Pathway 4 Curriculum Overview - Spring 2023 – KS3 (some parts for KS5)

“Environments and Wildlife”

Maths

English

Global Learning

Number and Counting

Reading: The Great Kapok Tree (Wildlife/ Environment)

Geography Focus - Environments

• Daily opportunities for Number and Counting within a range of lessons and practical experiences.
• Number games and songs, 1-1 correspondence.
• Social interaction and group Maths songs and games.
• Maths No Problems and Power Maths ongoing mastery programmes where appropriate

Geometry and Measures: Sequencing

• Practical use of positional language and ordinal numbers within cooking tasks
• Copying simple sequences of familiar animals and key details, e.g. Jaguar’s spots
• Sorting familiar objects by shape, colour, size
• Sorting familiar animals by simple criteria

• Daily reading of Rapid Reading scheme books and personalised word and symbol books based on Wildlife theme, individual experiences and / or interests.
• Daily opportunities for reading symbols, cue cards and symbol sentences across all activities.
• Group reading- Sensory story time “Great Kapok Tree” with routine, signs, objects, actions and touch,
• Further individualised topic reading - pictures, symbols, words and sentences related to the story and wider topic
• Reading and Sequencing cooking instructions and identifying ingredients.
• Reading (appropriately simplified) key theme texts – e.g. “Monkey Puzzle” Julia Donaldson and simple Factual Texts
• Personalised social stories where relevant

• Simple exploration, naming and matching of key elements and iconic wildlife of “Rainforest” environments
• Exploring and simple recognition of key elements and features of contrasting Earth Environments, Sea, Mountains, Polar, Deserts
• Link to temperature and weather and sensory exploration
• Matching key iconic wildlife to key environments
• Making models / art of environments and wildlife

Geometry and Measures: Sequencing

Writing: Environments and Wildlife

Science – Living things and Life cycles

• Practical use of position language and ordinal numbers within cooking tasks
• Copying simple sequences of familiar animals and key details, e.g. Jaguar’s spots
• Sorting familiar objects by shape, colour, size
• Sorting familiar animals by simple criteria

• Developing pre writing skills through related fine motor control activities.
• Mark making with a range of materials, paint, chalk, pastels, pens.
• Tracing and copying key vocabulary, ingredients, names and places related to Environments and Wildlife theme and individually motivating / relevant words.
• Rehearsing symbol or text words, phrases / sentences to describe key familiar experiences or personally relevant stories and activities

• Recognising, Naming key features of iconic wildlife
• Recognising simple stages of life for familiar wildlife and humans, labelling, ordering
• Creating and exploring themed environments in the sensory room e.g. rainforest
• Exploring sounds and textures of different animals within play, simple games and art
• Identifying and linking iconic wildlife to key environments
• Growing simple plants

Physical Education

•       Daily access to structured movement activities and sensory movement breaks

•       Swimming where appropriate

•       Regular Trampoline

•       Daily Scooters use

•       Daily yoga routine where appropriate

•       Multiple opportunities each week and daily to carry out OT plans and related sensory activities

•       Weekly community inclusion sessions using various parks and other play areas

•       Weekly walking for health

•       Daily individualised “sensory diet” for students.

• Option to join weekly Dance groups

Communication

• Expressive communication modelled through Communication books, Makaton, gesture, vocalising and speech across all activities,
• Explicit modelling of language through personalised books and social stories themed on our topic “Wildlife and Environments” using colourful semantics approach to build vocabulary and structure.
• Developing and Using objects of reference and symbols within familiar routines and structures

Creative Arts

RSHE – First Aid

Whole school

Assembly themes -     

• Group social interaction via familiar group songs, sensory and musical stories e.g. “Going to the Rain Forest”
• Developing 1-2 keyword vocabulary related to the theme of “Wildlife”, through the topic sensory story.
• Exploring various instruments, rhythm, tempo, volume, voice and the ways they can be used to create motifs and themes for individual iconic animals, including electronic effects
• Exploring simple drama, role play and interactions / expressions and turn taking to fit these stories, e.g. looking for the monkeys
• Exploring simple Musical and electronic instruments – keyboards, etc with support to create “Soundscapes” for iconic Environments, e.g. oceans.
• Using a variety of Basic Art techniques to create simple Iconic wildlife and environment backgrounds, e.g. Monkeys, Snakes, Whales, Rainforest, Oceans.

• Building Tolerance, acceptance and understanding of a variety of First Aid Procedures within a routine structure / role play (not actually giving first aid!) E.g. plaster, bandage, ice pack, medicine, thermometer etc.
• Embedded words, symbols, signs, communication books and social stories

Supporting and related activities:

• Mental Health week

• Pride and diversity
• Internet safety
• Wildlife day, World book day
• Clean water / water aid
• Easter

Food Technology – Wildlife Recipes

Preparing for Adulthood +16 students - ASDAN Life Skills Challenges (in addition to elements of KS3 Curriculum)

• Making various simple recipes that support our wildlife theme E.g. Animal Biscuits, pastry snakes, Frog Cupcakes, turtle shaped break.
• Communication embedded within activity
• Procedural and ordinal language, sequence sorting and simple measure.
• Improving ability to complete basic self-help tasks with less support.

Daily experiences and activities under the 4 PFA outcomes, both as part of a small groups and individualised, personally relevant activities:

· Employment

· Independent Living

· Community Inclusion

· Health

E.g. visiting local community facilities and places, choosing something to buy in a familiar shop, making simple drinks and snacks, looking after our “Flat”, choosing leisure activities.