Welcome to our curriculum section. From here, you can find out all about our curriculum intent, our long-term plans and explore each subject in more detail.
Forwards Centre Curriculum Intent
The Forwards Centre curriculum has the intent of supporting pupils who may have missed significant parts of their education and who may have had a negative experience of learning which has badly affected both their academic self-worth and understanding of their place in society. It is designed to address gaps in both learning and the personal, social and emotional skills in order that children may go on to be successful in the next stage of their educational journey. It is founded in the centre’s core values of Believe, Inspire and Transform.
We believe in all our children and our curriculum is designed to enable all pupils to experience academic success so that each child also develops belief in themselves over time. Our intent is to provide a curriculum that is realistic, achievable, relevant and accessible to all. An ambitious curriculum that is carefully planned and personalised to promote feelings of trust, safety and self-confidence.
We provide a curriculum structure that is clear and has well-defined end points. The structure allows rigorous baseline assessments to inform the planning of an appropriate curriculum ‘climbing frame’ for each child. Our curriculum then allows children the time and space to climb from a point and at a pace that is right for them and experience the same joy of learning new things that others experience and should be part of every child’s life. It is designed so that we can use ongoing formative assessment to track each child’s individual progress, treat them as individuals and celebrate their progress on its own merit rather than simply comparing with whole class age related expectations. This individualised approach ensures that no children are disadvantaged due to their academic level, SEND need or what point on their educational journey they are at or what time in the year they arrive. Every child can experience success. The curriculum encompasses not only academic subjects but work on the personal, social and emotional skills needed to help each child overcome personal barriers to being successful in life. To this end, each child’s curriculum has a personal provision map based on the well-defined end points from their education and health care plans (EHCPs) or from advice from a range of professionals such as educational psychologists and occupational therapists. We encourage children to try lots of new things, find a spark and then develop it into an area of strength and success. This includes working in small groups and individually with artists and musicians and provide opportunities for pupils to develop character, confidence and self-esteem.
Our centre runs on a clear set of published principles designed to create a therapeutic, emotionally regulated environment where children experience and learn the social norms and expectations they will need to be successful in their next setting. Staff live life alongside each child and consistently model positive ways of coping with the challenges that the school day brings.
The centre’s cultural offers pupils the opportunity to participate in and respond positively to a rich set of artistic, musical, sporting and cultural experiences giving them the essential knowledge (cultural capital) that they need to be educated citizens and develop a fully rounded appreciation of the world around them. The centre works as a member of the Bolton Educational Cultural Partnership to ensure that, amongst other things, every child attending the centre has the cultural opportunities to visit the Imperial War Museum, Bolton Museum, and Octagon Theatre and to work with professional musicians and artists.
The curriculum has been planned and sequenced so that knowledge and skills build on what has been taught before. It has clear end points for each subject with clearly defined “I know’ and ‘I can’ statements’ defining the knowledge and skills children need to acquire to reach those end point. There is a focus on the ‘sticky knowledge’ we want children to remember and an emphasis on the use of technical language and vocabulary for each subject. Every pupil is entitled to study the full breadth of the curriculum and develop the knowledge and skills they need to be successful in their next educational setting.
Our experienced staff have the flexibility to further adapt our curriculum for each child to better meet their SEND needs or to take advantage of their specific interests. This may mean adapting the pitch of a learning activity but may also mean adapting the pace of the lesson, introducing sensory breaks or breaking activities down into small steps in order that a child does not feel overwhelmed. Over time, children may need less adaptation, however, staff are vigilant and recognise that pupils face multiple challenges in their lives and sometimes need more support and adaptation and sometimes less.
The Forwards Centre has a two-year rolling programme with a breadth comparable to the national curriculum along with the additional width that comes with working on an individual basis on barriers to success with excluded pupils with social emotional and mental health (SEMH) needs. We have a two-year rolling curricular programme which incorporates Reading, writing, maths, science, PSHE, computing, Humanities (History and Geography), the Arts (Art and Music).
Reading is a priority for children at the Forwards Centre with each child being thoroughly assessed on arrival. PM Benchmarking is used to ensure a rigorous and sequential approach to developing fluency and confidence in reading. Reading is assessed regularly and every pupil has individual targets to ensure any gaps are addressed and that books are chosen to closely match their next steps. Time is allocated for reading and all pupils have 1:1 reading sessions with staff where they work on their personal reading targets which may include comprehension at a level that appropriate to them. For children who are still at the early stages of their reading journey, books (Dandelion) are used that are in line with their phonetical knowledge. For our youngest children, our Green Room is set up so that there is a focus on children gaining the phonic and language comprehension that they need to be successful.
Our pupils access the PM Benchmarking reading scheme. We use the DfE validated Twinkl phonics scheme and, where appropriate pupils access Toe by Toe as a personalised phonics programme.
The documents below outline the two year curriculum programme for each of our classes. For more information, please contact your child's class teacher or Mrs Berry (Deputy Headteacher) - 01204 333660.
Forwards Centre Curriculum
Reading intent
The Forwards Centre curriculum has the intent of supporting pupils who may have missed significant parts of their education. As a result, the Forwards Centre provides a focused learning journey starting with the fundamentals of reading.
