Year 1

Welcome to the Year 1 Curriculum Page which shows what curriculum areas are covered throughout the year. If you click on most of the topic areas, you'll find special links to fun learning places on the Internet...

 

 

 

Term 1

Term 2

Term 3

Term 4

Term 5

Term 6

English

 

Emily Brown and the Thing

Snail & Whale

Space (information text)

Billy Goats Guff

Jack & Bean Stalk

Maths

 

Counting

+, -, learn its

Number bonds, +, -, shape, learn its, PV

+, -, fractions, patterns, PV

Multiplication, -, +, shape, measure

Multiplication, division, +, -,

time

Science

 

 

Transition

(Everyday Materials)

Light

Seasons

Animal Magic

Flower Power

Art & DT

 

 

Transition

(inc in EYFS plans)

Paper mache - Globes

Natural Materials - Sculpture

Pencil Drawing - Animals

Food Tech - plants

Music

 

 

Transition

(inc in EYFS plans)

Exploring sounds

Making sound patterns

Carnival of the Animals

Chants and world music

Computing

 

Transition( inc in EYFS plans)

Paint (Christmas cards)

Simulation - BeeBots

Control – BeeBots

Basic skills

Data handling

PE

 

Transition

(no pe)

Dance/Playground Games

Gymnastics/Dance

Team games

Team games

PHSE

 

Transition

(inc in EYFS plans)

How we change over time

Good to be me!

People who are important to us

Goal setting

RE

 

 

Christmas

Belonging to a community

Easter story

Christians

Islam

TOPIC

 

Brilliant Bristol

Explorers!

John Cabot & Neil Armstrong

TBC

Notes:

Blue shading – will be planned in line with progress by term

Discuss change of terms with MH

 

Term 1 and 2 – Transition from EYFS curriculum means that children have child initiated activities which include elements from all aspects of the NC and EYFS for choice during sections of the day. 

New National Curriculum Topic Objectives (Sept 2014 onwards):

Brilliant Bristol (Term 1-2)

History:

  • Changes within living memory. Where appropriate, these should be used to reveal aspects of change in national life.
  • Significant historical events, people and places in their own locality.

Geography:

  • name, locate and identify characteristics of the four countries and capital cities of the United Kingdom and its surrounding seas.
  • understand geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom.

Geography (Skills):

  • use world maps, atlases and globes to identify the United Kingdom and its countries use simple locational and directional language (e.g. near and far; left and right) to describe the location of features and routes on a map
  • use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features; devise a simple map; and use and construct basic symbols in a key
  • 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 area.

Explorers (Term 3-4)

History:

  • Study the lives of significant individuals in the past who have contributed to national and international achievements. Some should be used to compare aspects of life in different periods: Neil Armstrong & John Cabot.
  • significant historical events, people and places in their own locality
  • events beyond living memory that are significant globally

Geography:

  • Name and locate the world’s seven continents and five oceans

Geography Skills:

  • Use world maps, atlases and globes to identify the United Kingdom and its countries, as well as the countries, continents and oceans studied at this key stage

 

Plants & Animals (Terms 5-6)

PLANTS

• identify and name a variety 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, including roots, stem/trunk, leaves and flowers

  

ANIMALS, INCLUDING HUMANS

• identify and name a variety of common animals that are birds, fish, amphibians, reptiles, mammals and invertebrates

• identify and name a variety of common animals that are carnivores, herbivores and omnivores

• describe & compare the structure of a variety of common animals (birds, fish, amphibians, reptiles, mammals and invertebrates, and 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