Cam Woodfield Infant School

Year 1 Curriculum

2020 - 2021

Grow – Explore - Discover

Mission Statement

We aim to develop happy, healthy, independent learners who work towards a better future for themselves and for the world in which they live.

Values

1. To have self and mutual respect, showing care, tolerance and kindness to all.

2. To act with integrity and honesty.

3. To be happy and independent members of society.

4. To aspire to be the best we can academically, physically and socially.

5. To be confident and able to persevere and develop resilience.

Vision

1. Most pupils consistently achieving or exceeding the national average at Key Stage 1 and all achieving the best they can aspire to.

2. A safe and secure nurturing environment providing a diversity of cultural and sporting experiences to develop pupils’ learning and life skills.

3. All stakeholders working to encourage an ethos of continuous development.

4. Encourage parental commitment and involvement in their child’s learning and the wider school community.

5. Encouraging and supporting dedicated and knowledgeable staff in making full use of their expertise.

6. A sustainable school using resources effectively and responsibly.

Designing our Curriculum

We have a local interpretation of the nationally designed curriculum. The schemes of work, expectations and experiences take in to account:

· The local environment (Cam, Dursley, Gloucestershire)

· The expertise of the staff in school

The curriculum reinforces prior learning and increases in cognitive complexity. It widens out as the child moves through the school, revisiting concepts in greater depth and building on previous knowledge, skills and experiences.

The aims of our curriculum are:

· for pupils to develop the knowledge and skills to be successful, independent and motivated

· to ensure that our children's learning is both meaningful, and benefits from a specific focus on the core requirements of the English and mathematics curriculums.

OFSTED

Learning can be defined as an alteration to long-term memory.

Intent

· knowledge and skills that pupils need in order to take advantage of opportunities, responsibilities and experience in later life

· clear what end points the curriculum is building towards and what pupils need to know and be able to do

· planned and sequenced – new knowledge and skills build on what has been taught before

· reflects the schools local context by addressing typical gaps in pupils’ knowledge and skills (consider how the intended curriculum will address social disadvantage)

· remains as broad as possible for as long as possible

· high ambition for all pupils

· enables evaluation of pupils’ knowledge and skills against expectations

· the extent to which we are equipping children with the knowledge and cultural capital they need to succeed in life (‘It is the essential knowledge that pupils need to be educated citizens, introducing them to the best that has been thought and said and helping to engender an appreciation of human creativity and achievement’ National Curriculum)

· content taught in a logical progression, systematically and explicitly enough for all pupils to acquire the intended knowledge and skills

· consider how the curriculum is designed and taught so that pupils read at an age-appropriate level

Implementation

· how the curriculum is taught and assessed to support pupils to build their knowledge and to apply that knowledge as skills

· how taught at subject and classroom level

· teachers have expert knowledge of the subjects that they teach

· teachers enable puypils to understand key concepts

· teachers check pupils’ understanding effectively

· teachers ensure that pupils embed key concepts in their long-term memory and apply them fluently

· teachers use assessment to check pupils’ understanding – not simply memorise disconnected facts

· pupils connect knowledge with existing knowledge

· pupils develop fluency and unconsciously apply their knowledge as skills

· assessment helps pupils to embed knowledge and use it fluently

· assessment assists teachers in producing clear next steps for pupils

Impact

· outcomes – what pupils have learnt

· focus primarily on what pupils have learned

· well-constructed, well-taught curriculum

· disadvantaged pupils and pupils with SEND acquire the knowledge and cultural capital they need to succeed in life

National Curriculum

Introduces pupils to the best that has been thought and said; and helps engender an appreciation of human creativity and achievement.

Provides an outline of core knowledge around which teachers can develop exciting and stimulating lessons to promote the development of pupils’ knowledge, understanding and skills as part of the wider school curriculum.

EnglishTeach pupils to speak and write fluently so that they can communicate their ideas and emotions to others and through their reading and listening, others can communicate with them.

MathsProvides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject.

SciencePupils should be encouraged to recognise the power of rational explanation and develop a sense of excitement and curiosity about natural phenomena.

Art and DesignEngage, inspire and challenge pupils, equipping them with the knowledge and skills to experiment, invent and create their own works of art, craft and design.

ComputingEquip pupils to use computational thinking and creativity to understand the change in the world.

DTPupils design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values.

GeographyInspire in pupils a curiosity and fascination about the world and its people that will remain with them for the rest of their lives.

HistoryHelp pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world. It should inspire pupils’ curiosity to know more about the past.

MusicShould engage and inspire pupils to develop a love of music and their talents as musicians, and so increase their self-confidence, creativity and sense of achievement.

PEProvide opportunities for pupils to become physically confident in a way which supports their health and fitness.

Other Areas

REExplore matters of religions and non-religious beliefs – to find out what matters most to people in a wide range of traditions represented in our country and beyond, and to discern what is of value for themselves as they develop their own ideas and ways of living.

PSHESupport spiritual, moral, cultural, mental and physical development and prepare them for the opportunities, responsibilities and experiences of life.

SMSCPromote the spiritual, moral, cultural, mental and physical development of pupils at the school and of society. Prepare pupils for the opportunities, responsibilities and experiences of later life.

British ValuesUnderstand that while different people may hold different views about what is ‘right’ and ‘wrong’, all people living in England are subject to its law.

Year 1 ENGLISH

Spoken Language

These statements apply to all years. The content should be taught at a level appropriate to the age of the pupils. Pupils should build on the oral language skills that have been taught in preceding years.

