year 1 curriculum parent newsletter spring 1 · year 1 – spring 1 in history, children will begin...

Year 1Curriculum

ParentInformation

GuideSpring 1

Welcome Back!

Dear Parents, Carers and Pupils,

This booklet is designed to help inform you of what your child is learning ineach subject across the curriculum. This half term, your child’s over-archingbig question that links the curriculum is : What is your talent and why is itimportant to celebrate talents? This is linked to the cultural theme‘Celebrating talents.’

How can you help at home?Discuss the learning from each of the subjects with your child at home tohelp them make links between their learning in school and the wider world.‘The Big Question’ is a great place to start. We also encourage the childrento complete the home learning project on page 3.

Reading: We do expect children to read at home for at least 15 minuteseveryday. Please ensure you and your child are filling out their reading logsat home. Remember they get 1 house point for each day they bring in theirlog signed by their carers/parents! Also 5 bonus house points for reading 4or more times in a week. Please also encourage your child to log onto BugClub which can be accessed from the school website in the children’ssection.Maths: We really encourage you to remind the children of how important itis to know their number bonds. Purple Mash has some great games andactivities that you can play to practise number bonds to 5, 10 and 20. Youwill need your login details to access the website.Writing: Spelling practise is essential for your child to become a fluentwriter. Your child will have weekly spellings to practice at home which theybring home on a Friday and are tested on the following Thursday.Homework: Homework is linked to our topic. This half term the mainhomework project is: Research a person from the past who had aninteresting talent.PE Kit: Your child must bring in their kit on the following days:Frogs: Mondays and Fridays, Otters: Wednesdays and Fridays, Ducks:Mondays and Wednesdays.Other important notices:Please feel free to talk to your class teacher if you wish to talk about yourchild’s learning further.

Kind regards,

The Year 1 Team.

Home Learning Project

How to be a historian!

Research a person from the past who had an interesting talent.They could be famous for:

- Being an artist- Being a sportsman/sportswoman

- Being an explorer- Being an author

- Being an inventor- Being a musician

Use a method of your choice to share your findings:- Poster- Booklet- Model

- Another way of your choice

Think about:

- What is their talent?- Is there anyone today who has a similar talent?

Top Tips for Parents:Year 1 – Spring 1

In History, children will begin todevelop their understanding oftime - this is really challenging forfor a 5 or 6 year old! They willbegin to talk about events in thepast and the present in their ownlives.

Children will also be learning aboutNeil Armstrong and why he is animportant figure in history. Theywill compare photographs whichwill help them to find old and newobjects and say which things arefrom the past and which are fromthe present.

To help your children, use thesedefinitions for our key words:Past – the period of time beforenowPresent – now

Use these phrases when talking toyour children about events in thepast and present:Past: before I was born, a longtime ago, when my grandparentswere youngPresent: now, these days, today,

Challenge your children with thisquiz:https://www.educationquizzes.com/ks1/history/vocabulary-1/

In Art, children will learn aboutGeorges Seurat. This French artistused a style known as pointilism.At school, children will experimentwith lots of different media beforeworking like the artist himself.

They will also mix secondarycolours; help them with this funsong!https://www.youtube.com/watch?v=bmquqAP2w_8

Vocabularypointilism - using lots of very smallmarks or little dots to create onelarge image or painting.media – art materials.primary colours – red, yellow, bluesecondary colours – green, purple,orange

Spring 1 Year 1Cross-Curricular Curriculum Map

Overarching Cultural Theme: Celebrating talentsBig Question: What is your talent?

Reading

We will be reading a rangeof Fiction and Non fiction

books in our Reading groups.

We will be focusing ondeveloping our retrieval

skills. We will learn aboutdifferent tools to help us

answer questions.

WritingNon fiction- write a recountlinked to ‘Not Now, Bernard’

Fiction- write a story followingthe structure of a familiar

storyWhat are the talents of thecharacters in the story? How

will you use this to create yourown talented character?

Maths

Addition and Subtraction to20- using differentmethods to add and

subtract numbers to 20.

Place Value- representing,ordering, counting and

comparing numbers to 50.

History

Historical people-understanding who NeilArmstrong was and why

he is an importantperson in history.

Art

Famous artists - we willfind out about the

famous artist GeorgesSeurat. Create our own

paintings using themethod, pointillism.

Music

Creating sounds byusing different

materials- a piece ofmusic linked to space.

Learn about composers.

