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Fox Hollies Special School

Fox Hollies Special School









Year 1




Key concept(s): Identity







Key concept(s): A different place- culture and habitats

The Water Cycle/Plastic- protecting our oceans and rivers


Key concept(s):  

Figure 1Term learning focus swaped for eid dates

Change and transformation/Environmental Awareness

Key text(s)/hook


‘Golden Domes and Silver Lanterns’ (Hena Khan)


‘Crescent Moons and Pointed Minarets’ (Hena Khan)


Other texts linked to Festivals of Light/ celebrations (including poetry)


‘Let's Celebrate!: Festival Poems from Around the World’

Debjani Chatterjee and Brian D'Arcy


Possible visits to local places of worship



Key text(s)/hook


‘A is for Africa’


Simple information texts


Photos of Africa








Possible visit- Akamba

Key text(s)/hook


‘The Rhythm of the Rain’

Grahame Baker –Smith


Photos of our oceans/rivers, including pollution/destruction


‘One Plastic Bag: ‘Isatou Ceessay and the Recycling Women of the Gambia’ Miranda Paul




Possible visits to canals, waterways and Severn Trent


Procedural Knowledge: Plan and carry out a celebration that is inclusive and recognises our diverse community. Use instructional writing and communication to organise and inform.



As above but older students to take more of a leading role in the wider organisation of the event and linking up with local community


Procedural knowledge: Use knowledge of repetitive story structure and African animals and habitats to re-tell/invent a simple repetitive text using literacy and the Arts




Procedural knowledge: Use basic knowledge of African culture to create own simple repetitive text using literacy and the Arts


Procedural knowledge: Re-enact ‘The Rhythm of the Rain’ as a multi-sensory performance, using knowledge of the water cycle and structure of the text (possible link with Pathway 3 KS3 students) 



Procedural knowledge: Use some simple persuasive writing and communication skills, as well as basic factual knowledge of pollution of oceans/rivers to raise awareness



Speaking and writing to communicate simple instructions and information. Write/create menus and ingredients.

Use verbs and imperatives


Use Talk4Write approach to re-tell simple repetitive texts

Begin to add more descriptive detail in the form of adjectives and adverbs

Ask and answer questions from texts. Form questions in both intonation and writing.

Use colourful semantics to support the forming of simple sentences and adding description

Explanation/labelling diagram of the water cycle using Talk4Write approach

Repetitive texts, adding description and detail – adverbs and adjectives 

Some elements of persuasive writing- including factual details and adding emotive language, exaggeration and repetition




 Geometry- Shape

Naming, matching and sorting shapes, Making decorations, cards and posters using shapes.

Identify features of shapes. Shape patterns with concrete and pictorial resources.

Measures- Time – Sequencing events and activities. Sequencing daily routines and handwashing. Daily timetable. Time related vocabulary- today, tomorrow, yesterday, before, after, now next.






Pattern and shape

Identify shapes and patterns in African art and clothing. Copying and creating repeating shape patterns, describing patterns using colour and shape attributes. Create musical patterns with drums.

Measures- Length and Height

Comparative measures by length and height- African animals, identifying biggest and smallest, size ordering, use of language related to height and length.

Measures- Volume-and capacity

Comparing quantities, size ordering, use of language more, less, full, empty. Use standard and non-units of measurement to measure drinks.      

Geometry- Position

Positional vocabulary taught through dance, art and sensory stories - next to, above, behind, below, in, out.

Global Learning

My local area- places of worship, major world faiths and their celebrations


How different cultures in our school community celebrate. My school community- where do different people come from?


Arts: role in celebrations, dancing, singing



Finding another place in the world- locating on a world map


More detailed focus on a specific culture/society (link back to where different people come from in the world)


Arts: focus on African arts (drumming, dance, painting) to tell a story

Locating our oceans/rivers on a map

What life exists in our oceans and rivers?

How does our world community rely on the oceans? (Link back to Africa and drought)

Arts: Music- Explore different ways of making sounds to represent different types of weather. Use the Arts to create multi-sensory representations of elements from the book. Recycling- making musical instruments from junk


Light and Dark

Weather/Seasonal changes

Sun and water- life giving



The water cycle


Community inclusion- Belonging to different groups



Community inclusion- Volunteering


Quals links





Autumn term

Spring term

Summer Term


Year 2

My Birmingham



Key concept(s): Community and diversity



Fairtrade: The Story of Chocolate (linked to Fairtrade Fortnight)


Key concept(s): Fairness and equal rights


Where does my food come from?