Pupils should be taught to develop their competence in spoken language and listening to enhance the effectiveness with which they are able to communicate across a range of contexts and to a range of audiences. They should therefore have opportunities to work in groups of different sizes – in pairs, small groups, large groups and as a whole class. Pupils should understand how to take turns and when and how to participate constructively in conversations and debates.

Attention should also be paid to increasing pupils’ vocabulary, ranging from describing their immediate world and feelings to developing a broader, deeper and richer vocabulary to discuss abstract concepts and a wider range of topics, and to enhancing their knowledge about language as a whole.

Pupils should receive constructive feedback on their spoken language and listening, not only to improve their knowledge and skills but also to establish secure foundations for effective spoken language in their studies at primary school, helping them to achieve in secondary education and beyond.

listen and respond appropriately to adults and their peers

ask relevant questions to extend their understanding and knowledge

use relevant strategies to build their vocabulary

articulate and justify answers, arguments and opinions

give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings

maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments

use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas

speak audibly and fluently with an increasing command of Standard English

participate in discussions, presentations, performances, role play, improvisations and debates

gain, maintain and monitor the interest of the listener(s)

consider and evaluate different viewpoints, attending to and building on the contributions of others

select and use appropriate registers for effective communication.

Word Reading

Pupils should revise and consolidate the GPCs and the common exception words taught in Reception. As soon as they can read words comprising the year 1 GPCs accurately and speedily, they should move on to the year 2 programme of study for word reading.

The number, order and choice of exception words taught will vary according to the phonics programme being used. Ensuring that pupils are aware of the GPCs they contain, however unusual these are, supports spelling later.

Young readers encounter words that they have not seen before much more frequently than experienced readers do, and they may not know the meaning of some of these. Practice at reading such words by sounding and blending can provide opportunities not only for pupils to develop confidence in their decoding skills, but also for teachers to explain the meaning and thus develop pupils’ vocabulary.

Pupils should be taught how to read words with suffixes by being helped to build on the root words that they can read already. Pupils’ reading and re-reading of books that are closely matched to their developing phonic knowledge and knowledge of common exception words supports their fluency, as well as increasing their confidence in their reading skills. Fluent word reading greatly assists comprehension, especially when pupils come to read longer books.

apply phonic knowledge and skills as the route to decode words

respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes, including, where applicable, alternative sounds for graphemes

read accurately by blending sounds in unfamiliar words containing GPCs that have been taught

read common exception words, noting unusual correspondences between spelling and sound and where these occur in the word

read words containing taught GPCs and –s, –es, –ing, –ed, –er and –est endings

read other words of more than one syllable that contain taught GPCs

read words with contractions [for example, I’m, I’ll, we’ll], and understand that the apostrophe represents the omitted letter(s)

read aloud accurately books that are consistent with their developing phonic knowledge and that do not require them to use other strategies to work out words

re-read these books to build up their fluency and confidence in word reading.

Reading Comprehension

Pupils should have extensive experience of listening to, sharing and discussing a wide range of high-quality books with the teacher, other adults and each other to engender a love of reading at the same time as they are reading independently.

Pupils’ vocabulary should be developed when they listen to books read aloud and when they discuss what they have heard. Such vocabulary can also feed into their writing. Knowing the meaning of more words increases pupils’ chances of understanding when they read by themselves. The meaning of some new words should be introduced to pupils before they start to read on their own, so that these unknown words do not hold up their comprehension.

However, once pupils have already decoded words successfully, the meaning of those that are new to them can be discussed with them, so contributing to developing their early skills of inference. By listening frequently to stories, poems and non-fiction that they cannot yet read for themselves, pupils begin to understand how written language can be structured in order, for example, to build surprise in narratives or to present facts in non-fiction. Listening to and discussing information books and other non-fiction establishes the foundations for their learning in other subjects. Pupils should be shown some of the processes for finding out information.

Through listening, pupils also start to learn how language sounds and increase their vocabulary and awareness of grammatical structures. In due course, they will be able to draw on such grammar in their own writing.

Rules for effective discussions should be agreed with and demonstrated for pupils. They should help to develop and evaluate them, with the expectation that everyone takes part. Pupils should be helped to consider the opinions of others.

Role-play can help pupils to identify with and explore characters and to try out the language they have listened 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

recognising and joining in with predictable phrases

learning to appreciate rhymes and poems, and to recite some by heart

discussing word meanings, linking new meanings to those already known

understand both the books they can already read accurately and fluently and those they listen to by:

drawing on what they already know or on background information and vocabulary provided by the teacher

checking that the text makes sense to them as they read and correcting inaccurate reading

discussing the significance of the title and events

making inferences on the basis of what is being said and done

predicting what might happen on the basis of what has been read so far

participate in discussion about what is read to them, taking turns and listening to what others say

explain clearly their understanding of what is read to them.

Writing Transcription - Spelling

Reading should be taught alongside spelling, so that pupils understand that they can read back words they have spelt.

Pupils should be shown how to segment spoken words into individual phonemes and then how to represent the phonemes by the appropriate grapheme(s). It is important to recognise that phoneme-grapheme correspondences (which underpin spelling) are more variable than grapheme-phoneme correspondences (which underpin reading). For this reason, pupils need to do much more word-specific rehearsal for spelling than for reading.

At this stage pupils will be spelling some words in a phonically plausible way, even if sometimes incorrectly. Misspellings of words that pupils have been taught to spell should be corrected; other misspelt words should be used to teach pupils about alternative ways of representing those sounds.

Writing simple dictated sentences that include words taught so far gives pupils opportunities to apply and practise their spelling.