Our aim is to deliver a flexible reading model that can provide our learners with the keys to unlock their full potential in life. With this, our aim is to teach a bespoke program of phonics, word reading and comprehension which is individualised to our pupils needs. Within this teaching model, pupils will experience a range of programmes such as: Toe by Toe, Twinkl phonics and PM benchmarking reading scheme.
It is our intent to encourage and promote a genuine love and interest of reading at the Forwards Centre, therefore, time in the day will be made for pupils to read independently or with a staff member. As a priority, we will develop confidence and motivation in our readers, which is anchored by regular opportunities to hear high quality non fiction and fiction texts. The cross curricular vocabulary we teach, aims to provide our pupils with a greater understanding of the world around them and their ability to express themselves effectively.
Our ethos is to develop an enthusiasm for reading whilst offering opportunities for our pupils to become fluent, confident readers. We challenge our learners daily to become independent readers with the aim of providing them with the skills to successfully interconnect with society.
Writing intent
The Forwards Centre curriculum has the intent of supporting pupils who may have missed significant parts of their education. As a result, at the Forwards Centre we seek to inspire pupils to become confident writers, and provide them with the skills to interconnect with society.
Our aim is to deliver engaging, cross curricular topics, so our pupils can write with purpose. As a result, we expose pupils to high quality non-fiction and fiction texts, whilst teaching the different genres of writing. Lessons are carefully sequenced to cover the key features of each genre so that skills can be gradually embedded and built upon progressively,
We want to instil a feeling of pride in our pupils writing, so we schedule time each day for handwriting practice, and give our pupils chances to express themselves by planning, editing and publishing their own work. Our ethos is to create a culture that challenges children to improve their writing, whilst developing a safe learning environment for children to work at their own pace.
At the Forwards Centre, We want our pupils to build the cultural capital they need to interconnect with society, therefore, it is our aim to teach a range of new words to our pupils. We want our pupils to have social mobility, and have the vocabulary to talk about their own writing with their friends and family. Ultimately, we want our pupils to generate long lasting life skills and work towards becoming confident, independent writers.
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Autumn 1
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Autumn 2
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Spring 1 |
Spring 2 |
Summer 1 |
Summer 2 |
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Green Room Cycle A |
All About Us |
Celebrations |
GREAT Britain |
Times gone by |
Kings and Queens |
Oh I do like to be by side the seaside |
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Non Fiction Lists, labels and captions
Fiction Story Retell |
Non Fiction Non chronological report Informal Letter
Fiction Character description
Poems |
Non Fiction Non chronological report Information text
Fiction Simple story plot / setting |
Non Fiction Recount Informal Letter
Fiction Story writing – Story with repetitive language |
Non Fiction Non Chronological report
Fiction Character and setting description
Poems |
Non Fiction Informal Letter / Postcard Recount
Fiction Story writing |
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Green Room Cycle B |
People Who Help Us |
Wonderful Weather |
Fairy Tales |
Magical Maps |
Wonderful World |
Explorers |
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Non Fiction Lists, labels and captions
Fiction Story writing/Retell |
Non Fiction Informal letters Non chronological report
Fiction Character description
Poems |
Non Fiction Instructions Non chronological report
Fiction Story plot / setting |
Non Fiction Recount Letter writing
Fiction Story writing – Story with repetitive language |
Non Fiction Non Chronological report
Fiction Character and setting description
Poems |
Non Fiction Informal letter Recount
Fiction Story writing |
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LKS2 Cycle A |
A long long time ago |
Natural Disasters |
Who Rules? |
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Non Fiction Non chronological report
Fiction Story writing – Character description |
Non Fiction Instructions Letter writing
Fiction Story writing – Setting description
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Non Fiction Diary entry Non chronological report
Fiction Story writing - Story plot
Poems |
Non Fiction Recount Advert
Fiction Story writing - Write a short story
Poems |
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LKS2 Cycle B |
Rivers and Mountains |
Ancient Egypt |
Europe |
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Non Fiction Non chronological report
Fiction Story writing -Character description |
Non Fiction Instructions Recount
Fiction Story writing – Setting description |
Non Fiction Diary entry Non chronological report
Fiction Story writing - Story plot
Poems |
Non Fiction Informal Letter /postcard Advert
Fiction Story writing -Write a story
Poems |
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UKS2 Cycle A |
Invaders |
Americas |
Brilliant Bolton |
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Non Fiction Non Chronological Report
Fiction Story writing |
Non Fiction Instructions
Fiction Story writing
Poetry |
Non Fiction Persuasive
Fiction Story writing
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Non Fiction Newspaper
Fiction Story writing
Poetry |
Non Fiction Diary Recount
Fiction Story writing
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Non Fiction Advert
Fiction Story writing
Poetry |
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UKS2 Cycle B |
Europe |
Ancient Greece |
Planet Earth |
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Non Fiction Non Chronological Report
Fiction Story writing |
Non Fiction Advert
Fiction Story writing
Poetry |
Non Fiction Persuasive
Fiction Story writing
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Non Fiction Newspaper
Fiction Story writing
Poetry |
Non Fiction Diary Recount
Fiction Story writing
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Non Fiction Instructions
Fiction Story writing
Poetry |
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We are working on this section of the website. Please check back in a week or two
Oracy Intent statement
Talking and eloquence are not the same: to speak and to speak well are two things. A fool may talk, but a wise man speaks - Heinrich Heine
At The Forwards Centre, we recognise both the importance of oracy and the impact that this has on a child’s success both in school and on their life beyond. Our aim is to provide a high quality oracy education where pupils learn ‘through talk’ and ‘to talk’ by developing and deepening subject knowledge. We plan for opportunities which are designed, modelled, scaffolded and structured to enable pupils to learn skills needed to talk effectively.
