our whole-school when our children leave moorhill, they ......jumps safely. e.g. start jump, slight...
TRANSCRIPT
Experiences
Launch
Summer homework to research something that links to the topic, children are
also asked to create a project, such as a model of a castle or a shield.
Landing
Role play and drama sessions to put themselves in the shoes of people who may
have worked in a castle.
Wider use of the environment
Trip to Warwick Castle to get a real life understanding of a castle. While we
are here we will participate in a ‘swords and shields workshop.
THE VISION OF THE CURRICULUM AT
MOORHILL PRIMARY SCHOOL
Our curriculum is cohesive across the local and wider community and across subjects and topics, providing challenge and celebrating our individuality as a school and community. In developing cohesion, there is clear, planned and well-sequenced learning so that new knowledge and skills build on what has been taught before.
Our curriculum is creative, developing memorable experiences so that children are enthused by their learning, which creates awe and wonder. Children explore and develop our school values through active learning experiences. They develop lifelong skills for learning and gain cultural capital within and outside of our community.
Our curriculum is collaborative. Children build emotional resilience and develop their articulacy and self-confidence. Through a clear sense of motivation and purpose, children take ownership of their learning and this is shared by our whole school community. Every member of the school community has high expectations of themselves and others and recognise that everyone can achieve success.
OUR WHOLE-SCHOOL VISION FOR EVERY MOORHILL CHILD
When our children leave Moorhill, they will be motivated and inspired learners who are articulate, literate and numerate. They will know that by working hard and working together they can achieve greater success; they will have high aspirations, lifelong skills for learning and will successfully demonstrate our core values in all areas of our lives.
Science
Year Skills Knowledge
Key Vocabulary
2A
Once
upon a
Time
Working Scientifically
I can ask simple questions
and recognise that they can
be answered in different
ways
I can observe
closely noticing changes
overtime, using simple
equipment
I can perform
simple comparative tests
I can identify, group and
classify
I can use my observations
and ideas to suggest
answers to questions
I can use different types of
scientific enquiry to gather
and record data to help me
answer questions
I can find things out using
secondary sources
Everyday Materials
Find out how the shapes of
solid objects made from
some materials can be
changed by squashing,
bending, twisting and
stretching
Identify and compare the
suitability of a variety of
everyday materials,
including wood, metal,
plastic, glass, brick, rock,
paper and cardboard for
particular uses
Everyday Materials
Materials – wood, plastic, glass,
metal, water, rock, brick, paper,
fabric, card, rubber
Properties – rough/smooth,
flexible/rigid, strong/weak
reflective/non-reflective,
transparent/translucent/opaque
Changing Shape - squashing,
bending, twisting and
stretching, pushing and pulling
Enquiry types:
History
Year Skills Knowledge Vocabulary
2A
Once
upon a
Time
I can ask and answer
questions about
artefacts and events
from the past. What is
the same and what is
different? I can justify
my answers, giving clear
reasons for my thinking.
Know different parts of a castle
and what they are used for.
Understand the different roles
within the castle.
Understand the purpose of the
castle.
Understand what daily life was
like in a castle.
10 years
100 years
In my lifetime
Ordering
Artefacts
Weapons
Normans
Attack and
defence
I can place events in
order.
I can recognise
differences between …..
I can explain some of
the events from the
daily life of people who
lived within the castle
walls.
Understand the main events of
the Battle of Hastings.
Observe
Reason
Same and
different
Castle language
Geography
Year Skills Knowledge
Key Vocabulary
2A
Once
upon a
Time
I can use
appropriate
geographical
vocabulary
(directional language;
compass points).
I can use compass
directions.
I can carry out
simple tasks and
select information
using resources that
are given to me
(Beebots, i-pads and
physically for
direction).
I can plan a route
using directional
language and
symbols, using
Beebots.
I can follow
instructions to get
to a specific place.
Know the 4 compass
directions – North,
south, east and west.
North, South, East and
West, near and far; left
and right],
DT
Year I Can Skills - Design Knowledge
Key Vocabulary
2A
Once
upon a
Time
I can think of ideas and
plan what to do next,
based on my experience
of working with materials
and components.
I can use models,
pictures and words to
describe my designs.
I can use cutting tools to
safely cut materials.
Begin to know that the design
process is critical.
Know procedures to use tools
safely.
Know that there are different
joining techniques.
Know which one works the best.
Know what a lever is.
Know that a lever can make work
easier.
Gluing
Hinge
Mechanism
Drilling
Screwing
Folds
Levers
Cutting
Shaping
Tearing
I can select appropriate
techniques to join
materials, such as gluing,
hinges or combining
materials to strengthen.