Key concept(s):

Figure 2Term learning focus swaped for eid dates

Being a responsible consumer


Key text(s)/hook

KS3- Travis the travelling Toucan- Rachel Hudson

KS4- Birmingham Boy Kate Rafiq

Photographs/posters/postcards/leaflets/   promotional materials for Birmingham




Possible visits could include:

Library/ Art Gallery, Soho house museum, City centre

Key text(s)/hook

KS3- The chocolate monster- Pip Jones


KS4-‘Chocolate: from Bean to Bar’ Anita Ganeri



Easter link- Easter eggs

Possible visit to Cadbury World/ Independent chocolate-making shop

Key text(s)/hook


KS3- ‘Handa’s Surprise’ Eileen Browne


KS4- A fruit is a suitcase for seeds- Jean Richards


Possible visits to local farms, shops and supermarkets



Procedural Knowledge: Use basic geographical and some relevant historical knowledge of Birmingham to create a presentation about Birmingham landmarks.



As above but incorporate more opportunities for students to make more community links and take a leading role in running the exhibition.



Procedural Knowledge: Use knowledge of how chocolate is made to design and make own chocolate bar, sourcing Fairtrade ingredients.



As above but incorporate more opportunities to visit shops to buy Fairtrade ingredients, incorporating money


Procedural Knowledge: Use knowledge of seasonal and local vegetable to set up a  Fairtrade/veg/plant stall for an outdoor event  



As above, but older students to take more leading roles in the running of the ‘business’ and liaison with the local community



Recognising, reading and writing different signs/symbols in the local environment

Personalised factual books and photographic books on Birmingham.




Writing- information text

Creating simple leaflets and posters to attract visitors to Birmingham.

Create fact files on Birmingham throughout the years including Iconic buildings and statues e.g Library, Selfridges and the bull.





Instructions and recipes- How to make chocolate. Reading logos, labels, packaging ingredients and signs linked to chocolate brands and recipes.


Chocolate poems and rhyming words

Reading brochures, leaflets and postures linked to Cadbury world or independent chocolate shops. 


Writing – Instructional text

Speaking and writing to communicate simple instructions and information. Write/create/ lists- menus and ingredients.

Use verbs and imperatives

Use senses to create descriptions- smells, texture and taste of chocolate and ingredients

Add elements of descriptive and persuasive writing and speaking to create adverts for your chocolate bar


Reading information on food packets

Create adverts for stalls. Lists of items on sale.

Personalised books linked to food and places.



Further develop use of senses to create descriptions tasting different foods from around the world


Writing- Persuasive/ Posters


Create simple persuasive texts-benefits of shopping locally, seasonally.  Create posters for local business in the community who supply food to raise awareness ‘The real food junk project’

Posters, flyers, invitations and banners for vegetable/ plant stalls in School garden possible linking with other local food suppliers.


Maths links

MY Birmingham

Geometry 2D and 3D shape

Naming and identifying 2D shapes within buildings. Sorting/naming 3D shapes and using to represent/create buildings. Link to key and iconic Birmingham buildings.  

Geometry – Position- KS5

Positional vocabulary in the community, related to mapping skills. Forwards, backwards, next to, beside, in between, above, below, left, right


Story of Chocolate

Measures- Time- Sequencing events- sequence events in chronological order, sequencing the story of chocolate, stages involved in cooking. Use language now, next, before, after, ordinal sequences 1st, 2nd, 3rd.

Geometry- Pattern-Creating repeating patterns with concrete objects and then represent in a pictorial way. Use chocolate wrappers chocolate inserts, eg Ferrero Rocher, plastic chocolates etc.

Where does my food come from?

Measures- Size-Use relevant language when comparing sizes, use real objects such as food containers, packages, vegetables and fruit and link to Handa’s surprise. Size order 3-5 items.

Geometry- Sorting- Matching, sorting and discriminating objects. Use concrete objects such as plastic and real fruit. Counting sets and comparison of quantities. Where relevant

Global learning

Identify different buildings and landmarks around Birmingham and their purposes.


Use some basic knowledge of past and present- Birmingham ‘now’ and ‘then’. Interview family members to gain insight into Birmingham in a different era



 KS3- My local community- Kings Heath. Explore local environment and use basic vocabulary to refer to key physical features- tree, field, park, and key human features- shop, library, house. Follow simple directions and introduce to simple mapping skills.


Introduce pupils to language Old and New and take photographs of old and new buildings in the local area.


KS4- My city- Explore Birmingham City Centre- Identify human features within the city- buildings- shops, town hall, council house, library, canal and sculptures.

