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Year 1 Curriculum

  • Art

    AUTUMN

    Ourselves: Drawing

    The Gambia: Applying colour

     

    SPRING

     

     

    SUMMER

    Plants: Collage and textiles, digital media

    Artist study - Michael Brennand-Wood

  • Computing (ICT)

    AUTUMN

    Computing Key Skills Unit

    Expectations in Lessons

    Logging on

    Using a keyboard and typing

    Saving and opening work

    WOMBLE: Rules, logging on, uploading work, commenting and messaging.

     

    SPRING

    CREATIVITY: Unit 1.3 We are painters

    Writing and illustrating a digital book.

     

    SUMMER

    PROGRAMMING: Unit 1.1 We are treasure hunters

    Using programmable toys (Bee Bots) to implement programs and solve problems.

  • Design Technology (DT)

    AUTUMN

    Fruit Kebabs

    SPRING

    Houses

    SUMMER

    Kites

  • Geography
    • I can ask simple geographical questions.
    • I can tell you what I think of the local environment.
    • I can describe what places are like using geographical vocabulary.
    • I can make observations about the main features of our local area and how they may have developed.
    • I can recognise changes within the environment. 

     

    Hot & Cold Places: The UK & The Gambia

    • Name, locate and identify characteristics of the four countries and capital cities of the UK (using world maps, atlases, DIGIMAP and globes).
    • Use geographical vocabulary for key physical features: mountains, forests, hills and vegetation. Human features: city, town and village.
    • Name the location of hot and cold areas of the world and identify the Equator and the North and South Poles.
    • Identify seasonal and daily weather patterns in the UK. Cdn able to explain the term: seasonal weather.  
    • Use simple fieldwork and observational skills to study the geography of their school.

    *ON-GOING THROUGHOUT THE YEAR: Barnaby Bear

     

    Castles

    • Use simple fieldwork to study the key human and physical features of the nearby area (castle trip?) Are all castles the same?
    • Use photographs (Google Earth & Digimap) to recognise landmarks.
    • Use geographical vocabulary for key physical features: mountains, forests, hills and vegetation. Human features: city, town and village and farm. 
  • History

    The Gun Powder Plot

    Knowledge of understanding of wider world/British  history

    Events from beyond living memory that are significant nationally or globally

    • Be aware of the past, using common words & phrases relating to time
    • Fit people/events into chronological framework
    • Use wide vocabulary of everyday historical terms
    • Ask and answer questions appropriately

     

    Toys

    Knowledge/understanding of British history

    Changes within living memory-used where appropriate to reveal changes in national life

    Significant historical events/places/people in their own locality

    • Be aware of the past, using common words & phrases relating to time
    • Fit people/events into a chronological framework
    • Use wide vocabulary of everyday historical terms
    • Ask and answer questions appropriately

     

    Castles

    Local history

    Significant historical events, people and places in their own locality

    Knowledge/understanding of wider world history

    Events from beyond living memory that are significant nationally or globally

    Lives of significant individuals in the past who have contributed to national/international achievements. Comparison of aspects of life in different periods

    • Be aware of the past, using common words & phrases relating to time
    • Fit people/events into a chronological framework
    • Identify similarities and differences between periods
    • Use wide vocabulary of everyday historical terms
    • Ask and answer questions appropriately
    • Choose and use information from stories and other sources to show understanding
  • Literacy

    POETRY

    Key Poet: AA Milne

    • Nursery Rhymes
    • Short Rhyming verse
    • Acrostic poems

    Key Focus: Onomatopoeia, Rhyme and Repetition

     

    FICTION

    Key Author: Jane Hissey

    Old Bear, Little Bear Lost, Little Bear’s Trousers, Jolly Tall

    • Traditional Stories from other cultures
    • Fairy Stories
    • Significant Author study

     

    NON-FICTION

    • Labelling, lists and captions
    • Instructions
    • Recounts

     

    AUTUMN

    Poetry: Nursery rhymes; acrostic Christmas poem

    Non-Fiction: Labels & captions linked to Ourselves

    Fiction: Traditional stories from other cultures linked to geography topic on hot and cold-  Anancy

     

    SPRING

    Poetry: Short rhyming verse  AA Milne Now we are six

    Non-Fiction: Instructions linked to history topic of toys ( How to play …), computing and making fruit kebabs

    Fiction: Significant author study: Jane Hissey

     

    SUMMER

    Poetry: Short rhyming poems linked to Growing

    Fiction: Fairy stories Jack & the Beanstalk

    Non-Fiction: Recount of a castle visit linked to history topic on castles

    Non-Fiction: Lists

  • Maths

    Beginning to measure and record capacity and volume.

    Beginning to measure and record lengths and heights.

    Beginning to measure and record mass/weight.

