Curriculum Information

The work below has been internally and externally moderated through Newman working with local schools and schools in neighbouring authorities, currently in Sheffield and Barnsley. Links are being developed with schools further afield, including Hope School in Liverpool, to enable greater scrutiny of outcomes for our children.

External moderation sessions take place each half term and cover English, Maths, Science and IT. The timetable of Moderation Meetings is circulated to partner schools. If additional professionals, including colleagues in mainstream, would like to join us, then you would be most welcome. Please contact Newman School for dates of meetings.

To access moderated examples, click on each link below. Moderated examples of work will be added on an on-going basis. We welcome wider moderation feedback, so please contact school for the attention of Katharine Ryan-Murray to respond to specific examples:

  English Maths Science IT  
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Bridge          
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Stage Four-3          
Newman Tracker 1          
Newman Tracker 2          
Newman Tracker 3          
Newman Tracker 4          
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Early yearsEvery child deserves the best possible start in life and support to fulfill their potential. A child’s experience in the early years has a major impact on their future life, providing the foundation for children to make the most of their abilities as they grow up. Here at Newman our foundation stage team strive to provide children with those experiences and activities to help them thrive. We provide activities that help children to explore and interact with their environment, so they learn through direct experiences. We place great emphasis on self-help skills, including feeding, toilet training and dressing. We learn through play and sensory experiences every day, and have lots of fun with our friends and teachers! The Early Years Foundation Stage (EYFS) document supports us in this. Briefly:

ey2The EYFS is a stage of children’s development from birth to the end of their first year (Reception) year in school. The EYFS Framework describes how early years practitioners should work with children and their families to support their development and learning. It includes 7 Areas of Learning. These are: Personal, Social and Emotional Development, Physical Development, Communication and Language, Literacy, Mathematics, Understanding the world and Expressive Arts and Design. It describes how your child should be kept safe and cared for and how all concerned can make sure that your child achieves the most that they can in their earliest years of life. It is based on four important principles.

What are the EYFS Principles?

ey2Theme: A Unique Child

Principle: Every child is a competent learner from birth who can be resilient, capable, confident and self-assured.

Theme: Positive Relationships

Principle: Children learn to be strong and independent from a base of loving and secure relationships with parents and/or a key person.

Theme: Enabling Environments

ey2Principle: The environment plays a key role in supporting and extending children’s development and learning.

Theme Learning and Development

Principle: Children develop and learn in different ways and at different rates and all areas of Learning and Development are equally important and interconnected.

What can parents and carers do?

Parents and carers are their children's first teachers. When they are with you learning can happen at any time and anywhere, for example through:

ey5

  • Being generous with praise and cuddles
  • Reading things together or looking at pictures
  • Playing games, singing nursery rhymes and favourite songs
  • Talking about what you can see in the park or on the street
  • Counting the stairs as you go up or down

PSHE education is a planned programme of learning on the curriculum through which children and young people acquire the knowledge, understanding and skills to manage their lives, now and in the future.

As part of a whole school approach, PSHE education develops the qualities and skills students need to thrive as individuals, family members and members of society. Citizenship and Careers Guidance Education are taught as part of the PSHE programme. PSHE supports the provision of SMSC in school, and, via this, promotes British Values and the PREVENT agenda. We assess students against the End of Key Stage statements.

Our delivery of PSHE is creative. We adopt and adapt various resources to work for our students’ needs. Drama and role play enable students to experience different situations in the security of a school classroom. PSHE responds to the needs of our students and is always appropriate to their level of understanding.

Primary

 

Year  

 

Autumn Term

 

Spring Term Summer Term
Year 1

The Caring School

Friends and Friendship Focus on Special People Keeping Healthy Growing and Changing Keeping Myself Safe The World of Drugs
Year 2

The Caring School

Feelings and Relationships Growing and Changing Healthy Lifestyles Me, My Community and the Environment Keeping Myself Safe The World of Drugs Focus on Outdoors

 

Year   Autumn Term Spring Term Summer Term
Year 3

The Caring School

Feelings, Friends and Friendship Loss, Separation and Relationships

My Healthy Body-Food and Healthy Eating

Taking Responsibility for my Healthy Lifestyle

Rights and Responsibilities Keeping Myself Safe The World of Drugs
Year 4

The Caring School

Feelings, Friends and Friendship Respecting the Differences Between People My Healthy Body Caring for my Body How do rules and laws affect me? Keeping Myself Safe The World of Drugs
Year 5

The Caring School

Bullies – Bullying Pressures and Risks Me and My Relationships – Focus on Memories Lifestyles and Cultures Political Literacy and Citizenship Growing Up – Relationships and Responsibilities of Puberty The World of Drugs
Year 6

The Caring School

Growing Up – Relationships Growing Up – Responsibilities Rollercoaster – The Ups and Downs of Puberty

Transition to Secondary School

 

Money Management and Careers Global Citizenship The World of Drugs

Secondary and 6th form have a 3 year rolling programme taught age appropriately and responding to the needs of our students.