I can select appropriate
resources in order to
combine materials.
I can use tools and
techniques to combine
materials effectively,
such as drilling, gluing
and nailing.
I can assemble materials
to create a product with
levers.
I can recognise what I
have done well as my
work progresses, and
suggest things I could do
better in the future.
Curling
Strengthen
Joining
Winding
Gluing
Drilling
Screwing
Folds
Levers
Hinge
Mechanism
Cutting
Shaping
Tearing
Curling
Joining
Strengthen
Winding
Pulley
Tenon saw
Hacksaw
Bench hook
Clamp
Dowel
Art
Year 2 Once Upon a Time
Collage I can cut, roll, coil and fold materials (to produce a collage of a castle). Textile I can use weaving to create a pattern.
I know about the Bayeaux tapestry
Collage Folding Tearing Twisting Compare Contrast Different Similar Inspiration Colour Pattern Texture Form space Designers
ICT
E Safety
I can talk about why I should go online for a
short amount of time.
Know that information online leaves a
digital footprint / trail.
Digital Literacy
I can edit videos, put clips together.
I can add titles, credits and transitions.
Year Skills Knowledge
Key Vocabulary
2A
Once
upon a
Time
E Safety
I can agree and follow
sensible e-Safety rules.
Data handling
I can use
pictographs/pictograms to
represent data.
I can say what each picture
represents in pictograph /
pictogram.
I can sort different kinds of
information and present it to
others.
I can add information to a
pictograph and talk to you
about what I have found out.
Know the importance
of following rules
when online to stay
safe.
Know the rules for
staying safe online.
Online safety
Pictograph
information
Music
Year I Can Skills – Design
Listening
I can begin to recognise very
basic style indicators and
start to recognise different
instruments.
I can start to understand
what pulse is/does/means etc.
I can start to use correct
musical language during
discussion and when
describing feelings.
I can begin to recognise the
sound of the musical
instruments used.
I can say how music makes me
feel.
I can talk about the
dimensions of music and how
they fit into music: pulse - a
steady beat, simple rhythm
patterns, pitch, texture,
tempo, dynamics.
Musical activities
Knowledge
Key Vocabulary
I can understand how pulse,
rhythm and pitch work
together to create music
I can continue to sing
songs/raps together in a
group/ensemble.
I can use glocks recorders or
band instruments.
Games
I can find the pulse
I can copy back simple
rhythms with increasing
knowledge and confidence.
I can create my own simple
rhythms with increasing
confidence.
I can repeat back a melody
using my voice
Singing
I can join in and stop as
appropriate and follow a
leader/conductor.
I can sing with good diction
I can perform with a good
sense of pulse and rhythm.
Playing instruments
I can join in and stop as
appropriate and more
confidently.
I can respond to simple
musical cues such as startin
and stopping.
I can follow a
leader/conductor.
Improvisation
I can clap/ play and improvise
(simple rhythmic patterns).
I can copy back using voices.
I can improvise using two or
three notes.
Composition
I can create my own simple
melodies within the context
of the song that is being
learnt.
I can compose using one, two
or three notes.
I can record the composition
in any way appropriate.
Perform and Share
I can use my voice to sing
songs.
I can play un-tuned and tuned
instruments.
I can start to perform
together in an
ensemble/band.
I can sing, play, improvise and
play back compositions as
part of my ensemble/band.
PE
Dance Basic body actions
I can travel safely using a
variety of different
movements
I can perform a variety of
jumps safely.
e.g. start jump, slight tuck
jump
I can twist my body when in
the air.
e.g. quarter 90o, half 180o, full
360o jump.
I can use a piece of music and
move appropriately to it.
e.g. using simple emotions
inferred from the music
(happy = upbeat/fast
movements, sad = slow)
I can begin to justify why I
chose certain movements.
Sequences
I can link all known
movements fluidly.
e.g. without a pause.
My sequences are simple yet
refined.
I can use a change in speed
to emulate the change in a
piece of music or a story.
I can show a starting and
finishing position.
I know how to keep
myself safe when
travelling and
jumping. I keep my
knees bend on take-
off and landing and I
only move/jump into
a free and available
space.
I know that pieces of
music have an
emotion and I know
how to make my
movements match a
simple emotion.
I know how to link
movements together.
