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Fox Hollies Special School

Fox Hollies Special School


Pathway 4 Curriculum Overview- Summer 22

 Where Does my Food come from? – KS3



Global Learning

Number and Counting

Reading: Where does our Food come from

Geography Focus

·   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







·         Daily reading of Rapid Reading scheme books and personalised word and symbol books based on Food theme, individual experiences and / or interests.

· Daily opportunities for reading symbols, cue cards and symbol sentences.

· Group reading- Sensory story time with instruments, body movement and touch.

· Reading and Sequencing of instructions for cooking.

·   Reading (appropriately simplified) key theme texts – e.g. “Handa’s Surpirse”




· Where food comes from-Foods from around the world- link to commonwealth games countries.

· From plant to plate- the story of food transportation for fruit

·  Shopping in supermarkets- finding out where in the world different food comes from.

· What kind of food do my family buy/eat? Where do they shop? – class surveys.

· Planning, shopping for and preparing simple, healthy meals – Vegetable salad, pasta salad, fruit salad, chaana chaat.

· Sustainability- Considering more sustainable shopping practices- e.g buying local

· Identify fair trade produce

Geometry and Measures: Food Theme

Writing: Food Theme

Science - Growing

·  Measuring and sorting by size- link to gardening through measuring plants, bulbs, seeds, fruit and vegetables. Links to Handa’s surprise

·  Measuring height and length and different foods and plants.

· Sorting and identifying objects.

·  Making bar charts and tally charts

·   Money value and use linked to practical and role playing activities





· Developing pre writing skills through movements stretches and 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 the Food theme, as well as individually motivating / relevant words.

·  Rehearsing symbol or text words, phrases / sentences to describe key familiar experiences or personally relevant stories and activities. 

· Independent writing where appropriate,  development of simple sentences and longer texts where appropriate.  

·   Multiple opportunities weekly to explore the link between growing and our food

·  Planting, growing and looking after simple vegetables that link directly to Food Tech recipes, e.g. potatoes, carrots etc.

· Regular use of Garden area to look after our plants / veggies

·   Growing and monitoring sunflowers and linking to RSHE our own growth

·  Recognising and Sequencing simple life cycles and stages of life – linking to ourselves and RSHE work




Physical Education

Speaking and Listening: Food Theme

Whole school Assembly themes - individualised           

· 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 where appropriate to carry out OT plans and related sensory activities

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

·  Expressive communication through PECS, using Communication books, Makaton, vocalising and speech.

· Group storytelling and turn taking, listening and responding to requests.

·  Explicit modelling of language through personalised books and social stories themed on our topic “Where does our Food come from?” using colourful semantics approach to build vocabulary and structure.

·  Using objects of reference within familiar activities and routines to create a small personalised vocabulary physical objects.

·   Developing basic and more complex verbal sentences, interactions and listening skills.




·   Eid celebration.

· Avoiding food waste.

·  International Day of Families.

·  Queens jubilee celebrations.

·World Environment Day.

· World refugee day.

· Looking after our environment.

· Nelson Mandela day 



Drama and Arts


Preparing for Adulthood-Post 16 students

Traditional Folk Music

Relationship and Sex Education

ASDAN Life Skills Challenges qualifications (and some elements of KS3 Curriculum)

·  Group social interaction via familiar group songs, musical social stories and scripts e.g. “Were gonna get growing!” etc,

·         Developing 1-2 keyword vocabulary related to the theme of “where does my food come from?”, objects of reference and simple sentences where relevant to relate to the topic as a wider sensory story.

·  Exploring some simple Folk instruments e.g. guitar, banjo, simple drums

·  Exploring and making homemade instruments

·  Exploring the link between Folk Music and Harvesting, growing, farming

·   Exploring volume, rhythm, tempo and lyrics.



Different relationships, Naming body parts

Relationships- family and friends. Life cycle of a human

Puberty and adolescence – how we grow and change

Sexual relationships and consent

Living in the Wider World

·         Human rights, My community, Preparing for adulthood, Transition and change








Daily experiences and activities under the 4 PFA outcomes, both as part of a small groups and individualised and 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 or role play, making simple drinks and snacks, making and exploring simple recipes, communicating our likes and dislikes, using simple technology for food prep or joining in with music, using and looking after our school “Flat”, developing awareness of healthy lifestyles and engaging in sensory and physical activities, choosing and engaging with fun activities that make us happy such as sensory stories and music. Reviewing experiences for qualifications and matching to relevant sentences and phrases.

Textiles & Paintings Vegetarian Recipes  
  • Explore various simple techniques of printing, vegetable printing and different base material properties.
  •  Looking at some work from artists e.g. Artist Yinka Shonibare- textiles and trying to copy / model.
  • Opportunities to create Artwork for presentation at the Mac for whole school “Common Ground” project
  • Creating collages with objects, materials and images.
  • Link to RSHE creating our own T Shirts with personally relevant designs.






  • Choosing and making simple Vegetarian Recipes that link directly to our theme “Where does our food come from?”
  • Link directly to Global learning and specifically use vegetables that we have grown or planted
  • Link directly to where we buy produce and potential supermarket trips to purchase ingredients
  • tasting different vegetables and fruits and related products and foods, demonstrating likes / dislikes
  • building tolerance of different food s for those with rigid diets
  • improving our ability to follow simple instructions
improving our understanding and ability to carry out simple food tech processes, with help and independently where relevant