Opportunities for oracy are regular, purposeful, appropriately pitched and planned with careful consideration to ensure that pupils are well prepared to meet expectations.
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Maths Intent
At the Forwards Centre, we recognise the importance of children receiving a high quality maths education, as maths is “a universal language that enables understanding of the world” and “attainment in the subject is the key to opening doors”.
We believe that every child can be successful in maths regardless of their starting point. The vast majority of our pupils have missed out on learning at some point in the past for a wide range of reasons. Our curriculum takes this into account and is personalised, flexible and designed to allow pupils to build self-confidence and re-engage with learning.
The aim of our maths curriculum is to
- ensure that our pupils develop a secure understanding of the key concepts and basic facts to ensure that working memory is not overloaded when working on challenging activities that deepen understanding
- provide pupils opportunities to acquire a rich and developed vocabulary through the use of stem sentences, enabling them to communicate their ideas with mathematical precision as well as clarity.
- enable pupils to display a high level of pride in the presentation and understanding of their work
- ensure that pupils are well prepared for the next step on their academic journey, whether that be returning to a mainstream primary, a specialist provision or secondary school
- provide opportunities to demonstrate an increased ability to work independently
Underpinning all this is the recognition we have, that for pupils to succeed, we need to provide a positive, safe and stabilising setting. This requires us to ensure that pupils feel safe in making mistakes and understand that making mistakes are a vital part of learning. Pupils will be allowed to work at their own pace and will not be rushed through the curriculum until they have become secure in the topic and level they are working at. We aim to create an environment where pupils are free to develop a love for the subject without having to compare and compete against others.
Our curriculum is designed in such a way that allows progress to be made in small incremental steps, allowing pupils time to progress at their own speed. Our experience has shown us that stretching a pupil too far before they are ready can have a huge detrimental effect on our pupils. A carefully managed and implemented learning journey is part of our each classes weekly planning.
The curriculum is based around White Rose maths scheme and supplemented with a range of other resources, including NCETM, Learning by Questions, Splash Learn and Prodigy. This allows us to deliver high quality, standardised activities in each classroom while also allowing us the freedom and flexibility to tailor the curriculum to cater for each pupil’s individual learning needs.
Key knowledge and skills are regularly revisited allowing repetition to embed understanding. Each class has daily activities that allow pupils to consolidate previous knowledge and retain the skills that they have previously acquired. These activities are embedded alongside daily times tables practise, working on pupils rapid recall abilities.
We are working on this section of the website. Please check back in a week or two
Science Intent
At the Forwards Centre, we want our children to be naturally inquisitive about the world around them. We want to embrace their sense of wonder about natural phenomena and inspire them to think scientifically about the world around them. We aim to develop children’s ideas and ways of working that enable them to make sense of the world in which they live. We want our children to develop an understanding of the uses and implications of Science, how it has changed and shaped our lives today and for the future.
We guide our children and support them using the Bolton Impact Trusts core values of ‘Believe’, ‘Inspire’, ‘Transform’.
We ‘believe’ in our children and their capability in understanding the specific substantive knowledge for each discipline of the Science National Curriculum. We have high expectations of our children and believe that all children will achieve regardless of their starting point.
We aim to ‘inspire’ our children and follow their lead when they enquire about the scientific world, ensuring that they use those crucial disciplinary skills alongside their substantive knowledge to ensure cohesion, reasoning and a deeper understanding.
We help to ‘transform’ our children to become life longer learners, who want to know more about the world in which they live.
In order to do this, we aim to provide our children with rich learning experiences that:
- Help acquire a growing understanding of the nature, processes and methods of scientific ideas.
- Help develop and extend our children’s scientific concept of their world.
- Build on our children’s natural curiosity, developing a scientific approach to problems.
- Encouraging open-mindedness, perseverance and developing the skills of investigation – including: observing, measuring, predicting, hypothesising, experimenting, communicating, interpreting, explaining and evaluating.
- Develop the use of scientific language, recording and techniques.
- Ensure that misconceptions are addressed, that children are practicing and retrieving information, building upon prior knowledge and helping children to embed their procedural knowledge to long term memory and make crucial links to other areas of the curriculum.
- Prepare our children for the next step on their academic journey, whether that be returning to a mainstream primary, a specialist provision or secondary school.