Follow directions and use/create simple maps skills to plan route from one location to another. Compare images of current library and old library and canals today and long ago. Use language associated with chronology- then, now, old, new, long time ago, today.

KS5-Employment Access local area of Kings Heath-What jobs people do in Kings Heath- what buildings are there and what roles do people have? Shop keeper, traffic warden, post office worker, librarian etc. Compare with employment from a long time ago.


KS3- Sequencing events. Use language related to passing of time- now, next, before, after, 1st, 2nd, 3rd, first, last. Sequencing recipes and use of language of time.


Look at boxes of chocolates and box designs then and now- use language then and now, long time ago, old new.


KS4/5- Bournville then and now- Look at photographs of Cadbury and Bournville then and now, make comparisons between what the pictures and old and new photos.


Chocolate bars then and now- favourite chocolate bars and look at how wrappers have changed over time. Look at adverts from long ago




Follow the path of how chocolate is made, where it comes from – from bean to bar. Look at world maps and locate UK, Africa, South America

KS5- Fairtrade chocolate- find in shops, where is it from, look at wrappers.  Locate on maps





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


Considering more sustainable shopping practises- e.g buying local, less packaging


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


Planning, shopping for and preparing simple, healthy meals





Different faiths and community groups in Birmingham


KS3 and 4- Celebrating festivals of Eid, Diwali and Christmas.


KS5- Community links- Visit to places of worship- Temple/Church/Mosque.

Easter story and other faiths’ stories around life, death, re-birth


KS3 and 4- Celebrating festivals of Eid, Holi and Easter


KS5- Community links- Visit to places of worship- Temple/Church/Mosque.



Finding other countries on a world map- world/religious landmarks



Art and design

KS3- Art – Use drawing and collage to develop techniques in line and shape- focus on iconic buildings of Birmingham- Kings Heath and city centre library, buildings in local area such as Highbury hall.  

KS4-Sculpture- Use drawing, painting and sculpture to create and develop ideas. Visit iconic sculptures in town- The Bull, The iron man, The Floozy in the Jacuzzi.

KS5-Community and relationships-  Accessing Art within the community- Kings Heath Art Gallery, Barber Institute, Digbeth- street art.



KS3- DT –Packaging Design and make your own chocolate box. (For chocolates they make). Compare shapes and sizes of boxes, open put boxes and look at shape nets. Select shape and size, select colour and add design.


KS4- Art – Observational drawing and pop art. Look at chocolate wrappers and draw from observation. Represent chocolate bars in different forms, for example pointillism and pop art.

KS5-Community and relationships-  Accessing Art within the community- Kings Heath Art Gallery, Barber Institute.



KS3- Electricity – creating simple circuits to light bulbs.

KS4- Electricity and safety- simple circuits to light bulbs and use within their sculptures

KS5-PFA-Independent living Safety when using electricity around the home.


KS3- Changing states- Melting and cooling. Use language to describe states- solid, liquid, melt, cool, freeze, heat. Make a range of foods with melted chocolate- cornflake cakes, crispie cakes. Make chocolates in moulds and re freeze.

KS4 - Changing states-Heating and cooling Use language to describe states- hot, cold, soft, hard, powder, liquid. solid, liquid, melt, cool, freeze, heat. Making hot and cold items- hot chocolate, cold milkshake, angel delight and hot chocolate custard.


Hot and cold chocolate snacks and drinks. Following recipe sequences.


Impact of diet on bodily function


Independent living- Road safety



Independent living- Making choices

Employment- micro-enterprise

Independent living -Shopping in local shops/ supermarkets, locate different food isles and purchase food using checkout and self-checkout.

Year 3

Planet Earth and Our Solar System


Key concept:  Making sense of our world and our role in it, looking to our future

Life Cycles and Ecosystems


Key concept:  Looking after our local environment, taking responsibility

Seeking Refuge


Key concept:  Looking after each other:

compassion, tolerance, empathy and acceptance

Key text(s)/hook


Key Stage 3

Solar System – Gill Macdonald

Key Stage 4

Goodnight Spaceman- Michelle Robinson and Nick East


The Solar System- Dr.Dhoot


Google earth/Images of Earth/Space ‘


Key text(s)/hook


 ‘The Little Gardener’ Emily Hughes


Secrets of the Vegetable Garden (Shine-A Light Books) Carron Brown


How do apples grow? By Jill McDonald


Tomato Life Cycle- Kirsty Holmes




Information texts/photos about wildlife


Possible visit- Sarehole Mill- pond dipping.