Spelling (see English Appendix 1)

spell words containing each of the 40+ phonemes already taught

spell common exception words

spell the days of the week

naming the letters of the alphabet in order

using letter names to distinguish between alternative spellings of the same sound

using the spelling rule for adding –s or –es as the plural marker for nouns and the third person singular marker for verbs

using the prefix un–

using –ing, –ed, –er and –est where no change is needed in the spelling of root words [for example, helping, helped, helper, eating, quicker, quickest]

apply simple spelling rules and guidance, as listed in English Appendix 1

write from memory simple sentences dictated by the teacher that include words using the GPCs and common exception words taught so far.

Handwriting

Handwriting requires frequent and discrete, direct teaching. Pupils should be able to form letters correctly and confidently. The size of the writing implement (pencil, pen) should not be too large for a young pupil’s hand. Whatever is being used should allow the pupil to hold it easily and correctly so that bad habits are avoided.

Left-handed pupils should receive specific teaching to meet their needs.

sit correctly at a table, holding a pencil comfortably and correctly

begin to form lower-case letters in the correct direction, starting and finishing in the right place

form capital letters

form digits 0-9

understand which letters belong to which handwriting ‘families’ (i.e. letters that are formed in similar ways) and to practise these.

Revision of reception work

Statutory requirements

The boundary between revision of work covered in Reception and the introduction of new work may vary according to the programme used, but basic revision should include:

all letters of the alphabet and the sounds which they most commonly represent

consonant digraphs which have been taught and the sounds which they represent

vowel digraphs which have been taught and the sounds which they represent

the process of segmenting spoken words into sounds before choosing graphemes to represent the sounds

words with adjacent consonants

guidance and rules which have been taught

Statutory requirementsRules and guidance (nonstatutory)Example words (nonstatutory)

The sounds /f/, /l/, /s/, /z/ and /k/ spelt ff, ll, ss, zz and ck

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.

off, well, miss, buzz, back

The /ŋ/ sound spelt n before k

bank, think, honk, sunk

Division of words into syllables

Each syllable is like a ‘beat’ in the spoken word. Words of more than one syllable often have an unstressed syllable in which the vowel sound is unclear.

pocket, rabbit, carrot, thunder, sunset

Statutory requirementsRules and guidance (nonstatutory)Example words (nonstatutory)

-tch

The /tʃ/ sound is usually spelt as tch if it comes straight after a single vowel letter. Exceptions: rich, which, much, such.

catch, fetch, kitchen, notch, hutch

The /v/ sound at the end of words

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 after the ‘v’.

have, live, give

Adding s and es to words (plural of nouns and the third person singular of verbs)

If the ending sounds like /s/ or /z/, it is spelt as –s. If the ending sounds like /ɪz/ and forms an extra syllable or ‘beat’ in the word, it is spelt as –es.

cats, dogs, spends, rocks, thanks, catches

Adding the endings –ing, –ed and –er to verbs where no change is needed to the root word

–ing and –er always add an extra syllable to the word and –ed sometimes does.

The past tense of some verbs may sound as if it ends in /ɪd/ (extra syllable), /d/ or /t/ (no extra syllable), but all these endings are spelt –ed.

If the verb ends in two consonant letters (the same or different), the ending is simply added on.

hunting, hunted, hunter, buzzing, buzzed, buzzer, jumping, jumped, jumper

Adding –er and –est to adjectives where no change is needed to the root word

As with verbs (see above), if the adjective ends in two consonant letters (the same or different), the ending is simply added on.

grander, grandest, fresher, freshest, quicker, quickest

Vowel digraphs and trigraphs

Some may already be known, depending on the programmes used in Reception, but some will be new.

Vowel digraphs and trigraphsRules and guidance (nonstatutory)Example words (nonstatutory)

ai, oi

The digraphs ai and oi are virtually never used at the end of English words.

rain, wait, train, paid, afraidoil, join, coin, point, soil

ay, oy

ay and oy are used for those sounds at the end of words and at the end of syllables.

day, play, say, way, stayboy, toy, enjoy, annoy

a–e

made, came, same, take, safe

e–e

these, theme, complete

i–e

five, ride, like, time, side

o–e

home, those, woke, hope, hole

u–e

Both the /u:/ and /ju:/ (‘oo’ and ‘yoo’) sounds can be spelt as u–e.

June, rule, rude, use, tube, tune

ar

car, start, park, arm, garden

ee

see, tree, green, meet, week

ea (/i:/)

sea, dream, meat, each, read (present tense)

ea (/ɛ/)

head, bread, meant, instead, read (past tense)

er (/ɜ:/)

(stressed sound): her, term, verb, person

er (/ə/)

(unstressed schwa sound): better, under, summer, winter, sister

ir

girl, bird, shirt, first, third

ur

turn, hurt, church, burst, Thursday

Vowel digraphs and trigraphsRules and guidance (nonstatutory)Example words (nonstatutory)

oo (/u:/)

Very few words end with the letters oo, although the few that do are often words that primary children in year 1 will encounter, for example, zoo

food, pool, moon, zoo, soon

oo (/ʊ/)

book, took, foot, wood, good

oa

The digraph oa is very rare at the end of an English word.

boat, coat, road, coach, goal

oe

toe, goes

ou

The only common English word ending in ou is you.

out, about, mouth, around, sound

ow (/aʊ/)

ow (/əʊ/)

ue

ew

Both the /u:/ and /ju:/ (‘oo’ and ‘yoo’) sounds can be spelt as u–e, ue and ew. If words end in the /oo/ sound, ue and ew are more common spellings than oo.

