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Year 1:

Key Stage 1 - Year 1 Curriculum

 
Autumn Term
Spring Term
Summer Term
Role Play area(s)
Pet Shop / Under The Sea/Cafe
Doctors Surgery/Petshop
Space Rocket/Garden Centre
Topics
Our world
Materials
Growth
 Maths
Counting objects, estimating, counting on and back, 1 more 1 less, pairs to 5-10, doubles to 5-10, 2d shape, symmetry, venn and carol diagrams, writing numbers and numerals, compare and order numbers, addition and subtraction to 10, simple word problems, position and direction, comparing lengths heights and weights, recognise coins up to £2
Revise work from Autumn term and…
Place value, pairs to 8, adding using different strategies including putting larger number first, unit patterns, count on from 2 digit numbers, 3d shape, days of the week, months of the year, seasons, count on and back in 10’s from any number, begin to count in 2’s and 5’s, halves and quarters of numbers and shapes, read o’clock and half past, (digital and analogue)
Revise Autumn and Spring term and…
Compare weight and capacity, complete tables and block graphs, solve repeated addition problems equivalent coin amounts, half past and quarter past / to times.
Phonics
Phonics – Phonics is taught using Read, Write Inc
English

 

 
 
 
 
 
listen and respond to others;
build their vocabulary;
use questions to find information and articulate answers;
give well-structured descriptions, explanations and narratives;
participate actively in conversations, presentations and role plays;
use spoken language to develop understanding and explore ideas;
gain, maintain and monitor the interest of the listener(s);
consider and evaluate different viewpoints.
decode words using phonics (segment and blend);
read common exception words,
read words containing–s, –es, –ing, –ed, –er and –est endings;
read words with contractions [for example, I’m, I’ll, we’ll],
listen to and discuss  a wide range of poems, stories and non-fiction;
link what they read or hear read to their own experiences;
retell stories and join in with predictable phrases;
discuss word meanings, linking new meanings to those already known;
make predictions, discuss the significance of the title and events.
 
Spell the days of the week;
name the letters of the alphabet in order;
add prefixes and suffixes:
use–s or –es as the plural marker for nouns and the third person singular marker for verbs;
use the prefix un–;
use –ing, –ed, –er and –est where no change is needed in the spelling of root words [for example,helping, helped, helper, eating, quicker, quickest];
say out loud what they are going to write about;
sequencing sentences to form short narratives;
re-read what they have written to check that it makes sense;
discuss what they have written with the teacher or other pupils;
read aloud their writing clearly enough to be heard by their peers and the teacher;
leave spaces between words;
join words and joining clauses using and;
begin to punctuate sentences using a capital letter and a full stop, question mark or exclamation mark;
use a capital letter for names of people, places, the days of the week, and the personal pronoun ‘I’.
Science
Working scientifically
 
 
Seasonal changes
Animals including humans.
Finding out about different animals including fish, amphibians, reptiles, birds and mammals. Learning about their structure and what they eat.
Learning about what animals eat.
Learning about the basic parts of the human body and our 5 senses.
 
Observe changes across the 4
Uses of every day materials.
Finding out about different objects and the material from which it is made, including wood, plastic, glass, metal, water, and rock.
Investigating simple physical properties of a variety of everyday materials.
Comparing and grouping a variety of everyday materials on the basis of their simple physical properties.
 
Observe changes across the 4 seasons
Plants.
Learn about how seeds and bulbs grow into mature plants.
Investigate how plants need water, light and a suitable temperature to grow and stay healthy.
 
 
 
 Observe changes across the 4 seasons
RE:
Somerset AMV
Rules and choices 
My behaviour affects others.
To show sensitivity to other’s needs and feelings and form positive relationships with adults and other children.
Behaviour in class-what kind of behaviour might be appropriate in class. Discuss that which is not. Why do we behave in this way? What happens when we are kind and what happens when we are not? Draw a picture and write/scribe a leaf for our kindness tree.
Choices-the story of Jonah. I have a choice and it is up to me to make the right ones. Jonah in the Bible made choices. Discuss them.
 
