Curriculum Overview

Reading

The children will also take part in whole class reading and be part of discussion about the book and the events that are happening. The children will be read too but will have the chance to read aloud to the class once they know the story and the meaning of unknown vocabulary.

Writing

In the Autumn term we will be reading the book Hansel and Gretel by Bethan Woolvin. Through this book the children will be focusing on the basic skills of writing a simple sentence. They will being ensuring they are writing from left to write, using all available space on the lines, leaving finger spaces between words, using capital letters and full stops and also begin to show an awareness of letter sizing.

Phonics

We will begin the Autumn term reviewing the most recent learning from reception, to make sure the children are secure with all of the learning. We will then move on to the extended code, where we learn that different spellings make the same sound. The code we will be learning is shown below, with examples of the sounds in the words;

Unit 1 ae- rain, play, name a, they     

Unit 2 /ee/ theme, tree, dream, chief, happy<y>

Unit 3 < ea > dream, be, he, me, she, we, 

Unit 4 /oe/  home, boat, toe, blow no, go, so

Unit 5 < o > of (f makes (V) sound

Unit 6 /er/ her, bird, turn

Unit 7 /e/ bed said, says, friend 

We will be running an information meeting about our approach to teaching the extended code and to provide information on our approach to reading books in Year 1.

Maths

Numbers to 10

Counting to 10, Comparing sets, Order and pattern Compare the number of items from a sequence of objects and find the number of objects in a sequence. Making Number bonds using thinking about parts and wholes.

Addition Within 10

Ways to add thinking about parts and wholes, Making addition stories, Solving word (story) problems thinking about parts and wholes or using the adding on strategy.

Subtraction Within 10

Ways to subtract thinking about parts and wholes, Use the takeaway concept to subtract, Use the ‘count on’ strategy to subtract, Relate subtraction to number bonds (unknown part), Subtract using number bonds, Making subtraction stories, Use pictures to make up subtraction stories by identifying the whole, known part and the part we don’t know yet.

Ordinal Numbers

Knowing ordinal numbers, Describe positions using ordinal numbers and words; 1st to 10th and first to tenth, Use the words ‘first’, ‘last’, ‘before’, ‘between’ and ‘after’ to describe the position of something.

Time

Know and order the months of the year, Sequence and order events in time order, Use a calendar to solve problems.

Shape and Pattern

Seeing 2-D shapes in things around us, Identify the four basic shapes in real-life objects, Identify and sort 2-D shapes, Name objects that have the basic shapes , Know why squares and rectangles are the same and different, Identify, describe, sort and classify 3-D shapes , Recognise, name and describe 3-D shapes, Describe and classify 3-D shapes.

Science

This Year 1 unit builds on the EYFS units ‘All about Me’ in Reception and Nursery. In the EYFS units, children looked closely at their bodies, named different parts of the body and thought about what our bodies can do. This unit reconnects to that prior learning by looking at the parts of the human body and their functions. Children then move on to study the eye in more detail, learning that scientists look closely at things to find out how they work. This is important disciplinary understanding that will grow as children progress through the curriculum. They will understand that light travels into our eyes which helps us to see. Children then progress to find out more about our ears, how we hear and the importance of hearing. Touch, taste and smell are studied, and children will begin to understand that our senses help us to process what is happening around us, helping us to be aware of the world we live in. Children will consider the role of our senses in protecting us from danger. Children will work scientifically in this unit, exploring senses and experiencing how we use them. Finally, children will study sensory impairment. In our unit plan, we have included information about the life of Helen Keller, who developed severe sight and hearing loss as a child but, with the help of her teacher, was able to graduate with a degree and go on to help others with sensory impairment. This lesson may link to content in your wider curriculum, particularly PSHE.

RE

This term the children will be following the Understanding Christianity unit entitled ‘Who made the world?’ They will learn that Christians believe God created the universe and therefore the Earth and everything in it are important to God. They will also learn that Christians believe humans should care for the world because it belongs to God. By the end of the unit, the children should be able to simply retell the story of creation from Genesis 1:1–2:3 and say what the story tells Christians about God, creation and the world. 

The children will learn about the period of time in the Christian calendar called ‘advent’. They will understand how Christians prepare for it and how important it is for them.