now, how, brown, down, townown, blow, snow, grow, showblue, clue, true, rescue, Tuesdaynew, few, grew, flew, drew, threw

ie (/aɪ/)

lie, tie, pie, cried, tried, dried

ie (/i:/)

chief, field, thief

igh

high, night, light, bright, right

or

for, short, born, horse, morning

ore

more, score, before, wore, shore

aw

saw, draw, yawn, crawl

au

author, August, dinosaur, astronaut

air

air, fair, pair, hair, chair

ear

dear, hear, beard, near, year

ear (/ɛə/)

bear, pear, wear

are (/ɛə/)

bare, dare, care, share, scared

Statutory requirementsRules and guidance (nonstatutory)Example words (nonstatutory)

Words ending –y (/i:/ or /ɪ/)

very, happy, funny, party, family

New consonant spellings ph and wh

The /f/ sound is not usually spelt as ph in short everyday words (e.g. fat, fill, fun).

dolphin, alphabet, phonics, elephantwhen, where, which, wheel, while

Using k for the /k/ sound

The /k/ sound is spelt as k rather than as c before e, i and y.

Kent, sketch, kit, skin, frisky

Adding the prefix –un

The prefix un– is added to the beginning of a word without any change to the spelling of the root word.

unhappy, undo, unload, unfair, unlock

Compound words

Compound words are two words joined together. Each part of the longer word is spelt as it would be if it were on its own.

football, playground, farmyard, bedroom, blackberry

Common exception words

Pupils’ attention should be drawn to the grapheme-phoneme correspondences that do and do not fit in with what has been taught so far.

the, a, do, to, today, of, said, says, are, were, was, is, his, has, I, you, your, they, be, he, me, she, we, no, go, so, by, my, here, there, where, love, come, some, one, once, ask, friend, school, put, push, pull, full, house, our – and/or others, according to the programme used

Writing – Composition

At the beginning of year 1, not all pupils will have the spelling and handwriting skills they need to write down everything that they can compose out loud.

Pupils should understand, through demonstration, the skills and processes essential to writing: that is, thinking aloud as they collect ideas, drafting, and re-reading to check their meaning is clear.

write sentences by:

saying out loud what they are going to write about

composing a sentence orally before writing it

sequencing sentences to form short narratives

re-reading 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.

Writing – vocabulary, grammar and punctuation

Pupils should be taught to recognise sentence boundaries in spoken sentences and to use the vocabulary listed in English Appendix 2 (‘Terminology for pupils’) when their writing is discussed.

Pupils should begin to use some of the distinctive features of Standard English in their writing. ‘Standard English’ is defined in the Glossary.

develop their understanding of the concepts set out in English Appendix 2 by:

leaving spaces between words

joining words and joining clauses using and

beginning to punctuate sentences using a capital letter and a full stop, question mark or exclamation mark

using a capital letter for names of people, places, the days of the week, and the personal pronoun ‘I’

learning the grammar for year 1 in English Appendix 2

use the grammatical terminology in English Appendix 2 in discussing their writing.

Year 1: Detail of content to be introduced (statutory requirement)

Word

Regular plural noun suffixes –s or –es [for example, dog, dogs; wish, wishes], including the effects of these suffixes on the meaning of the noun

Suffixes that can be added to verbs where no change is needed in the spelling of root words (e.g. helping, helped, helper)

How the prefix un– changes the meaning of verbs and adjectives [negation, for example, unkind, or undoing: untie the boat]

Sentence

How words can combine to make sentences

Joining words and joining clauses using and

Text

Sequencing sentences to form short narratives

Punctuation

Separation of words with spaces

Introduction to capital letters, full stops, question marks and exclamation marks to demarcate sentences

Capital letters for names and for the personal pronoun I

Terminology for pupils

letter, capital letter

word, singular, plural

sentence

punctuation, full stop, question mark, exclamation mark

Year 1 MATHS

Number and Place Value

Pupils practise counting (1, 2, 3…), ordering (for example, first, second, third…), and to indicate a quantity (for example, 3 apples, 2 centimetres), including solving simple concrete problems, until they are fluent.

Pupils begin to recognise place value in numbers beyond 20 by reading, writing, counting and comparing numbers up to 100, supported by objects and pictorial representations.

They practise counting as reciting numbers and counting as enumerating objects, and counting in twos, fives and tens from different multiples to develop their recognition of patterns in the number system (for example, odd and even numbers), including varied and frequent practice through increasingly complex questions.

They recognise and create repeating patterns with objects and with shapes.

count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number

count, read and write numbers to 100 in numerals; count in multiples of twos, fives and tens

given a number, identify one more and 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

read and write numbers from 1 to 20 in numerals and words.

Number – Addition and Subtraction

Pupils memorise and reason with number bonds to 10 and 20 in several forms (for example, 9 + 7 = 16; 16 – 7 = 9; 7 = 16 – 9). They should realise the effect of adding or subtracting zero. This establishes addition and subtraction as related operations.

Pupils combine and increase numbers, counting forwards and backwards.

They discuss and solve problems in familiar practical contexts, including using quantities. Problems should include the terms: put together, add, altogether, total, take away, distance between, difference between, more than and less than, so that pupils develop the concept of addition and subtraction and are enabled to use these operations flexibly.

read, write and interpret mathematical statements involving addition (+), subtraction (–) and equals (=) signs

represent and use number bonds and related subtraction facts within 20

add and subtract one-digit and two-digit numbers to 20, including zero

solve one-step problems that involve addition and subtraction, using concrete objects and pictorial representations, and missing number problems such as 7 =   – 9.