Forwards Centre Science: LONG-TERM OVERVIEW
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Autumn 1 |
Autumn 2 |
Spring 1 |
Spring 2 |
Summer 1 |
Summer 2 |
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KS1 Cycle A |
Animals including humans Animals and the human body |
Everyday materials |
Seasonal Changes |
Plants, Variation and Classfication |
Light |
Animals including humans Animals and the human body |
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KS1 Cycle B |
Animals including humans Growing and staying healthy |
Living things
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Everyday materials Classifying and grouping materials |
Electricity |
Living things Habitats |
Plants – Growing plants Variation and Classfications |
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LKS2 Cycle A |
Animals, including humans Nutrition and the body |
Light |
Rocks, Soil and Fossils |
Plants – Plant life |
Movement Forces and Magnets |
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LKS2 Cycle B |
All Living Things – Classification and Habitats |
Everyday Materials Properties and States of Matter |
Sound |
Electricity |
Animals, including humas – teeth, digestion and food chains |
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UKS2 Cycle A |
Animals including Humans – circulation and keeping healthy |
Electricity - Circuits |
Living things – Habitats classification and variation
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Light |
Evolution and Inheritence |
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UKS2 Cycle B |
Animals including Human Reproduction |
Everyday Materials – Properties and changes of materials |
Living Things Life Cycle |
Earth and Space |
Forces and Magnetism |
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KS1 Cycle A - MEDIUM-TERM OVERVIEW |
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Half term |
Topic
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In this unit of work, pupils cover the following...
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Component knowledge |
Vocab |
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Autumn 1 |
Animals including humans
Animals and the human body |
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fish, amphibians reptiles, birds mammals carnivores, herbivores omnivores animals humans pets domestic wild
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Autumn 2 |
Everyday materials |
I can gather and record data to answer a question Idea – ask question – what would be the best material to make an umbrella out of?
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Lesson 1 – observe, explore and describe materials Lesson 2 – What are they made from?
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Material hard/soft, stretch/stiff, shiny/dull, rough/smooth, bendy/not bendy, waterproof/not waterproof, absorbent/not absorbent opaque/transparent wood rock plastic matel water |
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Spring 1 |
Seasonal Changes |
I can gather and record data to help answer a question Idea – making tables and charts about the weather over different seasons |
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Seasons Spring Summer Autumn Winter Weather Day Night
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Spring 2 |
Plants, Variation and Classfication |
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petal, stem, leaf, root trunk plant Branches tree evergreen deciduous names of common plants / trees that we want children to know |
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Summer 1 |
Light |
I can perform simple tests I can use my observations and ideas to suggest answers to questions I can gather and record data to help answer a question
Idea – Play shawdow tag – how easy is it to catch the shadow Does your shadow always look like that? What was your shawdow like first thing in the morning Is it better to play shadow tag at lunchtime or afterschool? Make a bar chart of paper stips to show shadow length – against time intervals
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Light Dark Shadow Sun Light source Man made Torch Darkness Brightest Dullest
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Summer 2 |
Animals including humans
Animals and the human body |
Idea - Perfrom senses test to be able to to compare different textures / sounds / smells and tastes. – use question – strawberries are the yummiest fruit….. discuss.
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Sense – taste smell touch sight hearing
Head Neck Skeleton Arm Elbow Leg Knee Face Ear Eye Hair mouth teeth bones |
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KS1 Cycle B - MEDIUM-TERM OVERVIEW |
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Half term |
Topic
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In this unit of work, pupils cover the following...
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Component knowledge |
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Autumn 1 |
Animals including humans
Growing and staying healthy |
I can ask a simple question I can suggest a way to find answers to the question Ideas – what do humans need to stay healthy – children to think of way to find the answer Or How do butterflies “grow” - Observe lifecycle |
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Nutrition Diet Reproduction Growth Life cyc;e Egg chick chicken Egg caterpillar pupa butterfly Spawn tadpole frog Lamb sheep Baby toddler child teenager adult Off spring |
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Autumn 2 |
Living things – Alive or not alive
Food chains |
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Living Non living Dead
Food chain Food source
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Spring 1 |
Everyday materials Classifying and grouping materials |
I can identify and classify materials I can observe closely using simple equipment
Idea - compare the uses of everyday materials in and around school with materials found in other places Or Identify and classify the uses of different materials – observing them closely and recording observations
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Metal Wood Plastic Glass Properties of materials Squashing bending twisting stretching Material hard/soft, stretch/stiff, shiny/dull, rough/smooth, bendy/not bendy, waterproof/not waterproof, absorbent/not absorbent opaque/transparent wood rock plastic matel water |
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Spring 2 |
Electricity |
I can ask simple questions I can perform simple tests Idea – complete investigation to make a bulb light up – how can they make it brighter ? what do they need to ensure to make the light light up ? |
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Electricity Circuit Bulb Source Appliance |
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Summer 1 |
Living things Habitats |
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Habitats Micro habitat Local environment Shelter Source of food Seashore Woodlands Ocean Rainforest
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Summer 2 |
Plants – Growing plants
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I can perform a simple test I can gather and record data to answer a question Idea Complete investigation to find out what plants need to survive and stay healthy
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Fruit Vegetables Bulb Branches petal, stem, leaf, root trunk plant tree germinaton growth survival |
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LKS2 Cycle A - MEDIUM-TERM OVERVIEW |
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Half term |
Topic
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In this unit of work, pupils cover the following ..
