Overview for Year 1

  YEAR 1 Autumn Spring Summer
Reading Word Reading

 

Daily Phonic Programme – Letters and Sounds, Guided Read Sessions
Comprehension

 

 

Guided Read Sessions – texts include, fiction and non-fiction & poetry
Writing Transcription

 

Daily Spelling, Phonics and Handwriting practice
Composition

 

Writing in various genres: narratives, explanations, recounts, report, instructions, traditional tales.
VGP

 

Daily starters VGP – NC expectations
Speaking and Listening Regular opportunities to share ideas in various situations – NC expectations
Maths Number and Place Value, Addition and Subtraction, Multiplication and Division, Fractions, Measurement, Geometry: properties of shape, Geometry: position and directions.

 

The Big Questions Do you like to be beside the seaside?

 

Who played with toys like these?

Am I a mammal? Who lives in a house like this?

 

Where does my dinner come from?

Science Everyday Materials

·         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

 

 

Animals, including humans

·         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.

 

Plants

·         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

 

Working Scientifically – on going through the year.

·         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.

Seasonal Changes – On going throughout the year.

·         observe changes across the 4 seasons

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

 

 

Computing

We are celebrating /We are painters

 

·         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 material on the internet or other online technologies

We are collectors

·         recognise common uses of information technology beyond school

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

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

 

 

We are treasure hunters

 

 

·         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

·         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 material on the internet or other online technologies

 

 

History 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.
Victorians – holidays now and then

Toys – timelines, old and new

 

 

Objectives linked to the big questions –

·         Events beyond living memory that are significant nationally or globally.

·         The lives of significant individuals in the past who have contributed to national and international achievements.

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

 

 

Look at significant people who have influenced animal conservation and left a legacy –

 Joy Adamson, Steve Irwin, David Attenborough

 

 

Objectives linked to the big question –

·         The lives of significant individuals in the past who have contributed to national and international achievements

Comparing Victorian and modern day homes and buildings

Look at significant people like Wren/McIntosh 

Famous TV chefs through time – Jamie Oliver

 

Objectives linked to the big question –

·         Significant historical events, people and places in their own locality.

·         Events beyond living memory that are significant nationally or globally.

·         The lives of significant individuals in the past who have contributed to national and international achievements.

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

Geography Looking at coastlines, features of the seaside, how the UK is made up.

Compass points – where we are in the UK.

 

Objectives linked to the big question –

·         Name, locate and identify characteristics of the four countries and capital cities of the UK and surrounding seas.

·         Use basic geographical vocabulary to refer to key human and physical features.

·         Identify seasonal and daily weather patterns in the UK and the location of hot and cold areas of the world

·         Use world maps, atlas and globes to identify the UK and its countries, as well as countries, continents and oceans studied at this key stage.

·         Use simple compass directions and locational and directional language

 

Looking at where different animals orginate from and locating the different countries.

 

Objectives linked to the big question –

·         Use world maps, atlas and globes to identify the UK and its countries, as well as countries, continents and oceans studied at this key stage.

·         Use basic geographical vocabulary to refer to key human and physical features.

·         Identify seasonal and daily weather patterns in the UK and the location of hot and cold areas of the world

·

Looking at different buildings, location of specific significant buildings and sculptures.

Looking at where our food comes from – where does it grow – country/continent, how does it get to us?

 

Objectives linked to the big question –

·         Name and locate the world’s seven continents and five oceans.

·         Use world maps, atlas and globes to identify the UK and its countries, as well as countries, continents and oceans studied at this key stage.

·         Use basic geographical vocabulary to refer to key human and physical features.

·         Use simple compass directions and locational and directional language to describe the location and 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.

D&T Making picnic food for our visit to the seaside.

Look at mechanisms – how things work/split pin or lever Christmas decoration.

 

Objectives linked to the above activities –

·         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, ICT.

·         Select from and use a range of tools and equipment to perform practical tasks.

·         Select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics

·         Explore and evaluate a range of existing products

·         Evaluate their ideas and products against design criteria Explore and use mechanisms [for example, levers, sliders, wheels and axles], in their products.

·         Use the principles of healthy and varied diet to prepare dishes.

 

Animal Puppets

 

 

Objectives linked to the above activities –

·         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, ICT.

·         Select from and use a range of tools and equipment to perform practical tasks.

·         Select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics

·         Explore and evaluate a range of existing products

·         Evaluate their ideas and products against design criteria

 

Houses – looking at joins, dismantling and reforming.

Fruit smoothies – healthy meals

 

Objectives linked to the above activities –

·         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, ICT.

·         Select from and use a range of tools and equipment to perform practical tasks.

·         Select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics

·         Explore and evaluate a range of existing products

·         Evaluate their ideas and products against design criteria

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

·         Understand where food comes from

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

Art and Design Objectives covered throughout the year during PPA: See EW planning.

3D modelling – clay shell imprints, fireworks, painting skills, Christmas art, Hungry Caterpillar workbook of skills, class house tiles – painted, observational drawings, Mackintosh, Morris and Van Gogh.

* 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.

 

Music

 

 

 

Objectives covered throughout the year during PPA

Rhythm Work

Nativity

Objectives linked to the above activities –

* Use their voices expressively and creatively by singing songs and speaking chants and rhymes.

Singing and performing

Listening and appraising

Objectives linked to the above activities –

* Use their voices expressively and creatively by singing songs and speaking chants and rhymes.

* Listen with concentration and understanding to a range of high-quality live and recorded music.

Listening and appraising

Composing

Objectives linked to the above activities –

* Listen with concentration and understanding to a range of high-quality live and recorded music.

* Play tuned and untuned instruments musically.

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

P.E. Dance/Gymnastics

Invasion Games

Objectives linked to the above activities –

·         Perform dances using simple movement patterns.

·         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

Dance/Gymnastics

Multi Skills

Objectives linked to the above activities –

·         Perform dances using simple movement patterns.

·         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

Team Games

Athletics

Objectives linked to the above activities –

·         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

R.E. What does it mean to belong? Christianity

 

Why do Christian’s give gifts at Christmas?

 

What does it mean to belong to Hinduism?

 

What is Easter?

What does it mean to belong – Islam?

 

Who is Mohammed and why is he important?

PSHE Autumn 1: Core theme 2: Relationships

Feelings and emotions: recognise feelings in self; special people; behaviour and how people’s bodies and feelings can be hurt

Healthy Relationships: secrets and surprises; working together; boundaries and relationships; resolving conflict; teasing and bullying

Autumn 2: Core theme 1: Health and wellbeing

Keeping our bodies healthy; likes/dislikes and choices; recognising and managing different feelings; personal hygiene

Spring 1 Core theme 1: Health and Wellbeing

Growing and changing: Change, loss and getting older; names of main body parts (including external genitalia); personal identity: likes; choices; strengths

Keeping safe: What goes into our bodies; rules for keeping physically and emotionally safe; personal identity: family networks; people who are responsible for keeping us safe

Spring 2 Core theme 2: Relationships

Valuing difference: Attributes: kindness/fairness; sharing and respecting opinions;

recognising and respecting similarities and differences

 

Summer 1 & 2 –  Living in the Wider World

Rights and responsibilities: contributing to life in the classroom; constructing and following rules; awareness of needs of people and other living things; belonging to communities and groups

Taking care of the environment: improvements and harm to local environments; ways of looking after local environments

Money matters: sources of money; uses for money; spending and saving; role of money in their lives; managing money and keeping it safe; choices about spending; influences on spending choices.