Number – Multiplication and Division

Through grouping and sharing small quantities, pupils begin to understand: multiplication and division; doubling numbers and quantities; and finding simple fractions of objects, numbers and quantities.

They make connections between arrays, number patterns, and counting in twos, fives and tens.

solve one-step problems involving multiplication and division, by calculating the answer using concrete objects, pictorial representations and arrays with the support of the teacher.

Number – Fractions

Pupils are taught half and quarter as ‘fractions of’ discrete and continuous quantities by solving problems using shapes, objects and quantities. For example, they could recognise and find half a length, quantity, set of objects or shape. Pupils connect halves and quarters to the equal sharing and grouping of sets of objects and to measures, as well as recognising and combining halves and quarters as parts of a whole.

recognise, find and name a half as one of two equal parts of an object, shape or quantity

recognise, find and name a quarter as one of four equal parts of an object, shape or quantity.

Measurement

The pairs of terms: mass and weight, volume and capacity, are used interchangeably at this stage.

Pupils move from using and comparing different types of quantities and measures using non-standard units, including discrete (for example, counting) and continuous (for example, liquid) measurement, to using manageable common standard units.

In order to become familiar with standard measures, pupils begin to use measuring tools such as a ruler, weighing scales and containers.

Pupils use the language of time, including telling the time throughout the day, first using o’clock and then half past.

compare, describe and solve practical problems for:

lengths and heights [for example, long/short, longer/shorter, tall/short, double/half]

mass/weight [for example, heavy/light, heavier than, lighter than]

capacity and volume [for example, full/empty, more than, less than, half, half full, quarter]

time [for example, quicker, slower, earlier, later]

measure and begin to record the following:

lengths and heights

mass/weight

capacity and volume

time (hours, minutes, seconds)

recognise and know the value of different denominations of coins and notes

sequence events in chronological order using language [for example, before and after, next, first, today, yesterday, tomorrow, morning, afternoon and evening]

recognise and use language relating to dates, including days of the week, weeks, months and years

tell the time to the hour and half past the hour and draw the hands on a clock face to show these times.

Geometry – Properties of Shapes

Pupils handle common 2-D and 3-D shapes, naming these and related everyday objects fluently. They recognise these shapes in different orientations and sizes, and know that rectangles, triangles, cuboids and pyramids are not always similar to each other.

recognise and name common 2-D and 3-D shapes, including:

2-D shapes [for example, rectangles (including squares), circles and triangles]

3-D shapes [for example, cuboids (including cubes), pyramids and spheres].

Geometry – Position and Direction

Pupils use the language of position, direction and motion, including: left and right, top, middle and bottom, on top of, in front of, above, between, around, near, close and far, up and down, forwards and backwards, inside and outside.

Pupils make whole, half, quarter and three-quarter turns in both directions and connect turning clockwise with movement on a clock face.

describe position, direction and movement, including whole, half, quarter and three-quarter turns.

Year 1 SCIENCE

Programme of Study

Notes

Working Scientifically

· asking simple questions and recognising that they can be answered in different ways

· observing closely, using simple equipment

· performing simple tests

· identifying and classifying

· using their observations and ideas to suggest answers to questions

· gathering and recording data to help in answering questions.

Working Scientifically

· explore the world around them and raise their own questions

· experience different types of scientific enquiries, including practical activities

· begin to recognise ways in which they might answer scientific questions.

· use simple features to compare objects, materials and living things

· decide how to sort and group

· observe changes over time

· begin to notice patterns and relationships

· ask people questions and use simple secondary sources to find answers

· use simple measurements and equipment to gather data, carry out simple tests, record simple data, and talk about what they have found out and how they found it out

· record and communicate their findings in a range of ways and begin to use simple scientific language

Plants – Year 1

· use the local environment throughout the year to explore and answer questions about plants growing in their habitat

· observe the growth of flowers and vegetables that they have planted

· become familiar with common names of flowers, examples of deciduous and evergreen trees, and plant structures

Working Scientifically

· observe closely, perhaps using magnifying glasses, and comparing and contrasting familiar plants

· describe how they were able to identify and group them

· drawing diagrams showing the parts of different plants including trees

· record how plants have changed over time

· compare and contrast what they have found out about different plants

Plants – Year 1

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.

Animals, including humans – Year 1

· use the local environment throughout the year to explore and answer questions about animals in their habitat

· understand how to take care of animals taken from their local environment and the need to return them safely after study

· become familiar with the common names of some fish, amphibians, reptiles, birds and mammals, including those that are kept as pets.

· plenty of opportunities to 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.

Working Scientifically

· use observations to compare and contrast animals at first hand or through videos and photographs

· describe how they identify and group them; grouping animals according to what they eat; and using their senses to compare different textures, sounds and smells.

Animals, including humans – Year 1

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.

Everyday Materials – Year 1

· explore, name, discuss and raise and answer questions about everyday materials so that they become familiar with the names of materials and properties such as: hard/soft; stretchy/stiff; shiny/dull; rough/smooth; bendy/not bendy; waterproof/not waterproof; absorbent/not absorbent; opaque/transparent

· explore and experiment with a wide variety of materials, not only those listed in the programme of study, but including for example: brick, paper, fabrics, elastic, foil

Working Scientifically

· perform simple tests to explore questions, for example: ‘What is the best material for an umbrella? ...for lining a dog basket? ...for curtains? ...for a bookshelf? ...for a gymnast’s leotard?