PHSE

In this unit, the children will begin to think about how healthy friendships are positive. They will begin to understand who to trust and who not to trust, how to understand if a friendship is making them feel unhappy and asking for help when this happens. There will be lots of discussions and activities on how different types of behaviour can make people feel different emotions and that there are consequences for our actions either good or bad.

The children will learn the importance of self-respect and how this links to their own happiness. They will begin to understand that mental wellbeing is a normal part of daily life, in the same way as physical health. They will learn to communicate their feelings to others, to recognise how others show feelings and how to respond and how to recognise what is fair and unfair, kind and unkind, what is right and wrong.

PE and Sport

In Autumn 1, we will be focussing on gymnastics where we will be learning; to explore travelling movements. To develop quality when performing and linking shapes. To develop stability and control when performing balances. To develop technique and control when performing shape jumps. To develop technique in the barrel, straight and forward roll. To link gymnastic actions to create a sequence.

In autumn 2 we will be focussing on dance where we will be learning;

Theme: Weather

To use counts of 8 to move in time and make my dance look interesting. To explore pathways in my dance. To create my own dance using, actions, pathways and counts.

Theme: Pirates

To explore speeds and actions in our pirate inspired dance. To copy, remember and repeat actions that represent the theme. To copy, repeat, create and perform actions that represent the theme.

Throughout the autumn term we will be focussing on multi skills in our outdoor PE lessons, where we will be learning;

To develop control and co-ordination when dribbling a ball with your hands. To explore accuracy when rolling a ball. To explore throwing with accuracy towards a target. To explore catching with two hands. To explore control and co-ordination when dribbling a ball with your feet. To explore tracking a ball that is coming towards me.

Geography

This unit is the first discrete geography unit Year 1 pupils will study. It introduces aerial views; the first step in supporting children’s conceptual understanding of maps. Building on an understanding of what things look like from an aerial perspective, children then look at how cartographers (map makers) represent physical (natural) and human (made by people) features of an area on a drawn map. They find out how symbols are used on maps and how a key can tell us what the symbols mean. The four-point compass is introduced, and children will use some positional language to describe locations. They will look at simple routes on a map based around a familiar location using first hand observation to help them link what they see in the world around them, to what is represented on a map.

History

This unit will introduce children to the concept of the past, they will look at pictures, hear stories and will begin to understand that there were lives lived before theirs. Recognising that children will bring different lived experiences to the classroom, we aim to interest children in the discipline of history through storytelling, physical experience, historical facts, and chronology. Where possible, we would like children to physically experience history, through utilising local resources, holding artefacts or replica artefacts and through meeting people who can tell historical stories.

Art

This unit introduces the children to the element of colour. This concept is then frequently revisited throughout the whole of the curriculum. The lessons use seminal works of Mondrian, Bruegel the Elder, Van Gogh, Vermeer and Monet to explore concepts and vocabulary which relate to colour: primary and secondary colours; warm and cool colours; tints and shades. This allows the children to start to investigate the art of painting. The activities in the unit are designed to allow them to practise good mixing technique and brush control.

This unit introduces children to the element of line. It presents the idea that lines are like basic tools for artists and explores Klee’s influential statements describing lines. The lessons explore vocabulary for describing different kinds of lines and children practise using these to create pictures, working directly from instructions and using their imagination. They investigate the work of Miro, Bratescu and Klee which show how lines can be used to show different things, ranging from simple shapes and objects to representing dreams and music. They look at how artists can use different materials to make lines, not only using pencils, pens and paint but using 3D media, such as wire and string. They then produce their own work using mixed media. Looking at huge paintings by Miro affords the opportunity to address the idea of scale and the children work as a group to produce a large piece of work.

DT

In this unit of work children make dips with vegetables sticks. They will be introduced to the idea that fruit and vegetables provide important nutrients which keep us fit and healthy and that some fruit and vegetables give us more nutrients when eaten raw. We will also revisit the idea, introduced in the Autumn A Science unit about the Human Body, that food can taste sweet or savoury. The recipe they are introduced to the children will be the skill of cutting and chopping with a knife and this is rehearsed before the children start following the recipe. The children will then taste and evaluate what they have made.

Computing

The children will be learning how to stay safe when using the internet and will be exploring how to use the internet to help us learn. They will be exploring and using Purple Mash with a focus on grouping and sorting.