    Beginning to measure and record time.

    Compare, describe & solve problems involving measures.

    Describe position, direction and movement.

    Know and use 'date' words such as days, weeks and months.

    Order and arrange objects and shapes in patterns.

    Recognise and can name 2D and 3D shapes in different sizes.

    Recognise and can name 2D shapes from everyday objects.

    Recognise and can name 3D shapes from everyday objects.

    Recognise and know the value of coins and notes.

    Recognise and name 2D shapes.

    Recognise and name 3D shapes.

    Tell the time to the hour and half past the hour.

    Add and subtract 1 digit numbers to 20.

    Add and subtract 2 digit numbers to 20.

    Complete simple number patterns.

    Count in 2's, 5's and 10's.

    Double single digit numbers.

    Read, write & understand calculations with +, - and = signs.

    Share and group small amounts.

    Show and use number bonds to 20.

    Show and use subtraction facts to 20.

    Show multiplication using arrays.

    Solve one step problems using addition.

    Solve one step problems using subtraction.

    Solve simple division problems.

    Solve simple multiplication problems.

    Count in multiples of 10.

    Count in multiples of 2.

    Count in multiples of 5.

    Count to and across 100, forwards and backwards.

    Count, read and write numbers to 100.

    Find and name a half of a quantity.

    Find and name a half of a shape.

    Find and name a half of an object.

    Find and name a quarter of a quantity.

    Find and name a quarter of a shape.

    Find and name a quarter of an object.

    Find one more or one less than a number.

    Read and write numbers from 1 to 20 in digits and words.

    Solve simple half and quarter problems.

  • Music

    AUTUMN

    Exploring Sounds

    • Identify different sounds.
    • Change and use sounds expressively in response to a stimulus.

    Exploring Duration

    • Discriminate between long and short sounds.
    •  Use them to create sequences of sound.

     

    SPRING

    Exploring Pulse & Rhythm

    • Recognise the difference between pulse and rhythm.
    • Perform with a sense of pulse.

    Exploring Pitch

    • Discriminate between higher and lower sounds.
    • Create simple melodic patterns using tuned percussion.

     

    SUMMER

    Exploring Musical Symbols

    • Recognise different ways sounds are made and changed.
    • Begin to understand a simple graphic score.
    • Name and know how to play, a variety of classroom instruments.

    Exploring Timbre, Tempo & Dynamics

    • Recognise how sounds and instruments can be used expressively and combined to create music in response to a stimulus.
  • Personal, Social & Health Education (PSHE)

    AUTUMN

    Global citizenship: Thinking about our global links and finding out about the British values of democracy, rule of law, mutual respect, individual liberty and tolerance.

    Internet safety: Taught through computing

    New beginnings: Creating class rules and exploring our similarities and differences

    Protective behaviours: Feeling of safety and what to do if we feel unsafe.

    Getting on and falling out: What makes a good friend, peaceful problem solving.

    Say no to bullying: Taught during anti-bullying week

     

    SPRING

    Gender and identity: Celebrating who you are and discussing gender equality through toys

    Healthy eating: Taught through PE and DT

    Going for goals: Setting a learning goal and managing distractions

    Gypsy Roma Traveller education: Celebrating diversity

    Money management: Taught during Finance fortnight

    Good to be me: Exploring feeling happy, proud, worried and anxious

     

    SUMMER

    Keeping safe: Keeping safe with medicines

    Relationships: Exploring ways to feel better after friendship problems

    Growing and caring for ourselves: How we change as we get older and personal hygiene

    Changes: Managing changes around us and changes we make ourselves

  • Physical Education (PE) & Sport

    AUTUMN

    INDOOR:

    • Indoor Athletics Circuits.

    OUTDOOR/GAMES:

    • Multi-skills activities focussing on development of the fundamental movement skills of agility, balance and coordination.

     

    SPRING

    INDOOR:

    • Gymnastics activities: 
      • Floor work
      • Low - High Level Apparatus Work

    OUTDOOR/GAMES:

    • Invasion style games skill development.
    • Striking and fielding style games skill development.

     

    SUMMER

    INDOOR:

    • Dance - topic based dances using simple movement patterns.

    OUTDOOR GAMES:

    • Athletics activities skill development.
    • Multi-skills activities – further development of the fundamental movement skills of agility, balance and coordination.
  • Religious Education (RE)

    AUTUMN

    Unit 1 What does it mean to belong?

    • Discuss groups of people who belong together and how they can be identified e.g. uniforms.
    • How is belonging expressed and made explicit?
    • Discuss belonging to our school and leadership in the school.
    •  Discuss groups they belong to, how this makes them feel and link to self-esteem.
    • Discuss belonging to a religious family and how beliefs are demonstrated.
    • Discuss main world religions using Say Hello to programme.