Everyday Materials – Year 1

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.

Seasonal Changes – Year 1

· observe and talk about changes in the weather and the seasons

· Pupils should be warned that it is not safe to look directly at the Sun, even when wearing dark glasses.

Working Scientifically

· make tables and charts about the weather

· make displays of what happens in the world around them, including day length, as the seasons change.

Seasonal Changes – Year 1

observe changes across the four seasons

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

Year 1 ART AND DESIGN

Purpose of Study

Art, craft and design embody some of the highest forms of human creativity.

A high-quality art and design education should ENGAGE, INSPIRE and CHALLENGE pupils, equipping them with the knowledge and skills to experiment, INVENT and CREATE their own works of art, craft and design.

As pupils progress, they should be able to THINK CRITICALLY and develop a more rigorous understanding of art and design.

They should also know how art and design both reflect and shape our HISTORY, and contribute to the culture, creativity and wealth of our nation.

Aims

· produce creative work, exploring their ideas and recording their experiences

· become proficient in drawing, painting, sculpture and other art, craft and design techniques

· evaluate and analyse creative works using the language of art, craft and design

· know about great artists, craft makers and designers, and understand the historical and cultural development of their art forms.

Content

to use a range of materials creatively to design and make products

to use drawing, painting and sculpture to develop and share their ideas, experiences and imagination

to develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space

about the work of a range of artists, craft makers and designers, describing the differences and similarities between different practices and disciplines, and making links to their own work.

Painting - Use thick and thin brushes / Mix primary colours to make secondary

Collage - Use a combination of materials that are cut, torn and glued

Sculpture – Use a combination of shapes / Include lines and texture / Use techniques such as rolling and moulding

Drawing - Draw lines of different sizes and thickness / Colour neatly following the lines

Print - Use repeating or overlapping shapes / Mimic print from the environment (e.g. wallpapers)

Textiles - Use weaving to create a pattern / Join materials using glue and/or a stitch

Digital media - Use a wide range of tools to create different textures and lines

The greats - Describe the work of notable artists, artisans and designers

Year 1 COMPUTING

Purpose of Study

A high-quality computing education equips pupils to use computational thinking and creativity to understand and change the world.

Computing has deep links with mathematics, science, and design and technology, and provides insights into both natural and artificial systems.

The core of computing is computer science, in which pupils are taught the principles of information and computation, how digital systems work, and how to put this knowledge to use through programming.

Building on this knowledge and understanding, pupils are equipped to use information technology to create programs, systems and a range of content.

Computing also ensures that pupils become digitally literate – able to use, and express themselves and develop their ideas through, information and communication technology – at a level suitable for the future workplace and as active participants in a digital world.

Aims

· can understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation

· can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems

· can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems

· are responsible, competent, confident and creative users of information and communication technology.

Content

understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions

create and debug simple programs

use logical reasoning to predict the behaviour of simple programs

use technology purposefully to create, organise, store, manipulate and retrieve digital content

recognise common uses of information technology beyond school

use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies.

Year 1 DESIGN AND TECHNOLOGY

Purpose of Study

Design and technology is an inspiring, rigorous and practical subject.

Using creativity and imagination, pupils design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values.

They acquire a broad range of subject knowledge and draw on disciplines such as mathematics, science, engineering, computing and art.

Pupils learn how to take risks, becoming resourceful, innovative, enterprising and capable citizens.

Through the evaluation of past and present design and technology, they develop a critical understanding of its impact on daily life and the wider world.

High-quality design and technology education makes an essential contribution to the creativity, culture, wealth and well-being of the nation.

Aims

· develop the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world

· build and apply a repertoire of knowledge, understanding and skills in order to design and make high-quality prototypes and products for a wide range of users

· critique, evaluate and test their ideas and products and the work of others

· understand and apply the principles of nutrition and learn how to cook.

Cooking and Nutrition

As part of their work with food, pupils should be taught how to cook and apply the principles of nutrition and healthy eating. Instilling a love of cooking in pupils will also open a door to one of the great expressions of human creativity. Learning how to cook is a crucial life skill that enables pupils to feed themselves and others affordably and well, now and in later life.

use the basic principles of a healthy and varied diet to prepare dishes

understand where food comes from.

Through a variety of creative and practical activities, pupils should be taught the knowledge, understanding and skills needed to engage in an iterative process of designing and making. They should work in a range of relevant contexts [for example, the home and school, gardens and playgrounds, the local community, industry and the wider environment].

Design

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

generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology

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

Evaluate

explore and evaluate a range of existing products

evaluate their ideas and products against design criteria

Technical knowledge

build structures, exploring how they can be made stronger, stiffer and more stable

explore and use mechanisms [for example, levers, sliders, wheels and axles], in their products.

Year 1 GEOGRAPHY

Purpose of Study

A high-quality geography education should inspire in pupils a curiosity and fascination about the world and its people that will remain with them for the rest of their lives.

Teaching should equip pupils with knowledge about diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes.

As pupils progress, their growing knowledge about the world should help them to deepen their understanding of the interaction between physical and human processes, and of the formation and use of landscapes and environments.

Geographical knowledge, understanding and skills provide the frameworks and approaches that explain how the Earth’s features at different scales are shaped, interconnected and change over time.

Aims

develop contextual knowledge of the location of globally significant places – both terrestrial and marine – including their defining physical and human characteristics and how these provide a geographical context for understanding the actions of processes

understand the processes that give rise to key physical and human geographical features of the world, how these are interdependent and how they bring about spatial variation and change over time

are competent in the geographical skills needed to:

collect, analyse and communicate with a range of data gathered through experiences of fieldwork that deepen their understanding of geographical processes

interpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information Systems (GIS)

· communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and writing at length.