Science

Materials- name, sort anddescribe the propertiesof a range of everyday

materials.

RE

Authority- explorewhat authority meansand how it links to keyevents in Jesus’ life.

PE

Explore balance andcoordination, on theirown and with others.

Computing

Using the internet to findinformation- find factsand photographs of Neil

Armstrong by usingsearch engines on the

Internet.

PSHE

What rules are; caring forothers’ needs; looking after

the environment

Using the internet anddigital devices;

communicating online

Trips and Visits

People in positions of authority- MrsStillwell, Police and Reverend Peter will

visit us to talk about their jobs.

Phonics

We will be following Letters and Sounds.We will be learning how to read and

write words with the sounds that we arelearning.

National Curriculum Objectives:

Read common exception words, notingunusual correspondences between spellingand sound and where these occur in theword.

Read words containing taught GPCs and –s,-es, -ing, -ed, -er and –est endings.

Being encouraged to link what they read orhear read to their own experiences.

Drawing on what they already know or onbackground information and vocabularyprovided by the teacher.

Checking that the text makes sense tothem as they read and correctinginaccurate reading.

Predicting what might happen on the basisof what has been read so far.

Key Performance Indicators

Predict what might happen on the basis ofwhat has been read (or images seen)

Read accurately by blending sounds inunfamiliar words containing GPCs(Grapheme phoneme correspondence)

Read aloud accurately books that areconsistent with their developing phonicknowledge

Read common exception words, notingunusual correspondences between spellingand sound and where these occur in theword

With help, asking and answering questionsabout the text

Drawing on what they know, theirexperiences andinformation/ideas/vocabulary provided bythe teacher make connections about stories.

Discovery/InvestigativeChallenge

Choose 2 books. What is similarand what is different about thebooks?

Small Steps:

- Reading, remembering andfinding information

- Understanding questions- Answering questions

effectively by looking for keywords, scanning, using pagenumbers, finding the exactword

- Recording what informationwe have found in differentways

- Summarising information

Key Prior Learning Links

Children read and understandbooks at their level.

Use phonic knowledge to decoderegular words and read themaloud accurately.

Read some common exceptionwords.

Answering questions about a bookthat they have read, with supportfrom an adult.

BGPS Reading Year 1 S1


Write sentences by saying out loud whatthey are going to write about.

Compose sentences orally before writing.

Spell common exception words.

Re-reading what they have written tocheck that it makes sense.

Discuss what they have written with theteacher or other pupils.

Read their work out clearly enough to beheard by their peers and the teacher.

Sequencing sentences to form shortnarratives

Develop your understanding of joiningwords and joining clauses using ‘and’

Using –ing, -ed, -er and –est where nochange is needed in the spelling of rootwords [for example, helping, helped,helper, eating, quicker, quietest].

Using a capital letter for names of people,places, the days of the week, and thepersonal pronoun ‘I’.


Use conjunctions to join clauses e.g. ‘and’.

Begin to form lower-case letters in thecorrect direction, starting and finishing inthe right place

Punctuate sentences using a capital letterand a full stop mostly correctly

Sequence sentences to form shortnarratives

Show some accurate use of –ing –ed –er –

est where no change is needed in the

spelling of root words for example:

helping, helped, helper


Write a fact file about yourselfdescribing your talents and whatmakes you special.

Small Steps:

Rhinocorn Rules:- Share book- Immersion in vocabulary- Independent writing

Not Now, Bernard- Hook- Immersion in the story- Generate vocabulary- Identify the audience and purpose- Short burst skills (suffixes, and)- Plan ideas- Draft ideas and edit- Publish work


Use phonic knowledge to writewords in ways which match theirspoken sounds.

Write some irregular commonwords.

Write simple sentences which canbe read by themselves andothers.

Some words are spelt correctlyand others are phoneticallyplausible.

Re read what you have written tocheck that it makes sense.

BGPS Writing Year 1 S1


Read, write and interpret mathematicalstatements involving addition (+),subtraction (–) and equals (=) signs

Represent and use number bonds andrelated subtraction facts within 20

Add and subtract one-digit and two-digitnumbers to 20, including zero

Solve one step problems that involveaddition and subtraction, using concreteobjects and pictorial representations, andmissing number problems

Count forwards and backwards to 50,beginning with 0 or 1, or from any number

Count, read and write numbers to 50 innumerals

Given a number, identify one more or oneless

Identify and represent numbers usingobjects and pictorial representationsincluding the number line, and use thelanguage of equal to, more than, less than,most, least


Add and subtract one digit and 2 digitnumbers to 20, including 0

Read, write and interpret mathematicalstatements involving addition, plus, equals

Represent (including symbols) and usenumber bonds and related subtractionfacts within 20 (within 10 for Autumn 1)

Count in multiples of twos, fives and tens

Count, read and write numbers to 50 in

numerals


Can you write instructions for aYear R child to help them addusing jottings? You can drawpictures to help.

