Horton Mill Community Primary School

Horton Mill Community Primary School

Medium Term Planning – ‘A skills based approach to an integrated curriculum’

Subject / We Are Learning To
(WALT) / Subject –specific Skills
(taken from Renewed Framework, QCA units or National Curriculum) / Vocabulary / Resources
Literacy / Narrative Unit 1 – Stories with familiar settings.
Read stories and identify characters, settings and main events. Order events in correct sequence and re-enact. Children write their own story based on experience.
Non-fiction Unit 1 Labels, lists and captions.
Revise the purpose of labels, and lists. Create a display. Practice reading and writing captions, building to sentences.

Poetry Unit 1 – Using the senses

Read and respond to poems and text. Identify and discuss words linked to our senses / * I can identify the main character and setting in a story using evidence from the illustrations and the text.
*I can re-enact a story, sequencing the main events and using phrases from the text.
* I can write three simple sentences to tell a story.
* I can write three simple sentences to retell events based on personal experience.
*I can say what the purpose of the labels and lists around the classroom are.
*I can give a complete sentence as a caption for an object or picture.
* I am able to write a caption for an object or picture in a complete sentence with capital letters and full stop.
*I can listen to poems and identify words and phrases that describe my senses.
* I can identify details of my sensory experience & start to select suitable words and phrases to describe these.
*I can identify detailed sensory responses to direct experience and start to select and write suitable words and phrases to describe these.
* I can identify details of my sensory responses to images and start to select suitable words and phrases to describe these. / Character and Main Character
Setting
Event
Story
Experience
Sentence
Caption
List
Label
Caption
Display
Capital Letter
Full Stop
Poem
Sense
Experience
Describe
Tell
Response
Feeling
Image/Picture
Phrase / Several familiar stories
Props to re-enact story –
Clothes
Camera
Illustrations
Video Clips
Favourite objects
Labels
Display table
Suitable stories and poems
Objects that stimulate each of our senses
Props to support text studied
Illustrations
Video Clips
Structured Role Play / Explore language structures and vocabulary within familiar settings, such as shopping, visiting relatives, and food. / *I can use a shop to buy items with coins.
*I can re-enact personal experience.
* I can read captions and labels. / Coin(s) more than/less than
Money
Cost
Vocabulary related to greetings
Vocabulary related to asking questions. / Tills
Money
Vegetables (models pictures of)
Plants
Props- Clothes, gardening tools
Speaking and Listening / (Speaking) Children use photos and paintings to describe events and retell stories.
(Drama) Children will use Freeze frames to help describe events and retell stories. / * I can describe incidents and events or tell stories about my own experiences.
* I canretell stories, using story language.
* I can retell stories and use my voice in different ways.
* I can find out about characters in a story.
* I can set up a scene from a well-known story or an image from a poem. / Photo, paintings, events, retell, story, event, incident, describe, voice, characters, scene, well-known story, poem, freeze frame, thoughts, feelings. / Stories used in Literacy, photos, paintings, poems, etc.
Numeracy / Block A: Unit 1 – Counting, partitioning and calculating.
Recite number names in order, using objects and number lines. Read and write numbers to 20. Find the number that is 1 more than – 1 less than a given number. Relate subtraction to taking away. Begin to record number sentences, and solve problems involving counting.
Block B: Unit1 – Securing number facts, understanding shape.
Children will: count in as many different contexts as possible, solve problems and puzzles involving numbers and shapes, explore calculation patterns in pairs of numbers with a total of 10, learn to name shapes and describe their features, and talk about patterns.
Block C: Unt 1 – Handling data and measures
Children pose a question, gather information, order and interpret the information in groups or whole class enquires. Children measure by making direct comparisons. Children collect numerical information and record it in tables and block graphs. / *I can count up to 20 objects.
*I know how to write numbers to 20.
*I can work out the number that is one more or one less than numbers up to 20.
*I can record and talk about additions and subtractions.
*I can talk about how I solve problems using counting.
*I know that the number of objects does not change even if I move the objects around.
* I can use objects to take away a small number from any number up to 20.
*I can use numbers or shapes to copy and continue a simple pattern.
*I can begin to solve a puzzle or problem by deciding what the important information is.
*I can read, write and order numbers up to 20.
*I can use counters or the number line/100-square to find the number that is one more/less than a number.
*I know some pairs of numbers that total 10
*I can name some 2-d and 3-d shapes.
*I can answer a question using the equipment my teacher uses.
* I can talk about how I solved a problem.
*I can help to answer a question and to show what we found out.
*I can sort objects by placing them on a big diagram.
*I can compare the lengths/weights/capacities of more than two objects and put them in order.
* I can tell another person what I have done. / Counting and properties of numbers:
Number, zero, one, two, three… to twenty and beyond, count, count (up) to, Count on (from, to), Count back (from, to), Count in ones, twos… tens…, More, Less, Many, As many as
Place value and ordering:
Compare
First, second, third….. tenth
Addition and subtraction:
One more, two more…., Subtract, Take away, Minus
How many are left/left over? One less, two less…. Ten less, Equals
Is the same as