Pupils should develop knowledge about the world, the United Kingdom and their locality. They should understand basic subject-specific vocabulary relating to human and physical geography and begin to use geographical skills, including first-hand observation, to enhance their locational awareness.

Locational knowledge

name, locate and identify characteristics of the four countries and capital cities of the United Kingdom and its surrounding seas

Place knowledge

understand geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom.

Human and physical geography

identify seasonal and daily weather patterns in the United Kingdom.

use basic geographical vocabulary to refer to:

· key physical features, including: beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season and weather

· key human features, including: city, town, village, factory, farm, house, office, port, harbour and shop

Geographical skills and fieldwork

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

use simple compass directions (North, South, East and West) and locational and directional language [for example, 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 environment.

Year 1 HISTORY

Purpose of Study

A high-quality history education will help pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world.

It should inspire pupils’ curiosity to know more about the past.

Teaching should equip pupils to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement.

History helps pupils to understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups, as well as their own identity and the challenges of their time.

Aims

· know and understand the history of these islands as a coherent, chronological narrative, from the earliest times to the present day: how people’s lives have shaped this nation and how Britain has influenced and been influenced by the wider world

· know and understand significant aspects of the history of the wider world: the nature of ancient civilisations; the expansion and dissolution of empires; characteristic features of past non-European societies; achievements and follies of mankind

· gain and deploy a historically grounded understanding of abstract terms such as ‘empire’, ‘civilisation’, ‘parliament’ and ‘peasantry’

· understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to make connections, draw contrasts, analyse trends, frame historically-valid questions and create their own structured accounts, including written narratives and analyses

· understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed

· gain historical perspective by placing their growing knowledge into different contexts, understanding the connections between local, regional, national and international history; between cultural, economic, military, political, religious and social history; and between short- and long-term timescales.

Pupils should develop an awareness of the past, using common words and phrases relating to the passing of time. They should know where the people and events they study fit within a chronological framework and identify similarities and differences between ways of life in different periods. They should use a wide vocabulary of everyday historical terms. They should ask and answer questions, choosing and using parts of stories and other sources to show that they know and understand key features of events. They should understand some of the ways in which we find out about the past and identify different ways in which it is represented.

In planning to ensure the progression described above through teaching about the people, events and changes outlined below, teachers are often introducing pupils to historical periods that they will study more fully at key stages 2 and 3.

CONTENT

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

events beyond living memory that are significant nationally or globally [for example, the Great Fire of London, the first aeroplane flight or events commemorated through festivals or anniversaries]

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 [for example, Elizabeth I and Queen Victoria, Christopher Columbus and Neil Armstrong, William Caxton and Tim Berners-Lee, Pieter Bruegel the Elder and LS Lowry, Rosa Parks and Emily Davison, Mary Seacole and/or Florence Nightingale and Edith Cavell]

significant historical events, people and places in their own locality.

Year 1 MUSIC

Purpose of Study

Music is a universal language that embodies one of the highest forms of creativity.

A high-quality music education should engage and inspire pupils to develop a love of music and their talent as musicians, and so increase their self-confidence, creativity and sense of achievement.

As pupils progress, they should develop a critical engagement with music, allowing them to compose, and to listen with discrimination to the best in the musical canon.

Aims

· perform, listen to, review and evaluate music across a range of historical periods, genres, styles and traditions, including the works of the great composers and musicians

· learn to sing and to use their voices, to create and compose music on their own and with others, have the opportunity to learn a musical instrument, use technology appropriately and have the opportunity to progress to the next level of musical excellence

· understand and explore how music is created, produced and communicated, including through the inter-related dimensions: pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate musical notations.

CONTENT

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

play tuned and untuned instruments musically

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

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

Year 1 PHYSICAL EDUCATION

Purpose of Study

A high-quality physical education curriculum inspires all pupils to succeed and excel in competitive sport and other physically-demanding activities.

It should provide opportunities for pupils to become physically confident in a way which supports their health and fitness.

Opportunities to compete in sport and other activities build character and help to embed values such as fairness and respect.

Aims

· develop competence to excel in a broad range of physical activities

· are physically active for sustained periods of time

· engage in competitive sports and activities

· lead healthy, active lives.

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

CONTENT

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

participate in team games, developing simple tactics for attacking and defending

perform dances using simple movement patterns.

Year 1 PSHE

Relationships

can explain how others are feeling and how they show those feelings. e.g. Smiling, crying, being quiet etc.

understands how his/her actions may make others feel.

recognises from his/her own actions what is fair and unfair, kind and unkind and right and wrong.

can describe people that are special to them and what makes them special e.g. Parents, carers, friends etc.

can describe different ways others can be teased or bullied and understand that these are wrong.

understands how to resist teasing or bullying and who to go to for help if they witness it.

Health and Wellbeing

describe how to keep fit and healthy and understand basic dental hygiene.

can share personal successes with his/her class.

use vocabulary to describe when they feel good and bad and discuss simple ways to manage these feelings.

understands how to keep themselves clean.

describe simple ways to stay safe in different environments. e.g. On the street, at school, on the internet etc.

understands the difference between a secret and a surprise.

understands who they can seek help from if they are worried e.g. Teachers, family, friends.