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Component knowledge |
Vocab |
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Autumn 1 |
Animals, including humans
Nutrition and the body |
I can gather, record, classify and present data in a variety of ways to help in answering questions – identify and group animals with / without skeletons and observing and comparing movement – exploring idea about what would happen if a human did not have a skeleton
I can ask relevant questions and use different types of scientific enquires to answer them I can record findings using simple scientific language, drawings, labelled diagrams, keys, bar charts and tables.
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nutritious balanced diet nutrients skeletons muscles |
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Autumn 2 |
Light |
I can ask relevant questions and use different types of scientific enquires to answer them I can set up a simple practical enquiry, comparative and fair test I can make systematic and careful observations and, where appropriate, take accurate measurements using standard units, using a range of equipment I can record findings using simple scientific language, drawings, labelled diagrams, keys, bar charts and tables. I can report findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions I can use results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions
Ideas – Explore how light behaves by using mirrors to see what happens when light reflects off a mirror Look for shadows – measure them and look for patterns in what happens to them when the light source moves or the distance between the light source and the object changes
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Absence Reflect Shadow
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Spring
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Rocks, Soil and Fossils |
I can make systematic and careful observations I can ask relevant questions and use different types of scientific enquires to answer them I can gather, record, classify and presenting data in a variety of ways to help in answering questions
Ideas -Observe rocks including those used in buildings and gravestones – exploring how and why these might have changed over time -Use hand lens /microscopes to help identify and classify rocks according to whether they have grains or crystals / fossils in them -Research and discuss different kinds of living things whose fossils are found in sedimentary rock and explore how fossils are formed -Explore different soils and identify similarities and differences between them and investigating what happens when rocks are rubbed together or what changes occur when they are in water – or raise and answer questions about the way soils are formed . |
Lesson 1 – Soil, look/feel/describe. Lesson 2 – Compare and group different rocks based on appearance Lesson 3 – Compare and group different rocks based on properties (pourous, non-porous etc) Lesson 4 – Uses of different rocks and why they are useful for that role Lesson 5 – Sedimentary rocks (vocab lesson) Lesson 6 – Fossils in Sedimentary |
Sedimentary Porus Fossil Igneous Metamorphic
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Summer 1 |
Plants – Plant life |
I can ask relevant questions and use different types of scientific enquires to answer them I can record findings using simple scientific language, drawings, labelled diagrams, keys, bar charts and tables. I can report findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions I can set up a simple practical enquiry, comparative and fair test
Idea – investigate / observe how water is transported around a plant
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Lesson 1 – Parts of Plants Lesson 2 – What do plants need to grow well Lesson 3 – Moving Water INVESTIGATION/EXPERIMENT Lesson 4 – Experiment about how to check to see the movement of water (celery/roses and coloured water) Lesson 5 – Fantastic Flowers Lesson 6 – Fantastic Flowers, Pollination Lesson 7 – Life Cycle of a plant
(Pupils should beintroduced to the relationship between structure and function: the idea that every part does a job and that plants can make their own food)
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plants (roots stem/trunk, leaves and flowers) air light water nutrients transported life cyle of a plant pollination
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Summer 2 |
Movement Forces and Magnets |
I can gather, record, classify and presenting data in a variety of ways to help in answering questions I can ask relevant questions and use different types of scientific enquires to answer them I can set up a simple practical enquiry, comparative and fair test I can record findings using simple scientific language, drawings, labelled diagrams, keys, bar charts and tables. I can report findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions I can use results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions I can identify differences, similarities or changes related to simple scientific ideas and processes
Ideas compare how different things move and group them , raising questions and carrying out tests to find out how far things move on different surfaces and gathering recording data to find answers to questions; exploring the strengths of different magnets and finding a fair way to compare them; sorting materials into those that are magnetic and those that are not; looking for patterns in the way that magnets behave in relation to each other and what might affect this, such as strength of magnet or which poles face each other, identifying how these properties make magnets useful in everyday items and suggesting creative uses for different magnets.
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Forces Poles Repel Surfaces Strength
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LKS2 Cycle B - MEDIUM-TERM OVERVIEW |
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Half term |
Topic
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In this unit of work, pupils cover the following ..