Themes Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Year 1

Healthy Lifestyles

Healthy relationships

Drugs

Identity & Diversity

Citizenship in the UK

Diversity in the UK

Risk

e-safety

social media Understanding & managing risk

 

Rights and responsibilities

Equality

Individuals and communities

Careers

Options and employability

Business and Enterprise

World of work

Workplace code of conduct

Year 2

Healthy lifestyles

Healthy choices

Mental and Emotional health

Personal Identity

Self-esteem and confidence

Similarities and differences

Relationships

Feelings and emotions

Friends and family

How relationships affect our lives

Democracy and Justice

Citizens and parliament

Law and order

The democratic process

Careers

Managing finances

Business and Enterprise Employment law

World of work

Year 3

Healthy lifestyles

Healthy relationships

Physical health

Identity and diversity

Global citizenship

Identity over time

Relationships

Managing relationships

Negative relationships

Peer pressure

Stereotypes, prejudice and discrimination

 

 

Rights and responsibilities

Supporting and protecting rights

Sustainable development and the environment

The environment and a sustainable world

 

Careers

Money

Personal finance

 

Business and Enterprise

World of Work

Interview techniques

Body language and confidence

 

 

Science is important for understanding the world, in the past it has changed our lives and is essential for developing our future.  Through their science lessons pupils will be encouraged to put together explanations and develop a sense of excitement and curiosity.  They will be encouraged to explain what is occurring, predict what might happen, and analyse what they found out.

I am attaching the KS2 topic plan for two year cycle based on new Nat Curric.

Sarah Kulmer teaches P3. Her planning and Catherines Science planning are in the planning folder if you want to see it. They work on in enquiry led learning way starting with a question. Each half term has Science /Humanities allocated. One or the other can be the class topic.

I am attaching the KS2 topic plan for two year cycle based on new Nat Curric.

Sarah Kulmer teaches P3. Her planning and Catherines Science planning are in the planning folder if you want to see it. They work on in enquiry led learning way starting with a question. Each half term has Science /Humanities allocated. One or the other can be the class topic.

I am attaching the KS2 topic plan for two year cycle based on new Nat Curric.

Sarah Kulmer teaches P3. Her planning and Catherines Science planning are in the planning folder if you want to see it. They work on in enquiry led learning way starting with a question. Each half term has Science /Humanities allocated. One or the other can be the class topic.

I am attaching the KS2 topic plan for two year cycle based on new Nat Curric.

Sarah Kulmer teaches P3. Her planning and Catherines Science planning are in the planning folder if you want to see it. They work on in enquiry led learning way starting with a question. Each half term has Science /Humanities allocated. One or the other can be the class topic.

Key Stage 2 pupils are taught science in two age based classes using a two year cycle of topics.  The topic plan is based on the new National Curriculum for England.

They work using enquiry led learning starting each session with a question.  Each half term there is a topic allocated which may be used as the class topic.

 

Primary- Key Stage 2

Distribution of New National Curriculum Science across 4 year rolling programme in KS2
 

Yr of

cycle

Autumn 1st half Autumn 2nd half Spring 1st half Spring 2nd half Summer 1st half Summer 2nd half
Primary 2

1

Light (NC,Y3)

Magnets,friction,

Materials (NCY3)

Animals including humans,

Skeleton, muscles, nutrition

 (NCY3)

Rocks and Fossils

(NCY3)

Plants (functions, requirements, parts of seed dispersal)

(NCY3)

Plants (functions, requirements, parts of seed dispersal)

(NCY3)

2

Sound

(NCY4)

Electricity (NCY4)

States of Matter

Solid,liquid,gas (NCY4)

Human digestion,teeth.

Food chains. (NCY4)

Habitats,naming, changes, classifying.

(NCY4)

Habitats,naming, changes, classifying.

(NCY4)

Primary 3

3

Materials properties,changes,

reversible,irreversible,

hardness,solubility,

magnetism, separating mixtures, fair tests. (NCY5)

Materialsproperties,changes,

,reversible,irreversible,

hardness,solubility,

magnetism, separating mixtures, fair tests. (NCY5)

Forces-gravity, air/water resistance, friction, lever, pulleys. (NCY5).

Animals including humans

Life cycles

Old age.

(NCY5)

Earth and Space

Movement of Earth,

planets, rotation.

(NCY5)

Animals

Habitats

Lifecycles.

(NCY5)

4

Electricity.

(NCY6)

Light.

(NCY6)

Animals including humans. Human anatomy,circulation, diet, nutrition (NCY6) Animals including humans. Human anatomy,circulation, diet, nutrition (NCY6)

Evolution, inheritance.

(NCY6).

Living things and their habitats.

(NCY6).

 

At Key Stage 3 science is taught to both classes of pupils using a three year cycle which is being developed to cover the new National Curriculum that was implemented in September 2014.

The strands of science are now Working Scientifically, Biology, Chemistry and Physics.  Working scientifically skills have replaced How Science Works.  This course includes evidence-based approaches to extend the teaching of literacy and communication and use of mathematics within science lessons.