Key text(s)/hook

KS3- Bee book- Charlotte Milner

KS3/4/5 Everybody’s welcome- Patricia Hegarty

KS4/5 My name is not refugee- Kate Milner



Possible visit- Horse Sanctuary, Wythall animal Sanctuary


Procedural Knowledge: Sequencing and labelling



Rhyming couplets and poetry

Non Fiction facts


Procedural Knowledge: Work within horticulture to undertake a project to help wildlife in the garden


Use knowledge of local eco-systems to work on a project that will attract wildlife into an area/protect that environment


Procedural Knowledge: Agree basic needs/values/rules for an imaginary animal refuge





As above and incorporate needs and responsibilities


KS3- Reading – Colourful Semantics, Symbol sentences

Writing –Writing captions and key words

Key Stage 4

Writing- Space poems and non-fiction facts

Reading -  Creating simple information texts to describe Space


KS3- Reading

Writing –Writing

Explanations and labelling- life cycles



Persuasive language to raise awareness/gain support for project

Writing- Writing labels and using descriptive language

Reading - 

Persuasive language to raise awareness/gain support for project



KS3- Reading

Using selected images from text- Match sentences to images

Comprehension- Answer questions relevant to text and experiences

Speaking and listening- Compare images of animals with contrasting needs- eg well looked after, not looked after.

Writing- Creating posters about caring for animals



Writing- Create leaflets  for looking after animals

Speaking and Listening is it fair that the animals/people have no home, how can we help them.

RSPCA links

Maths links

Key Stage 3  - Measures and 2D Shape- Comparing sizes of planet images

Key Stage 4 – 2D and 3D shape- Shapes in pictures, Making space related images with shapes. Identifying features.

Tallies, data handling

Key Stage 3- Sorting into given sets and creating own criteria


Key Stage 4 – Recording by counting, use of bar charts and where relevant tally charts

Key Stage 3 – Measures- Capacity- linked to animals and their sizes, animal homes, how many will animals fit in here?

Key stage 3 Money- Counting skills, role play shops

Key stage 4-Measures- Linked to building shelters/refuge

Money  Counting and simple addition and subtraction, giving change

Global Learning

KS3- Google maps, addresses

KS4- Birmingham  - UK – mapping skills

Identify basic physical geography of Earth

e.g  rivers, oceans,  mountains, forests, deserts.

Food tech- Following recipes and instructions- Making cakes and biscuits


Basic fieldwork- simple compass directions, locational and directional language


Environmental songs



KS3- Mini bee project to make links with MAC. Build bee habitats/insect houses


KS4/5 Work in a small group to design your own animal sanctuary what human and physical features would it have?


Decide rules rights and responsibilities for your sanctuary


Music/dance-linked to elements


Food tech- This cookbook belongs to us- Actions for refugees- recipes


Scientific Learning

KS3 -  Night and Day

KS4 – Seasons

KS3 and KS4 Sun, Earth, Moon and naming planets our solar system


Making observations

Identifying and classifying – plants and animals

Living things and habitats – reproduction (e.g hatching tadpoles, butterflies)

Human reproduction


Science related to natural phenomena, restless earth (e.g volcanoes)


Key Stage 3- Seasonal changes- Animals and humans


Key Stage 4- Living things and their habitats

The Arts

Key stage 3-Art- Marbling and printing

Key stage-4 -  DT mobiles- Textiles- Sewing and Printing

Music – Making soundscapes- Rhythm and Volume. Using different instruments


Key Stage 3 Flower collages- work for the MAC- Exploring textures

Key stage 3-Art- Different techniques to represent animals/textures- e.g stippling, symmetry, shading

Key stage-4/5 -  DT Textiles- Sewing and Printing

Ceramics- Pottery pieces for MAC exhibition.




Key Stage3 – Yoga and Football

Key Stage 4 and 5 – Dance and Football




 Community inclusion- Getting out and about in the Community – Shops, cafes, library, science museum

Health- Engaging with therapies, RSHE

Independent Living- Preparing drinks and snacks, working in the flat

Employment- Work related learning within school

Arts- Engaging in creative activities- Dance, Music, Pottery, Art

Community inclusion- Volunteering


Community inclusion- Keeping environment clean, looking after animals.

Employment- Creating and making items for enterprise week. Serving on the stall

Independent living- Seasonal drinks and snacks, cleaning the flat and food tech.

