Year 1 Curriculum Map

Click here to view the Year 1 Timetable for 2016-17

 

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

RE

To learn about the relationships in the family, at school. On the Parish, neighbourhood, world (C1) - To learn about the roles in the communities to which they belong (Children, parents, parishioners, priest, bishop, pope) (C2)  The love shown to them and how to show love to others (L1)

2016/2017 During the Year of Mercy the first half term will be spent on the Acts of Mercy.

Give drink to the thirsty

The role of the priest in the love and service of God’s family (CE1)

The Church as the House of God where God’s people gather with Jesus (C3)

Hear the story of Christmas (R1)

The role of Mary and her ‘yes’ to God’s Word (C4

Ways in which people pray in Church

Scripture passages which reveal God’s love (psalms of thanks, trust). (CE2)

The Church’s celebration of Sunday as a special day. (CE3)

Some ways the Church celebrates major seasons of the Liturgical Year.

The rites and symbols of Baptism and confirmation. (CE5)

Their human qualities and gifts and those of others. (L2)

Ways in which they are free to choose. Responses that are not loving and failures to show love and care. (L3)

Hear the story of Easter

To come to know Jesus is God the Father’s Son. (R2)

Ways in which Jesus invited men and women to friendship and discipleship. (CE6)

The good news of Pentecost. (R3) Abraham & Moses (beginnings of Judaism).

The way Jesus proclaimed the Good news in what he said and did. (C5)

Experience and come to know that Jesus tells us about God his Father. (R4)

Opportunities today to live and share life following examples of Jesus. (C6)

English

Curriculum

Key Performance Indicators

Reading List

See separate document: English Curriculum Map

See separate document: English Curriculum Map

See separate document: English Curriculum Map

See separate document: English Curriculum Map

See separate document: English Curriculum Map

See separate document: English Curriculum Map

Mathematics

Click to read separate document: Mathematics Scheme of Learning

Science

Everyday materials – The Three Little Pigs!

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 physical properties of a variety of everyday materials

compare and group together a variety of everyday materials on the basis of their simple physical properties

This is the first time in the science curriculum that materials are studied.

Everyday materials

describe the simple physical properties of a variety of everyday materials

compare and group together a variety of everyday materials on the basis of their simple physical properties

Animals including human

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

describe and compare the structure of a variety of common animals (fish, amphibians, reptiles, birds and mammals including pets)

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

This is the first time in the science curriculum that animals are studied.

Animals including human 

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

 

Plants 

identify and name a variety of common wild and garden plants, including deciduous and evergreen trees

identify and describe the basic structure of a variety of common flowering plants, including trees

This is the first time in the science curriculum that plants are studied.

 

TOPIC Theme

Superhero

Who is strongest?

Colour

Blackpool Travel to ……. (destination decided by children) Seaside What grows?

History

Develop an awareness of the past

Use words and phrases relating to the passing of time.

Ask and answer questions

Make simple observations about different types of people

Children in year 1 should be taught the above skills through study of significant historical events, people and places in their own locality

Use a wide vocabulary of everyday historical terms

Understand some ways we find out about the past

Identify similarities and differences between ways of life at different times

Study of changes within living memory. Where appropriate, these should be used to reveal aspects of change in national life

Geography

key human features, including: city, town, village, factory, farm, house, office, port, harbour and shop use simple fieldwork and observational skills to study the geography of their school and its grounds and the key human and physical features of its surrounding environment. understand geographical similarities and differences through studying the human and physical geog of a small area of the United Kingdom, and of a small area in a contrasting non-European country

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

Art

Painting – colour, space

Use painting as a medium to develop and share ideas. Focus on colour and space for effect

Drawing – line, shape

Use drawing as a medium to develop, share ideas experiences and imagination. Focus on line and shape.

Materials – pattern

Use a range of materials creatively to design and make products. Use a wide range of patterns

Sculpting – texture and form

Use sculpting as a medium to develop understanding of texture and form. Incorporate known experiences or imagination.

Artists – Making links to their own work.

Make links to artists, craft makers and designers through each of the mediums.

DT

Planning, Practical skills and techniques

Plan by suggesting what to do next.  

Select from and use a range of tools and equipment to perform practical tasks. For example cutting, shaping and joining.

Select from a range of materials and components according to their characteristics.

Join and combine materials and components.

Follow procedures for safety and hygiene

Own ideas and products

Begin to talk about their design ideas and what they are making.

Make simple judgements about their products and ideas against design criteria.

 

Making products work

Explore the movement of simple mechanisms such as leavers, sliders, wheels and axles

Generating, developing, modelling and communicating ideas

Generate ideas by drawing on their own experiences.

Begin to develop and communicate ideas by talking and drawing.

Model ideas by exploring materials and making templates.

Begin to use information and communication technology, where appropriate, to develop and communicate ideas.

Use of Design and Make assignment in the context of the zoo visit – children produce reason for designing)

Where food comes from

Understand that all food comes from a plant or animal.