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Component knowledge |
Vocab |
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Autumn 1 |
All Living Things – Classification and Habitats |
I can make systematic and careful observations I can gather, record, classify and presenting data in a variety of ways to help in answering questions I can record findings using simple scientific language, drawings, labelled diagrams, keys, bar charts and tables. I can report findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions I can use results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions
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Investigate how habitats change over the year Explore ways of grouping wide selection of living things – including animals, flowering plants, non-flowering plants; vertebrate animals into fish / amphibians, reptiles, birds and mammals and invertebrates
Investigate human impact on environment (positive / negative) – such as positive impact of nature reserves, ecologically planned parks / garden ponds and negative effects of population and development, litter and deforestation
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living things – including animals, flowering plants, non-flowering plants; vertebrate animals into fish / amphibians, reptiles, birds and mammals and invertebrates habitats environment human impact population development deforestation |
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Autumn 2 |
Everyday Materials Properties and States of Matter |
I can make systematic and careful observations I can gather, record, classify and presenting data in a variety of ways to help in answering questions I can record findings using simple scientific language, drawings, labelled diagrams, keys, bar charts and tables. I can report findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions I can use results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions I can identify differences, similarities or changes related to simple scientific ideas and processes
Ideas – Grouping and classifying variety of materials exploring the effect of temperature on substances (chocolate cream butter – could make crispy cakes!) Research temperature at which materials change state such as when iron melts or when oxygen condenses to a liquid Observe and record evaporation over period of time – puddle on playground, washing on a line, Investigate effect of temperature on washing drying or snowman melting |
Could explore variety of everyday materials and develop simple description of state of matter - Solids hold their shape, liquids form a pool (not a pile) and gas escpaes from unsealed container Pupils should observe water as a solid, a liquid and a gas – and learn about changes to water when heated / cooled.
(avoid using materials where is heating is associated with chemical change e.g. baking / buring)
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State of matter Liquid Solid Gas Compress(ible) Shape Energy Contract Expands Boiling Condensation Melting Freezing Degrees Celsius Boiling point Melting point Non-newtonian fluid Flow Cooled Heated Evaporation Condensation Water cycle |
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Spring 1 |
Sound |
I can ask relevant questions and use different types of scientific enquires to answer them I can set up a simple practical enquiry, comparative and fair test I can record findings using simple scientific language, I can report findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions I can use results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions
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Pitch Volume Vibration Sound Louder Fainter
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Spring 2 |
Electricity |
I can use straightforward scientific evidence to answer questions or to support their findings
Ideas Observe patterns – e.g. bulb gets brighter if more cells are added, that metal tends to be a conductor of electricity – that some materialls can and some cannot be used to connect across a gap in a circuit.
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Summer |
Animals, including humas – teeth, digestion and food chains |
I can report findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions I can gather, record, classify and presenting data in a variety of ways to help in answering questions I can use straight forward scientific evidence to answer questions or to support my findings.
Comparing teeth of herbivores/ carnivores – suggesting reasons for differences Investigating what damages teeth / how to look after them Draw and discuss their ideas about digestive system – compare them to models and / images
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Digestive system Mouth Tongue Teeth Oesophagus Stomach Intestine Carnivorwe Herbivore Molars Incisors |
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UKS2 Cycle A - MEDIUM-TERM OVERVIEW |
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Half term |
Topic
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In this unit of work, pupils cover the following ..
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Component knowledge |
Vocab |
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Autumn 1 |
Animals including Humans – circulation and keeping healthy |
I can identify and name the main parts of the human circulatory system
I can report and present findings from enquiries, including conclusions, casual relationships and explanations of results in oral and written forms such as displays and other presentations I can identify scientific evidence that has been used to support or refute ideas or arguments
Ideas Explore the work of scientists and specific research about the relationship between diet, exercise, drugs lifestyle and health |
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Circulatory system Heart Blood vessels Blood Diet Exercise Drugs Nutrients
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Autumn 2 |
Electricity - Circuits |
I can plan different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary I can use test results to make predictions to set up further comparative and fair tests I can report and present findings from enquiries, including conclusions, casual relationships and explanations of results in oral and written forms such as displays and other presentations
Idea – systematically identifying the effect of changing one component at a time in a circuit Designing and making a set of traffic lights Designing and making a burglar alarm |
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Spring 1 |
Living things – Habitats classification and variation
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I can report and present findings from enquiries, including conclusions, casual relationships and explanations of results in oral and written forms such as displays and other presentations I can identify scientific evidence that has been used to support or refute ideas or arguments I can record data and results of increasing complexity using scientific diagrams and labels, classification keys, tables and bars and line graphs
Ideas Use classification systems and keys to identify some animals and plants from immediate environment. Research unfamiliar animals / plants from a broad range of other habtats and decide where they belong in the classification system. |
Lesson 1 – Characteristics of Vertebrates Lesson 2 – Characteristics of Invertebrates Lesson 3 – Characteristics of Mammals Lesson 4 – Characteristics of Birds Lesson 5 – Characteristics of Amphibions. Lesson 6 – Grouping Vertebrates using reasoning Lesson 7 – Grouping Invertebrates using reasoning. |
Micro organisms Plants Animals Vertebrates (reptiles, fish, amphbians, birds and mamals) Invertebrates (insects, spiders, snails, worms) Carl Linnaeus – scientist – a pioneer of classification
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Spring 2 |
Light |
I can plan different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary I can use test results to make predictions to set up further comparative and fair tests I can report and present findings from enquiries, including conclusions, casual relationships and explanations of results in oral and written forms such as displays and other presentations I can identify scientific evidence that has been used to support or refute ideas or arguments
Idea Decide where to place rear view mirror on a car Design a periscope ad use the idea that light appears to travel in straight lines to explain how it works Investigate relationship between light sources, objects and shadows by using shadow puppets · Extend experience of light by looking at phenomena including rainbows, colours on soap bubbles, objects looking bent in water and coloured filters (they do not need to explain why these phenomena occur) |
Lesson 1 – How we see Lesson 2 – Reflecting Light Lesson 3 – Refraction Lesson 4 – Spectacular Spectrum Lesson 5 – Seeing Colours Lesson 6 – Shadow Theatre |
Refraction Reflection |
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Summer |
Evolution and Inheritence |
I can report and present findings from enquiries, including conclusions, casual relationships and explanations of results in oral and written forms such as displays and other presentations I can identify scientific evidence that has been used to support or refute ideas or arguments
Ideas Observe and raise questions about local animals and how they are adapted to their environment Compare how some living things are adapted to survive in extreme conditions – e.g. cactuses, penguins and camels Analyse the advantages and disadvantages of specific adaptations, such as being on 2 feet rather than 4, having a long or short beak, having gills / lungs, tendrils on climbing plants, brightly coloured / scented flowers. |
Introduced that idea that characterisitcs are passed on from parent to offspring –e.g. dogs – Labrador and poodle = labradoodle
Apprecitate that variation in offspring over time can make animals more or less able to survive in particular environments e.g. exploring how giraffe’s necks got longer, or development of insulating fur on the artic fox
(do not have to understand how genes or chromosomes work) |
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UKS2 Cycle B - MEDIUM-TERM OVERVIEW |
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Half term |
Topic
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In this unit of work, pupils cover the following ..