 

Key Stage 3 Work Planned for Years 7 - 9
Year 1 Year 2 Year 3
Autumn Term

Biology

Muscles and bones

Breathing and respiration

Chemistry

Mixtures and separation

Biology

Cells, tissues, organs and systems

Chemistry

Rocks

 

Biology

Ecosystems

Chemistry

Acids and bases

Spring

Term

 

Physics

The Earth and Space

Biology

Food and digestion

Physics

Sound

Light

 

Chemistry

Combustion

Physics

Energy and changes

Summer Term

Physics

Electricity

Electricity 2

Chemistry

The particle model

Chemistry

Atoms, elements and compounds

Physics

Forces

Forces & motion

Physics

Energy transfers

Biology

Sexual reproduction in animals

Sexual reproduction in plants.


 

There are 2 year courses available for key stage 4 to follow at GCSE and Entry Level.  Pupils are grouped and will only be able to access one of the courses at a time.

WJEC Entry Level Certificate
Year 1 Year 2
Autumn Term

Making new materials

Coursework investigation

Materials and their uses

Space science

Spring Term

Using electricity

Exam skills

Body maintenance

Exam practice

Summer Term

Genetics and reproduction

 

Coursework investigation

Entry Level (new)

Introduction to Plant Care (part)

 

 

For GCSE we study OCR Gateway Science B which identifies the activities and experiences learners will come across in everyday life, and links them to scientific ideas and their implications for society.  It provides the opportunity to acquire the scientific skills, knowledge and understanding necessary for life as a citizen. 

 

OCR Gateway Science B
Year 1 Year 2
Autumn Term

Understanding organisms (B1)

Carbon chemistry (C1)

Understanding our environment (B2)

Living for the future (P2a-e)

Spring Term

Carbon chemistry (C1cont.)

Energy for the home (P1)

Chemical Resources (C2)

           

Summer Term

Energy for the home (P1cont.)

Controlled Assessment

Living for the future (P2f-g)

Exam practice         

In Physical Education we aim to provide opportunities for pupils to become physically confident in a way which supports their health and fitness. Children learn to become aware of their bodies and what they can do. They learn awareness of space and how to share it safely with others. We take every opportunity to compete in sport and other activities which build character and help to embed values such as fairness and respect e.g., Sports Day, Rother Valley Challenge Day (outdoor problem solving, teamwork, inclusive event).

A range of activities is delivered with adaptations made as appropriate to ensure accessibility for all, as far as is possible, e.g., balloons instead of balls for children who need more time to process the flight of the balloon for catching or striking. Children become very empathetic with others, accepting variations in a task to make it fair e.g., some children running a shorter distance in a race.

Children are encouraged to evaluate their own and others’ performances constructively.
Children are given opportunities and teaching which will help them to develop from their starting point to the highest level of their potential.
For appropriate pupils, there is the opportunity to take Short Course GCSE P.E. at Aston Academy, working with pupils from other special schools and Aston Academy. They also have the opportunity to qualify as Sports Leaders.

Physical Development in EYFS

  • In the Early Years, physical education is taught through weekly discreet PE sessions, with a heavy focus on physiotherapy for those children who require this intensive input from trained therapists.
  • Physical Development is one of the Prime Areas of learning in EYFS, and encompasses two aspects – Moving and Handling and Health and Self Care. These early stages of development focus on sensory exploration; allowing space to move, roll, stretch and explore safely; providing resources that stimulate children to handle and manipulate things; planning opportunities for children to tackle a range of levels and surfaces; and providing time and space for children to enjoy energetic play daily.
  • Health and Self Care focuses on children knowing the importance of physical exercise and a healthy diet for good health, and talking about ways to keep healthy and safe. This aspect also includes basic hygiene and managing personal care needs, including dressing and using the toilet independently.
  • Outdoor provision is accessed daily to encourage movement in wide open spaces and enable physical exercise in a stimulating outdoor environment.

At Key Stage 2 children work in one of two groups according to their needs.


One group, who have significant mobility difficulties or are not ready for a more structured lesson, explore a range of equipment on a large area of mats. Children are able to roll and to reach for small equipment or to crawl or climb on soft play shapes. As they are ready they are supported to play small games e.g. sending and receiving a ball.


The second group have a more structured lesson involving the activity areas of games, dance, gymnastics and athletics being taught in half term blocks. Swimming is done weekly and outdoor and adventurous activities are done on a special event basis.

At Key Stage 3 and 4 students who use wheelchairs and some other mobility aids work together on games, dance, and athletics. They work on adapted games such as tennis and on games designed primarily for people with mobility difficulties e.g., polybat.


In athletics they do the Disability Sport England athletics activities as appropriate e.g., wheelchair slalom, target boccia.


Ambulant pupils do games, dance, gymnastics, and athletics in half term blocks, swimming on a rota basis, alternate half terms in terms one and two. Outdoor and adventurous activities are done on a special event basis.

Children in EYFS to Year 6 have swimming lessons in the school hydrotherapy pool. From Year 7 students for whom it is appropriate have swimming lessons at Aston-cum-Aughton Leisure Centre, taught by their teachers. Students for whom this is not appropriate continue to access our pool for their swimming.

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