have
never been alive (Y2).
How can we create habitats in our gardens to
encourage more animals and plants to come and live
there?
Identify that most living things live in habitats to
which they are suited and describe how
different habitats provide for the basic needs of
different things of animals and plants, and how
they depend on each other (Y2).
KS2: Describe the difference in the life cycles of
a mammal, an amphibian, an insect and a bird
(Y5).
KS3: Interdependences of organisms in an
ecosystem, including food webs and insect
pollinated plants.
KS4: Animals and plants may be adapted for
survival in the conditions where they normally
live.
Animals and plants are subjected to
environmental changes. Such changes may be
caused by living or non-living factors.
KS1: Describe how animals obtain their food
from plants and other animals, using the idea of
a simple food chain, and identify and name
different sources of food (Y2)
Looking at various local and global habitats
and how they can sustain different
organisms.
Bird feeders, logs, old bricks, not weeding
certain parts of the garden to encourage
more wildlife. Trying different foods on a
Bird feeders/nesting boxes (link to Horam Manor trip and KS2:
growth/seasons/weather)
KS3:
KS4:
What eats what in a habitat?
KS1:
KS2: Construct and interpret a variety of food
Food chains and food webs
chains, identifying producers, predators and
prey (Y4).
KS3:
KS4:
Can we calculate the number of daisies in a field
KS1: Identify and name a variety of plants and
without counting them all?
animals in their habitats, including microhabitats (Y2).
Quadrat investigation
KS2:
KS3:
KS4:
What lives on a beach – how does this compare to a
KS1:
field or a wood?
KS2: Recognise that environments can change
and that this can sometimes pose dangers to
Beach combing – link to conservation/pollution.
living things (Y4)
KS3: How organisms affect, and are affected by,
Can we think about how we can make the beach better their environment, including the accumulation
for the animals and plants that live on a beach?
of toxic materials.
KS4:
Energy and Resources
KS1: Distinguish between an object and the
What materials can you see all around you, where you
material from which it is made (Y1). Identify
live, in school and out in town?
and names a variety of everyday materials,
including wood, plastic, glass, metal, water and
Survey of different types of energy resources used at
rock. (Y1)
home/school/individually
KS2:
KS3:
KS4:
Our planet gives us our resources – but, where do they
KS1:
bird table to see what birds come to eat.
Can create a ‘spider web’ food web with
string and bits of wood (with animals and
plants drawn on) to show what eats what.
Emphasis on the flow of energy from one
organism to another.
Using quadrats to sample an area to see the
whole population in an area. Good to use
keys when using a simple quadrat model as
well.
Comparison of different habitats – what lives
on a field does not live on a beach. Why do
the animals and plants live here – where is
the Sun, carbon dioxide and water just like
plants in soil.. Can use the quadrats again to
sample small areas of the beach and see how
it differs from one area to another.
What materials can you see in your world?
Where do you think they come from?
Our planet provides us with the resources to
all come from?
What will we use when we have no more oil to make
plastic?
Finite resources on planet – rights & responsibilities
Classification of rocks - metal ores, oil, recycling..
What will happen to all the things we have in our lives
when we run out of oil/metal etc?
Finite resources on planet – rights & responsibilities
Classification of rocks - metal ores, oil, recycling..
Where do we get our energy from? Do you think about
how you can use less energy? What do you think we
can do to generate more electricity when the oil and
gas have all been used up?
Renewable energies ( ref to Horam Manor Solar Farm
and wind farms)
KS2: Compare and group together different
kinds of rocks on the basis of their appearance
and simple properties (Y3).
KS3: The composition of the Earth.
The structure of the Earth.
The rock cycle and the formation of igneous,
sedimentary and metamorphic rocks.
Earth as a source of limited resources and the
efficacy of recycling
KS4: Ores contain enough metal to make it
economical to extract the metal.
Unreactive metals, such as gold, are found in
the Earth as the metal itself, but most metals
are found as compounds that require chemical
reactions to extract the metal.
We should recycle metals to save resources.
make the various products that we use in
everyday life – metals, plastics, wood, glass
etc.... But which part of the Earth do these
materials come from and will we have them
forever?
KS1:
KS2:
KS3:
KS4:
What might happen if we run out of oil to
make plastic – what will we make certain
products out of?
KS1:
KS2:
KS3: Fuels and energy resources.