Travel
Safe
Tuck jump
Twist (GD-90o,
180o, 360o)
Emotion
Fluid
Sequence
Refined
Position
Gymnastics Travelling/rolling
I can use a variety of
different travelling
methods safely
independently and with a
partner e.g. mirror each
other.
e.g1 travel on hands, feet, push,
pull, slide, rolls
I know how to keep
myself safe when
travelling and
jumping. I keep my
knees bend on take-
off and landing and I
only move/jump into a
free and available
space and when
Mirror
Teddy roll
Gambowl/gambole
Balance
Counter balance
Core muscles
Fluid/refined
Sequence/routine
I can jump from apparatus
and I know how to keep
myself safe.
I can begin to use a variety
of rolls
e.g. teddy roll, gambowl.
Shapes and balances
I can begin to use different
parts of my body to balance
upon.
e.g. bottom, knees, three parts
of the body.
I can counter balance my own
weight to stop myself from
falling over.
I can begin to tense my core
to support a successful
balance.
I can begin to perform paired
and mirror balances.
Sequences
I can link all known
movements fluidly.
e.g. without a pause.
My sequences are simple yet
refined.
I can use a change in speed
to emulate the change in a
piece of music or a story.
I can show a starting and
finishing position.
I can use a balance, a
method of travelling and a
roll within my
sequence/routine.
working with a
partner, I keep
myself and that other
person safe.
I know when I roll, I
need to protect my
head and I roll down
each vertebrate in
my spine.
I know how to
counter balance by
shifting my weight to
the opposite side
that I am falling.
I know what my core
is and its purpose
within my body.
I know what fluid
means and how to
start a movement
from the finishing
position of the las
movement.
Running and
jumping
I can move in different
ways with control and
purpose
e.g. as above + side steps
I can jump into the air and
land safely
e.g. bended knee, one foot.
I can jump forwards and
land safely.
e.g. using arms to propel
I enjoy finding my personal
best and striving to beat it.
I know how to control
my movements and
use them with
purpose
I know how to stay
safe when jumping
and moving in any way
I know how to use my
arms to propel e.g. to
swing them to create
momentum.
Control
Purpose
Side steps
Propel
Personal best
Strive
Throwing
and
catching
I can use one hand (start to
show a dominant hand) to
throw a ball in the right
direction with the correct
force
e.g. over arm, under arm
I know what a
dominant hand is and
I know how to explain
which is mine.
I know that my feet
need to be apart and
my knees bent
Dominant hand
Direction
Over arm
Under arm
Bounce
Top of the bounce
I have the correct stance
to receive a ball.
I can bounce a ball and
catch it at the top of the
bounce.
Note: balls can be of varying
size at this stage.
slightly when
receiving a ball.
Sending
and
receiving
I can use the side of my
foot to send a ball towards
a target.
e.g. towards a net, hoop,
spot, person.
I can use a variety of
equipment to send a ball to a
target through the air.
e.g. bat, racket
I understand the link
between body position and
aim with throwing.
e.g. When I stand facing a
direction, my ball will mainly
travel in that direction.
I can balance a ball on a
racket without it falling off
using wrist strength.
e.g. tennis racket and tennis
ball.
Note: balls can be of varying
size at this stage.
I know which part of
my foot is the side
and I know how to
‘push’ the foot with
it.
I know how my body
position links to aim.
I know the if I’m
facing one direction
then the object with
probably go in that
direction.
I know that my force
behind and object
doesn’t just come
from my hand. My
wrist, forearm, upper
arm, shoulder, back,
legs all come into it
depending on the
throw.
Side of the foot
Target
Body position
Aim
Direction
Balance
Wrist strength
Defending I can intercept a ball while
it is travelling using my body
or another object.
- Link to
netball/cricket/football -
staying away from a target,
tennis – sending it back.
I know how to
intercept a ball
safely. I can get in
the path of travel,
and stop the object
from moving with my
hand, foot or other
object.
Intercept
Teamwork I can follow rules of a game
I can support others to
follow rules of a game.
I can adapt rules to a game.
I can apply PE skills (Y2) to
a game.
I know why it is
important to follow
the rules of a game.
I know why it is
important to work as
part of a team.
I know that by
adapting rules it is
necessary to still
have them
I know that
sportsmanship is
supporting others and
Rules
Teamwork
Sportsmanship
recognising successes
in others.
MFL
Year I Can Skills - Design Knowledge
Key Vocabulary
2A
Once
upon a
Time
Listen attentively
• I can begin to listen attentively to
and understand some simple,
everyday classroom language.
• I can look at the face of the
person speaking and show attentive
listening through responses.
Explore patterns and sounds of
language
• I can begin to recognise and respond
to sound patterns and words.
• I can begin to recognise commonly
used rhyming sounds within rhymes
and songs.
• I can begin to identify specific
phonemes and words.
• I can begin to use actions and
rhymes and play games to aid
memorisation.
