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.