KS4: Renewable energy sources include:
biofuels, that can be burned to heat water.
Water and wind that can be used to drive
turbines .directly solar cells that can be used to
produce electricity directly from the Sun’s
radiation. Geothermal energy.
In some volcanic areas, hot water and steam
rise to the surface. The steam can be tapped
Refer to Costa Rica project
How can we survive without oil and gas?
What else can generate electricity?
and used to drive turbines.
Where does our water come from? How do other
countries get their water?
Water – why it is our most precious resource
Where do we source it locally?
KS1:
KS2: Identify the part played by evaporation
and condensation in the water cycle and
associate the rate of evaporation with
temperature (Y4).
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 (G)
Exhibition on beach by Peace Statue.
Thinking about the route from rain to our
bath – how does the water get there? What
is a reservoir? The Engineerium is an old
water pumping station. Discuss how it was
magnificent to get water into the home and
not pump it from a well. What do they do in
certain parts of Africa to get their water?
KS3:
KS4:
If you were stranded on a desert island – how would
you make sure that your water was good enough to
drink?
KS1:
KS2:
KS3:
KS4:
Water filtration challenge – using natural resources to
filter water
Not all water is clean like the water we get
from the tap – how did it get like that? If you
had dirty river or stream water on a desert
island how would you make it clean? What
would you need to do to it? Nyms Island is a
great film to show a child on a desert island.
Functional Skills
SF (JE) See APP and associated docs in Intensive Lit/Num support folder for further guidance
English and Literacy- specific targets set, following assessment, recorded on reports and transferred to the IEP, should underpin the specific work for each
young person. Work should be recorded in relevant work books and be evaluated following the current assessment policy. At The Lioncare School It is
expected that young people make four points ( two NC sublevels) progress in their literacy and numeracy learning over three terms.
This project provides the opportunities to embed the following writing skills in particular and planned work should be informed by P:\Curriculum Plan\201415 National Curriculum and https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/335186/PRIMARY_national_curriculum_-
_English_220714.pdf which sets out specific skills to be taught at each stage.
At P7-KS 1
At KS 2
At KS 3
English/ Literacy
P7 Pupils group letters and leave spaces
between them as though they are writing
separate words • They are aware of the
sequence of letters, symbols and words [for
example, selecting and linking symbols
together, writing their names and one or
two other simple words correctly from
memory].
P8 Pupils show awareness that writing can
have a range of purposes [for example, in
relation to letters, lists or stories] • They
show understanding of how text is arranged
on the page [for example, by writing or
producing letter sequences going to left to
right] • They write or use their preferred
mode of communication to set down their
names with appropriate use of upper- and
lower-case letters or appropriate symbols.
Pupils should be taught to:  write
Pupils should be taught to:
 plan their writing by:  discussing writing similar to that which they are
planning to write in order to understand and learn from its structure,
vocabulary and grammar  discussing and recording ideas  draft and write by:
 composing and rehearsing sentences orally (including dialogue),
progressively building a varied and rich vocabulary and an increasing range of
sentence structures (English Appendix 2)  organising paragraphs around a
theme  in narratives, creating settings, characters and plot  in non-narrative
material, using simple organisational devices [for example, headings and subheadings]  evaluate and edit by:  assessing the effectiveness of their own
and others’ writing and suggesting improvements  proposing changes to
grammar and vocabulary to improve consistency, including the accurate use of
pronouns in sentences  proof-read for spelling and punctuation errors  read
aloud their own writing, to a group or the whole class, using appropriate
intonation and controlling the tone and volume so that the meaning is clear.