Health- Engaging with therapies, RSHE

Year 4

Role Models who help us



Key concept(s): Characteristic and traits of role models

Olympics and Host Country focus (France-Paris)


Key concept(s): Perseverance, Olympic values

Having your Say- linked to General Election


Key concept(s): Democracy, rights and responsibilities

Key text(s)/hook


Little People big dreams series‘

Key Stage 3- Marcus Rashford, Florence nightingale- Maria Isabel Sanchez Vegara


Key Stage 4- David Attenborough, Great Thunberg Maria Isabel Sanchez Vegara

Key text(s)/hook


‘Ready Steady Mo!’ Kes Gray


‘Wilma Unlimited: How Wilma Rudolph Became the World's Fastest Woman’ Kathleen Krull


G Is for Gold Medal: An Olympics Alphabet (Sleeping Bear Press Sports & Hobbies)


‘Salt in His Shoes: Michael Jordan in Pursuit of a Dream’ Delores Jordan

Key text(s)/hook


Collecting and Using Information including Surveys and Opinions


Link to General Election


‘One World Many Colours’ Ben Lerwill


Procedural Knowledge: Create a role models exhibition, identifying similar traits and values that make certain people special as role models – footballer/nurse/environmentalist


KS4/5 As above and students to interview role models. Footballer/nurse to visit school and be interviewed.



Procedural Knowledge: Present information about yourself to an audience -ie for EHCP review



KS4/5 Students to take part in mock interviews as part of a World of Work experience


Procedural Knowledge:  Use knowledge of rights and responsibilities to form opinions



KS4/5 As above and older students to create manifestos and stand in a mock election



Create a ‘This Is Me’ presentation to the class and answer questions. 


Pupil personal passports- Interests, likes in Arts/Music/Dance/TV/Sports- Practise speaking and recording personal information (DOB, address, full name, school name).


Choose a role model to research. Write simple explanations, provide captions. Add descriptive words to describe traits and characteristics.

Diary writing


Write about future aspirations  


Put personal information into a simple CV using pictures, symbols and writing.


Present CV to the group

Conduct a survey on what people like and what they would improve about your school.


Use information from survey to write a letter to the Head teacher/ report to school council to suggest how the school could be improved.


Contribute to class and/or school newsletter.


Interview people in school for news items, ask questions/record answers


Measures-KS3 Comparing size and  Sequencing – people/plant growth, measuring self- height, weight, shoe size etc. Use non standard units (use of hand span, cubes etc) and standard units- rulers, tape measures. KS4 Measures Size ordering- Non standard measures

Identifying and sorting into different sizes, sequencing by size and making comparisons.

Shape 2D and 3D

Statistics- ssets and sorting Money


























Citizenship –celebrating people who are different, establishing positive characteristics/ values.


Explore and investigate figures from different points in History KS3

Marcus Rashford- compare with footballers from long ago, Florence Nightingale, make comparisons with nurses from modern times, KS4 and 5  David Attenbourough, Greta Thunberg- make comparisons with their work, clothing and lives.

Learning about different parts of the world/ cultures, where these figures come from. 


Impproving outdoor space-  planting bulbs and seeds, maintaining the garden. Links with Science- sequencing and growth.


Basic food preparation linked to the development of functional skills (shopping for ingredients and then making in school)



Human changes through to old age


My development

Accessing fitness and leisure facilities in the community


Outside team games

















Human body- health and fitness


Digestive system


Human circulatory system- functions of heart, blood vessels and blood

Impact of diet, water, exercise, drugs and lifestyle on bodily function

Citizenship- democracy, voting for school council candidates


Emergence of democracy


Geography of the British Isles, Capital City- London- landmarks


Class council meetings to feed into school council



Self-portraits, portraits of self and role models- using different media.

Create model faces with collage, clay and mod roc. KS4 and KS5 visit people sculptures around Birmingham.


DT  creating areas to improve the environment, insect houses, hedgehog homes


Music  KS3- Work with Tom Peel musician-Create soundscapes-Use pupil vocalisations to create pieces of music

KS4 and KS5- Options group- Work with Tony to create environmental musical story- Focus on dynmaics and rhythm.

Dance- KS4 and KS5




Follow PE scheme- Develop games skills and working co-opeartively.





Community inclusion- Tolerance of people ans places in the wider community.

Employment- work related learning around school

Community inclusion- resilience

Employment- future goals, careers, strengths and interests, CV writing

Health- fitness- staying physically active and healthy

Community inclusion- social media awareness, making decisions around spending free time

Knowing where to go for help and how to use the emergency services

Health- finding out about available services

Quals links

Developing Self (2 credits)


Preparation for Work (2 credits)

Healthy Living (2 credits)


Community Action  (2 credits)