    Unit 2 Why do Christians give gifts at Christmas?

    • Discuss the concept of a gift and what it can mean – important gifts to them, gifts which cost nothing but hold huge value.
    • Hear the Christmas story and think about its meaning.
    • Discuss the gifts given to Jesus, their meaning and compare to gifts they were given as babies.
    • A visit from the local Christian minister to hear about how Christians celebrate Christmas at home and in Church, what happens during a service?
    • Discuss their hopes for the holiday season.

     

    SPRING

    Unit 3 Thinking about Angels and looking into another religion.

    • Discuss what the children think about angels, note their language and make an illustration.
    •  Look at images of angels, note their language and make another illustration and compare.
    • Hear the story of Jacobs dream and discuss dreams they have had and compare.
    • Hear the story of Zechariah – imagine how it would be if you were unable to speak, act out and relate to story.
    • Recall the story in drawings.
    • Discuss the naming of John the Baptist and compare to any naming ceremonies they have known about.
    • Use Say hello to programme to investigate and compare a religion reflected by the members of the year group e.g. Muslim.
    • Compare special festivals, food, places of worship, special activities.

    Unit 4 Moses and Passover.

    • Use Say hello programme to find out about Jewish beliefs and practices.
    • Discuss the beginning of the story of Moses – baby found in the bulrushes – compare to their early life.
    • Revisit the idea of leadership and hear story where Moses was asked to be a leader.
    • Hear the story of the plagues and discuss their feelings about this – recall the story in pictures.
    • Look at images about Passover and the Seder meal, its importance to Jews, traditions and relate to celebrations in their own lives.
    • Introduce the idea of a symbol – the sedar plate.

     

    SUMMER

    Unit 5 Appreciating the beauty of our world and creations stories

    • Looking at beautiful places in our world and asking big questions.
    • Bringing in inspiring natural finds and celebrating these.
    • Create their own animal
    • Create their own world
    • Hear and recall the Jewish/Christian story of creation.
    • Hear other creation stories.

    Unit Visiting a Christian Church

    • Children discuss their own experiences of a Church
    • Remind the children about what a symbol is and look out for them in the Church.
    • Look at various aspects of church buildings, church furniture and what happens in a Church
    • Visit a Church and hear from minister what happens in church, why people go to church
    • Look at and draw parts of the inside and outside of a church.
    • Reflect on visit and compare to building important to themselves.
  • Science

    AUTUMN

    Ourselves - Who are we?

    Ourselves

    Identify, name, draw and label the basic parts of the human body and say which part of the body is associated with each sense.

     (including head, neck, arms, elbows, legs, knees, face, ears, eyes, hair, mouth, teeth) through games, actions, songs and rhymes.

    Hot and cold

    Pupils might work scientifically by: using their observations to compare and contrast animals at first hand or through videos and photographs, describing how they identify and group them; grouping animals according to what they eat; and using their senses to compare different textures, sounds and smells

    • Identify and name a variety of common animals including fish, amphibians, reptiles, birds and mammals
    • Identify and name a variety of common animals that are carnivores, herbivores and omnivores

     

    SPRING

    Playtime – How do we play?

    Everyday materialsToys

    Pupils should explore, name, discuss and raise and answer questions about every day materials. Pupils should explore and experiment with a wide variety of materials

    • Distinguish between an object and the material from which it is made
    • Identify and name a variety of everyday materials, including wood, plastic, glass, metal water and rock.
    • Describe the simple properties of a variety of everyday materials such as hard/soft: shiny: dull
    • Compare and group together a variety of everyday materials on the basis of their simple physical properties
    • Find out how the shapes of solid objects made from some materials can be changed by squashing, bending, twisting and stretching.

     

    SUMMER

    Plants & Castles

    Plants

    Pupils should use the local environment throughout the year to explore and answer questions about plants growing in their habitat. Where possible, they should observe the growth of flowers and vegetables that they have planted. Pupils should be introduced to the requirements of plants for germination, growth and survival, as well as to the processes of reproduction and growth in plants.

    From year 1

    • Identify and name a range of common plants, including garden plants, wild plants and trees, and those classified as deciduous and evergreen
    • Identify and describe the basic structure of a variety of common flowering plants, includingroots,stem/trunk,leaves,flowers,petals,fruit,roots,bulb, seeds.

    From year 2

    • Observe and describe how seeds and bulbs grow into mature plants
    • Find out and describe how plants need water, light and a suitable temperature for growth and stay healthy

     

    Seasonal change

    • Observe changes across the seasons.
    • Observe and describe weather associated with the seasons and how day length varies.

    Plants

    Pupils should use the local environment throughout the year to explore and answer questions about plants growing in their habitat.

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