Pupils should continue to have opportunities to write for a range of real
purposes and audiences as part of their work across the curriculum. These
purposes and audiences should underpin the decisions about the form the
writing should take, such as a narrative, an explanation or a description. Pupils
should understand, through being shown these, the skills and processes that
are essential for writing: that is, thinking aloud to explore and collect ideas,
drafting, and re-reading to check their meaning is clear, including doing so as
the writing develops. Pupils should be taught to monitor whether their own
writing makes sense in the same way that they monitor their reading, checking
write accurately, fluently, effectively and
at length for pleasure and information
through:  writing for a wide range of
purposes and audiences, including: •
well-structured formal expository and
narrative essays • stories, scripts, poetry
and other imaginative writing • notes and
polished scripts for talks and
presentations • a range of other narrative
and non-narrative texts, including
arguments, and personal and formal
letters  summarising and organising
material, and supporting ideas and
arguments with any necessary factual
detail  applying their growing
knowledge of vocabulary, grammar and
text structure to their writing and
selecting the appropriate form  drawing
on knowledge of literary and rhetorical
devices from their reading and listening
to enhance the impact of their writing 
plan, draft, edit and proof-read through:
 considering how their writing reflects
the audiences and purposes for which it
sentences by:  saying out loud what they
are going to write about  composing a
sentence orally before writing it 
sequencing sentences to form short
narratives  re-reading what they have
written to check that it makes sense 
discuss what they have written with the
teacher or other pupils  read aloud their
writing clearly enough to be heard by their
peers and the teacher
learn how to use:  sentences with different
forms: statement, question, exclamation,
command  expanded noun phrases to
describe and specify [for example, the blue
butterfly]  the present and past tenses
correctly and consistently including the
progressive form  subordination (using
when, if, that, or because) and co-ordination
(using or, and, or but)  the grammar for
year 2 in English Appendix 2  some
features of written Standard English
at different levels.
And then
Pupils should be taught to:  plan their writing by:  identifying the audience
for and purpose of the writing, selecting the appropriate form and using other
similar writing as models for their own  noting and developing initial ideas,
drawing on reading and research where necessary  in writing narratives,
considering how authors have developed characters and settings in what pupils
have read, listened to or seen performed  draft and write by:  selecting
appropriate grammar and vocabulary, understanding how such choices can
change and enhance meaning  in narratives, describing settings, characters
and atmosphere and integrating dialogue to convey character and advance the
action  précising longer passages  using a wide range of devices to build
cohesion within and across paragraphs  using further organisational and
presentational devices to structure text and to guide the reader [for example,
headings, bullet points, underlining]  evaluate and edit by:  assessing the
effectiveness of their own and others’ writing  proposing changes to
vocabulary, grammar and punctuation to enhance effects and clarify meaning
 ensuring the consistent and correct use of tense throughout a piece of
writing  ensuring correct subject and verb agreement when using singular and
plural, distinguishing between the language of speech and writing and choosing
the appropriate register  proof-read for spelling and punctuation errors 
perform their own compositions, using appropriate intonation, volume, and
movement so that meaning is clear.
Pupils should understand, through being shown, the skills and processes
essential for writing: that is, thinking aloud to generate ideas, drafting, and rereading to check that the meaning is clear.
was intended  amending the
vocabulary, grammar and structure of
their writing to improve its coherence
and overall effectiveness  paying
attention to accurate grammar,
punctuation and spelling; applying the
spelling patterns and rules set out in
English Appendix 1 to the key stage 1 and
2 programmes of study for English.
In addition :
The following KS1/2 Speaking and Listening Skills should be reinforced at all opportunities
listen and respond appropriately to adults and their peers
ask relevant questions to extend their understanding and knowledge
use relevant strategies to build their vocabulary
articulate and justify answers, arguments and opinions
give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings
maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments
use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas
speak audibly and fluently with an increasing command of Standard English
participate in discussions, presentations, performances, role play, improvisations and debates
gain, maintain and monitor the interest of the listener(s)
consider and evaluate different viewpoints, attending to and building on the contributions of others
select and use appropriate registers for effective communication.
The above range is based on the needs of the current cohort
Maths/Numeracy
This is a Science project so the while the majority of learning will occur in discrete sessions there are many opportunities for this to be underpinned and the
topic especially lends itself to measurement, data collection and data handling :
At KS 1
At KS2
Pupils should be taught to:  compare, describe and
solve practical problems for:  lengths and heights
[for example, long/short, longer/shorter, tall/short,
double/half]  mass/weight [for example,
heavy/light, heavier than, lighter than]  capacity and
volume [for example, full/empty, more than, less
measure, compare, add and subtract: lengths (m/cm/mm); mass (kg/g); volume/capacity (l/ml)
interpret and present data using bar charts, pictograms and tables  solve one-step and two-step
questions [for example, ‘How many more?’ and ‘How many fewer?’] using information presented in scaled
bar charts and pictograms and tables.