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Component knowledge |
Vocab |
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Autumn 1 |
Animals including Human Reproduction |
I can report and present findings from enquiries, including conclusions, casual relationships and explanations of results in oral and written forms such as displays and other presentations
Ideas Research gestation periods of other animals and compare them to humans; by finding out and recording the length and mass of a baby as it grows
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Sexual reproduction Asexual reproduction |
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Autumn 2 |
Everyday Materials – Properties and changes of materials |
I can plan different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary I can use test results to make predictions to set up further comparative and fair tests I can report and present findings from enquiries, including conclusions, casual relationships and explanations of results in oral and written forms such as displays and other presentations Ideas Carry out test to answer questions – “ Which materials would be most effective for making a warm jacket, for wrapping ice cream to stop it melting, or for making black out curtains?” Compare materials in order to make a switch circuit Observe and compare the changes that take place, for example when burning different materials or baking bread or cakes Might research and discuss how chemical changes have an impact on our lives – e.g. cooking and discuss the creative use of new materials such as polymers super sticky and super thin materials
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hardness, solubility, transparency, electrical conductivity thermal conductivity substance filtering, sieving evaporating reversible changes. Irreversible change Evaporation Condensation
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Spring 1 |
Living Things Life Cycle |
I can report and present findings from enquiries, including conclusions, casual relationships and explanations of results in oral and written forms such as displays and other presentations I can identify scientific evidence that has been used to support or refute ideas or arguments
Ideas Observe and compare the life cycle of plants and animals in their environment, with other plants and animals around the world (in the rainforest, in the oceans, in desert areas and in prehistoric times) asking pertinent questions and suggesting reasons for similarities and differences.
Try to grow new plants from different parts of parent plants e.g. seeds, stem and root cuttings, tubers, bulbs.
Observe changes in animals over period of time – by hatching and rearing chicks – comparing how different animals reproduce and grow |
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seeds, stem and root cuttings, tubers life cycles amphibians, insects, insects, birds, bulbs, reproduction, naturalist hatching, rearing, grow, reproduce |
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Spring 2 |
Earth and Space |
I can plan different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary I can report and present findings from enquiries, including conclusions, casual relationships and explanations of results in oral and written forms such as displays and other presentations I can identify scientific evidence that has been used to support or refute ideas or arguments
Idea Compare the time of the day at different places on Earth through internet links and direct communiation Create simple models of the solar system Construct simple shadow clocks and sundials -calibrate to show midday – and the start / emd of school day Find out why some people think that structures such as Stonehenge might have been used as astronomical clocks. |
Introduced to model of Sun and Earth that enables pupils to explain day and night Learn - Sun is a star in centre of solar system – it has 8 planets Moon is celestial body that orbits a planet Find out about how solar system has developed Understand how the geocentric model of the solar system gave way to the heliocentric model by considering work of scientists – Ptolemy, Alhazen and Copernicus |
Solar system Pluto – dwaft planet (2006) Mercury Venus Earth Mars Jupiter Saturn Uranus Neptune |
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Summer |
Forces and Magnetism |
I can plan different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary I can make measurements using a range of scientific equipment with increasing accuracy and precision, taking repeat readings where appropriate I can report and present findings from enquiries, including conclusions, casual relationships and explanations of results in oral and written forms such as displays and other presentations
Ideas Explore falling paper cones ir cupcake cases Design and make a variety of parachutes and carry out a fair test to determine which design is most effective Explore resistance in water by making a testing boats of different shapes Design and make artefacts that use simple lever,pulleys, gears and or springs and explore their effects |
Explore falling objects and raise questions about effects of air resistance Explore the effects of air resistance by observing how objects fall e.g. parachutes and sycamore seeds Experience forces that make things move, get faster or slow down Explore effects of friction on movement – and find out how it slows or stops moving objects – e.g. breaks on a bike Look at Galileo Galilei and Isaac Newton |
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History Intent
History is important as all around us; it helps to ignite curiosity about the past in Britain and the wider world. Through finding out about how and why the world, our country, culture and local community have developed over time, pupils understand how the past influences the present.
