Medium-term planning for special settings: KS1 and KS2

Audience:	Coordinators
Date of issue:	Jul. 2004
Reference number:	DfES0534-2004

What is it?

Planning the literacy and mathematics curriculum for children in special settings presents challenges for schools, particularly in settings where there are children with severe or profund and multiple learning difficulties.

Many schools initially based their medium-term planning on the reception-level objectives in the National Literacy and Numeracy Straetgies Frameworks, but have found that this fails to secure an appropriate breadth of coverage for children as they move up the school. Children may not, for example, experience the range of different text genres (both fiction and non-fiction) in their literacy work, if only the reception-level medium-term plans are used. They may not experience aspects of mathematics such as data handling, even though constructing and interpreting simple tabular formats using real objects or symbols may be appropriate and helpful learning experiences for them.

With this in mind, literacy and numeracy consultants have worked with staff in special settings to produce exemplar medium-term plans that help to ensure that children will experience breadth of curriculum coverage.

Downloads

Upper key stage 1 medium-term plans for special settings (WORD 187Kb)

Upper key stage 1 medium-term plans for special settings (PDF 428Kb)

Lower key stage 2 medium-term plans for special settings (WORD 309Kb)

Lower key stage 2 medium-term plans for special settings (PDF 760Kb)

Upper key stage 2 medium-term plans for special settings (WORD 353Kb)

Upper key stage 2 medium-term plans for special settings (PDF 837Kb)

Literacy key stage 1 and 2 medium-term plans for special settings (WORD 510Kb)

Literacy key stage 1 and 2 medium-term plans for special settings (PDF 1.3Mb)