Small Steps:

Addition and Subtraction to 20• Adding by counting on• Find and make number bonds• Add by making 10• Subtraction- not crossing 10• Subtraction- crossing out• Related facts• Compare number sentences

Place value to 50• Count forwards and backwards and

write numbers to 20• Numbers from 11 to 20• Tens and ones• Count one more and one less• Compare groups of objects• Compare numbers• Order groups of objects• Order numbers


Read, write and order numbers to 20.

Identify and represent numbers to 20using concrete objects.

Add and subtract two single-digitnumbers to 10, using objects orpictorial representations.

Represent and use number bonds to 10.

BGPS Maths Year 1 S1


Use drawing, painting and sculptureto develop and share their ideas,experiences and imaginations

Develop a wide range of art anddesign techniques in using colour,pattern, texture, line, shape, formand space

Learn about the work of famousartists, craft makers and designers,describing the differences andsimilarities between practices anddisciplines, and making links to theirown work

Progression of Knowledge andSkills

Describe the work of a famousartist

Use the work of a famous artist tocreate their own work

Use a variety of tools andtechniques including the use ofdifferent brush sizes and types

Mix and match colours to artefactsand objects

Mix secondary colours and shadesusing different types of paint


What information can you findout about Georges Seurat? Werethere any other artists thatused the method of pointillism?

Small Steps:

Creating a painting in the style ofGeorges Seurat- Learn about the famous artist

Georges Seurat- Discuss his work and what you

like/dislike about it- Find out about the method

pointillism- Practise and experiment with

pointillism using differentmaterials (paint, pen)

- Create own piece of Art basedon the work of GeorgesSeurat


Use and explore a variety ofmaterials, tools and techniques.

Experiment with colour, design,texture, form and function.

Use different materials to createtexture.

BGPS Art Year 1 S1

National CurriculumObjectives:

Learn about the lives ofsignificant individuals in thepast who have contributed tonational and internationalachievements.


Recognise the differencebetween the past and present intheir own lives.

Know and recount episodes fromstories about the past.

Compare pictures orphotographs of people in thepast.

Communicate the knowledgethrough discussion, drawing,writing, making models.

Discovery/Investigative Challenge

Neil Armstrong was an explorerof space. Can you find out aboutany other famous explorers?

Small Steps:

Neil Armstrong:- Who is Neil Armstrong

and why is he an importantperson in History?

- Finding out about themoon landing

- Hot seat Neil Armstrongto find out more abouthim

- Use the computers to findmore information aboutNeil Armstrong

- Present our learning


Demonstrate an understanding ofkey words such as old and new.

Discuss their own experiencesand share them with others.

Talk about similarities anddifferences between themselvesand others.

Know that sources tell you things.

BGPS History Year 1 S1


Listen with concentration andunderstanding to a range of high-quality live and recorded music

Experiment with, create, select andcombine sounds using the inter-related dimensions of music.

Play tuned and untuned instrumentsmusically


Respond to different kinds of musicappropriately and with an awarenessof the needs of other listeners.

Respond to music heard, whenappropriate, through movement, artor by creating their own music.

Identify high, low & middle pitchedsounds.

Recognise & describe music whichmoves at a fast, moderate or slowpace.

Create and play high, low & middlepitched musical sounds.

Create fast, moderate or slow pacedsounds & music.


What instruments do you like thesound of? Why?

Small Steps:

- Listen to different pieces ofmusic about space

- Find out about famouscomposers and what pieces ofmusic they are famous forcomposing

- Describe the music usingwords such as duration anddynamics

- Draw our responses to themusic

- Use different materials tocreate our own sounds thatlink to our topic

- Create a piece of music usingthe sounds that we created

- Practise the piece of musicand perform or record


Respond to long and short soundsin movement.

Create long and short sounds.

Move in time to a steady beat.

Respond to loud and quiet sounds.

Find sounds and create music.

Respond to and express an opinionon music.