History enables pupils to develop a context for their growing sense of identity and a chronological framework for their knowledge of significant events and people. It allows an understanding of their place in the world and in the long story of human development
At The Forwards Centre our intent is to deliver a history curriculum that:
- stimulates, motivates and engages pupils who may have missed significant parts of their education and who may have had a negative experience of learning, in order for them to develop their knowledge, skills and understanding of the world around them;
- enables all pupils to experience academic success - ensuring that no child is disadvantaged due to their academic level, SEND need or what point on their educational journey they are at or what time in the year they arrive, by having a “climbing frame” to achieve clear ambitious end points.
At The Forwards Centre we aim to help pupils gain a secure knowledge and understanding of their immediate history, that being their family and location; Britain’s past and that of the wider world. The curriculum has been designed to:
- allow pupils to make links between current and previous learning;
- make comparisons between different historical periods, places and societies;
- develop chronological knowledge and understanding from the Stone Age to present day.
At The Forwards Centre we want pupils to be curious to know more about the past and to have the skills required to do this by working and thinking as historians and developing historical skills. We recognise that it is not enough for pupils to just learn a series of facts about the past. We aim to enable pupils to:
- research and interpret evidence, experiencing and using a range of different sources,
- think critically – weighing up what they have found, asking questions about this, and drawing their own conclusions,
- develop the ability think empathetically – putting themselves in someone else’s shoes
- work independently or collaboratively, to ask, as well as answer, historical questions and
- make reasoned decisions and have the necessary skills to construct historical arguments from their point of view, based on evidence and different sources.
Forwards Centre History: LONG-TERM OVERVIEW
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Autumn 1 |
Autumn 2 |
Spring 1 |
Spring 2 |
Summer 1 |
Summer 2 |
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KS1 Cycle A |
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History Why do we celebrate different events
Bonfire night Christmas Remembrance day |
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History Changes within living memory
What was life like for Grandma and Grandad? |
History Events beyond living memory
Great Fire of London |
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KS1 Cycle B |
History Lives of Significant people
Florence Nightingale or Mary Seacole
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History Lives of Significant people
Christopher Columbus v Neil Armstrong |
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LKS2 Cycle A |
History Prehistoric Britain (Pre Roman) Stone Age, Iron Age |
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History (Aspects of British History) The changing power of Monarchs over time
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LKS2 Cycle B |
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History (Early Civilisation) Ancient Egypt – what did the Egypitans do for us? |
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UKS2 Cycle A |
History (Invaders / Early Settlement) The Romans, Anglo Saxons and The Vikings |
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History (Local history study) Brilliant Bolton |
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UKS2 Cycle B |
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History (Ancient History) Ancient Greece |
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KS1 Cycle A - MEDIUM-TERM OVERVIEW |
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Term |
Topic |
What children will be learning |
Possible ideas |
Key Vocab |
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Autumn |
Why do we celebrate different events
Bonfire night Christmas Remembrance day |
Opportunities during this topic to practise following historical skills
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Use timeline to order all key celebrations (highlightning when they were born as a marker) Talk about some of the key events and people involved in the Gunpowder Plot. Explain why the Gunpowder Plot happened. Sequence the main events of the Gunpowder Plot (on a time line to indroduce or recp on idea of chronology). Look at items used when Guy Fawkes was alive Talk about some of the key events and countries involved in the First World War. Recall key facts about the life of Walter Tull and why he is significant in history. Describe some experiences of men, women and animals involved in the First World War. Explain what happens on Remembrance Day and why it is marked. Talk about key events of Christmas Story – spend time discussing Christmas at home and what it is like |
Events, Bonfire night, Christmas, Remembrance day, past, present, timeline, Gunpowder plot, |
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Spring |
Changes within living memory
What was life like for Grandma and Grandad ?
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Opportunities during this topic to practise following historical skills
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Talk about differences between own lives and that of grandparents (e.g. school, games) Look at different asks Sequence events in their own lives / compare this to events in grandparents lives Describe features of different toys – link to science Recognise old and new toys. Use words relating to the passing of time – increase vocab
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Toys, wood, plastic, grandparents, Victorians, years, old, new, past, present, timeline, Granma, Grandad, children, age, object, artefact, |
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Summer |
History Events beyond living memory
Great Fire of London
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Opportunities during this topic to practise following historical skills
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Talk about some of the key events of the Great Fire of London. Say why the Great Fire of London spread and eventually stopped. Explain that we know about the Great Fire because of Samuel Pepys' diary |
Fire, London, Samuel Pepys, past, Present, old, new, object, artefact, Grandparents, |
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KS1 Cycle B - MEDIUM-TERM OVERVIEW |
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Half term |
Topic |
What children will be learning |
Possible ideas |
Key Vocab |
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Autumn |
History Lives of Significant people
Florence Nightingale
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