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Fox Hollies Special School

Fox Hollies Special School

Pathway 4 Curriculum Overview- Summer 23 – KS3 (some parts for KS5) “The Caribbean and Carnival”



Global Learning

Number and Counting

Reading: “Kallaloo” and “Malaika’s Costume” (Global Learning)

Geography Focus – The Caribbean

  • Daily opportunities for Number and Counting within a range of lessons and practical experiences.
  • Number games and songs, 1-1 correspondence, simple addition and subtraction within games, sensory and practical tasks as appropriate.
  • Social interaction and group Maths songs and games.
  • Power Maths ongoing mastery programme as appropriate


  • Daily reading of Rapid Reading scheme books and personalised word and symbol books based on Caribbean theme, individual experiences and / or interests.
  • Daily opportunities for reading symbols, cue cards and symbol sentences across all activities.
  • Group reading- Sensory story time “Kallaloo” with routines, signs, objects, actions and touch,
  • 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. “Malaika’s Costume” or “The Caribbean” (factual adapted).
  • Personalised social stories where relevant
  • Simple exploration, naming and matching of key geographic, wildlife, weather and cultural facts relating to Caribbean islands as Tropical environments.
  • Basic map / flag awareness and time of travel from UK.
  • Simple contrasts to other environments e.g. Polar, Deserts
  • Sensory exploration of tropical weather conditions, e.g. heat, humidity, rainfall, wind (hurricanes)
  • Exploration of key cultural features – music, cuisine, carnival, some key words, e.g. carnival, reggae, tropical, beach etc. 
  • Exploration of key iconic tropical wildlife incl land and sea.
  • Making models / art relating to carnival and iconic wildlife


Geometry and Measures: Sequencing

Writing: Environments and Wildlife

Science – Habitats

  • Practical use of positional language and ordinal numbers within cooking tasks and daily personalised sequences, physio, OT
  • Copying simple sequences of familiar Caribbean key details, e.g. Fruits
  • Sorting familiar objects by shape, colour, size

  • 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 Caribbean 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 Tropical habitats
  • Matching tropical Habitat to key iconic wildlife and learning basic key vocabulary, e.g. tropical, islands, rainforest, sea, coral reef, temperature, rain etc.
  • Contrasting tropical habitat to familiar iconic animal habitat in UK,
  • Creating and exploring themed environments in the sensory room e.g. Tropical rainforest, underwater scenes
  • Exploring sounds and textures of different animals within play, simple games and art
  • Exploring, handling, tasting (and Growing?) iconic plants, e.g. banana, coconut, chilli, mango

Physical Education

•          Daily access to structured sensory movement and sensory movement breaks

•          Swimming and weekly biking where appropriate

•          Regular Trampoline

•          Daily yoga routine where appropriate

•          Multiple opportunities each week and daily to carry out Occupational Therapy and Physiotherapy plans and related sensory activities

•          Weekly community inclusion sessions using Parks and other play areas

•          Weekly walking for health

•          Daily individualised “sensory diet” for students.

  • Option to join weekly Dance groups


  • 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 “Caribbean and Carnival” 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 – Sex Eduction

               Whole school Assembly themes -            

  • Group social interaction via familiar group songs, sensory and musical stories e.g. “Going to the carnival”.
  • Developing 1-2 keyword vocabulary related to the theme of “Caribbean”, through the topic sensory story.
  • Exploring various instruments, rhythm, tempo, volume, voice and the ways they make iconic music styles in the Caribbean – reggae, calypso, carnival
  • Exploring simple drama, role play and interactions / expressions and turn taking to fit these stories
  • Using a variety of Basic Art techniques to create simple Carnival themed Art and costumes, e.g. materials, colours, printing, tie die, masks, shakers, whistles, hats etc
  • Include these in role play and “Carnival” sessions



  • Different relationships, family and friends.
  • Appropriate Help and consent to touch.
  • Life cycle of a human, Naming body parts
  • Puberty and adolescence – how we grow and change
  • Public, private, masturbation, social rules.
  • Living in the Wider World
  • Human rights, My community, Preparing for adulthood, Transition and change

Supporting and related activities:

  • Ramadan/Eid
  • Coronation
  • Active week and being healthy,
  • Walking week
  • Refugee week, Pride Week
  • World Environment day

Food Technology – Caribbean Food

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

  • Making various simple recipes and food tasting that support our Caribbean and carnival theme
  • E.g. Rice and peas, jerk sauce, stew, ginger cakes, coconut/pineapple/banana cakes, kallaloo (soup), dumplings, curry, plantain, banana, pineapple, chilli, ginger, coconut, papaya, okra,
  • 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:

  1. Employment, 2 Independent Living
  1. Community Inclusion, 4 Health

E.g. visiting different and new community facilities and places, choosing and buying items in familiar shops and cafes, making simple drinks and snacks, looking after our “Flat”, choosing and engaging in leisure and Transition activities where appropriate.