than, half, half full, quarter]  time [for example,
quicker, slower, earlier, later]  measure and begin to
record the following:  lengths and heights 
mass/weight  capacity and volume  time (hours,
minutes, seconds)  recognise and know the value of
different denominations of coins and notes 
sequence events in chronological order using
language [for example, before and after, next, first,
today, yesterday, tomorrow, morning, afternoon and
evening]  recognise and use language relating to
dates, including days of the week, weeks, months and
years
And then
choose and use appropriate standard units to
estimate and measure length/height in any direction
(m/cm); mass (kg/g); temperature (°C); capacity
(litres/ml) to the nearest appropriate unit, using
rulers, scales, thermometers and measuring vessels 
compare and order lengths, mass, volume/capacity
and record the results using >, < and =
interpret and construct simple pictograms, tally
charts, block diagrams and simple tables  ask and
answer simple questions by counting the number of
objects in each category and sorting the categories by
quantity  ask and answer questions about totalling
and comparing categorical data.
Pupils understand and use simple scales (for example, 2, 5, 10 units per cm) in pictograms and bar charts
with increasing accuracy. They continue to interpret data presented in many contexts.
And then
Convert between different units of measure [for example, kilometre to metre; hour to minute]
interpret and present discrete and continuous data using appropriate graphical methods, including bar
charts and time graphs.  solve comparison, sum and difference problems using information presented in
bar charts, pictograms, tables and other graphs.
Pupils understand and use a greater range of scales in their representations. Pupils begin to relate the
graphical representation of data to recording change over time
And then
convert between different units of metric measure (for example, kilometre and metre; centimetre and
metre; centimetre and millimetre; gram and kilogram; litre and millilitre)  understand and use
approximate equivalences between metric units and common imperial units such as inches, pounds and
pints  measure and calculate the perimeter of composite rectilinear shapes in centimetres and metres 
calculate and compare the area of rectangles (including squares), and including using standard units,
square centimetres (cm2 ) and square metres (m2 ) and estimate the area of irregular shapes  estimate
volume [for example, using 1 cm3 blocks to build cuboids (including cubes)] and capacity [for example,
using water]  solve problems involving converting between units of time  use all four operations to
solve problems involving measure [for example, length, mass, volume, money] using decimal notation,
including scaling.
solve comparison, sum and difference problems using information presented in a line graph  complete,
read and interpret information in tables, including timetables.
. They begin to decide which representations of data are most appropriate and why
And then
solve problems involving the calculation and conversion of units of measure, using decimal notation up to
three decimal places where appropriate  use, read, write and convert between standard units,
converting measurements of length, mass, volume and time from a smaller unit of measure to a larger
unit, and vice versa, using decimal notation to up to three decimal places  convert between miles and
kilometres  recognise that shapes with the same areas can have different perimeters and vice versa 
recognise when it is possible to use formulae for area and volume of shapes  calculate the area of
parallelograms and triangles  calculate, estimate and compare volume of cubes and cuboids using
standard units, including cubic centimetres (cm3 ) and cubic metres (m3 ), and extending to other units
[for example, mm3 and km3 ]. Notes and guidance (non-statutory) Pupils connect conversion (for example,
from kilometres to miles) to a graphical representation as preparation for understanding
linear/proportional graphs. They know approximate conversions and are able to tell if an answer is
sensible. Using the number line, pupils use, add and subtract positive and negative integers for measures
such as temperature
interpret and construct pie charts and line graphs and use these to solve problems  calculate and
interpret the mean as an average. Notes and guidance (non-statutory) Pupils connect their work on angles,
fractions and percentages to the interpretation of pie charts. Pupils both encounter and draw graphs
relating two variables, arising from their own enquiry and in other subjects. They should connect
conversion from kilometres to miles in measurement to its graphical representation. Pupils know when it
is appropriate to find the mean of a data set
The above range is based on the needs of the current cohort
Personal SF
As The Lioncare School Curriculum model and school prospectus demonstrate personal and social development are at the heart of the work we do. Targets
for progress in these areas are driven by close understanding or each child’s psychological needs. These are outlined in personal progress folders and are
underpinned by Boxall profile assessments twice yearly and regular Psychological Assessments of Emotional Need. Even more functional taught elements
such as smoking, healthy eating and sexual health will be related to needs engendered in early experience and will be dealt with sensitively by adults with
safe relationships in discrete settings, often with the support of home or external colleagues. Therefore a formal PSHE curriculum can be a reductive tool.