Engage in conversation
I can begin to perform simple
communicative tasks using single
words, phrases and short
sentences.
Speak in sentences
• I can repeat words and phrases
after an adult. • I
can begin to learn words and phrases
in rhymes and songs.
Pronunciation
• I can imitate pronunciation of
sounds.
Presentation of ideas
• I can memorise simple statements
about themselves and begin to repeat
these confidently.
Read carefully
• I can begin to recognise some
familiar words in written form.
• I can begin to make links between
some phonemes, rhymes and spellings,
and read aloud familiar words.
• I can begin to use pictures and
context clues to determine meaning.
Appreciate stories, songs and
rhymes
I can listen and respond to simple
rhymes and songs.
Be able to say: Basic
phrases – Hello, Goodbye,
Name, Age, Numbers in 6
languages per year. These
can be changed/ adapted to
meet the needs of
particular classes/ EAL
pupils.
Write phrases
• I can experiment with building words
and phrases using phoneme or word
card games.
Describe
• I can match words or phrases to
pictures, objects, actions or sounds.
Understand basic grammar
• I can begin to use knowledge about
letters to experiment with writing.
Intercultural understanding
• I can understand that some people
speak languages different to our own.
• I can learn about the different
languages spoken by children in the
school.
• I can begin to locate countries where
different languages are spoken on a
globe.
PSHE
Me in my
World
I understand how democracy
and having
a voice benefits the school
community
and know how to participate in
this
I understand why our school
community
benefits from a Learning
Charter and can
help others to follow it
Education
Appreciation
Opportunities
Goals
Motivation
Vision
Hopes
Challenge
Rights
British
Citizen
Denied
Empathise
Wealth
Poverty
Responsibilities
Prejudice
Rewards
Consequences
Choices
Learning
Charter
Celebrating
difference
I can explain the differences
between direct and indirect
types of bullying
I know the
differences between
direct and indirect
types of bullying
I know some ways to
encourage children
who use bullying
behaviours to make
other choices and
know how to support
children who are
being bullied
Culture
Conflict
Difference
Similarity
Belong
Culture wheel
Racism
Colour
Race
Discrimination
Culture
Bullying
Rumour
Name-calling
Racist
Homophobic
Cyber bullying
Texting
Problem-solving
Me in my World
I can recognise the choices I make and understand the consequences
Worries Hopes Fears
Praise Reward Consequence
I am choosing to follow the Learning Charter
Belonging Rights Responsibilities Responsible Actions
Positive Negative Choices Co-operate Learning Charter Problem solving
Celebrating difference
I can identify some ways in which my friend is different from me I can tell you why I value this difference about him/her
Boys Girls Similarities Assumptions Shield Stereotypes Assumptions Stereotypes Special Bully Purpose Difference Kind Unkind Feelings
Sad Lonely Bully On Purpose Stand up for Included Help Qualities Caring Friends Special Unique Different Similarities Value
RE
Year Skills Knowledge Key Vocabulary
2A
Once
upon a
Time
Au1 Christianity - What did Jesus teach?
Values and commitments
I can say if I think Christians should be kind and give a
reason.
I can say why I think Christians should be kind and
understand why this might sometimes be difficult.
Au2 Christianity - Christmas; Jesus as a gift from God
Meaning, purpose and truth
I can give a reason why Christians think God gave Jesus
to the world.
I can reflect on whether God should send Jesus again,
now.
Beliefs, teachings and sources
Learn Bible stories that show kindness, and to explore how
this makes Christians behave towards other people.
Learn a story Jesus told about being kind or an example of
when Jesus showed kindness.
Beliefs, teachings and sources
Learn to reflect on the Christmas story and the reasons
for Jesus’ birth.
Christianity
Jesus
Bible
Parable
The Good Samaritan
The Paralysed Man
______________
Christianity Christmas
Jesus
Advent Calendar
Stable
Shepherds
Wise men
English links: (reading and writing)
We shall we writing a trip advisor review after our visit to Warwick
Castle.
Maths links:
Co-ordinates locating places and people in a castle.
English links: (reading and writing)
- Letters
- Descriptions
- Recount
- Senses
- Review
- Evaluation
- Sequencing events
Maths links:
- Co-ordinates locating places and people in a castle.
- Directional language
ICT links:
- Videos
- Internet safety
- Programming using the beebots
Community engagement:
- Parent’s involvement in summer projects.
- Dojo
- Trip to Warwick Castle
Values included:
- Effort
- Teamwork
- Ambitions and Aspirations
- Self-belief
- Respect
Moorhill moment to be delivered:
Make and have a picnic
-
Current affairs
Cyber safety and online safety.