Making decisions and reasoning:

Pattern, puzzle, answer
What could we try next?
How did you work it out?
Number sentences
Money:
Money, coins, penny, pence, price.
How much..? How many…?
Shape and Space:
Size, straight, side, edge, curve, round, solid, corner, point, face. / Multi-link cubes
Dominoes
Objects that can be counted.
Marbles
Shapes
Puzzles
Games
P.C’s
Coins
3d Numbers
Individual Whiteboards
Investigative tools
Science / Unit 1A: What can we find out about ourselves?
Children learn about their senses and how they can use them to explore the world around them. They also learn that humans and other animals move and grow. / * I can identify and locate parts of their body, including sense organs.
*I can recognise changes that occur as animals get older.
*I use observations to point out differences between humans. and other animals and between animals and non-living things.
* I can communicate observations and measurements. / *Senses: sense, eye, sight, see, ear, hearing, smell, nose, touch, feel.
*Parts of the body: leg, wing, arm, beak
*Living and non-living things: alive, living, not alive, human, animal
*Making comparisons: tall, taller, tallest, like, similar to, different from
*Conveying scientific ideas: describe. / *Secondary sources showing young and adult animals
*Collection of photographs showing the same people as they get older
*Video/CD-Rom showing animals
*Tape of familiar sounds
*Objects and magnifying glass/lens
*Collection of things that smell, feely bags, modelling materials
ICT / Yr 1 : Oldham Primary Scheme of Work.
Children will use the 2 Simple software to construct and interpret a pictogram or bar chart / *I can use the mouse.
*I can make appropriate choices.
*I can understand that data can be collected and presented as a pictogram or bar chart.
*I can use pictograms/bar charts to answer simple questions.
* I know that pictograms and bar charts can be amended. / Pictogram
Transport
Graph
Favourite
Popular / Interactive Whiteboard
Suitable Software (2 Simple)
Laptop
Multi-link cubes
RE / Beliefs and Practices: (Strand 2) – Ramadan
To explore and discuss the practice of Ramadan / * I can understand the reasons for Ramadan.
*I can understand the need for people to do something, like fasting together.
*I can understand that Id-ul-Fitr marks the end of Ramadan.
*I have reflected on a shared celebration.
* I have discussed the importance of family and caring for each other. / Children will have the opportunity to use words and phrases related to the main beliefs and practices of Islam e.g.
Id-ul-Fitr
Ramada
Fasting
Celebration
Family
Prayer / *Objects used in the festival of Ramadan
*Pictures
Video
Family items
Art and design /