Food preparation, cooking and nutrition

How to prepare simple dishes safely and hygienically without a heat source.

To understand that everyone should eat five portions of fruit and vegetables every day.

Understanding contexts, users and purposes

Begin to work within a range of contexts such as imaginary, story-based, home, school, gardens, playgrounds, local community to design purposeful, functional and appealing products for themselves.

Talk about their design ideas and what they are making.

Say whether their products are for themselves or other users.

Begin to use a simple design criteria to help develop their ideas

(Creating items for use at the seaside – children decide criteria and need for product)

Making products work

Build structures, exploring how they can be made stronger, stiffer and more stable.  (Building Model Village)

Existing products (Real life models)

Across ks1 pupils should explore:

What products are / Who/what products are for.  How and where products might be used.  What materials a product is made from?  What they like and dislike about a product

PHSE

See separate document: PHSE Curriculum Map

 

See separate document: PHSE Curriculum Map

 

See separate document: PHSE Curriculum Map

 

See separate document: PHSE Curriculum Map

 

See separate document: PHSE Curriculum Map

 

See separate document: PHSE Curriculum Map

 

PE

 Lost and Found – baseline children’s overall performance of: Skipping when playing statues.  Look at overall children’s performance in follow the leader in hopping and skipping.  Teacher to assess each child rolling and kicking a ball and record result as to whether immature, developing or mature level.

Core task – rolling – can roll a ball underarm with some consistency, if rolling with right arm or left foot forward and vice versa.

Dance – Children are able to perform remembering and repeating their sequences with control and with a sense of rhythm (Steve Thomes – Autumn 2)

Core Task – kicking – use a basic kicking action with some consistency, show an awareness of space.  Decide where to stand to make it difficult for opponents.

Gymnastics – making shapes core task.  Can show basic control and coordination when performing basic gymnastics actions

Walk forward, backwards, travel on hands and feed (animal moves), tall thin, wide shapes, tuck shapes, pencil, egg roll and tucking on back, jumping and landing 2:2, 2:1 and 1:2, carry apparatus safely, show clear start and finish (Double Unit)

Core task – underarm throw, can throw a bean bag underarm with some consistency into an opponents’ hoop with if a right arm throw – left foot forward and vice versa if left arm throw

Core task catching – can catch a bean bag or ball with some consistency

Core task – overarm throw – can throw overarm with some consistency.  (If a right arm throw – left foot forward and vice versa if left arm throw) Know which throw to use for distance (ie overarm or underarm.  Can explain with help why they need to throw into space

Athletics – colour match to throw underarm for accuracy.  To throw overarm for distance.  To complete obstacle course with speed and agility.

Music

To use their voices expressively and creatively by singing songs and speaking chants and rhymes

Excellence Outcome: to sing/speak in unison in time with the music

To play tuned and un-tuned instruments musically

Excellence Outcome: to create long/short sounds on a variety of instruments.

To experiment with, create, select and combine sounds using the inter-related dimensions of music (made by body and voice)

Excellence Outcome:  to clap longer rhythms with support and make different sounds (high and low– pitch; loud and quiet– dynamics; fast and slow-tempo)

To experiment with, create, select and combine sounds using the inter-related dimensions of music (made by instruments)

Excellence Outcome: to perform a 2 bar melody in common time (4/4)

To play and perform in solo and ensemble contexts combining the use of their voices with playing musical instruments with increasing accuracy, fluency, control and expression

To experiment with, create, select and combine sounds using the inter-related dimensions of music.

Excellence Outcome: to create & record simple patterns using non-standard musical notation.

To listen with concentration and understanding to a range of high-quality live and recorded music.

Excellence Outcome: To distinguish between fast and slow / loud and quiet music 

To begin to identify  instruments  in a range of music genres. (classical, jazz, hip-hop)

Computing

See separate document for scheme of learning

Educational Visits and Showcase

Salisbury Woodland 

Showcase of models to parents

Trip to Illuminasia 

Visit B and Q to mix colours of paint

Zoo Trip

Circus Skills Visit to school (Nanny Trumble)

Year 1 Kitchen Ready Steady Cook

Visit Catering Academy’s Kitchen and invite chef in

Seaside Visit – Fleetwood or Cleveleys (use of Beach chalet at Fleetwood)

Garden Centre Visit

What grows, grow products (herbs) and use them within cooking.

Ongoing Themes

Science - Seasonal Changes

observe changes across the four seasons

observe and describe weather associated with the seasons and how day length varies.

This is the only time in the science curriculum that seasonal changes are studied

During Years 1 and 2, pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content:

  • asking simple questions
  • observing closely, using simple equipment
  • performing simple tests
  • identifying and classifying
  • using their observations and ideas to suggest answers to questions

RE

Learn about the need to say sorry and ask forgiveness. Jesus’ prayer to his Father. Learn about the need to say sorry and ask forgiveness.

Music

Listen with attention to detail and recall sounds with increasing aural memory