It is a key school improvement task for 2015 for adults within the school to refine the tools and processes used for target-setting and assessing progress in
these areas and it is our full intention to involve the group of young people in this work in-line with our planned movement towards embracing the
therapeutic community (EE) standards. This project will open up some of the dialogue and learning necessary by exploring the following:
Activities designed to build self-esteem by providing opportunities for successful engagement
Activities designed to support peer interaction, group work and community participation
Activities designed to promote understanding of the global community and our interdependence with it
Activities designed to encourage reflection on our responsibilities for global relationships
For the majority of young people at the school, whatever their chronological or academic functioning the PSHE targets from the P Level descriptors are still
relevant to this project :
Pupils respond to others in group situations, playing or working in a small group cooperatively, for example, taking turns appropriately. They carry out
routine activities in a familiar context and show an awareness of the results of their own actions. They may show concern for others, for example, through
facial expressions, gestures or tone of voice, and sympathy for others in distress and offer comfort.
Pupils communicate feelings and ideas in simple phrases. They move, with support, to new activities which are either directed or self-chosen. They make
purposeful relationships with others in group activities and attempt to negotiate with them in a variety of situations, for example, if other pupils wish to use
the same piece of equipment. They judge right and wrong on the basis of the consequences of their actions. They show some consideration of the needs and
feelings of other people and other living things, for example, offering food to a visitor or watering a classroom plant.
Pupils join in a range of activities in one-to-one situations and in small or large groups. They choose, initiate and follow through new tasks and self-selected
activities. They understand the need for rules in games, and show awareness of how to join in different situations. They understand agreed codes of
behaviour which help groups of
people work together, and they support each other in behaving appropriately, for example, while queuing in a supermarket. They show a basic
understanding of what is right and wrong in familiar situations. They can seek help when needed.
They are often sensitive to the needs and feelings of others and show respect for themselves and others.
Physical CC P:\Curriculum Plan\2014-15 PE Policy and SOW
The PE curriculum sits out of the Making progress Elements of the Lioncare School Curriculum model and instead has a focus on Personal Development and
Participation. Progress is noted in individual Pupil Progress Folders
Activities MS/CB/LD
Activities are planned to cover the project but also to cover our broader physical and PE Curriculum.
Summer term 1
"Going Green"
Summer Term 2
Wednesday 15th April
Big School Art Project + AR circus skills
Friday 5th June
Horam Manor
Friday 17th April
Lewes Castle
Booked - invoice
Friday 12th June
Arundel wetland centre
Friday 24th April
The Education Centre at Ford MRF - Recycle
Emailed 06/02/2015 and 05/03/15
Friday 19th June
Open Day
Friday 1st May
m=Music W/shop (Daniel)
MS to contact - confirmed
Friday 26th June
Horam Manor
Tuesday 5th May
Gravity Force
TBC
Friday 3rd July
Nymans
Thursday 7th May
Peacehaven Park
Friday 10th July
In School
FrIday 8th May
Plumpton Farm Visit
Monday 11th May
Llama Park
Thursday 14th May
Sports Day
Completed
Friday 15th May
In School
whole team to complete
Friday 22nd May
Horam Manor
JH to complete
Emailed 05/03/2015
Until May half term
Mondays - Music Studio
Activity Week
Booked
Monday 13th July
Tuesdays - Gym for older / Park for younger
Emailed 05/03/2015
Tuesday 14th july
Wednesdays - Horse Riding
Booked
Wednesday 15th July
Ripleys Believe it or Not
Thursday 16th July
Leavers' Meal
Friday 17th July
yp's finish 12.15
Environment and displays SF/LR/MS
 Each classroom will continue to have a stocked box of sensory/fiddle toys and a bag of these (not games) are provided for community meeting.
Teachers. LSAs and key workers will continue to monitor both individual and general efficacy
 Whole school displays will, in line with the school display policy will facilitate learning with the following being displayed from 15/4/15:
 Hall way –remains community notice board. We need to plan how to reflect EE into this in an accessible way over the coming term
 Landing one-manmade problems/man made solutions
 Landing 2 – remains activities –on going



Dining room- eating seasonally/locally
Classrooms- displays of work related to yp projects and individual PEAN targets re environment as noted in Pupil Progress files
Outside – Mark to continue collaborative planning or proposal for outdoor space