Unit 1A: Self-portrait

Children make a self-portrait to communicate ideas about themselves. They can talk about images of children in drawings, paintings and photographs and artists’ self-portraits in order to develop ideas about how they will portray themselves. They investigate a range of drawing materials and techniques and learn how to mix and use colour in a portrait. / *I can explore ideas about self-portraits.
* I can investigate and use drawing and painting materials and techniques to communicate.
*I can say what I think and feel about my own and others work.
* I can suggest ways of improving my own work. / Lines: Thin, bold, feint, wavy, broken
Colours: bright, dull, light, dark
Colour Mixing: thick, thin, watery, blending bright and dull and light and dark colours
Shapes: long, oval, curvy
Textures: smooth, crinkly, rough
Composition in a painting or drawing: arranging, visual qualities / Drawing Materials
Painting Materials
Dressing-up clothes
Mirrors
Images of children in a range of media
Portraits by different artists
Design Technology / Models of Ourselves / * I can draw a design for a model.
* I can choose materials to make my model.
* I can try new ways to join materials.
* I can choose the best material and best way to join my model.
* I can try to make my model even better.
* I can say what I like about my model. / draw, design, model, materials, join, improve.
Geography / Unit 1: Around our school the local area
Use of investigative tasks to introduce children to the idea of looking at their local area, focusing on aspects of local features, land use and environment. / *I understand the variety of features that form part of their local area.
*I understand the part people play in developing and changing the area.
* I am able to offer simple explanations for the presence of certain environmental issues. / Address, near, far, travel, journey, routes, features, attractive, buildings, offices, church, shop, houses, flats, garage, factory, leisure, playground, park, parade, library, museum, facilities. / *Local maps and newspapers
*Computer software for graphs
*Pictures of the local area (collected by the teachers or children)
*Local shopkeepers and employers
History /

How have I changed as I’ve grown?

My Memories / * I can describe how I have changed.
* I can order changes in time order.
* I can draw how I have changed.
* I can share my memories (eg family, friends, places visited) / baby, toddler, child, adult, nursery, primary school, changes, memory, remember, family, friends, places).
Music / Artis – linked to ‘All About Me’
Philosophy for Children / Rights and Responsibilities.
UNCRC: Becoming a Rights Respecting School / I understand what a responsibility is.
I understand what a right is.
I have explored and discussed support and collaboration.
I have explored and discussed respect.
I have explored and discussed rights-respecting behaviour. / Rights
Responsibilities
Respect
Behaviour
Support / Pictures and word banks to record ideas and discussions.
Physical Education / Gymnastics 1:
In this unit children investigate movement, stillness, and how to find and use space safely. They explore basic gymnastic actions on the floor and using apparatus. They copy or create, remember and repeat short movement phrases of ‘like’ linked actions, e.g: two jumps, or two rolls. / *I have basic control and coordination when travelling and remaining still.
*I can choose and link ‘like’ actions.
* I can remember these actions accurately and consistently.
*I can find and use space safely, with awareness of others.
*I can identify and copy the basic actions of gymnasts.
*I can use words such as rolling, travelling, balancing and climbing.
*I can make my body tense, relaxed, stretched and curled.
* I can describe what I do in my movement phrases. / Jump, land, rock, roll, grip, hang, push, pull, bounce, hop, skip, step, spring, crawl, slide
*Speed: stop, still, slowly
*Shape: tall, long, wide, narrow
*Direction: up, down, forwards
*Level, high low
*Pathway: Zigzag, straight
*Body parts and surfaces< feet, hands, toes, heels, knees, head, elbows, bottom, back, tummies
*Along, around, across, on, off, over, under, through, tension, extension, relaxation / *A database of ideas for still shapes and balances
*Resources cards with pictures of actions and body shapes
An appropriate selection of: l
Low apparatus
Portable apparatus
Fixed apparatus
PSHE /

All About Me!

Discussing ourselves, and how we affect those around us (Supporting the work carried out in Science, Art and Geography).Children will learn about the importance of working together and co-operation. / *To talk about yourself to listen to others.
*To begin to notice that facial expressions can sometimes show how we are feeling.
*To know that actions can make people feel happy or sad.
*To listen to others.
*To say something nice about members of the group.
* To think carefully about wishes. / *Expression
* Vocabulary associated with feeling e.g. happy, sad, etc. / Pictures
Video
Mirror
Microphone
Items special to people
Feelings book
Ball of wool