Special Books
I know why some stories are important to myself and others.
To say what some Christian and Jewish symbols and stories stand for and say what some of the stories are about.
To talk about what is important to them and to others with respect for their feelings.
To know about similarities and differences between themselves To identify how people mark important times in life, and among families, communities and traditions.
Identify why some books are of value to themselves, Christian and Jewish people and ask the children to reflect on what makes books special to themselves.
Make a special book for someone they love.
Milestones in family life
To respond in the light of their own experiences and thoughts…How do things change as we go through life?
To learn how Christians welcome babies into their community
To identify what are the most important events in their lives so far. Class discussion about what makes an occasion or event important and why. Then group activities, drawing or painting a picture of a special occasion, family or celebration.
 
 
PSHE/Seal
To know that I belong to a community.
To feel safe and content within my class. To help make the class a safe and fair place. To be confident to speak in a familiar group and talk about their ideas.
Talk about differences and similarities but how we all belong to Squirrel class.
 
To say what I want to happen when there is a problem (set a goal).
To choose a realistic goal and break it down into small bits.  Talk about how the children feel when they are challenged. It might make them feel angry or frustrated. How can they deal with these feelings? In pairs discuss how they could make an achievable or realistic goal. Explain how the goal can be broken down into small steps and give examples.
To know some things about themselves that have changed and some things that will not change
To know that to make some changes is hard and takes a long time.
To know the people who are important to me.
To understand that being unkind and hurting someone doesn’t make me feel better.
PE
Parachute games.
Develop fundamental movement skills, become increasingly competent and confident and access a broad range of opportunities to extend their agility, balance and coordination, individually and with others.
Engage in competitive (both against self and against others) and co-operative physical
activities, in a range of increasingly challenging situations.
Gymnastics / Tennis.
Develop fundamental movement skills, become increasingly competent and confident and access a broad range of opportunities to extend their agility, balance and coordination, individually and with others.
Developing balance, agility and co-ordination, and begin to apply these in a range of activities.
Dance / Outdoor games.
Perform dances using simple movement patterns.
Master basic movements including running, jumping, throwing and catching
Participate in team games, developing simple tactics for attacking and defending.
Engage in competitive (both against self and against others) and co-operative physical activities, in a
range of increasingly challenging situations.
ART
Across the year we will be using a range of materials, drawing, painting and sculpture.  We will develop techniques of colour, pattern, texture, line, shape, form and space.
Artists from around the world.
Textile – knitting, weaving.
Paper – paper Mach, woodwork.
Stained glass window.
Sculpture.
Design – wallpaper – printing.
Fashion.
DT
Use the process of design, make (selecting materials and tools) and evaluate to build structures and models using a variety of mechanisms (levers, slides, wheels and axis.
 
COOKING AND NUTRITION:
Use the basic principles of a healthy and varied diet to prepare dishes.
Understand where food comes from.
 
History / Geography
Use basic geographical and vocabulary to refer to local and familiar features.
Children know about similarities and differences in relation to places, objects, materials and living things. They talk about the features of their own immediate environment and how environments might vary from one other.
Use maps and globes to learn about the four countries and capital cities of the United Kingdom.
Changes in living memory (linked to aspects of national life where appropriate).
Invite reading “granny” to come and talk to the children about her life and memories. Can she explain how things have changed over the years? What events in history does she remember?
 
To identify seasonal and daily weather patterns in the United Kingdom and the location of hot and cold areas of the world in relation to the Equator and the North and South poles.
To identify seasonal and daily weather patterns in the United Kingdom and the location of hot and cold areas of the world in relation to the Equator and the North and South poles.
Record the daily weather patterns using charts, symbols and diaries.
Changes in living memory (linked to aspects of national life where appropriate.
Homes of long ago look at old photographs and pictures of old bathrooms, kitchens, old technology and talk about how things have changed. Collect artefacts.
To use simple fieldwork and observational skills to study the geography of the school and its grounds and key human and physical features of its surrounding area.
To use basic geographical vocabulary to refer to;
-key physical features, including: beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetarian, season and weather.
Key human features including: city, town, village, factory, farm, house, office, port, harbour and shop.
Visit the harbour and lifeboat station, draw maps, label them and devise a simple key.
Study the lives of significant historical figures including comparison of those from different periods.
Learn about the life and historical importance of Grace Darling.
Events of local importance-
The Overland Launch, link with our visit to the lifeboat station.
English, mathematics , physical education, PHSE and computing are taught as discrete subjects.  The humanities subjects, art and design, and design and technology  are taught through an integrated  'creative' curriculum.  Links are made between all subjects and planning takes into account teaching grammar across all areas.  Topics will last for a term and will cover all of the above subjects and science. 
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