Living in the Wider World

makes a positive contribution to the classroom environment.

follows the classroom and school rules.

can share, take turns and return borrowed items.

understands that money comes from different places.

understands that money can be used for different purposes. e.g. Spending and saving.

understands simple ways to keep money safe and the different ways they can spend it.

understands that there are different forms of media. e.g. Newspaper, radio, TV.

Year 1 RELIGIOUS EDUCATION

Principal aim

The principal aim of religious education is to explore what people believe and what difference this makes to how they live, so that pupils can gain the knowledge, understanding and skills needed to handle questions raised by religion and belief, reflecting on their own ideas and ways of living.

· Religious education contributes dynamically to children and young people’s education in schools by provoking challenging questions about meaning and purpose in life, beliefs about God, ultimate reality, issues of right and wrong and what it means to be human.

· In RE pupils learn about religions and beliefs in local, national and global contexts, to discover, explore and consider different answers to these questions.

· Pupils learn to weigh up the value of wisdom from different sources, to develop and express their insights in response and to agree or disagree respectfully.

· Teaching therefore should equip pupils with systematic knowledge and understanding of a range of religions and beliefs, enabling them to develop their ideas, values and identities.

· RE should develop in pupils an aptitude for dialogue so that they can participate positively in our society, with its diverse religions and beliefs.

· Pupils should gain and deploy the skills needed to understand, interpret and evaluate texts, sources of wisdom and authority and other evidence. They should learn to articulate clearly and coherently their personal beliefs, ideas, values and experiences while respecting the right of others to differ.

Making sense of beliefs

Identifying and making sense of religious and non-religious beliefs and concepts; understanding what these beliefs mean within their traditions; recognising how and why sources of authority (such as texts) are used, expressed and interpreted in different ways, and developing skills of interpretation.

identify core beliefs and concepts studied and give a simple description of what they mean

give examples of how stories show what people believe (e.g. the meaning behind a festival)

give clear, simple accounts of what stories and other texts mean to believers

Understanding the impact

Examining how and why people put their beliefs into practice in diverse ways, within their everyday lives, within their communities and in the wider world.

give examples of how people use stories, texts and teachings to guide their beliefs and actions

give examples of ways in which believers put their beliefs into practice

Making connections

Evaluating, reflecting on and connecting the beliefs and practices studied; allowing pupils to challenge ideas studied, and the ideas studied to challenge pupils’ thinking; discerning possible connections between these and pupils’ own lives and ways of understanding the world.

think, talk and ask questions about whether the ideas they have been studying, have something to say to them

give a good reason for the views they have and the connections they make

Year 1 SMSC & BRITISH VALUES

Schools should promote the fundamental British values of democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs1. This can help schools to demonstrate how they are meeting the requirements of section 78 of the Education Act 2002, in their provision of SMSC.

Actively promoting the values means challenging opinions or behaviours in school that are contrary to fundamental British values. Attempts to promote systems that undermine fundamental British values would be completely at odds with schools’ duty to provide SMSC. The Teachers’ Standards expect teachers to uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school. This includes not undermining fundamental British values.

Spiritual, Moral, Social and Spiritual Education

SPIRITUAL DEVELOPMENT

ability to be reflective about their own beliefs (religious or otherwise) and perspective on life

knowledge of, and respect for, different people’s faiths, feelings and values

sense of enjoyment and fascination in learning about themselves, others and the world around them

use of imagination and creativity in their learning

willingness to reflect on their experiences.

MORAL DEVELOPMENT

ability to recognise the difference between right and wrong and to readily apply this understanding in their own lives, and to recognise legal boundaries and, in doing so, respect the civil and criminal law of England

understanding of the consequences of their behaviour and actions

interest in investigating and offering reasoned views about moral and ethical issues and ability to understand and appreciate the viewpoints of others on these issues.

SOCIAL DEVELOPMENT

· use of a range of social skills in different contexts, for example working and socialising with other pupils, including those from different religious, ethnic and socio-economic backgrounds

· willingness to participate in a variety of communities and social settings, including by volunteering, cooperating well with others and being able to resolve conflicts effectively

acceptance of and engagement with the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs. They will develop and demonstrate skills and attitudes that will allow them to participate fully in and contribute positively to life in modern Britain.

CULTURAL DEVELOPMENT

· understanding and appreciation of the wide range of cultural influences that have shaped their own heritage and that of others

· understanding and appreciation of the range of different cultures in the school and further afield as an essential element of their preparation for life in modern Britain

· ability to recognise, and value, the things we share in common across cultural, religious, ethnic and socio-economic communities

· knowledge of Britain’s democratic parliamentary system and its central role in shaping our history and values, and in continuing to develop Britain

· willingness to participate in and respond positively to artistic, musical, sporting and cultural opportunities

interest in exploring, improving understanding of and showing respect for different faiths and cultural diversity and the extent to which they understand, accept, respect and celebrate diversity. This is shown by their respect and attitudes towards different religious, ethnic and socio-economic groups in the local, national and global communities.

British Values - democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs

an understanding of how citizens can influence decision-making through the democratic process;

an appreciation that living under the rule of law protects individual citizens and is essential for their wellbeing and safety;

an understanding that there is a separation of power between the executive and the judiciary, and that while some public bodies such as the police and the army can be held to account through Parliament, others such as the courts maintain independence;

an understanding that the freedom to choose and hold other faiths and beliefs is protected in law;

an acceptance that other people having different faiths or beliefs to oneself (or having none) should be accepted and tolerated, and should not be the cause of prejudicial or discriminatory behaviour; and

an understanding of the importance of identifying and combatting discrimination.