BGPS Music Year 1 S1


They can identify how theirresponses relate to events in theirown lives.

Children can talk about their ownresponses to their experiences ofthe concepts explored.


Describe in simple terms their ownresponses to authority figures

Identify simple examples of ways inwhich people with authority affecttheirs and others’ lives

Describe in simple terms themeaning of the concept authority

Give a simple description aboutevents in Jesus life whichdemonstrate His authority

Describe in simple terms theimportance of Jesus’ authority toChristians.


Who do you admire that has aposition of authority? Draw apicture and try to explain why.

Small Steps:

- Discuss what authority is- Identify people who are in

positions of authority- Have a visit from people who

are in positions of authorityand find out about their jobs

- Explore authority in Jesus’life

- Describe and discuss whyJesus’ authority is importantto Christians


Listening to others and discussingour own ideas.

Showing respect to the opinionsand beliefs of others.

Why light is an important symbolfor some people, includingChristians.

Why celebrations and festivalsare important.

BGPS RE Year 1 S1


Compare and group together avariety of everyday materials on thebasis of their simple physicalproperties.

Describe the simple physicalproperties of a variety of everydaymaterials

Identify and name a variety ofeveryday materials, including wood,plastic, glass, metal, water, and rock

Distinguish between an object andthe material from which it is made


What material would be best formaking a Bassett Green rain coat?Why? Can you draw a design?

Small Steps:

Materials:- Name everyday materials and

understand the differencebetween an object and thematerial from which it is made

- Describe materials and theirproperties

- Sort materials

Seasons:- Name the 4 seasons- Identify the season that we

are currently experiencing- Describe the weather that is

associated with that season


Name different types of weather

BGPS Science Year 1 S1


Use technology safely andrespectfully, keeping personalinformation private; identify whereto go for help and support whenthey have concerns about content orcontact on the internet or otheronline technologies.

Use technology purposefully tocreate, organise, store, manipulateand retrieve digital content.


Load programs (office, iPad apps,)with support/open and close apps

Use a mouse to navigate an age-appropriate website/know how tonavigate apps on an iPad

To talk about what they are doingwith Computers/Digital Media usingappropriate vocabulary according toequipment available e.gscreen/keyboard/iPad/computer/mouse/headphones


Can you use a safe search engine,with your grown up’s permission, tofind out about your favouriteanimal?

Small Steps:

Finding information:- Learn how to use the internet

to find information- Use a safe search engine to

find images- Use a safe search engine to

find facts- Present/share the images or

facts with others


Children recognise that a range oftechnology is used in places suchas homes and schools.

They select and use technologyfor particular purposes.

BGPS Computing Year 1 S1


That people and other livingthings have needs and that theyhave responsibilities to meetthem


Find out about a communitythat is different to the onethat you live in. Create aposter, leaflet or fact fileabout that community.

Small Steps:

Rules- What communities do you

belong to?- What different

responsibilities do we have?- Differences between peopleMedia Literacy- Accessing the Internet- The purpose and value of the

Internet- The differences between

information on the Internet


Children show sensitivity towardsothers and their feelings

Children know about similaritiesand differences betweenthemselves and other families,communities and traditions

Children recognise technologythat is used at home and in school

BGPS PSHE Year 1 S1

Progression of Static Balance

1. Whilst balanced receive a small forcefrom various angles.

2. Stand on line with good stance for 10seconds.


1. Stand on line with good stance for 10seconds.

Discovery Challenge

Standing side by side with a friend try, walking with your inside foot touching.Find different lines and objects to balance on and, with your heels raised, make up ahand clapping routine.

BGPS PE Year 1 Sp1

Progression of Dynamic Balance online

1. Walk fluidly, lifting knees to 90°.

2. Walk fluidly, lifting heels tobottom.

3. Walk backwards with fluidity andminimum wobble


1. Walk forwards with fluidity andminimum wobble.

2. Walk backwards with fluidity andminimum wobble.

Progression of Cognitive Skills

.Level 1I can name some things I am good at.I can understand and follow simple rules.


Level 1I can name some things I am good at.I can understand and follow simple rules.Level Pre-1I can follow simple instructions.

Pupils should develop fun National Curriculum Objectives:

Become increasingly competent and confident and access a broad range ofopportunities to extend their agility, balance and coordination, individually and withothers

Explore a range of increasingly challenging situations

year 1 curriculum parent newsletter spring 1 · year 1 – spring 1 in history, children will begin...

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