Year 1 Curriculum Autumn 1

Senses

Successful Learners

Areas of learning

  • As geographers, we will find out about our local area. We will explore and draw maps.
  • As scientists, we will Identify and name our body parts and understand how these link to our senses.
  • As designers, we will Prepare fruit and vegetables.
  • As theologians, we will Look at a special place in our community. We will look at features of a church and why people go to church.
  • As athletes, we wi Develop fundamental movement skills through dance and multi-skills activities.

Confident Individuals

Cooking and Nutrition

  • We will learn the importance of health and wellbeing by preparing fruit and vegetables.

Responsible Citizens

Environment

  • We will explore our local environment by mapping our route to school.

PSHE

  • We will learn about healthy lifestyles, growing and changing and keeping safe.

Communities

  • We will learn about special places in our community and why people go to church.

Year 1 Subject Skills

English

English

Peace at Last by Jill Murphy.

  • Children will identify sounds that they hear in their own home.
  • They will sequence the sounds heard in the story and then retell the story in simple sentences.

Brown Bear, Brown Bear, What Do You See?

Children will respond to the text by writing their own questions and responding with their own simple sentences using adjectives.

Handa’s Surprise by Eileen Browne

Children will explore different fruits (based on Handa’s Surprise) using their senses, describing their taste and smell. They will write simple descriptive sentences about different fruits. They will write instructions, using imperative verbs, for making a jam sandwich and a fruit kebab.

Through these texts, pupils will be taught to develop pleasure in reading, motivation to read, vocabulary and understanding by

  • Listening to and discussing a wide range of poems, stories and non-fiction at a level beyond that at which they can read independently
  • Being encouraged to link what they read or hear read to their own experiences
  • Becoming very familiar with key stories, fairy stories and traditional tales, retelling them and considering their particular characteristics. Through these texts, when writing, pupils will be taught to
  • Say out loud what they are going to write about
  • Compose a sentence orally before writing it
  • Re-read what they have written to check it makes sense;
  • Leave spaces between words
  • Begin to punctuate sentences using a capital letter and a full stop or question mark
  • Use plural noun suffixes (for example dog, dogs; fox, foxes). Spelling: We will be teaching the following spelling rules and teaching common exception words alongside
  • The /f/, /l/, /s/, /z/ and /k/ sounds are usually spelt as ff, ll, ss, zz and ck if they come straight after a single vowel letter in short words. Exceptions: if, pal, us, bus, yes
  • The /ŋ/ sound spelt n before k (for example: think, bank)
  • Adding the endings –ing, –ed and –er to verbs where no change is needed to the root word
  • The /tʃ/ sound is usually spelt as tch if it comes straight after a single vowel letter. Exceptions: rich, which, much, such;

Through these texts, when writing, pupils will be taught to

  • Say out loud what they are going to write about
  • Compose a sentence orally before writing it
  • Re-read what they have written to check it makes sense
  • Leave spaces between words
  • Begin to punctuate sentences using a capital letter and a full stop
  • Use plural noun suffixes (for example dog, dogs; fox, foxes).

Spelling

We will be teaching the following spelling rules and teaching common exception words alongside:

  • The /f/, /l/, /s/, /z/ and /k/ sounds are usually spelt as ff, ll, ss, zz and ck if they come straight after a single vowel letter in short words. Exceptions: if, pal, us, bus, yes; • The /ŋ/ sound spelt n before k (for example: think, bank)
  • Adding the endings –ing, –ed and –er to verbs where no change is needed to the root word
  • The /tʃ/ sound is usually spelt as tch if it comes straight after a single vowel letter. Exceptions: rich, which, much, such
  • English words hardly ever end with the letter v, so if a word ends with a /v/ sound, the letter e usually needs to be added.

Phonics

We will revisit learning from the EYFS, by teaching the Phase 3 sounds and reading words within Phase 4.

  • Maths – Place Value Science – Senses

Maths

Place Value

We will be following the Small Steps from White Rose Maths for Autumn, Block 1: https://whiterosemaths.com/.

Building on the EYFS curriculum, we will be sorting, counting and representing objects.

  • We will teach the following small steps for place value
  • Count, read and write forwards from any number within 0 to 10
  • Count, read and write backwards from any number 0 to 10
  • Count one more and one less within 10
  • Compare groups of objects to 10 using language, such as equal to, more than, less than (fewer), most, least
  • Order numbers and groups of objects to 10, including using the number line
  • Learn ordinal numbers within 10 (for example: first, second, third).

These small steps link to the following National Curriculum statements

  • Count to 100, forwards and backwards, beginning with 0 or 1, or from any given number
  • Count, read and write numbers to 100
  • Count, read and write numbers to 20 in numerals and words
  • Given a number within 100, identify one more or one less
  • Identify and represent numbers using objects and pictorial representations including the number line, and use the language of: equal to, more than, less than (fewer), most, least.

Science

Senses

Children will be identifying and naming their body parts and understand how these link to their senses. They will explore one sense at a time deciding, for instance, if tastes are sweet, salty, bitter or sour by tasting different foods. They will investigate different sounds on a sound walk and feel different textures in feely bags.

Children will learn the following objectives from the National Curriculum

  • Identify, name, draw and label the basic parts of the human body and say which part of the body is associated with each sense
  • Learn the names of the main body parts (including head, neck, arms, elbows, legs, knees, face, ears, eyes, hair, mouth, teeth) through games, actions, songs and rhymes

Children will work scientifically by using their senses to compare different texts, sounds and smells.

Geography

The Local Area

Where in the world is Kingston?

  • Children will locate their houses using Google maps and think about where Kingston is in the world.
  • They will recognise where they live and find out what their address is.
  • They will think research jobs in Kingston and create maps, starting with a map of the school. They will then draw their personal map from their home to school.

Children will learn the following objectives from the National Curriculum

  • Use world maps, atlases and globes to identify the United Kingdom
  • Use simple compass directions (North, South, East and West) and locational and directional language (near, far, left, right) to describe the location of features and routes on a map
  • 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.

History

Geography will be our topic this half-term.

Art and Design

  • Design Technology will be our focus this half-term.

Make

  • select from and use a range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing]
  • select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics

Art and Design Design Technology

Preparing Fruit and Vegetables

  • We will be designing our own fruit kebabs, linked to learning about our senses in science.
  • The children will design and make a delicious, healthy kebab. They will use a range of tools to prepare the fruit. Children will learn the following objectives from the National Curriculum

Design

  • Design purposeful, functional, appealing products for themselves and other users based on design criteria

Make

  • Select from and use a range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing]

PE

Pupils will 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.

They will be able to engage in competitive (both against self and against others) and co-operative physical activities, in a range of increasingly challenging situations.

Through dance and ‘multi-skills activities’ pupils will be taught to:

  • Master basic movements including running, jumping, throwing and catching, as well as developing balance, agility and co-ordination, and begin to apply these in a range of activities;
  • Perform dances using simple movement patterns.

Computing

We Are Gardeners

Children will learn

  • To understand that computer simulations can represent real or imaginary situations
  • to understand that simulations and used in real life and why they are useful
  • To understand that making different choices results in different outcomes.

Languages

Children will listen attentively to spoken language and show understanding by joining in with greetings and responding to short questions about feelings, name, age and favourite colours.

Music

Children will learn to

  • Use voices expressively by singing songs linked to our topic
  • Rehearse and perform songs for our Harvest assembly
  • Explore percussion instruments and learn how to play them correctly.

 

Autumn 1 Overview Autumn 1 POS

Autumn 1 Overview